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All Journal ABSIS : Mathematics Education Journal Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Cognitive Development Journal
Salvador V. Briones II
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Agriculture, Biological Sciences & Forestry Education Mathematics Physics Public Health Other

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Development Of The PISA-Like Mathematics Literacy Test Based On Yogyakarta Socio-Culture Sellanidia Antika Sari; Rizqona Maharani; Salvador V. Briones II
Absis: Mathematics Education Journal Vol 6 No 2 (2024): November 2024
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v6i2.5478

Abstract

This research aims to develop a PISA-Like mathematical literacy test based on Yogyakarta socio-culture that is valid, practical and effective. The research method used is Research and Development (R&D) with the Plomp development model. The subjects of this study were 18 students of class VIII of SMP Teladan Yogyakarta. The instruments used included validation sheets, teacher response questionnaires, student response questionnaires, and test instruments. The results of the study showed: (1) the expert validation results obtained a V-Aiken value of 0.75 with a fairly valid category, (2) There were 7 valid and reliable questions, (3) The teacher's response was very good with a score of 50.67, (4) Student responses to test questions obtained 78% of students obtained a score of 38.1 with a good to excellent category, and (5) 72% of students obtained a mathematical literacy test score with a sufficient to good category. Based on the overall data analysis, it can be concluded that the development of a mathematical literacy test instrument based on PISA-Like with the socio-cultural context of Yogyakarta is declared valid, practical, and effective for measuring the mathematical literacy of class VIII students of SMP Teladan Yogyakarta at the prediction level 3.
Pre-Service Teachers and Computational Thinking: Designing Meaningful Learning in Higher Education Krisdianto Hadiprasetyo; Exacta, Annisa Prima; Muhammad Zain Musa; Salvador V. Briones II
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.48

Abstract

This study aims to understand the students’ computational thinking skills in statistics. The type of research is descriptive with a qualitative approach. The data collection techniques in this study include 1) Tests; 2) Interviews; 3) Documentation; and 4) Validation Sheets. The data analysis in this study involves: 1) Data condensation; 2) Data presentation; 3) Verification; and 4) Conclusion drawing. The validity of the data in this study is ensured using the technique of triangulation. Subjects were selected using purposive sampling. The instruments used were two statistical problem-solving questions. The results showed that in solving the first and second questions, the respondents could address the problems using the components of Computational Thinking, starting with decomposition, abstraction, and algorithm tasks. However, the pattern recognition component was not evident in the problem-solving process, even though some respondents gave incorrect answers. This was because the respondents did not fully understand the questions. They only read the questions once or twice, so the information was not fully comprehended. Additionally, the respondents only considered the simplest path and overlooked more complex paths in solving the second question. Students can carry out abstraction and algorithmic tasks, but they still struggle with decomposition and pattern recognition. Keywords: student, mathematics, statistics, computational thinking, ability
Integrating Ethnomathematics Cases with EdCafe AI to Enhance Students’ Mathematical Connection Ability Erika Laras Astutiningtyas; Annisa Prima Exacta; Isna Farahsanti; Andhika Ayu Wulandari; Salvador V. Briones II
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 6 No. 3 (2026): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v6i3.4708

Abstract

Mathematics is often perceived as abstract due to limited integration of cultural and real-world contexts, which restricts students’ opportunities to develop meaningful mathematical connections. This study investigates the impact of integrating ethnomathematics-based case studies with the EdCafe AI platform in a Graph Theory course. A quantitative pre-experimental one-group pretest–posttest design was applied to 18 mathematics education students over six sessions (100 minutes each). The intervention combined local ethnomathematical contexts with EdCafe AI’s interactive features and automated feedback. Students’ mathematical connection ability was assessed using an essay-based test scored on a four-point scale. Results showed a significant improvement: the mean score increased from 2.100 in the pretest to 3.483 in the posttest, with a mean gain of 1.383 points. The Wilcoxon signed-rank test confirmed statistical significance (W = 0.000, Z = ?4.001, p < .001), with all students achieving higher posttest scores. The effect size was large (r = 0.943), and the normalized gain (N-gain) of 0.728 indicated a high-gain category. These findings indicate substantial improvement following the intervention, although the absence of a comparison group limits causal inference. Practically, the results highlight the potential of combining ethnomathematics with AI-assisted learning to strengthen conceptual mastery, contextual understanding, and digital literacy in mathematics education.
Co-Authors Andhika Ayu Wulandari, Andhika Ayu Erika Laras Astutiningtyas Exacta, Annisa Prima Hadiprasetyo, Krisdianto isna farahsanti Muhammad Zain Musa Rizqona Maharani Sellanidia Antika Sari