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Wahyu Setyaningrum

Universitas Negeri Yogyakarta

Author-ID : 833247

Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Hubungan Kemampuan Pemecahan Masalah Matematis dengan Self-regulated learning Murid Ditinjau dari Perbedaan Gender Laras Setyowati; Wahyu Setyaningrum
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 5 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i5.5865

Fokus kajian ini diarahkan pada hubungan antara self-regulated learning dan kemampuan pemecahan masalah matematis siswa kelas VIII SMP pada materi persamaan garis lurus dengan mempertimbangkan perbedaan gender. Pendekatan yang diterapkan ialah kuantitatif melalui metode korelasional. Subjek penelitian berjumlah 60 siswa yang terdiri atas 30 siswa laki-laki serta 30 siswa perempuan. Pengumpulan data dilakukan menggunakan angket self-regulated learning dan tes kemampuan pemecahan masalah matematis sebagai instrumen penelitian. Analisis data dilaksanakan melalui statistik deskriptif dan inferensial dengan bantuan IBM SPSS Statistics, yang mencakup uji normalitas, uji homogenitas, korelasi Pearson Product Moment, serta Independent Samples t-Test. Temuan penelitian memperlihatkan bahwa data memenuhi asumsi normalitas dan homogenitas. Pengujian korelasi Pearson mengindikasikan adanya hubungan positif yang signifikan antara self-regulated learning dan kemampuan pemecahan masalah matematis siswa dengan koefisien korelasi sebesar r = 0,853 serta nilai signifikansi p < 0,05. Jika ditinjau berdasarkan gender, kekuatan hubungan pada siswa laki-laki tampak lebih tinggi dibandingkan siswa perempuan, walaupun keduanya termasuk dalam kategori hubungan sangat kuat. Di sisi lain, hasil Independent Samples t-Test mengungkapkan bahwa tidak terdapat perbedaan signifikan antara siswa laki-laki dan perempuan baik pada variabel self-regulated learning maupun kemampuan pemecahan masalah matematis. Dengan demikian, self-regulated learning dapat dipahami sebagai faktor penting yang mendukung kemampuan pemecahan masalah matematis siswa sehingga pengembangannya dalam pembelajaran matematika perlu mendapat perhatian.

Media Digital Berbasis STEM Berorientasi pada Numerasi dan Self-regulated Learning Materi Sistem Persamaan Linear Dua Variabel Puspita, Geni; Setyaningrum, Wahyu
Edumatica : Jurnal Pendidikan Matematika Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v16i1.48194

The numerical ability in Indonesia is still low and has an influence on students' academic achievement, including student's problemsolving ability. The purpose of this research was to produce STEM-based digital learning media which can develop students' numeracy and self-regulated learning in the subject of Two-Variable Linear Equation System (SPLDV) for VIII grade and its validation, practicality and effectiveness. The research adopted Research and Development (R&D) model through ADDIE with five main processes including arrays: analyze, design, develop, implement and evaluate. Subjects The subjects of this research were 22 eighth graders at a MTsN in Sleman Regency in the odd semester of academic year 2024/2025. Data were collected using a questionnaire and numeracy test, then analyzed by paired sample t-test and N-gain formula. Results indicated that learning media which was a form of smartphone application was appropriate, feasible and effective with the average numeracy score increase from 36.91 to 79.27 and for self-regulated learning test was from 44.95 to 74.09. The integration of the STEM approach with the self-regulated learning strategy was proven to improve students' numeracy and self-regulated learning. Future study is required to develop the interactive learning media can improve its content and interface and has effectiveness on a wider sample and school level.

Analisis Perspektif Siswa pada Penggunaan ChatGPT sebagai Media Pembelajaran Matematika Fase F di SMA Negeri 30 Jakarta Ervina Lutfiyati; Indar Prabowo; Wahyu Setyaningrum
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4512

Penelitian ini bertujuan untuk menganalisis perspektif siswa terhadap penggunaan ChatGPT dalam pembelajaran matematika tingkat lanjut di SMA Negeri 30 Jakarta. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yang melibatkan 62 siswa kelas XII yang dipilih secara purposive dari kelompok pengguna aktif ChatGPT. Data dikumpulkan melalui observasi, wawancara, kuesioner, dan tes esai pada materi limit, turunan, dan integral. Analisis difokuskan pada empat dimensi, yaitu kegunaan, kemudahan, niat perilaku, dan kepercayaan. Hasil penelitian menunjukkan bahwa siswa memiliki perspektif positif terhadap ChatGPT sebagai alat bantu pembelajaran yang praktis, terutama dalam membantu penyelesaian soal, memahami materi, dan memperoleh ide. Namun, terdapat variasi tingkat kepercayaan yang menunjukkan bahwa penggunaan ChatGPT tidak selalu diikuti dengan pemahaman konsep yang mendalam. Sebagian besar siswa menunjukkan sikap kritis dengan melakukan verifikasi dan revisi terhadap jawaban yang diperoleh. Temuan ini menegaskan pentingnya peran guru dalam membimbing penggunaan teknologi berbasis kecerdasan buatan secara kritis dan efektif agar tetap mendukung pengembangan pemahaman konsep dan kemampuan berpikir kritis siswa.

SIDIC: A Learning Analytics–Driven Digital Diagnostic System for Identifying Students’ Mathematics Learning Profiles and Supporting Differentiated Instruction Depi Ardian Nugraha; Sugiman Sugiman; Elly Arliani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96887

The diversity of students’ learning profiles and the limited use of data-driven diagnostic assessment in mathematics classrooms present significant challenges in implementing differentiated instruction. Current classroom practices are still insufficiently supported by digital systems capable of accurately identifying students’ learning needs in real time. This study aims to develop SIDIC (Student Identification for Diagnostic Instructional Classification), a learning analytics–based digital diagnostic assessment system designed to identify junior high school students’ mathematics learning profiles and support data-driven differentiated instruction. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Instrument validity was evaluated by seven experts across 40 items covering 10 aspects, resulting in an average Aiken’s V of 0.85, indicating high validity. Practicality testing involved 92 students and 9 mathematics teachers from three schools, showing that SIDIC falls into the very practical category (student score = 4.33; teacher score = 4.49). The findings indicate that SIDIC is easy to use, efficient, and effective in identifying students’ learning profiles. Overall, SIDIC represents a valid, practical, and adaptive digital assessment innovation that bridges diagnostic assessment, digital technology, and data-driven differentiated instruction within an integrated system.

Digital Learning Transformation through the I-RME Learning Model Supported by LMS: Improving Students' Independence in Mathematics Learning Vepi Apiati; Sugiman Sugiman; Sri Andayani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96914

The advancement of technology in the digital era has shifted mathematics learning from teacher-centered to student-centered approaches, emphasizing the importance of students’ learning independence. Learning Management Systems (LMS) have the potential to support this transformation; however, their use in fostering learning independence remains limited. Therefore, integrating technology with appropriate learning models is essential. This study aims to examine the effectiveness of digital learning transformation through the implementation of an LMS-supported I-RME (Inquiry–Realistic Mathematics Education) learning model in enhancing students’ independence in learning mathematics. A quasi-experimental design was employed involving 198 tenth-grade students from two senior high schools in Tasikmalaya. The experimental group received instruction using the LMS-supported I-RME learning model, while the control group was taught using the I-RME learning model without LMS and conventional methods. Students’ learning independence was measured using a validated and reliable questionnaire. The results indicate that the experimental group demonstrated greater improvement in learning independence compared to the control group. These findings suggest that the LMS-supported I-RME learning model is effective in promoting students’ independence in learning mathematics and provides more optimal outcomes than both non-LMS I-RME learning model and conventional approaches.

Developing a Mobile Game Using Scientific Approach to Support Mathematics Learning Rhomiy Handican; Wahyu Setyaningrum
Edumatika Vol 4 No 1 (2021): May 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i1.607

The widespread use of smartphones to play games and the lack of use as a medium for learning mathematics is the reason for the need for the development of smartphone-based edutainment learning media. The purpose of this research is to design and develop interactive edutainment learning applications of mobile mathematics games to help junior high school students to learn line and angles material. This mobile game-based application incorporates graphic design, background music, and animation, and a major structural element in game development to attract students. This research belongs to the type of Research and Development (R&D) and the model used is the ADDIE model that is carried out in a systematic stage. The results of the study show that the developed game meets the valid aspects, where the level of expert approval of the design functionality has an average value of 4,49 out of 5, meanwhile, the assessment of the material has an average score of 4,17 out of 5 and the user states that the game meets the practical aspect with an average score of 3,75 out of 5. It is hoped that this game-based learning application called "CORNER" for mobile devices can act as an additional tool for improving students' conceptual understanding and interest to learn through the scientific approach used.

Bibliometric Analysis of Blended Learning Research Trends: Integrating Cognitive Load Theory and Retrieval Practice Perspectives Alfauzan Ramadhanny Simangunsong; Wahyu Setyaningrum; Elly Arliani; Ariyadi Wijaya
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1436

Blended learning has been widely implemented in education, particularly in response to the rapid development of digital learning environments. However, existing studies predominantly focus on implementation practices and general learning outcomes, while neglecting the cognitive mechanisms that underlie learning effectiveness. This study addresses this gap by analyzing research trends, conceptual structures, and existing research gaps in blended learning through the integration of Cognitive Load Theory and retrieval practice. The objective of this study is to map the development of blended learning research and identify the extent to which cognitive principles have been incorporated into instructional design studies. A bibliometric approach was employed using data retrieved from Scopus and Google Scholar databases covering the period 2020–2025. The data were analyzed using VOSviewer to examine keyword co-occurrence networks, thematic clusters, temporal trends, and research density. The results indicate that blended learning research remains fragmented and largely focused on implementation issues, student engagement, and pandemic-related educational contexts. Although there is a growing interest in theoretical perspectives, the integration of Cognitive Load Theory and retrieval-based learning strategies remains limited. Furthermore, cognitive constructs such as prior knowledge activation, working memory management, and retrieval processes are underrepresented in high-density research clusters, indicating a significant research gap in cognitively grounded instructional design. This study highlights the need for a more structured instructional framework that integrates cognitive principles, particularly through pre-learning interventions that enhance retrieval practice and optimize cognitive load management. The findings contribute to the development of a more theory-driven blended learning model aligned with human cognitive architecture.

Application of Problem-based Learning Based Set Mobile Game Oriented to Motivation, Interest, and Logical-Mathematical Thinking Nopi Tri Utami; Wahyu Setyaningrum
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.980

The purpose of this study is to describe (1) the effectiveness of problem-based learning using Mobile Games; (2) the effectiveness of conventional learning using Mobile Games; and (3) the comparative effectiveness between problem-based learning using Mobile Games and conventional learning using Mobile Games in terms of students' motivation, interest, and logical-mathematical thinking ability. This research is a quasi-experimental study with a population of all seventh-grade students at SMP Negeri 1 Minggir, and the sample comprises classes VIIF and VIIG, each with 31 students. Data were obtained using non-test and test instruments. The effectiveness of mobile game treatment in each class was analyzed using t-tests and MANOVA (Hotteling T2). The results of this study show: (1) problem-based learning using Mobile Games is effective in terms of students' motivation, interest, and logical-mathematical thinking ability based on questionnaire and post-test; (2) conventional learning using Mobile Games is effective in terms of students' motivation, interest, and logical-mathematical thinking ability based on questionnaire and post-test; and (3) the results of the comparative effectiveness analysis show that problem-based learning using Mobile Games is more effective compared to conventional learning using Mobile Games in terms of students' motivation, interest, and logical-mathematical thinking.

Collaborative Learning Model of the PBL Type with a Scientific Approach to Improve Mathematical Problem-Solving Skills and Self-Regulated Learning of Students Risna Amelia; Kuswari Hernawati; Jailani Jailani; Wahyu Setyaningrum
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.17840

21st-century education requires students to master mathematical problem-solving skills and self-regulated learning (SRL), but these skills remain a challenge for junior high school students in Indonesia. This study aims to examine the impact of implementing a Collaborative Learning Model of the PBL combined with a scientific approach (observing, questioning, reasoning/trying, communicating) on students' mathematical problem-solving skills and SRL. The study used a pre-experimental method with a One-Group Pretest–Posttest design on 31 seventh-grade students at a junior high school in Sleman Regency. Data on problem-solving skills were collected through a 5-item essay test with a maximum theoretical score of 50, while SRL was measured using a Likert scale questionnaire. Inferential analysis used the Wilcoxon signed-rank test for problem-solving skills (the assumption of normality was not met) and the paired sample t-test for SRL. The results showed a significant increase in problem-solving skills from 15.32 to 30.92, with posttest achievement equivalent to 61.84% of the theoretical maximum score. SRL also increased significantly from 121.81 to 122.74, although the mean difference was relatively small compared to the scale range. These findings indicate changes in students’ achievement after the intervention; however, the results should be interpreted cautiously due to the short intervention duration and the limitations of the one-group pretest–posttest design without a control group.

Reconceptualizing Mathematical Problem-Solving Skills in The Digital Age: Teachers’ Perspectives Through the Lens of Theory of Didactical Situations Siti Ruqoyyah; Kana Hidayati; Jailani Jailani; Heri Retnawati; Wahyu Setyaningrum
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.2144

Mathematical problem-solving skills are a critical 21st-century competency, yet their development still faces various challenges in the digital age. This study aims to explore teachers’ perspectives on students’ mathematical problem-solving skills, analyze teaching practices through the Theory of Didactical Situations framework, and formulate a reconceptualization of mathematical problem-solving skills relevant to the era of artificial intelligence. The study employed a qualitative approach with an exploratory design involving 11 junior high school mathematics teachers selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using the Bogdan and Biklen model. Findings indicate that mathematics instruction remains dominated by a procedural approach that reinforces students’ reliance on examples and teacher authority. Students struggle to understand non-routine problems, design independent strategies, engage in reflection, and verify solutions. Furthermore, the use of digital technology remains instrumental and does not yet support exploration or critical thinking. From a TDS perspective, the digital milieu has not yet functioned as an exploratory environment, while the didactic contract still positions the teacher as the primary authority. Based on a synthesis of empirical findings and studies on AI hallucination and Retrieval-Augmented Generation, this research proposes an expansion of the problem-solving framework by adding a dimension of digital information verification and formulating a conceptual model of the Didactic RAG-System to support mathematics learning in the era of artificial intelligence.

Co-Authors Abdul Halim Abdullah Abdullah, Abdul Halim Abdullah, Abdul Halim Abu Yazid Raisal Adi Susanto Al Gafari, Muhamad Rizky Ali Mahmudi Ali, Mohamad Bilal Ali, Mohamad Bilal Aminuyati Annis Deshinta Ayuningtyas Aoyama, Kazuhiro Arif Sapta Mandala Ariyadi Wijaya Atmini Dhoruri Azizah, Nur Lailatul Caturiyati Caturiyati Caturiyati Depi Ardian Nugraha Dhoriva Urwatul Wutsqa Dita Aldila Krisma Dyah Ayu Puspita Ardani Edward E. Pandelaki, Edward E. Eka Purwanto , Ungsari Rizki Eka Purwanto, Ungsari Rizki Elly Arliani Emas Marlina Erlyanna Nur Risqi Ervina Lutfiyati Fabian, Khristin Fadilla Camellia Fanggidae, Janrino Junus Rivaldi Fitriana Yuli Saptaningtyas Franyoto, Yuvianti Dwi Gunawan Gunawan Guntur, Muhamad Ikhsan Sahal Habibie, Akmal Hibban Habibullah Habibullah Habibullah, Habibullah Hakim, Nur Akmalul Handayawati, Ponco Hartono Hartono Heri Retnawati Hery Nugroho, Hery Hidayati, Diah Nur Himmawati Puji Lestari I Bagiana Ika Puspitaningrum Ilham Rizkianto Inayati, Syarifah Indar Prabowo Inggri Ramadhani Widigda Irdatul Fitri Irsyad, Aan Nur Jailani Jailani Jaslin Ikhsan Kana Hidayati Kazuhiro Aoyama Khasanah Rahma Wati Kismiantini Kismiantini Koes Sundoro , Aries Koes Sundoro, Aries Kusmita , Lia Kuswari Hernawati La Ode Adin Hasrun Bici Laras Setyowati Loviga Denny Pratama Loviga Denny Pratama Loviga Denny Pratama Lubis, Shelly Lusyana, Evvy Maharani, Ika Dewi Fitria Mahmudah, Faisa Nirbita Mami Hastuti Margaretta, Shinta Bella Maria Ulfah Marsigit Marsigit Marsigit Mayang Purbaningrum Meilina, Dika Dwi Melda Datu Kalu Mohamad Bilal Ali Muhamad Rizky Al Gafari Muhammad Faisal Muhammad Fauzan Murdanu Mutmainah Mutmainah Myelnawan Myelnawan Nanny Setiawati Hadirahardja, Maria Caecilia Nasution, Sela Lufita Salim Nauqi Aprilia Putri Noordin, Muhamad Kahir bin Nopi Tri Utami Novi Andri Nurcahyono Nur Hadi Waryanto Nur Insani Nur'aini Muhassanah Nurhikmah Widi Asriani Nurul Indah Septianisha Nuthfah Faijah Pangestu, Saka Aji Pastoriko, Fransiskus Magnis Pratama, Loviga Denny Pratama, Loviga Denny Pulungan, Delyanti Azzumarito Purwoko, Agus Puspita, Geni Raden Rosnawati Ramadhan, Sahrul Rastuti, Musafir Ratna Rustina Ratri Murdy Andari Raudya Thauzahra Rhomiy Handican Risna Amelia Rohmah, Riska Nur Sahid Sahrul Ramadhan Salsabila, Nilza Humaira Saragih, Novilda Angela Shelly Lubis Shinta Bella Margaretta Simangunsong, Alfauzan Ramadhanny Sintia Wulandari Siti Munisih Siti Ruqoyyah Sofiatun, Isna Sri Andayani Sri Andayani Sri Suryaningtyas Sugiman Sugiman Sugiman Sugiman Sugiman Sugiman Suprapti, Atik - Syukrul Hamdi Titi Adriani Hakim Tuharto Tuharto Vepi Apiati Vivi RR Rianto Yanuar Hery Murtianto Yanuarita, Heylen Amildha Ying, Chiang Yi Yosafat Ardian Kristiarta

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