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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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Implicit Pedagogical Alignment with van Hiele Theory in Geometry Learning: Teachers’ Understanding, Instructional Practices, and Assessment Nur'aini Muhassanah; Ariyadi Wijaya; Syukrul Hamdi; Heri Retnawati; Wahyu Setyaningrum; Novi Andri Nurcahyono
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.158

Teachers’ understanding of students’ geometric thinking is essential for designing geometry instruction that supports cognitive development. Although previous studies have demonstrated the effectiveness of van Hiele-based instruction, little is known about how teachers understand and enact its principles in classroom practice. This study explored junior secondary mathematics teachers’ understanding of the van Hiele theory, their perceptions of students’ geometric thinking levels, the instructional strategies they employ, and their assessment practices in geometry learning. A qualitative phenomenological approach was conducted with eleven junior secondary mathematics teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers have limited formal understanding of the terminology and hierarchical structure of the van Hiele theory. Nevertheless, they demonstrate implicit pedagogical alignment with its principles through their classroom practices. Teachers were able to identify students’ geometric thinking, particularly at the visualization and analysis levels, and employed concrete and visual representations, exploratory learning, classroom discussion, questioning, and contextual problem-solving to support students’ learning. Assessment practices included oral questioning, written tasks, observations, presentations, and formative assessment, although assessment of higher-order geometric reasoning remained limited. These findings suggest that teachers’ professional experience can foster pedagogical practices consistent with van Hiele’s principles despite limited theoretical mastery. The study contributes empirical evidence of implicit pedagogical alignment and highlights the importance of professional development that integrates teachers’ practical experience with a systematic understanding of geometric thinking.

Fuzzy Logic-Based Clustering of Teacher Digital Pedagogy Using Cybergogy Framework for Sustainable Educational Innovation Nur Hadi Waryanto; Heri Retnawati; Wahyu Setyaningrum; Nur Insani; Yanuar Hery Murtianto; Caturiyati Caturiyati; Vivi RR Rianto
Advance Sustainable Science Engineering and Technology Vol. 7 No. 3 (2025): May - July
Publisher : Science and Technology Research Centre Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/asset.v7i3.1946

Rapid changes in educational technology necessitate innovative approaches to sustainable teacher development. However, implementing learning technologies like Cybergogy faces significant challenges due to imbalances in digital pedagogy competencies and motivation among secondary school mathematics teachers. This study aims to cluster mathematics teachers' profiles based on the Cybergogy model's application using the Fuzzy C-Means (FCM) algorithm. The study involved 88 mathematics teachers from various secondary schools in Yogyakarta, Indonesia. Clustering results converged at the sixth iteration with an objective function value of 620.006, and an optimal two-cluster structure (PCI = 0.5578). Cluster 1 comprises teachers with high digital competencies and effective use of online learning media in understanding Cybergogy. Conversely, Cluster 2 includes teachers with limited online learning experience and low Cybergogy understanding. These findings highlight the lack of appropriate training efforts to support technology implementation and motivate each cluster based on their unique perceptions of Cybergogy. This study contributes to educational technology by offering insights into how the Cybergogy model can enhance digital learning quality, with long-term implications for teacher competency development and the sustainability of digital education innovation in Indonesia.

THE EFFECTIVENESS OF RME AND SCIENTIFIC APPROACHES IN TERMS OF MATHEMATICAL LITERACY AND LEARNING INTEREST Shinta Bella Margaretta; Sri Andayani; Wahyu Setyaningrum
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.13295

AbstractStudents’ low levels of mathematical literacy and learning interest indicate a need for effective instructional approaches that can address both cognitive and affective learning outcomes. Comparative studies on the effectiveness of the RME and scientific approaches in improving mathematical literacy and learning interest remain limited, especially at the SMP level. This study examines the effectiveness of each approach and compares their impact on students’ mathematical literacy and learning interest. This study employed a quantitative approach using a pretest–posttest control group design. The population of the study consisted of all seventh-grade students at a public SMP in Yogyakarta. The sample comprised 64 students from two seventh-grade classes. The participants were selected using convenience sampling. The experimental group received RME-based instruction, while the control group was taught using the scientific approach. MANOVA results show that both approaches significantly improve mathematical literacy and learning interest. However, no significant difference was found between the two groups, as indicated by a p-value > 0.05. These findings suggest that both approaches are equally effective. The study provides insight for teachers in applying context-based learning. Future research may explore digital-based strategies to further support mathematical literacy and learning interest.Â AbstrakRendahnya tingkat literasi matematika dan minat belajar siswa menunjukkan perlunya pendekatan yang efektif untuk mengembangkan hasil belajar kognitif maupun afektif. Penelitian komparatif mengenai efektivitas pendekatan RME dan pendekatan saintifik dalam meningkatkan literasi matematika dan minat belajar masih terbatas, khususnya di tingkat SMP. Penelitian ini bertujuan mengkaji efektivitas masing-masing pendekatan dan membandingkan pengaruhnya terhadap literasi matematika dan minat belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pretest–posttest kelompok kontrol. Populasi penelitian terdiri atas seluruh siswa kelas VII di salah satu SMP negeri di Yogyakarta. Sampel penelitian berjumlah 64 siswa yang berasal dari dua kelas VII. Partisipan dipilih menggunakan teknik convenience sampling. Kelompok eksperimen diajar dengan pendekatan RME, sedangkan kelompok kontrol menggunakan pendekatan saintifik. Hasil analisis MANOVA menunjukkan bahwa kedua pendekatan efektif dalam meningkatkan literasi matematika dan minat belajar siswa. Namun, tidak terdapat perbedaan signifikan antara kedua kelompok (nilai p > 0.05), yang berarti keduanya memiliki efektivitas yang setara. Temuan ini memberikan wawasan bagi guru dalam menerapkan pembelajaran berbasis konteks. Penelitian lanjutan dapat mengeksplorasi integrasi teknologi untuk mendukung pengembangan literasi matematika dan minat belajar.

Android-Based Interactive Learning Media In Mathematics Learning Nuthfah Faijah; Wahyu Setyaningrum
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 3 (2025): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i3.93393

The learning process is highly dependent on the interaction between educators and learners. To enhance learning effectiveness, innovation in instructional media that can stimulate students’ learning interest is essential. One such innovation is the development of interactive Android-based learning media. This study aims to develop an interactive Android-based learning medium using the iSpring Suite application for seventh-grade algebra instruction and to analyze its feasibility. This research employed a development research approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. Both quantitative and qualitative data analysis techniques were applied. The developed media were validated by subject-matter experts and media experts and were subsequently tested on 65 students. The validation results indicate that the learning media fall into the “highly feasible” category based on expert evaluations and student responses. A total of 97% of students rated the media as highly suitable for use in learning activities. The strengths of the developed media include the variety of question types (multiple choice, true or false, drag and drop, and short answer) as well as reflective features that enable students to evaluate their own understanding. This study demonstrates that interactive, flexible, and contextual Android-based learning media can effectively enhance students’ learning interest and conceptual understanding in mathematics. These findings contribute to the advancement of technology-based learning that aligns with the principles of the Kurikulum Merdeka and the demands of 21st-century education.

Pendidikan matematika realistik berbantuan geogebra: Efektifkah ditinjau dari literasi matematika dan kemandirian belajar? Nurul Indah Septianisha; Syukrul Hamdi; Wahyu Setyaningrum
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.26341

This study aims to 1) describe the effectiveness of implementing RME assisted by GeoGebra in terms of students' mathematical literacy and self-directed learning; 2) describe the effectiveness of implementing PBL in terms of students' mathematical literacy and self-directed learning; and 3) describe the differences in effectiveness between GeoGebra-assisted RME and PBL in terms of mathematical literacy and self-directed learning. This study involved 64 eighth-grade students from a public junior high school in Yogyakarta, utilizing a nonequivalent control group design Data were collected through test and non-test instruments and analyzed using one-sample t-tests and Hotelling's T² test. The findings show that: 1) GeoGebra-assisted RME learning is effective in enhancing both students’ mathematical literacy and self-directed learning; (2) PBL is also proven to be effective in supporting students’ mathematical literacy and self-directed learning; (3) A significant difference exists between the effectiveness of GeoGebra-assisted RME and PBL when viewed from the perspectives of mathematical literacy and self-directed learning; (4) GeoGebra-assisted RME does not outperform PBL in improving mathematical literacy; and (5) GeoGebra-assisted RME is more effective than PBL in promoting students’ self-directed learning. Therefore, the choice of instructional strategy should align with the intended learning outcomes.

PENGEMBANGAN E-MODUL BERBASIS ETNOMATEMATIKA BERORIENTASI PADA KEMAMPUAN PEMECAHAN MASALAH SISWA Khasanah Rahma Wati; Wahyu Setyaningrum
Jurnal Pedagogi Matematika Vol 12, No 2 (2026): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v12i2.20302

Penelitian ini bertujuan untuk menghasilkan e-modul berbasis etnomatematika materi bangun ruang sisi datar yang berorientasi pada kemampuan pemecahan masalah siswa yang valid, praktis, dan efektif. Penelitian ini menggunakan penelitian pengembangan (RnD) dengan menggunakan model ADDIE. Desain penelitian yang digunakna yaitu posttest only group, dilakukan pada kelas VIII A dan VIII B SMP Negeri yang berakreditasi A. Hasil penelitian ini menunjukkan bahwa: (1) E-modul yang dihasilkan berbasis etnomatematika dengan pendekatan saintifik yang berorientasi pada kemampuan pemecahan masalah siswa. (2) E-modul memenuhi kriteria kevalidan dengan rata-rata validasi ahli materi 4,1035 dan validasi ahli media 4,1375. (3) E-modul berbasis etnomatematika memenuhi kriteria praktis dengan hasil angket respon siswa 3,414125 sedangkan observasi keterlaksanaan pembelajaran pada pertemuan perta 95% dan pertemuan kedua 92,5%. (3) E-modul berbasis etnomatematika memenuhi kategori efektif ditinjau dari ketuntasan belajar memperoleh presentase 81,25% dengan rata-rata nilai tes kemampuan pemecahan masalah kelas eksperimen 86,79. Terdapat perbedaan rata-rata antara kelas eksperimen dan kelas kontrol dibuktikan dengan hasil uji statistik ditolak.

Realistic mathematics education combined with guided discovery for improving middle school students’ statistical literacy Titi Adriani Hakim; Wahyu Setyaningrum
Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i2.564

Statistical literacy is essential for students to evaluate and mitigate the spread of biased information critically and to make well-informed decisions grounded in data. Despite its recognized significance, many students face challenges in grasping statistical concepts. While Realistic Mathematics Education (RME) has demonstrated efficacy in enhancing overall mathematics learning outcomes, its specific influence on statistical literacy remains underexplored. This study sought to evaluate the effectiveness of integrating RME with guided discovery and Quizizz to enhance statistical literacy among middle school students. This approach utilized real-world contexts, facilitated active exploration, and provided personalized feedback to foster deeper understanding and engagement. Employing a pre-experimental design, the study involved 26 eighth-grade students and utilized a one-group pretest-posttest framework. The results indicated that post-test scores met the established passing criteria, with over 85% of students achieving classical completeness in learning. These results highlight the effectiveness of combining RME with guided discovery and Quizizz in advancing statistical literacy among middle school students. This research offers valuable insights into effective instructional strategies for promoting statistical literacy and provides practical implications for educators and curriculum developers aiming to innovate educational practices.

Development of a PRODELIC-Based Instrument for Assessing Students’ Mathematical Literacy and Disposition Emas Marlina; Hartono; Wahyu Setyaningrum
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20934

This study aims to develop and validate a PRODELIC-based instrument for assessing students’ mathematical literacy and mathematical disposition, ensuring that the instrument demonstrates adequate validity and is suitable for evaluating these competencies in mathematics learning. This research method uses Design-Based Research (DBR) which consists of problem analysis, design and innovation development, cyclical repetition and implementation, and reflection evaluation. The research instrument is a validity instrument consisting of a validity assessment sheet for the PRODELIC learning model components and learning support tools. The data analysis used is qualitative and quantitative. The validity of the model, lesson plans, and worksheets was evaluated based on the assessment of experts and practitioners using the Aiken validity index. The results of the study showed that the Aiken's V value for all learning model component instrument items was in the range of 0.85 to 0.95, the lesson plan instrument was in the range of 0.9 to 0.95, and the worksheet was in the range to 1. These scores means that the model is valid and suitable for developing mathematical literacy and disposition. These findings indicate that the PRODELIC model and its supporting instruments are valid and suitable for mathematics learning aimed at developing students’ mathematical literacy and disposition. Theoretically, PRODELIC contributes an integrated framework that combines Deeper Learning and Project-Based Learning, while practically, it provides teachers with a structured approach for designing mathematics instruction that promotes mathematical literacy and disposition.

Eksplorasi Kemampuan Metakognitif Siswa SMP dalam Pembelajaran Etno-PBL Berdasarkan Self-Esteem Ratna Rustina; Dhoriva Urwatul Wutsqa; Jaslin Ikhsan; Heri Retnawati; Wahyu Setyaningrum
PYTHAGORAS Jurnal Matematika dan Pendidikan Matematika Vol. 21 No. 1 (2026)
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v21i1.96856

Kemampuan metakognitif siswa dalam pembelajaran matematika, yang mencakup perencanaan, pemantauan, dan evaluasi, sangat berkaitan dengan self-esteem karena tingkat kepercayaan diri memengaruhi kemampuan siswa dalam mengelola proses berpikirnya, sehingga penerapan model Etno-Problem Based Learning (Etno-PBL) yang kontekstual berbasis budaya dapat menjadi sarana untuk mengembangkan keduanya secara lebih optimal. Penelitian ini bertujuan untuk mendeskripsikan kemampuan metakognitif siswa SMP dalam pembelajaran Etno-PBL berdasarkan self-esteem. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek enam siswa kelas IX yang dipilih secara purposive berdasarkan kategori self-esteem (tinggi, sedang, dan rendah). Instrumen penelitian meliputi angket self-esteem, tes kemampuan metakognitif, serta pedoman wawancara semi-terstruktur. Teknik pengumpulan data dilakukan melalui pemberian angket, tes, dan wawancara mendalam. Data dianalisis menggunakan model analisis Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan Kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan metakognitif siswa bervariasi sesuai dengan tingkat self-esteem. Siswa dengan self-esteem tinggi menunjukkan kemampuan metakognitif yang lengkap dan reflektif, siswa dengan self-esteem sedang menunjukkan kemampuan yang cukup namun belum konsisten, sedangkan siswa dengan self-esteem rendah menunjukkan kemampuan metakognitif yang masih lemah dan tidak terstruktur.

Bridging Culture and STEM Education: Developing a Tamansiswa-Grounded Project-Based Learning Model to Strengthen Mathematical Connections and Collaboration Skills Annis Deshinta Ayuningtyas; Sugiman; Kismiantini; Wahyu Setyaningrum
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20823

This study aims to develop and evaluate the initial feasibility of a culturally grounded STEM instructional model that incorporates the Tamansiswa educational philosophy, encompassing Tri N (Niteni, Nirokke, and Nambahi) and Tri Ko (Cooperative, Consultative, and Corrective), to scaffold project-based learning while fostering students’ mathematical connection and collaboration skills. Employing an Educational Design Research (EDR) approach, the study collected data through expert validation sheets, implementation observation sheets, response questionnaires, mathematical connection tests, and collaboration observation sheets. Expert validation was analyzed using Aiken’s V and feasibility percentages, while implementation fidelity was assessed using Interjudge Agreement (IJA). Effectiveness was evaluated using Normalized Gain (N-Gain) and, following Shapiro–Wilk normality testing, either the Wilcoxon signed-rank test with rank-biserial r or the paired-samples t-test with Cohen’s dz, as appropriate. The study comprised analysis, design, and evaluation phases, including validation by five experts and a small-scale pilot involving 30 eighth-grade students from two junior high schools in Yogyakarta. The model demonstrated very high validity (95.42%; Aiken’s V = 0.86–0.96) and good implementation fidelity (mean IJA = 89.49%). Statistically significant improvements were observed in students’ mathematical connection skills (Wilcoxon Z = 4.78, p < .001; rank-biserial r = 0.87; N-Gain = 0.44, moderate) and collaboration skills (t(29) = 14.62, p < .001; Cohen’s dz = 2.67; N-Gain = 0.41, moderate). These findings provide empirical evidence that indigenous educational philosophy can function as a coherent pedagogical foundation, rather than merely as supplementary cultural content, for integrated project-based STEM learning. The study also offers practical implications for curriculum developers seeking to design culturally responsive instructional frameworks.

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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