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Mulyono, Budi

Pendidikan Matematika, Universitas Sriwijaya

Author-ID : 857079

Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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Digital citizenship's ambiguity in cancel culture: from moral activism to cyberbullying Sari, Yunita; Mulyono, Budi; Murdiono, Mukhamad; Suyato, Suyato
Jurnal Studi Komunikasi Vol. 10 No. 1 (2026)
Publisher : Faculty of Communications Science, Dr. Soetomo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/jsk.v10i1.11210

This study analysed critical discourse on digital citizens' comments regarding the Ridwan Kamil-Lisa Mariana case and interprets the concept of digital citizenship. This study used a qualitative approach with Fairclough's Critical Discourse Analysis (text, discourse practice, and socio-cultural practice). Data was collected using netnography techniques from 4,289 comments on the YouTube platform from six news and entertainment channels. The data was processed with NVivo 15 and visualised through matrix coding queries and word clouds. The results of the study show: 1. Critical discourse analysis on the text dimension shows that digital citizens' comments often use religious and moral diction such as ‘adultery’, ‘sin’, ‘mistress’, ‘cheap’, which function as labelling and symbolic punishment. The discourse practice dimension shows that comments easily spread following viral trends, so that emotional opinions are more quickly accepted than clarifications, resulting in moral activism turning into collective surveillance. The socio-cultural dimension is related to religious culture and social control in Indonesia, but in the digital space, these values have changed into mass pressure and digital vigilantism. 2. The shift from activism to bullying occurs due to virality, accompanied by negative labelling and religious undertones. Digital citizens tend to ignore four crucial elements related to digital citizenship, such as ethics, law, literacy, and rights and responsibilities. Therefore, these four elements need to be strengthened so that online participation does not turn into bullying.

Development of Magic Cube Learning Media to Enhance Students: Conceptual Understanding of Number Patterns Abelia Chaerani; Dewi Nurul Lathifah; Dea Gusera Andini; Abdi Gusti Nagara; Elsa Susanti; Zulkardi; Budi Mulyono; Meryansukmayeka Meryansukmayeka
Sriwijaya University Learning and Education International Journal Vol. 2 No. 3 (2025): Sriwijaya University Learning and Education International Journal
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55379/knzz4x89

This study aims to develop the Magic Cube, an innovative manipulative learning medium designed to improve students’ conceptual understanding of number patterns. Number patterns are essential for building mathematical reasoning and problem-solving skills, yet many students struggle due to abstract teaching methods that lack interactive components. Previous studies have highlighted the effectiveness of game-based learning, but there remains a research gap in developing tangible and engaging media that directly support students’ comprehension. To address this, the study applied a Research and Development (R&D) approach using the ADDIE model, consisting of five stages: analysis, design, development, implementation, and evaluation. The Magic Cube, designed as a three-dimensional cube equipped with material and question cards, was validated by two media experts and two material experts, achieving validity scores of 86% and 73%. Practicality tests involving teachers and students resulted in scores of 84.83% and 86.6%, respectively. Furthermore, pre-test and post-test results showed a significant improvement in students’ conceptual understanding, with an N-Gain score of 0.7, categorized as high. These findings indicate that the Magic Cube is a valid, practical, and effective instructional tool. The study contributes to enhancing interactive mathematics learning and provides broader implications for fostering active engagement and improving students’ comprehension of abstract mathematical concepts.

Development of Kipas MATHIC Media to Improve Concept Understanding Ability on Trigonometry Material Adellia Tri Rahayu; Deria Azka Nurul Fathya; Hanayuki Alya; Intan Amalia; Budi Mulyono; Elsa Susanti; Meryansumayeka; Zulkardi
Sriwijaya University Learning and Education International Journal Vol. 2 No. 3 (2025): Sriwijaya University Learning and Education International Journal
Publisher : Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55379/56jy0x22

This study aims to develop teaching methods that are effective, supportive, and efficient in enhancing students' understanding of mathematical concepts. The research followed the ADDIE development model, which consists of five phases: analysis, design, development, implementation, and evaluation. The study was conducted in response to students' difficulties in understanding trigonometric concepts and recent advancements in educational media identified by researchers. The feasibility and usability of the instructional tool was assessed by both teachers and students. Its validity was evaluated by involving media and content experts. A descriptive analysis was then performed on data collected through observations and interviews conducted throughout the research process. The results of the validity assessment showed scores of 89.29% from content experts and 80.58% from media experts, indicating that the instructional tool is highly suitable for classroom use. The evaluation form revealed scores of 90% from teachers and 78.72% from students, suggesting that the tool is considered very practical. Furthermore, an analysis of student performance demonstrated that Kipas MATHIC effectively enhances students’ understanding of trigonometric concepts.

Does the Mathematics Assessment Website Support Mathematical Problem Solving Ability? A Systematic Literature Review Harisman Nizar; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Budi Mulyono
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.v7i1.2086

Mathematical problem-solving ability is a core competency in mathematics education and a central focus of competency-based assessment. With the rapid advancement of digital technology, assessment websites have increasingly been utilized to measure and support students’ problem-solving skills. However, systematic studies that synthesize their characteristics, approaches, and contributions remain limited. This study aims to systematically review the literature on the use of assessment websites in enhancing students’ mathematical problem-solving abilities. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. Relevant articles were retrieved from Google Scholar and Scopus using keywords related to assessment websites and mathematical problem-solving. The inclusion criteria focused on websites that provide mathematical problems and allow students to access their results. The selected studies were analyzed thematically to identify assessment types, key website features, problem-solving frameworks, and their contributions. The findings indicate that assessment websites effectively support students’ problem-solving abilities, particularly through the provision of non-routine problems and immediate feedback on students’ work. The predominant framework identified is Polya’s problem-solving stages. These findings highlight the importance of developing digital assessment platforms that foster authentic and sustainable problem-solving skills in mathematics education.

Design of Differentiated Mathematics Learning Activities on Arithmetic Sequence and Series to Support Studentâ€™s Computational Thinking Abilities Fitri Rahmadhani; Budi Mulyono; Hapizah Hapizah
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i1.15853

The projected result of this research is to design valid and practical differentiated mathematics learning activities on arithmetic sequences and series to support computational thinking abilities. These activities were designed utilizing the ADDIE development model, which provides a structured framework for designing, testing, and refining learning tools. This study resulted in a validity score of 90.14% for student worksheets, 92.85% for test questions and 77.4% for practicality. The pretest average was 50.54 with a standard deviation of 18.04, while the posttest average increased to 95.92 with a standard deviation of only 3.57, indicating an increase in student consistency and performance. The findings of the N-Gain analysis conveyed that the learning method incorporating differentiated activities was considered highly effective. Overall, the implementation of the computational thinking-based differentiation learning model has also proven to be very beneficial. Based on the test results, there was a notable increase in scores on each component of computational thinking skills. The findings regarding the validity and practicality of the student worksheet (LKPD) also achieved high ratings, indicating that this learning tool is both effective and practical to use in the learning process. Implication the research differentiated learning not only improves studentsâ€™ understanding of mathematical concepts, but also prepares them with critical and computational thinking skills.

Desain LIT untuk Penguasaan Konsep Bilangan Bulat melalui Permainan Jejamok dan Lesson Study Ratih Handayani; Ratu Ilma Indra Putri; Zulkardi Zulkardi; Ely Susanti; Budi Mulyono
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 10 No 02 (2025): Desember
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v10i02.10778

Pembelajaran matematika sering kali terputus dari pengalaman nyata siswa, membuat mereka kesulitan memahami konsep abstrak, seperti bilangan bulat dan operasinya. Ketidakpahaman siswa terhadap bilangan positif, negatif, serta operasi aritmetika sering menjadi hambatan utama dalam pembelajaran. Pendekatan PMRI menggarisbawahi pentingnya menggunakan konteks dunia nyata untuk menjembatani pemahaman ini, dengan permainan tradisional jejmok. Penelitian ini bertujuan untuk mengembangkan dan menguji Desain Local Instruction Trajectory (LIT) berbasis permainan tradisional Jejamok, untuk mengajarkan operasi bilangan bulat. Selain itu, penelitian ini menganalisis pengaruh pembelajaran berbasis permainan terhadap penguasaan konsep bilangan bulat siswa serta mengevaluasi peran lesson study dalam meningkatkan kualitas perancangan dan implementasi aktivitas pembelajaran berbasis permainan pada siswa kelas 6 SDIT Insan Rabbani, Kotabumi, Lampung Utara. Penelitian ini menggunakan metode Design Research dengan pendekatan kualitatif. Tipe penelitian yang digunakan adalah Validation Studies dengan tiga tahap utama: Preparing for the Experiment, Design Experiment, dan Retrospective Analysis. Teknik pengumpulan data meliputi observasi, wawancara, dan tes Teknik analisis data mengikuti model Miles dan Huberman yang mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian sebanyak 82% siswa telah menunjukkan penguasaan konsep. Hal ini berarti pendekatan berbasis permainan tradisional Jejamok efektif dalam meningkatkan pemahaman siswa terhadap konsep bilangan bulat. Lesson study berperan signifikan dalam menyempurnakan desain pembelajaran, melalui proses kolaborasi antara guru, peneliti, dan rekan sejawat. Penelitian ini mendukung temuan sebelumnya yang menyatakan bahwa pembelajaran berbasis konteks budaya lokal dan kolaborasi dalam lesson study dapat meningkatkan efektivitas pengajaran konsep matematika

Computational thinking skills in mathematics: A study of social arithmetic Budi Mulyono; Hapizah; Dian Cahyawati Sukanda
Journal of Honai Math Vol. 7 No. 3 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i3.759

Computational Thinking (CT) has emerged as a fundamental skill in mathematical problem-solving, fostering logical reasoning and structured approaches to tackling complex problems. Despite its significance, the integration of CT in mathematics education, particularly in secondary school curricula, remains insufficiently explored, leading to a gap in understanding students' proficiency in CT skills. This study aims to investigate the CT abilities of seventh-grade students in solving social arithmetic problems based on four key CT indicators: decomposition, pattern recognition, abstraction, and algorithmic thinking. Data were collected through a set of problem-solving tasks designed to assess each indicator comprehensively. The findings reveal that 25% of students demonstrate high CT proficiency (score >78.12), 52% exhibit medium proficiency (score between 17.78 and 78.12), and 23% fall into the low category (score <17.78). The mean scores for each CT indicator are as follows: decomposition (53), pattern recognition (46), abstraction (40), and algorithmic thinking (53), with abstraction emerging as the weakest area. These results indicate that the majority of students possess only a moderate level of CT competence, particularly struggling with abstraction, which involves identifying critical information and disregarding extraneous details. The study underscores the necessity of developing instructional strategies that enhance students' CT skills, particularly in pattern recognition and abstraction, to foster deeper mathematical understanding and problem-solving capabilities. The findings contribute

Developing 'Pizza for Circles' media: A preliminary study on enhancing seventh-grade students' conceptual understanding Thevando Inteng Sukendro; Putri Fitria Hermalina; Karunia Karunia; M Aziz Alhakim R; Meryansumayeka Meryansumayeka; Zulkardi Zulkardi; Budi Mulyono; Hapizah Hapizah; Elsa Susanti
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22649

This study aimed to develop a mathematics learning tool called “Pizza for Circles” to help students better understand the concept of circles. Students often memorize formulas without grasping the underlying concepts, particularly the area and circumference of a circle, which is the problem this study addresses. A research and development method was used to create manipulative and visual media supported by a website as a learning aid. This media presents a circle as a pizza divided into eight slices, illustrating the relationships among its components. A one-group pretest–posttest design was applied to a small group of three seventh-grade students. The media was validated by two experts, achieving 98.75% for material content and 86.4% for media design, both of which fall in the highly valid category. A small-group trial with the same three students showed a descriptive increase in the mean score from 2.0 to 5.83 out of 10 after a single-session intervention, corresponding to a normalised gain of 0.48 (medium category). Because the sample was very small, the results were not tested inferentially; nevertheless, they indicated an improvement in students’ understanding, as evidenced by higher post-test scores than pre-test scores. These results suggest that the “Pizza for Circles” media can aid in the initial understanding of circle concepts through a visual and manipulative approach. Further research with a larger sample and a longer learning period is nevertheless required before any claim of effectiveness can be made.

Computational Thinking in Polyhedron: Student Analysis Lisa Amelia; Hapizah Hapizah; Budi Mulyono
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.2222

Abstrak Computational Thinking (CT) penting dalam Pembelajaran bangun ruang sisi datar karena membantu siswa memahami masalah kompleks melalui berpikir matematis. Penelitian ini bertujuan menganalisis kemampuan CT siswa kelas VIII berdasarkan empat indikator: dekomposisi, pengenalan pola, abstraksi, dan algoritma. Metode yang digunakan adalah deskriptif kualitatif dan kuantitatif dengan tes berbasis konteks Tabot Bengkulu. Hasil menunjukkan siswa berada pada Kategori sedang, dengan capaian tertinggi pada abstraksi 73,75 dan terendah pada pengenalan pola 55,00. Temuan ini mengimplikasikan perlunya integrasi CT dalam evaluasi dan Pembelajaran Matematika untuk memperkuat kemampuan berpikir lagis siswa. Abstract Computational Thinking (CT) is important in learning polyhedra because it helps students understand complex problems through mathematical thinking. This study aims to analyze the CT abilities of eighth-grade students based on four indicators: decomposition, pattern recognition, abstraction, and algorithms. The methods used are descriptive, qualitative, and quantitative, with context-based tests from Tabot Bengkulu. The results show that students are in the moderate category, with the highest achievement in abstraction at 73.75 and the lowest in pattern recognition at 55.00. These findings imply the need to integrate CT into mathematics evaluation and learning to strengthen students' logical thinking skills.

Co-Authors Abdi Gusti Nagara Abelia Chaerani Abul Walid Achmadi Susilo Adelia, Viona Adellia Tri Rahayu Adika Zhulhi Arjana Alrakhman, Riza Amrina Rosyada Amriyatu Thoyibah Andi Suharman Andi Suharman, Andi Araiku, Jeri Arpannudin, Iqbal As Elly AYU LESTARI Ayu Lestari Azizah, Farhatul Azzahra Indah Safitri Azzahra, Maghfiroh Banun Sri Haksasi Bellinda Ulviana Bhisma Murti Cahya Ramadan, Dwi Cahyawaty, Dian Cecep Anwar FS Cecep Anwar Hadi Firdos Santosa Cecep Darmawan Cecil Hiltrimartin Darmawijoyo, Darmawijoyo Dayanti, Windy Rama Dea Gusera Andini Deria Azka Nurul Fathya Devin Akbar Albany Dewi Nurul Lathifah Dian Cahyawati Sukanda Dian Satria Charismana Dina Septiana Dwi Jayanti, Regita Dwi Pebri Yanti Echa Alda Melinia Effendi Nawawi Effendi Nawawi, Effendi Eka Ad’hiya Elfi Rimayati Elsa Susanti Ely Susanti Ely Susanti Endang Sri Agustini Fadhilah Azzahra Fadillah, Anisa Dini Fatrina, Adisyah Fauzie, Fauzie Febriandini Muhtasya Fitri Rahmadhani Fitrisyah, M. Aidil Fitrisyah, Muhammad Aidil Hanayuki Alya Hapizah Hapizah Harisman Nizar Harisman Nizar Hassan, Faez Mohamad Hauda, Nabila Hauda, Nabilah Hidayah, Yayuk Humaira, Dinda Fitri Idrus Affandi IFFAH NURHAYATI, SRI HARTINI, ANANG PRIYANTO, Intan Amalia Istiqomarie, Nurul Julianti, Afifah Kamelia, Nabila Putri Karim Suryadi Karunia Karunia Khairudin Khairudin Kurniadi, Elika Kurniawan, Rendi Laela Sagita Lisa Amelia M Arman Putra Karwana M Aziz Alhakim R M David Safitra M Fachrurrozi, M M Rizky Ramandani Mahendra, Yudha Mansur , Nabilah Maulida, Amanah Meryansukmayeka Meryansukmayeka Meryansumayeka Meryansumayeka Mochamad Thohiron Mukhamad Murdiono Muslimin, Yoni Mustika, Ayu Mutalazimah Mutalazimah Nadila, Lira Nasichuddin, Moch. Ari Novenanto, Tandean Tommy Novianti Mandasari Noviyanti, Desi Nur Fitriyana Nyimas Aisyah Ostian, Dyego Otniel, Otniel Pratiwi, Weni Dwi Purnama, Khrisna Ari Putri Fitria Hermalina Putri, Karin Hernelia PUTRI, NABILAH Putri, Ratu ilma Indah Putriani, Jesika Dwi Rahmadhani, Fitri Rahmi Haranti, Meutia Ratih Handayani Ratnanenci, Cici Ratu Ilma Indra Putri Regita Dwi Jayanti Ridha, Muhammad Kamil Riski Aprilianty, Dhea Rizka Syifa Rizky Rosjanuardi Rodi Edi, Rodi Rosada, Dika Amrina Safitra, M. David Saifuddin Azwar Samsul Komar Sapitri, Tirta Sari Sefhira, Resti Sellafeni, Angki Suci Sembiring, Agina Laurencia Situmorang, Gresilia Somakim, Somakim Stiven, Jepri Suandi, Aldi Tri Sukmaningtyas, Novika Supomo Supratik Supratik Suryaningsih, Dwi Retna Susanti, Elsa Sutrisno, Cucu Suyato Suyato Syakirah, Jihan Syambudi, Irwan Thevando Inteng Sukendro Tri Melinia Trilatifah, Winda trisnawati, diana Usi Sukorini Winda Putri Yulianti X Santi, Eggah Sania Yaya S Kusumah Yaya S. Kusumah Yuanjaya, Pandhu Yukans, Septy Sari Yulianto, Edi Mustofa Yunita Sari Yusuf Hartono Zuli Nuraeni Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi

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