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All Journal MATHEdunesa Journal of Law and Bibliometrics Studies Open Access DRIVERset
Rizqullah, Muhammad Rizal
Unknown Affiliation
Humanities Education Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Penerapan Scaffolding terhadap Kesalahan Siswa Kelas VIII SMP dalam Menyelesaikan Soal Numerasi Setara AKM Rizqullah, Muhammad Rizal; Masriyah
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p57-71

Abstract

Scaffolding is assistance in the form of guidance provided by teachers or adults during learning so that students can independently solve problems and understand the concept material being studied. Numeracy problem equivalent to AKM is problem designed to assess students reasoning skills and abilities in understanding and applying mathematical operation concepts in various everyday problems with the aim of encouraging the development of their self-capacity. This study aims to describe students’ errors, forms of scaffolding, and the results of students AKM-equivalent numeracy problem after scaffolding. Data collection was carried out at SMPN 22 Surabaya in Grade 8th of the 2024/2025 academic year. The subjects of this study were 3 male students in class VIII of junior high school who made the most and varied errors grouped based on the level of students’ numeracy ability, including high ability, medium ability, and low ability. Data collection techniques by providing test problem and interviews. Data analysis techniques based on students’ error indicators. Interviews were analyzed by reducing data, presenting data, and drawing conclusions. The results obtained in this study are that the errors made by students are adjusted to the combination of numeracy problem components between cognitive and context levels with students’ error indicators. The scaffolding provided by the researcher is adjusted to students’ errors in the combination of numeracy problem components between cognitive and context levels with 3 forms of scaffolding, namely reviewing, explaining, and restructuring. The results of the study showed that students experienced an increase in scores and a decrease in making errors in solving numeracy problem equivalent to AKM after scaffolding was given. Several research subjects still repeated the same mistakes even though they had received scaffolding.
Integration of STEM-Based Learning in Improving Critical Thinking in Mathematics Learning: a Bibliometric Analysis Rosyadi, Mukhammad Rafly Eka; Fitroni, Wildan; Rizqullah, Muhammad Rizal; Prasetiyo, Enggar Eko; Mujtaba, Achmad
Journal of Law and Bibliometrics Studies Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.3.111

Abstract

Objective: This study aims to analyze global research trends on the integration of STEM-based learning to improve students’ critical thinking skills in mathematics education during 2021–2025. It seeks to map publication growth, identify dominant keywords, and explore thematic relationships among research topics. Method: A bibliometric analysis was conducted using data from the Scopus database (2021–2025). The study followed five systematic stages: research design, data compilation, analysis, visualization, and interpretation. Keyword mapping was performed using VOSviewer software with terms such as “STEM,” “education,” “critical thinking,” and “mathematics.”  Results:  A total of 144 relevant articles were identified. The number of publications increased significantly from 2021 to 2025, with “STEM education” emerging as the most dominant keyword. Visualization revealed strong relationships among STEM education, critical thinking, problem solving, and collaborative learning, reflecting a growing global emphasis on developing 21st-century skills through contextual and project-based learning.  Novelty: This study presents the first comprehensive bibliometric mapping focused on the intersection between STEM integration and critical thinking in mathematics education. It also highlights emerging research directions integrating digital technology and artificial intelligence (AI) into STEM learning to support innovative, future-oriented educational practices.
Integration of STEM-Based Learning in Improving Critical Thinking in Mathematics Learning: a Bibliometric Analysis Rosyadi, Mukhammad Rafly Eka; Fitroni, Wildan; Rizqullah, Muhammad Rizal; Prasetiyo, Enggar Eko; Mujtaba, Achmad
Journal of Law and Bibliometrics Studies Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.3.111

Abstract

Objective: This study aims to analyze global research trends on the integration of STEM-based learning to improve students’ critical thinking skills in mathematics education during 2021–2025. It seeks to map publication growth, identify dominant keywords, and explore thematic relationships among research topics. Method: A bibliometric analysis was conducted using data from the Scopus database (2021–2025). The study followed five systematic stages: research design, data compilation, analysis, visualization, and interpretation. Keyword mapping was performed using VOSviewer software with terms such as “STEM,” “education,” “critical thinking,” and “mathematics.”  Results:  A total of 144 relevant articles were identified. The number of publications increased significantly from 2021 to 2025, with “STEM education” emerging as the most dominant keyword. Visualization revealed strong relationships among STEM education, critical thinking, problem solving, and collaborative learning, reflecting a growing global emphasis on developing 21st-century skills through contextual and project-based learning.  Novelty: This study presents the first comprehensive bibliometric mapping focused on the intersection between STEM integration and critical thinking in mathematics education. It also highlights emerging research directions integrating digital technology and artificial intelligence (AI) into STEM learning to support innovative, future-oriented educational practices.
Co-Authors Fitroni, Wildan Masriyah Mujtaba, Achmad Prasetiyo, Enggar Eko Rosyadi, Mukhammad Rafly Eka