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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Emilia, Wulan
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Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Mathematics in the Tradition of Nusantara Architecture: An Effort to Improve Students’ Problem-Solving Skills Netriwati, Netriwati; Lestari, Ita Dwi; Emilia, Wulan; Mulani, Al Qausar; Nendra, Fadly
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.4083

Abstract

Previous research has explored students' problem-solving abilities, yet few studies have incorporated elements of Nusantara architecture into the mathematics learning process. This study aims to examine the changes in students’ problem-solving skills following the implementation of Nusantara architecture-based learning in the topic of number patterns. This approach is operationalized through the utilization of carving motifs, symmetrical structures of traditional buildings, and construction rhythms as concrete representations of number pattern concepts. The research employed a one-group pretest–posttest design, involving 33 eighth-grade students from SMP Negeri 7 Bandar Lampung as participants. The research instruments consisted of a problem-solving ability test and a student response questionnaire, while the learning process was conducted over four meetings. Because the data did not meet the assumption of normality, the analysis was conducted using the Wilcoxon Signed Rank Test and N-gain calculations to determine the magnitude of improvement in learning outcomes. The results of the analysis showed a significance value of 0.000 < 0.05, indicating a significant difference between the scores before and after the treatment. The N-gain value of 0.7700 falls into the high category, indicating that Nusantara architecture–based learning is able to improve students’ mathematical problem-solving abilities. In addition, the questionnaire results showed that most students gave positive responses to the implementation of this learning approach. Overall, Nusantara architecture–based learning has been proven effective in strengthening students’ understanding of mathematical concepts and providing a more contextual, creative, and culturally grounded learning experience.
PENGARUH REFLEKSI DIRI KRITIS TERHADAP KESIAPAN MENGAJAR MAHASISWA CALON GURU MELALUI PENGALAMAN OBSERVASI SEKOLAH Dwi Lestari, Ita; Ersi Anggita, Ana; Emilia, Wulan; Netriwati; Nendra, Fadly
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.44107

Abstract

This study aims to analyze the effect of critical self-reflection on the teaching readiness of pre-service teachers and to examine the differences in teaching readiness before and after observation activities. The study employed a quantitative approach with a pretest–posttest design. Data were collected using questionnaires measuring teaching readiness at the pre- and post-observation stages, as well as critical self-reflection at the post-observation stage. Data analysis was conducted using descriptive and inferential statistics with the assistance of SPSS, including the Paired Sample t-Test and simple linear regression. The results showed that there was no significant difference in teaching readiness before and after observation (Sig = 0.343 > 0.05), although there was an increase in the mean score. However, the regression analysis indicated that critical self-reflection had a significant effect on teaching readiness (Sig = 0.000 < 0.05), with a coefficient of determination of 0.632. This finding suggests that critical self-reflection makes a strong contribution to students’ teaching readiness. These findings indicate that observation activities alone are insufficient to significantly improve teaching readiness without being accompanied by a process of critical self-reflection. Therefore, the integration of structured reflective activities in pre-service teacher education is essential to optimally enhance teaching readiness.
Co-Authors Dwi Lestari, Ita Ersi Anggita, Ana Fadly Nendra Lestari, Ita Dwi Mulani, Al Qausar Netriwati