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All Journal Jurnal Penelitian Pembelajaran Matematika Sekolah Jurnal Riset Pembelajaran Matematika Sekolah
Khaola Rachma Adzima
Universitas Negeri Jakarta
Education Mathematics

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Digital Messaging for Mathematical Understanding: A Systematic Review of Whatsapp Use in Indonesian Junior High Schools Valeria Yekti Kwasaning Gusti; Khaola Rachma Adzima
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 10 No. 1 (2026): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.101.01

Abstract

This study aims to investigate how WhatsApp has been used to deliver mathematics lessons in Indonesia across multiple educational levels, with a particular focus on junior high schools, within the last four  years. The objective is to identify the extent, practices, and effectiveness of WhatsApp as either a primary or supplementary instructional tool in mathematics teaching at the elementary, junior high, senior high, and tertiary levels. The research method employed was a systematic literature review of Scopus-indexed journal articles published in English between 2019 and 2024. Relevant studies were selected, analyzed, and synthesized according to their research design, educational level, and findings. Both qualitative and quantitative research were included to provide a comprehensive understanding of how WhatsApp has been integrated into mathematics education. In many cases, WhatsApp is integrated into instructional designs such as blended learning, flipped classroom activities, and collaborative problem solving, allowing students to interact with teachers and peers. The results show that WhatsApp is widely adopted by Indonesian teachers, particularly during and after the pandemic, to facilitate communication, share learning materials, and support problem-solving activities. At the elementary and junior high levels, studies report that WhatsApp helps improve students’ motivation and engagement, though the impact on learning outcomes is mixed. At the senior high and vocational levels, WhatsApp is often combined with other digital platforms such as YouTube to support blended learning. Evidence from higher education remains limited, with indications that WhatsApp serves mainly as a communication channel rather than a structured learning platform. In conclusion, WhatsApp is a practical, low-cost, and accessible tool that supports mathematics instruction in Indonesia. However, its effectiveness depends on instructional design, teacher facilitation, and integration with other pedagogical strategies
ENHANCING THE NUMERACY SKILL OF THE PRE-SERVICE TEACHERS THROUGH STEM DESIGN-BASED LEARNING Khaola Rachma Adzima; Puspita Sari; Nilam Novita Sari; Tiara Husnul Khotimah
JP2MS Vol 10 No 1 (2026): April
Publisher : Program Studi S1 Pendidikan Matematika FKIP Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jp2ms.10.1.117-125

Abstract

Based on the 2018 PISA results, Indonesian students' numeracy skills remain low, with the majority not reaching the basic proficiency level. One innovative approach is STEM design-based learning, which integrates aspects of Science, Technology, Engineering, and Mathematics into the learning process. While STEM has often been implemented in schools, its application in higher education remains limited. This study aims to analyze the effectiveness of the STEM design-based learning in enhancing the numeracy skill of pre-service teachers. The research population comprised sixth-semester students of the Mathematics Education undergraduate program at Universitas Negeri Jakarta, with a sample of 25 students. Data were collected through numeracy tests administered before (pre-test) and after (post-test) the implementation of the STEM design-based learning. Data analysis using a t-test, t(25) = 6.3189 with a p-value = 7.818 × 10⁻⁷ (p < 0.05), indicating that the null hypothesis (H₀) is rejected and the alternative hypothesis (H₁) is accepted, it means that the post-test scores were significantly higher than the pre-test scores. Then, the Cohen’s d-value was 1.26, indicating that the treatment had a very large effect on improving the numeracy skill of the pre-service teachers.
Co-Authors Nilam Novita Sari Puspita Sari Tiara Husnul Khotimah Valeria Yekti Kwasaning Gusti