Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Journal of Advanced Sciences and Mathematics Education
Fitrianto Eko Subekti
Universitas Muhammadiyah Purwokerto, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Development and experimental validation of discovery learning-based worksheets integrating cultural context to enhance students’ mathematical literacy and self-regulated learning Windhy Wijayanti; Fitrianto Eko Subekti
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1178

Abstract

Background: Mathematics learning often relies on conventional teaching materials that are less effective in supporting students’ conceptual understanding, particularly in abstract topics such as curved surface geometry. This limitation contributes to students’ learning difficulties and low engagement, as instructional media rarely integrate meaningful cultural contexts that can connect mathematical concepts to students’ real-life experiences. Aims: This study aims to develop Discovery Learning-based student worksheets (LKPD) integrated with the Hadroh cultural context to enhance students’ conceptual understanding in mathematics learning. Method: This study employed a research and development design using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants were Grade IX students selected through purposive sampling. Data were collected using expert validation sheets, student response questionnaires, and conceptual understanding tests. Data analysis was conducted based on validity, practicality, and effectiveness criteria. Results: The findings indicated that the developed LKPD achieved a high level of validity, with an average score of 4.39 categorized as very valid. The practicality test showed a percentage of 84%, indicating that the worksheets were highly practical for classroom use. Furthermore, the effectiveness test revealed that students who used the developed LKPD demonstrated better conceptual understanding compared to those who used conventional teaching materials. Conclusion: The Discovery Learning-based LKPD integrated with the Hadroh cultural context is valid, practical, and effective in improving students’ conceptual understanding, providing an alternative instructional material that supports more meaningful and student-centered mathematics learning.
Integrating canva-AI and deep learning approaches into interactive mathematics videos to enhance mathematical literacy and self-regulated learning in vocational education Yolanda Pratiwi; Fitrianto Eko Subekti
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1174

Abstract

Background: Mathematical literacy and self-regulated learning (SRL) remain significant challenges in Indonesian secondary education, as reflected in students’ low PISA performance. Conventional teacher-centered instruction often limits students’ opportunities to develop mathematical problem-solving skills, communication abilities, and learning autonomy. Therefore, innovative interactive learning media are needed to support meaningful and independent mathematics learning. Aims: This study aimed to develop an interactive mathematics learning video on exponential functions by integrating Canva-AI and deep learning approaches and to evaluate its validity, practicality, and effectiveness in enhancing students’ mathematical literacy and SRL in vocational education. Method: This study employed a Research and Development (R&D) design using the ADDIE model, including Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest–posttest assessments of mathematical literacy and SRL. Data were analyzed using MANCOVA after fulfilling normality and homogeneity assumptions. Results: The developed video achieved highly valid and highly practical categories. MANCOVA results revealed a significant simultaneous effect on students’ mathematical literacy and SRL posttest scores (p < 0.05). The experimental group demonstrated better posttest performance than the control group. Conclusion: The interactive mathematics video is valid, practical, and effective in improving vocational students’ mathematical literacy and self-regulated learning through AI-assisted and student-centered learning.
Co-Authors Windhy Wijayanti Yolanda Pratiwi