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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 21 Documents
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Search results for , issue "Vol. 15 No. 1 (2026): January" : 21 Documents clear
Development of Differentiated Learning Tools with Mathematics Problem Solving Based on ESD to Improve Critical Thinking Skills of Junior High School Students Kurniati, Dian; Rosyidah, Afni Nur; Murtikusuma, Randi Pratama; Pambudi, Didik Sugeng; Lestari, Nurcholif Diah Sri; Osman, Sharifah; Sepeng, Percy
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.2440

Abstract

Rendahnya kemampuan berpikir kritis siswa SMP dan keterbatasan perangkat pembelajaran berbasis Education for Sustainable Development (ESD) menjadi latar belakang penelitian ini. Penelitian ini bertujuan mengembangkan perangkat pembelajaran matematika pada materi perbandingan (senilai, berbalik nilai, dan skala) untuk meningkatkan kemampuan berpikir kritis siswa. Menggunakan model pengembangan 4D (Define, Design, Develop, Disseminate), penelitian dilakukan terhadap 32 siswa kelas VII C SMP Negeri 12 Jember. Instrumen pengumpulan data meliputi lembar validasi, observasi keterlaksanaan, tes hasil belajar, dan angket respons siswa. Hasil penelitian menunjukkan perangkat pembelajaran memenuhi kriteria: Valid, dengan rerata 3,92; Praktis, dengan persentase respons siswa 87% dan keterlaksanaan 100%; serta Efektif, dengan peningkatan hasil belajar melalui skor N-Gain sebesar 87%. Simpulan penelitian ini menunjukkan bahwa perangkat pembelajaran berbasis ESD layak digunakan dan berpotensi menjadi alternatif untuk meningkatkan kemampuan berpikir kritis siswa. The low critical thinking skills among junior high school students and the lack of learning resources based on Education for Sustainable Development (ESD) underpin this research. This study aims to develop mathematics learning materials on the topic of ratios—covering direct proportions, inverse proportions, and scales—to enhance students' critical thinking skills. Employing the 4D development model (Define, Design, Develop, Disseminate), the study involved 32 seventh-grade students at SMP Negeri 12 Jember. Data collection instruments included validation sheets, observation forms for instructional implementation, learning achievement tests, and student response questionnaires. The results indicate that the developed materials meet the following criteria: Valid, with an average score of 3.92; Practical, evidenced by an 87% student response rate and 100% instructional implementation; and Effective, demonstrated by an N-Gain score of 87% in learning outcomes. In conclusion, the ESD-based learning materials are feasible for classroom use and serve as a viable alternative to improve students' critical thinking skills.
Exploring Gender Differences in Spatial Reasoning: Analyzing Hyperbolic Problem-Solving Skills Among University Students Suprihatiningsih, Siti; Rangkuti, Rizki Kurniawan; Annur, Muhammad Firman; Erwin, Erwin; Irvan, Irvan; Bonyah, Ebenezer
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3464

Abstract

Penelitian mengenai perbedaan penalaran spasial berdasarkan gender di tingkat universitas masih memerlukan konfirmasi lebih lanjut. Penelitian ini bertujuan mendeskripsikan perbedaan langkah-langkah penyelesaian soal hiperbola antara mahasiswa laki-laki dan perempuan. Menggunakan metode kualitatif, penelitian ini melibatkan 30 mahasiswa yang dipilih melalui rumus Slovin dari total populasi 480 mahasiswa. Instrumen penelitian meliputi tes soal hiperbola dan pedoman wawancara. Hasil penelitian menunjukkan adanya perbedaan signifikan pada aspek orientasi spasial, di mana mahasiswa perempuan menunjukkan keunggulan dalam langkah-langkah penyelesaian karena pemahaman konsep jarak yang lebih baik. Temuan ini menyimpulkan bahwa terdapat karakteristik unik pada penalaran spasial perempuan di tingkat pendidikan tinggi yang berbeda dari temuan umum di tingkat sekolah. Hasil penelitian ini memberikan kontribusi teoretis bagi pengembangan literatur penalaran spasial dalam pendidikan matematika. Research on gender-based differences in spatial reasoning at the university level requires further empirical confirmation. This study aims to describe the differences in procedural steps for solving hyperbola problems between male and female students. Employing a qualitative method, the study involved 30 students selected via Slovin’s formula from a population of 480. Research instruments consisted of hyperbola problem-solving tasks supported by interview transcripts. The findings reveal distinct differences in spatial orientation, where female students demonstrated superior performance in solving steps due to a robust understanding of distance concepts. In conclusion, these results highlight unique spatial reasoning characteristics among female students in higher education, diverging from common findings at the school level. This research contributes to the theoretical development of spatial reasoning literature within mathematics education.
Exploring Mathematics Teacher Awareness and Responses to Gender-Based Classroom: A Qualitative Study in Australian Secondary School Zahra, Luthfia Dzakiyyah; Albar, Wakhid Fitri; Chau, Kien Tsong
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3479

Abstract

Studi kualitatif ini menjelaskan perbedaan dalam interaksi di kelas dan hasil belajar antara kelas matematika yang hanya terdiri dari siswa laki-laki dan kelas matematika yang hanya terdiri dari siswa perempuan, dengan fokus khusus pada kesadaran guru dan strategi pengajaran adaptif di sekolah menengah Australia yang multikultural. Data dikumpulkan melalui observasi etnografis dan wawancara dengan guru matematika selama satu semester. Hasil penelitian menunjukkan pola yang jelas berdasarkan gender dalam partisipasi dan pendekatan pemecahan masalah. Siswa laki-laki diamati lebih mudah terlibat dalam proses kognitif tingkat tinggi. Sebaliknya, siswa perempuan cenderung mencari klarifikasi tentang konsep dasar sebelum mencoba tugas. Sebagai tanggapan, guru menerapkan berbagai strategi responsif gender, termasuk pertanyaan terbuka, aktivitas berbasis interaksi, dukungan satu lawan satu, dan penjelasan. Penelitian ini juga mengkaji pengaruh keragaman budaya, menemukan bahwa siswa dari latar belakang yang beragam berinteraksi dengan lancar dan tidak ada kelompok yang secara konsisten menunjukkan prestasi lebih tinggi daripada kelompok lain dalam konteks kelas yang diamati. Temuan ini menunjukkan bahwa lingkungan kelas dan praktik pengajaran di sekolah ini berhasil mendukung partisipasi siswa dari latar belakang yang beragam. This qualitative study explains differences in classroom interaction and learning outcomes between male students’ only and female students’ only mathematics classes, with a particular focus on teacher awareness and adaptive instructional strategies in a multicultural Australian secondary school. Data were collected through ethnographic observation and interview with the mathematics teacher over one term. The result revealed clear gender-based patterns in participation and problem-solving approaches. Male students were observed to engage more readily in higher-order cognitive processes. In contrast, female students tended to seek clarification on basic concepts before attempting tasks. In response, the teacher implemented a range of gender-responsive strategies, including open-ended questioning, interaction-based activities, one-on-one support, and explanations. The paper also explored the influence of cultural diversity, finding that students from diverse backgrounds interact smoothly and no group consistently demonstrates higher achievement than others in the observed classroom context. These findings suggest that the classroom environment and teaching practices at this school successfully support the participation of students from diverse backgrounds.
Enhancing TPACK and Statistical Literacy through Generative AI–Based Adaptive Learning: A Mixed-Methods Study Maryati, Iyam; Gumilar, Surya; Rahayu, Ayu Puji; Harun, Makmur
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3491

Abstract

Penelitian ini mengkaji dampak kerangka pembelajaran adaptif terintegrasi Generative Artificial Intelligence (GenAI; ChatGPT) terhadap peningkatan Technological Pedagogical and Content Knowledge (TPACK) dan literasi statistis calon guru matematika. Kerangka tersebut menerapkan interaksi dialogis berbasis mahasiswa, structured prompting, dan scaffolding dosen untuk mempersonalisasi eksplorasi statistika. Dengan desain kuasi-eksperimen mixed methods, penelitian melibatkan 72 mahasiswa (37 kelompok eksperimen dan 35 kontrol). Data kuantitatif dianalisis menggunakan uji t berpasangan dan ANCOVA, sedangkan data kualitatif dianalisis secara tematik. Hasil menunjukkan kedua kelompok meningkat secara signifikan, namun kelompok eksperimen memiliki skor akhir tersesuaikan yang lebih tinggi. Temuan kualitatif menegaskan peningkatan pemahaman konseptual, kemampuan desain pembelajaran berbasis teknologi, serta refleksi kritis terhadap etika penggunaan AI. Studi ini mendukung integrasi literasi AI dalam kurikulum pendidikan guru. This study examines the impact of a Generative Artificial Intelligence (GenAI; ChatGPT)–integrated adaptive learning framework on improving Technological Pedagogical and Content Knowledge (TPACK) and statistical literacy among prospective mathematics teachers. The framework employed student-driven dialogic interaction, structured prompting, and lecturer-guided scaffolding to personalize statistical exploration. Using a mixed-methods quasi-experimental design, 72 students participated (37 experimental, 35 control). Quantitative data from tests and questionnaires were analyzed using paired t-tests and ANCOVA, while interviews and observations underwent thematic analysis. Results showed significant gains in both groups, but the experimental group achieved higher adjusted posttest scores, indicating superior effectiveness of GenAI-integrated learning. Qualitative findings highlighted improved conceptual understanding, instructional design skills, and critical reflection on ethical AI use. The study supports embedding AI literacy and pedagogically grounded prompting within teacher-education curricula and institutional policy.
Development of Interactive Learning Media Using Canva for Teaching Sequences and Series in Senior High School Nur, Iyan Rosita Dewi; Mohamed, Mawarni; Kossahdasabitah , Annisaa
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3494

Abstract

Penelitian ini bertujuan untuk mengembangkan dan mendeskripsikan kelayakan dan kepraktisan media pembelajaran interaktif berbasis Canva untuk topik Barisan dan Deret dalam matematika SMA. Penelitian ini menggunakan pendekatan Penelitian dan Pengembangan (R&D) dengan model 4D (Definisikan, Rancang, Kembangkan, Sebarkan), yang terbatas pada tahap Kembangkan. Subjek penelitian terdiri dari pakar media, pakar materi, dan siswa kelas sepuluh sebanyak 3 siswa untuk validasi dan 12 siswa untuk kepraktisan. Data dikumpulkan melalui kuesioner validasi dan kepraktisan serta dianalisis secara kuantitatif menggunakan skala Likert. Hasil validasi menunjukkan bahwa media tersebut memperoleh nilai rata-rata 3,67 dari pakar media, 3,50 dari pakar materi, dan 3,67 dari siswa, semuanya dikategorikan sangat layak. Tes kepraktisan juga menunjukkan kategori sangat praktis, dengan nilai 3,42 (pakar media), 3,92 (pakar materi), dan 3,70 (siswa). Aspek yang paling menonjol adalah struktur dan daya tarik, yang menunjukkan bahwa media tersebut tidak hanya menarik secara visual tetapi juga praktis dalam meningkatkan pemahaman konsep dan motivasi belajar siswa. This study aims to develop and describe the feasibility and practicality of an interactive learning media based on Canva for the topic of Sequences and Series in senior high school mathematics. The research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), limited to the Develop stage. The subjects consisted of a media expert, material experts, and tenth-grade students as many as 3 students for validation and 12 students for practicality. Data were collected through validation and practicality questionnaires and analyzed quantitatively using a Likert scale. The validation results showed that the media obtained an average score of 3.67 from the media expert, 3.50 from the material experts, and 3.67 from the students, all categorized as very feasible. The practicality test also indicated a very practical category, with scores of 3.42 (media expert), 3.92 (material experts), and 3.70 (students). The most prominent aspects were structure and attractiveness, indicating that the media is not only visually engaging but also practically in enhancing conceptual understanding and students’ learning motivation.
Design Thinking Approach in the Development of E-Worksheets and AI Videos to Enhance Problem-Solving Skills of Senior High School Students Agustina, Mela; Purwosetiyono, F.X. Didik; Buchori, Achmad; Osman, Sharifah
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3517

Abstract

Penelitian ini bertujuan mengembangkan rancangan e‑worksheet dan video AI melalui pendekatan design thinking untuk meningkatkan pemecahan masalah siswa SMA di Kota Pekalongan. Subjek penelitian terdiri atas 143 siswa dan 14 guru dari beberapa SMA berbeda yang terlibat pada tahap empathize dan define untuk mengidentifikasi profil permasalahan pembelajaran, yang menunjukkan bahwa pemecahan masalah kurang berkembang karena pembelajaran masih abstrak, berfokus pada hafalan, serta minim media interaktif sementara guru terkendala waktu bimbingan. Pada tahap ideate, melalui telaah literatur dan meta‑analisis, dikembangkan gagasan E‑TopWorksheets dengan Pendekatan Matematika Realistik berbantuan Mootion AI; hasil meta‑analisis menunjukkan nilai p<0,001 dengan effect size 0,841 yang menandakan pengaruh signifikan dan kuat penggunaan media serupa terhadap peningkatan pemecahan masalah matematika yang berpotensi menjadi dasar pengembangan media dan memerlukan pengujian lanjutan. Disimpulkan bahwa pendekatan design thinking efektif sebagai kerangka kerja pengembangan prototype media yang kontekstual, adaptif, dan berkontribusi pada inovasi media pembelajaran yang relevan dengan tuntutan pembelajaran abad ke‑21. This study aims to develop a design for e-worksheets and AI-based videos using a Design Thinking approach to enhance the problem-solving skills of Senior High School (SMA) students in Pekalongan City. The research subjects consisted of 143 students and 14 teachers from various high schools who were involved in the empathize and define stages to identify learning problem profiles; findings indicated that problem-solving skills were underdeveloped due to abstract instruction focused on rote learning, a lack of interactive media, and teachers' constraints regarding guidance time. In the ideate stage, through literature review and meta-analysis, the concept of E-TopWorksheets using a Realistic Mathematics Education approach assisted by Mootion AI was developed. The meta-analysis results showed a p-value < 0.001 with an effect size of 0.841, indicating a significant and strong influence of similar media on improving mathematical problem-solving, which potentially serves as a basis for media development and requires further testing. It is concluded that the Design Thinking approach is effective as a framework for developing contextual and adaptive media prototypes, contributing to learning media innovation relevant to 21st-century learning demands.
STEM-PBL Based E-Module with Jambi Context: Development Research to Improve Students’ 4C Skills Pasaribu, Feri Tiona; Gustiningsi, Tria; Isnania, Isnania; Concepcion, Leizel P. Ariem
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3529

Abstract

Penelitian ini bertujuan untuk merancang dan mengevaluasi modul e-learning berbasis STEM-PBL yang terintegrasi dengan konteks budaya Jambi guna meningkatkan keterampilan 4C siswa. Penelitian ini menggunakan jenis penelitian research and development (R&D) dengan model ADDIE. Peserta penelitian terdiri dari 26 siswa dan 1 guru matematika dari kelas VII.1 MTs N 3 Batang Hari. Alat penelitian meliputi tes keterampilan 4C, lembar validasi ahli, kuesioner tanggapan guru dan siswa, serta lembar observasi. Validasi materi dan desain oleh ahli menghasilkan skor 92% dan 94%, masing-masing, dengan skor validitas keseluruhan 93%, menunjukkan bahwa e-module memenuhi standar kualitas akademik dan pedagogis. Dalam hal kepraktisan, uji coba individu memperoleh skor 92%, sementara uji coba kelompok kecil mendapatkan 89%, dengan skor kepraktisan rata-rata 90,5%, menunjukkan bahwa e-modul mudah digunakan dan mendukung pembelajaran yang efektif. Pengamatan di kelas menunjukkan skor 88,6%, menunjukkan bahwa implementasi e-modul sesuai dengan sintaks pembelajaran STEM-PBL. Selain itu, siswa mencapai skor n-gain rata-rata 0,78 pada tes keterampilan 4C. Secara keseluruhan, hasil penelitian menunjukkan bahwa e-module yang dikembangkan valid dan praktis sebagai sumber belajar. Integrasi STEM-PBL dengan pedagogi yang relevan secara budaya dalam konteks pendidikan Indonesia menawarkan pendekatan yang menjanjikan untuk meningkatkan keterampilan 4C siswa. This study aimed to design and evaluate a STEM-PBL-based e-module integrated with the cultural context of Jambi to improve students’ 4C skills. The study employed a research and development (R&D) approach using the ADDIE model. The participants consisted of 26 students and 1 mathematics teachers from class VII.1 MTs N 3 Batang Hari. The research instruments included a 4C skills test, expert validation sheets, teacher and student response questionnaire, and observation sheets. The material and design expert validations yielded scores of 92% and 94%, respectively, resulting in an overall validity score of 93%, indicating that the e-module meets academic and pedagogical quality standards. In terms of practicality, the individual trial achieved a score of 92%, while the small-group trial obtained 89%, with an average practicality score of 90.5%, suggesting that the e-module is easy to use and supports effective learning. Classroom observations showed a score of 88.6%, indicating that the implementation of the e-module aligns well with the STEM-PBL learning syntax. Furthermore, students achieved an average n-gain score of 0.78 on the 4C skills test. Overall, the findings indicate that the developed e-module is valid and practical as a learning resource. Integrating STEM-PBL with culturally relevant pedagogy in the Indonesian educational context offers a promising approach to enhancing students’ 4C skills.
Indigenous Knowledge as Educational Asset: Culturally Responsive Mathematics Education and Equity Pursuit in Indonesia’s Multilingual Contexts Prahmana, Rully Charitas Indra; Ma'arif, Samsul; Pramudiani, Puri
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3532

Abstract

Di negara multibahasa seperti Indonesia, pembelajaran matematika selama ini beroperasi dalam paradigma terstandar yang kurang mengakomodasi keragaman budaya dan linguistik, sehingga menimbulkan kesenjangan penelitian mengenai model berskala besar yang mengimplementasikan pedagogi responsif budaya dalam sistem yang sangat heterogen. Untuk menjawab kesenjangan tersebut, studi ini memperkenalkan model GEMBIRA sebagai kerangka analitis baru untuk mengkaji bagaimana pengetahuan matematika berbasis budaya serta penggunaan bahasa ibu dapat diintegrasikan secara sistematis. Penelitian ini mensintesis dokumen kebijakan, studi empiris yang diindeks dalam Scopus (2020–2025), dan laporan internasional untuk menganalisis koherensi kebijakan, praktik pedagogis, dan hambatan struktural. Temuan menunjukkan bahwa pendidikan matematika responsif budaya berfungsi sebagai mekanisme dekolonisasi yang memperkuat pemahaman konseptual, afirmasi identitas, dan pemerataan. Studi ini menegaskan bahwa integrasi sistem matematika lokal dalam reformasi nasional menyediakan jalur yang kuat secara matematis menuju keadilan pendidikan serta menawarkan wawasan yang dapat ditransfer untuk transformasi berorientasi kesetaraan di berbagai konteks global. In multilingual nations such as Indonesia, mathematics instruction has long operated under standardized paradigms that suppress cultural–linguistic diversity, creating a research gap in large-scale models that operationalize culturally responsive pedagogy within highly heterogeneous systems. Addressing this gap, this study introduces the novel GEMBIRA model—treated here as a GEMBIRA model—as an analytical lens for examining how culturally rooted mathematical knowledge and mother-tongue instruction can be systematically integrated. The research synthesizes policy documents, empirical studies indexed in Scopus (2020–2025), and international reports to analyze policy coherence, pedagogical enactment, and structural constraints. Findings show that culturally responsive mathematics education functions as a decolonizing mechanism that strengthens conceptual understanding, identity affirmation, and equity. The study demonstrates that embedding indigenous mathematical systems within national reforms provides a mathematically robust pathway toward educational justice and offers transferable insights for equity-oriented transformation in diverse global contexts.
Needs Analysis: Development of an LMS-Assisted DELPHI-STEAM Model to Improve Students' Computational Thinking and Character Yusuf, Yusfita; Melissa, Margaretha Madha; Wachyar, Tuti Yuliawati; Supriadi, Fidi; Ratnasari, Shofia Annisa; Kosmawa, Ucu; Ramdani, Hadian Setya; Gantira, Anggia
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3541

Abstract

Kemajuan teknologi menuntut siswa memiliki keterampilan berpikir komputasional sekaligus karakter yang kuat. Namun, belum tersedia model pembelajaran yang mengintegrasikan kedua aspek tersebut secara simultan. Penelitian ini bertujuan melakukan analisis kebutuhan untuk mengembangkan model pembelajaran DELPHI-STEAM (Deep Learning Project Hypnoteaching-STEAM) berbasis Learning Management System (LMS). Menggunakan model pengembangan ADDIE, penelitian saat ini berada pada fase analisis. Data dikumpulkan melalui instrumen penilaian berpikir komputasional, survei karakter, protokol observasi, dan wawancara terhadap guru serta siswa di 15 sekolah negeri dan swasta di Kabupaten Sumedang. Hasil penelitian menunjukkan bahwa pengembangan model DELPHI-STEAM berbasis LMS beserta perangkat pendukungnya sangat esensial dan layak diimplementasikan. Model ini terbukti dapat meningkatkan kemampuan berpikir komputasional dan pengembangan karakter secara bersamaan. Selain itu, model ini mampu mentransformasi matematika dalam proyek STEAM menjadi pengalaman belajar yang lebih bermakna dan menyenangkan bagi siswa. Technological advancements demand that students possess both computational thinking skills and strong character development. Currently, pedagogical models that simultaneously integrate these two aspects remain scarce. This study aims to conduct a needs analysis for developing the LMS-supported DELPHI-STEAM (Deep Learning Project Hypnoteaching-STEAM) model. Adopting the ADDIE development framework, the research is currently in the analysis phase. Data were collected through computational thinking assessments, character surveys, observation protocols, and interviews involving teachers and students across 15 public and private schools in Sumedang Regency. The findings indicate that the development of the LMS-based DELPHI-STEAM model and its supporting tools is both essential and feasible. This model is designed to concurrently enhance computational thinking and character growth. Furthermore, it transforms mathematics, traditionally utilized as a mere computational tool in STEAM projects, into a more meaningful and engaging learning experience for students.
Integrated Non-Digital Media Innovation ‘Space Capsule’ to Train Spatial Visualization Skills in Solid Geometry for Students Alia, Hilma; Lisnani, Lisnani; Widyawati, Hesti; Walker, Justin; Azhar, Riza Haikal
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3551

Abstract

Tujuan penelitian ini menghasilkan media pembelajaran non-digital terintegrasi bernama "Kapsul Ruang" untuk melatih kemampuan visualisasi spasial materi bangun ruang siswa SMP. Studi ini dirancang menggunakan pendekatan model 4D, yang mencakup fase Define, Design, Develop, dan Disseminate yang melibatkan validator ahli materi dan media, serta siswa SMP sebagai subjek uji coba melalui tahapan one-to-one, small group, dan field test. Informasi dikumpulkan serta dievaluasi berdasarkan standar validitas, kegunaan praktis, dan dampak efektif dari bahan ajar non-digital yang sedang dalam proses pembuatan. Media non digital terbukti memiliki tingkat kevalidan 85% dengan kategori sangat valid, kepraktisan tinggi dengan persentase 89,3%, dan efektif meningkatkan pemahaman konsep geometri tiga dimensi, terutama bagi sekolah dengan keterbatasan akses teknologi digital. Media non digital ini berimplikasi bagi pembelajaran matematika sebagai sepaket media pembelajaran dengan integrasi pendekatan visual, manipulatif, dan game-based learning sehingga yang memberikan alternatif solusi praktis yang responsif. The purpose of this study is to produce an integrated non-digital learning media called "Space Capsule" to train the spatial visualization ability of junior high school students' spatial geometry material. The study was crafted using the 4D development framework, which includes the stages of Define, Design, Develop, and Disseminate used by involving expert validators of material and media, as well as junior high school students as trial subjects through one-to-one, small group, and field test stages. Information was gathered and evaluated based on the standards of validity, practicality, and effectiveness for the non-digital media currently in development. Non-digital media is proven to have a validity level of 85% with a very valid category, high practicality with a percentage of 89.3%, and is effective in increasing the understanding of three-dimensional geometry concepts, especially for schools with limited access to digital technology. This non-digital media has implications for mathematics learning as a package of learning media with an integration of visual, manipulative, and game-based learning approaches, thus providing alternative responsive practical solutions.

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