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Candra Ditasona
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Brillo Journal
Published by S&Co Publishing
ISSN : -     EISSN : 28098528     DOI : 10.56773
Core Subject : Education,
Education Mathematics Other
Brillo Journal is a scientific, peer-reviewed and open-access journal managed and published by S&Co Publishing, Jakarta, in June and December. It aims to be an open-access journal platform that publishes and disseminates ideas and researches on education. Its focus is to publish original research (quantitative or qualitative research, classroom action research, development/design research are top priorities) or library analysis on how students learn at the primary, secondary or undergraduate level. The scope of this journal is: (1) Mathematics Content in Pedagogy, (2) Learning Model and Approach, (3) Ethnomathematics, (4) Didactical Design Research, (5) Technology-Assisted Learning. Brillo Journal covers a broad range of areas related to education in schools, universities, vocational institutions, early childhood settings and the community. It will be concerned with formal and informal education in multiple contexts with a particular focus on students, teachers and parents, their social interactions and the political contexts in which they are embedded. Brillo Journal will be eclectic, which will support a full range of research methods that address critical and significant issues. Specific topics include (but are not limited to): Online-based academic activity, Synchronous and asynchronous learning, Face-to-face online learning, Student assignment in the learning system, Student psychological in online learning
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 44 Documents
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Assessing Students’ Mathematical Literacy through PISA Items in the Space and Shape Content Inaara Pangesti Marsyandia; Duano Sapta Nusantara; Tria Gustiningsi
Brillo Journal Vol 5 No 1 (2025): -
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v5i1.153

Abstract

This study aims to analyze students’ mathematical literacy in solving PISA problems, particularly in the space and shape domain. The research approach used is a qualitative approach. This type of research is qualitative descriptive approach. The study involved 27 ninth-grade students from one of Junior High School (JHS) in Kota Jambi. Data were collected through a written test using items adopted from the 2012 PISA Mathematics Released Problems, complemented by interviews to gain deeper insights. The results revealed that students’ mathematical literacy abilities were categorized into high, medium, and low levels. The results show that most students demonstrate low mathematical literacy skills. Based on the three indicators of mathematical literacy, students in the high-ability category were able to formulate mathematical models, employ geometric concepts appropriately, and interpret the results within the given context. Students in the medium category were able to perform correct procedures but were unable to derive meaningful conclusions, while students in the low category experienced difficulties in all indicators. These findings indicate that students’ mathematical literacy skills in geometry remain limited, particularly in reasoning and interpreting results. Therefore, learning activities that facilitate reasoning and provide more PISA-like tasks are needed to help strengthen students’ mathematical literacy, especially in space and shape problems. Future research may also explore the use of locally contextualized PISA-like tasks to provide students with more meaningful and relatable problem situations.
FROM LEARNING ASSISTANT TO LEARNING DEPENDENCY: HOW ARTIFICIAL INTELLIGENCE USAGE, CRITICAL THINKING DISPOSITION, AND ACADEMIC PERFORMANCE AMONG MATHEMATICS EDUCATION STUDENTS Santri Chintia Purba
Brillo Journal Vol 5 No 2 (2026)
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v5i2.169

Abstract

The rapid adoption of artificial intelligence (AI) in higher education has transformed students' learning practices, particularly in completing academic assignments and projects. However, the extent to which AI use influences academic performance remains inconclusive. This study investigated the effects of overall AI usage, the percentage of AI use in course projects, and mathematical disposition on undergraduate students' Grade Point Average (GPA). A quantitative correlational design was employed involving 39 undergraduate students. Data were collected using a validated AI usage questionnaire, a mathematical disposition questionnaire, self-reported percentage of AI use in course projects, and students' GPA. Multiple linear regression analysis was conducted after verifying the assumptions of normality, multicollinearity, and independence of residuals. The regression model was statistically significant (F = 6.247, p = .002) and explained 34.9% of the variance in GPA (R² = .349). Among the predictors, only the percentage of AI use in course projects significantly predicted GPA (β = −0.614, p < .001), whereas overall AI usage (p = .651) and mathematical disposition (p = .695) were not significant predictors. These findings indicate that AI use itself is not associated with lower academic performance. Instead, students' reliance on AI in completing course projects appears to be associated with GPA. Excessive dependence on AI-generated outputs without critical evaluation, revision, verification using credible academic sources, and integration of students' own reasoning may reduce the quality of academic work. Therefore, AI should be utilized as a learning assistant that supports critical thinking, creativity, and problem-solving rather than replacing students' independent intellectual engagement. The findings highlight the importance of promoting AI literacy and responsible AI use in higher education.
AN INVESTIGATION OF TEACHERS' PERCEPTIONS TOWARD DEEP LEARNING PEDAGOGY IN PRIMARY MATHEMATICS CLASSROOMS Novi Andri Nurcahyono; Sani Sahara; Wily Wandari
Brillo Journal Vol 5 No 2 (2026)
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v5i2.177

Abstract

This study aims to analyze elementary school teachers' perceptions of deep learning in mathematics. This qualitative study was conducted at SDN Cipinang Melayu 09 Pagi, Jakarta (May-December 2025). Fourteen elementary school teachers were selected using purposive sampling. Data were collected through questionnaires and in-depth interviews, with method triangulation employed to ensure validity. Data analysis followed qualitative research principles through reduction, categorization, presentation, and conclusion drawing. All respondents demonstrated sound understanding of deep learning as an approach focusing on mindful, meaningful, and joyful learning and acknowledged its potential benefits in enhancing concept understanding, learning motivation, and problem-solving abilities. Teacher readiness varied, with high readiness (85.7%-100%) in basic teaching skills and collaboration, and moderate readiness (78.6%-85.7%) in practical implementation. Major barriers included infrastructure limitations (71.4%), administrative burden (57.1%-64.3%), and insufficient training (78.6% had attended related training). All respondents (100%) expressed strong expectations for specialized training, adequate devices, government support, and user-friendly platforms. While teachers possessed positive perceptions and sound conceptual understanding of deep learning, effective implementation requires comprehensive systemic support including intensive training, adequate infrastructure, user-friendly platforms, policy support, reduced administrative burden, continuous mentoring, and communities of practice. With such support, deep learning possesses significant potential to transform elementary mathematics instruction.
FINANCIAL LITERACY OF FIRST-SEMESTER UNIVERSITY STUDENTS: INSIGHTS FROM PISA FINANCIAL TASKS IN INDONESIA Aminah Ramalia; Duano Sapta Nusantara; Amirul Mukminin; Florante Ibarra
Brillo Journal Vol 5 No 2 (2026)
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v5i2.184

Abstract

This study examines the financial literacy competencies of first-semester university students, focusing on their ability to interpret authentic financial documents such as pay slips and bank statements. Using the PISA financial literacy framework, the study employed a qualitative descriptive design involving 32 students from Universitas Jambi. Data were collected through open-ended tasks and semi-structured interviews, with three representative cases analyzed in depth. The findings show that most students could perform basic calculations, including identifying gross and net income, but experienced difficulties in more complex financial reasoning. Common errors involved misunderstanding recurring administrative fees and ignoring prior balances when calculating final account totals. Interviews revealed that students often relied on estimation rather than systematic reasoning, indicating a stronger procedural than conceptual understanding of financial information. The study highlights the importance of pedagogical approaches that promote interpretive and analytical reasoning beyond computation. It recommends the use of contextualized, open-ended financial tasks based on the PISA framework and encourages interdisciplinary collaboration between mathematics and economics education to strengthen students’ financial literacy and decision-making skills.

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