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Naufal Ishartono
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INDONESIA
Jurnal VARIDIKA
Published by Universitas Muhammadiyah Surakarta
ISSN : 08520976     EISSN : 24603953     DOI : 10.23917
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal Varidika is an open access journal published by Lembaga Pengembangan Publikasi dan Buku Ajar, Universitas Muhammadiyah Surakarta, twice a year (June and December). The journal focus on both empirical and literature studies in educational field, specifically on HOTS-based education, distance learning, digital technology in education, character and culture based education, and STEAM-based education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "volume 38 no 3, december 2026" : 6 Documents clear
Exploration of Mathematical Concepts in Slobog Solo Batik Motifs Novani, Jihan; Nurcahyo, Adi; Setyaningsih, Rini
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.15089

Abstract

Previous ethnomathematics studies on Indonesian batik have largely concentrated on widely recognized motifs, resulting in limited scholarly attention to several classical motifs that possess distinctive visual and philosophical characteristics. Batik Slobog Solo is one such motif that remains underexplored from a mathematical perspective. This study aims to investigate and describe the mathematical concepts embedded within the Batik Slobog Solo motif as a foundation for developing culturally contextualized mathematics learning. The research adopts a qualitative design employing an ethnographic approach, with data collected through observation, semi-structured interviews, and documentation at the Danar Hadi Batik Museum in Surakarta. The exploration process follows four guiding questions: “Where do I start looking?”, “How do I find it?”, “How do I know that I have found something significant?”, and “How to understand it?”. The findings indicate that Batik Slobog Solo embodies various mathematical concepts, including plane geometry and transformational geometry, arithmetic patterns represented through square numbers and arithmetic sequences, as well as discrete mathematics concepts involving tiling and graph theory. These concepts are reflected in the repetition, regularity, spatial relationships, and systematic arrangement of motif elements. The results demonstrate that Batik Slobog Solo has substantial potential as a culturally grounded instructional resource that supports meaningful mathematics learning. This study contributes to ethnomathematics literature by expanding the scope of mathematical analysis on less-explored batik motifs and emphasizes the importance of integrating local cultural heritage into mathematics education to enhance conceptual understanding while promoting cultural preservation.
Twenty Years of Multicultural Education Scholarship: Insights from the Journal for Multicultural Education and the Multicultural Education Technology Journal Prahmana, Rully Charitas Indra; Ishartono, Naufal; Ahyan, Shahibul
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.16131

Abstract

Despite the rapid growth of multicultural education research worldwide, systematic insights into how this field has evolved across major scholarly outlets over time remain limited. This study presents a literature review of twenty years of multicultural education scholarship published in two leading journals, the Multicultural Education Technology Journal and the Journal for Multicultural Education. Drawing on systematic content and narrative analysis of 521 Scopus-indexed articles, the review explores publication trends, author affiliations, thematic development, citation patterns, and keyword co-occurrence across two editorial phases. The findings reveal a clear shift from a technology-oriented focus (2007–2013) toward a broader and more interdisciplinary multicultural education agenda (2014–2025). Malaysia and the United States emerge as the most prolific contributors, while dominant research themes include inclusive education, teacher preparation, linguistic diversity, and culturally responsive pedagogy. Citation patterns suggest growing scholarly influence, including among early-career publications, alongside increasing international and interdisciplinary collaboration. Although the analysis is limited to Scopus-indexed sources, the findings provide valuable insights for scholars, editors, and policymakers seeking to strengthen equity-oriented educational research. Overall, this review contributes institutional knowledge on the evolution, internationalization, and educational impact of multicultural education research over the past two decades.
The Landscape of Textbook Evaluation Research: A Bibliometric Analysis of Changing Media and Evaluative Approaches Dianastiti, Firstya Evi; Assidik, Gallant Karunia; Syahroni, Mashud
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.14474

Abstract

This study aims to describe performance analysis and co-occurance analysis of “textbook evaluation” keywords based on bibliographic analysis. This research uses quantitative descriptive methods in the form of bibliometric analysis that used the Vosviewer application as the data processor and conducts using the PRISMA method. Research articles collected on the Scopus with a publication period of the last 12 years, from 2013 to 2025. The results of research based on (a) performance analysis and (b) the conceptual structure of the research based on the relationship between keywords The data analysis showed that medical science and language science were the two most researched subjects. Furthermore, from the research findings, it can be concluded that the research trend with textbook evaluation topic has two major themes; textbook content analysis and digital textbooks. The future researchers suggest examining the content of textbooks with changes in students' skills and/or attitudes or evaluating the content of textbooks with a particular learning approach. In terms of digital textbook topics, the development of digital textbooks that utilize the latest technology and the utilization of textbook evaluation is still very possible to be observed.
Developing a Peer Tutoring–Based Social Scaffolding Model in Project-Based Learning to Enhance University Students’ Academic Writing Skills Hari Kusmanto; Eko Purnomo; Tri Santoso; Zuniar Kamaluddin Mabruri; Anisa Gita Putri; Desy Setiyoningtiyas
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.16081

Abstract

Increased focus on academic writing within higher education has not been matched by appropriate models of instruction that can bring about the collaborative learning and social scaffolding necessary for optimal student writing performance. The objectives of this study are (1) to analyse students’ needs and characteristics, (2) to develop a Project Based Learning of peer tutoring model as integrated social scaffolding in the academic writing instruction, and (3) to see the validity, practicality, and effectivity of the developed model. This study used a Research and Development (R&D) strategy in the 4D model (define, design, develop, and disseminate). One hundred twenty undergraduates participated in the study, which was conducted at Universitas Muhammadiyah Surakarta and UINSurakata in their academic writing courses. MethodsThe study used mixed methods to analyze data collected from needs analysis surveys, expert validation sheets, student response questionnaires, pre- and post-tests, interviews, and documentation. Results show that developed model has a high rate of validity (CVI = 0.94) & high rate of practicality (89.1%). Additionally, students improved significantly in their academic writing abilities from pretest (M = 54.62) to posttest (M = 76.14) over the course of several weeks, creating a gain of 21.52 (p <. 001; Cohen’s d = 1.98). This study shows that the improvement of students in academic writing was shown from the process and product quality with peer tutoring as social scaffolding implemented in PjBL model.
Decoding the Architectural Geometry of Plaosan Temple: An Ethnographic Exploration for Contextual Mathematics Education Karolyne Michelia Putri; Naufal Ishartono
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.16204

Abstract

Student Many ethnomathematical studies in Indonesia have explored mathematical concepts embedded in cultural products such as batik, traditional houses, and other temple architectures. However, there has been little to no research specifically investigating the geometric aspects of Plaosan Temple as a cultural heritage site. Therefore, the current study aims to explore the geometrical concepts embedded in Candi Plaosan using an ethnographic approach. The study used ethnography as an approach by answering four principal questions, namely, "Where do I start looking?", "how do I find it?", "how do I recognize that it has found something significant?", and "how to understand what it is?". By answering these questions, the researchers successfully examined the geometrical concepts contained in Plaosan Temple. This study reveals that the concepts embedded in Plaosan Temple are focused on the geometrical aspect, namely, (1) plane geometry such as squares, rectangles, rhombuses, right triangles, trapezoids, and circles; (2) solid geometry such as cubes, rectangular prisms, and triangular prisms; (3) geometric transformations such as dilation and reflection; and (4) symmetry, similarity, and congruence. The findings are expected to introduce Plaosan Temple to students through contextual mathematics learning while supporting its preservation as cultural heritage. Future studies may further examine the effectiveness of Plaosan Temple–based learning with GeoGebra in enhancing students’ understanding of geometry concepts.
Educational versus Non-Educational Backgrounds: A Nationwide Assessment of Physics Teacher Competencies in Indonesia Dian Artha Kusumaningtyas; Fahrudin Nugroho; Muhammad Syahriandi Adhantoro; Efi Kurniasari
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.19431

Abstract

The caliber of teacher training in Indonesia poses a significant obstacle, especially within the Teacher Professional Education Program (TPEP), which enrolls individuals from both educational and non-educational fields. Although common beliefs imply that graduates from educational disciplines exhibit enhanced pedagogical preparedness, comprehensive national comparative data is markedly limited. This ex post facto quantitative investigation seeks to fill this void by assessing the professional abilities of 728 physics TPEP graduates from 31 institutions. The study specifically contrasts performance based on academic backgrounds, explores institutional disparities, identifies determinants of Pedagogical Content Knowledge (PCK), and delineates graduate competencies. Statistical evaluations—including ANOVA, ANCOVA, and multiple regression—indicated that undergraduate background does not significantly influence professional competence following TPEP completion. Graduates from educational and non-educational tracks showed no statistically significant differences in PCK, UKIN (Portfolio), or UTUL (Written Test) scores. Instead, institutional context emerged as a notable source of variation. Regression modeling demonstrated that UTUL scores and recency of graduation are robust predictors of PCK, whereas undergraduate background is negligible. Interestingly, UKIN scores exhibited a negative association with PCK. Furthermore, cluster analysis segmented graduates into distinct low, moderate, and high-performance profiles, highlighting significant heterogeneity among the cohort. Ultimately, these findings indicate that a teacher's professional competence is driven by general academic preparedness, institutional environment, and study recency, rather than their initial undergraduate discipline. By providing a nationwide mapping of TPEP outcomes, this research challenges traditional assumptions regarding teacher preparation and provides a foundation for targeted, differentiated professional development strategies.

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