Journal Universitas Sarjanawiyata Tamansiswa (UST)
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Innovative teaching modules utilizing discovery learning to strengthen mathematical problem-solving skills
No full textThis research aims to strengthen students' mathematical problem-solving skills by creating teaching modules based on the Discovery Learning approach. Because traditional teaching approaches often fail to engage students effectively, the development of this module is essential. In our research, we use research and development (R&D) techniques with 4D models up to the Development stage, which concentrates on module design and testing. Based on the findings of the validity test, media experts got a score of 73%, while material experts got a score of 87%. The criteria used include relevance, completeness, ease of understanding, suitability for discovery learning, and problem-solving skills. Meanwhile, practicality received an average score of 93.5% from teachers and students. Therefore, modules can be considered legitimate and useful, and are expected to improve student engagement and problem-solving skills. Through this research, it is hoped to significantly advance mathematics education with the creation of more creative teaching strategies. The findings provide a foundation for future studies to refine and expand Discovery Learning-based instructional materials in mathematics education
Analysis of mathematical literacy through pull out photo math box based on augmented reality technology in deaf students
No full textThis study aims to analyze mathematical literacy through the Pull-Out Photo Math Box based on augmented reality technology in deaf students. The approach used in this study is a qualitative descriptive approach. The research subjects consist of eight deaf students in grade IV at SLB Negeri Semarang, with three students representing different levels of mathematical literacy. The subjects were selected using purposive sampling. Data were collected through mathematical literacy tests, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results show that mathematics learning on plane figures through the Pull-Out Photo Math Box based on augmented reality technology enhances students' mathematical literacy. High-category students are able to meet three indicators of mathematical literacy, medium-category students meet two indicators, while low-category students meet only one indicator. Additionally, all students across the high, medium, and low categories found that learning using the Pull-Out Photo Math Box based on augmented reality technology was an engaging and useful visual medium for understanding plane figures. This study contributes to the field of mathematics education by demonstrating the effectiveness of augmented reality-based learning tools in improving mathematical literacy among deaf students. The findings highlight the potential of innovative visual media in making mathematical concepts more accessible and engaging for students with special needs
Ethnomathematics comics of Al-Akbar Mosque: Enhancing elementary students' understanding of geometric shapes
No full textLearning is evolving rapidly in the 21st century, as evidenced by advancements in science and technology (IPTEK), including the use of comics as a medium for learning mathematics. The incorporation of ethnomathematics comics based on the architectural features of Masjid Al-Akbar Surabaya serves as an innovative learning tool to address issues such as unengaging media and students’ reluctance to learn mathematics. This study aims to: (1) examine the process of developing ethnomathematics comics about the Al-Akbar Mosque of Surabaya to help elementary school students recognize the names and characteristics of geometric structures; (2) assess the feasibility of these comics as a learning medium; and (3) analyze teachers' and students' responses to their implementation in the classroom. This study employs a research and development (R&D) approach using the ADDIE development model, which consists of four stages: analysis, design, development, and implementation. Data collection methods include documentation, surveys, observations, interviews, and literature reviews, while data analysis combines qualitative descriptive and quantitative techniques based on expert validation and Likert-scale responses. The results indicate that (1) the three initial stages of the research process—analysis, design, and development—were successfully carried out according to the established framework; (2) validation data from material experts, linguists, and learning media specialists rated the comics as "highly feasible"; and (3) responses from class II-A teachers, expert teachers, and four class II-A students also confirmed a "highly feasible" rating. These findings suggest that the developed ethnomathematics comics based on the Al-Akbar Mosque are effective and appropriate for elementary school students in learning about geometric structures. This research contributes to mathematics education by integrating ethnomathematics into instructional media, fostering cultural appreciation while enhancing students' understanding of geometric concepts. Additionally, it provides a structured framework for developing ethnomathematics-based learning resources that can be adapted to other cultural and architectural contexts
Many paths, one unknown: Uncovering the diverse minds behind algebraic thinking
No full textThis qualitative study examines the diversity in algebraic thinking among high school students (Grades VII-IX) by considering algebraic activity models, reasoning types, and generalization layers. We used clinical interviews along with task-based assessments so that we could investigate students' problem-solving processes with just a hermeneutic phenomenological approach. Participants solved contextualized algebra problems using several solution strategies. These strategies included visual representations, arithmetic generalizations, proportional reasoning, and symbolic parameterization. The findings reveal three key conclusions: (1) students think algebraically and develop along a continuum from concrete representations to abstract symbolic reasoning; (2) cultural and instructional contexts influence their ability to transition between factual, contextual, and symbolic generalization layers quite greatly; and (3) multimodal approaches understand algebra better via accommodating diverse cognitive styles. This study contributes in two primary ways for mathematics education research: First, it analyzes semiotic progression within non-Western educational contexts through such culturally-situated framework, which then addresses a gap for current algebra research. Second, it offers design principles validated empirically for creating inclusive algebraic tasks. These tasks do support multiple entry points as well as solution pathways. The results do show that it is important for us to teach in an adaptive manner by both recognizing and then nurturing diverse mathematical styles of thinking in algebra education
Desain Pembelajaran Berbasis Web pada Mata Kuliah Pemrograman Visual
No full textThe visual programming course aims to transform mathematics learning through digital-based approaches by developing educational media applications and games. The primary objective of this research is to design and implement a web-based learning platform for the Visual Programming course, focusing on Scratch and MIT App Inventor materials. A design and development approach comprised needs analysis, design, development, implementation, and evaluation phases. The subjects of the implementation were 49 undergraduate students of the Mathematics Education Universitas Surabaya. Data collection methods included questionnaires and documentation. The results of this study are that the web-based learning design developed is beneficial for the learning process, as shown by a positive response, with more than 95% of respondents stating that they agree and strongly agree. The implications of this research suggest that the designed website can be utilized by a broader audience beyond students, due to its accessibility
Problematika Pendidikan: Analisis Kendala Pembelajaran di Sekolah Dasar Berdasarkan Hasil Belajar Siswa
No full textEducation plays a vital role in human life. Every person deserves access to fair and equal educational opportunities. However, numerous challenges persist within the education system. At the elementary school level, one of the common issues is the difficulty students face during the learning process. Throughout teaching and learning activities, various obstacles often arise, which can be identified through the students' academic performance. These learning outcomes serve as measurable indicators to evaluate the effectiveness of educational processes. This study aims to explore the learning barriers in elementary schools as reflected in students' academic achievements. A descriptive method with a qualitative approach was employed in the research. The results highlight specific learning constraints present in elementary schools, as identified through students’ learning outcomes
Optimizing digital learning through the ADDIE instructional approach in an arduino based automatic plant watering prototype project using a capacitive soil and moisture sensor
No full textThis study assesses the effectiveness of project-based digital learning in which students design a prototype of an Arduino-based intelligent watering and capacitive soil moisture sensor by following the ADDIE flow. The design used was ex post facto descriptive-correlational in one class totaling 117 students, conducted in Indonesia, where traditional farming methods dominate. Achievement data was taken from six components of the assessment (participatory activities, project scores, assignments, quizzes, middle exams, and final exams). Descriptive statistics are visualized through histograms and box-plots; Pearson correlation tests and multiple linear regression were performed to predict the contribution of each component to the final exam, while the technical validity of the prototype was evaluated in ten laboratory cycles using p-charts and Kaplan Meier analysis. The results showed that the value of clustered projects was in the high category (M = 86.8; SD = 7.1) and significantly correlated with the final exam (r = 0.54; β = 0.22; p < 0.01), explaining ± 22 % additional cognitive variance after the formative test was controlled. Participatory activities had a moderate correlation with the final exam (r ≈ 0.50), signaling a transfer of problem-solving skills acquired during prototype collaboration. Tool reliability tests showed 70% of prototypes were in stable function within the first ten cycles; All points were within control limits although the three initial failures hinted at the need for advanced sensor calibration. Learning constraints such as low quiz and assignment scores and wiring/coding difficulties were addressed through micro-deadlines, quick feedback, pair-programming clinics, and prerequisite videos. These findings confirm that ADDIE-based IoT projects can simultaneously improve students' knowledge, practical skills, and problem-solving disposition, provided they are accompanied by pedagogical supports and ongoing technical validation.Penelitian ini menilai efektivitas pembelajaran digital berbasis proyek di mana mahasiswa merancang prototipe penyiraman cerdas berbasis Arduino dan sensor kelembapan tanah kapasitif dengan mengikuti alur ADDIE. Desain yang digunakan adalah ex post facto deskriptif‑korelasional pada satu kelas berjumlah 117 mahasiswa. Data capaian diambil dari enam komponen penilaian (aktivitas partisipatif, nilai proyek, tugas, kuis, Ujian tengah, dan Ujian akhir). Statistik deskriptif divisualisasikan melalui histogram dan box‑plot; uji korelasi Pearson dan regresi linier berganda dilakukan untuk memprediksi kontribusi tiap komponen terhadap Ujian akhir, sedangkan validitas teknis prototipe dievaluasi dalam sepuluh siklus laboratorium memakai p‑chart dan analisis Kaplan–Meier. Hasil menunjukkan nilai proyek terkluster pada kategori tinggi (M = 86,8; SD = 7,1) dan berkorelasi signifikan dengan Ujian akhir (r = 0,54; β = 0,22; p < 0,01), menjelaskan ± 22 % variansi kognitif tambahan setelah tes formatif dikendalikan. Aktivitas partisipatif memiliki korelasi moderat dengan Ujian akhir (r ≈ 0,50), menandakan transfer kemampuan pemecahan masalah yang diperoleh selama kolaborasi prototipe. Uji reliabilitas alat memperlihatkan 70 % prototipe berfungsi stabil dalam sepuluh siklus pertama; seluruh titik berada dalam batas kendali meskipun tiga kegagalan awal mengisyaratkan perlunya kalibrasi sensor lanjutan. Kendala pembelajaran seperti nilai kuis dan tugas rendah serta kesulitan wiring/kode ditangani melalui micro‑deadline, umpan balik cepat, klinik pair‑programming, dan video prasyarat. Temuan ini menegaskan bahwa proyek IoT berkerangka ADDIE dapat secara simultan meningkatkan pengetahuan, keterampilan praktik, dan disposisi problem‑solving mahasiswa, asalkan disertai penyangga pedagogis dan validasi teknis berkelanjutan
The influence of guided inquiry learning based on local wisdom and android applications on students' high-order thinking skills (HOTS)
No full textThis research aims to evaluate the effects of a guided inquiry learning model, grounded in local wisdom and delivered through an Android application, on the higher-order thinking skills of students in physics education. The study employed a quasi-experimental design featuring a pretest-posttest non-equivalent control group. Participants included science students from classes XA and XB, with class XA serving as the experimental group and class XB as the control group, selected through purposive sampling. Quantitative data, comprising pretest, posttest, and N-Gain scores related to students' higher-order thinking skills, were analyzed using an independent sample t-test (α = 0.05) via SPSS 25.0 for Windows. The findings revealed a significant effect (Sig. 0.010 < 0.05). The N-gain score for the experimental group was 0.71, indicating a high level, while the control group had a score of 0.6, which falls within the moderate range. Qualitative data derived from student answer questionnaires regarding the learning process indicated an average student interest of 64.2%, categorizing it as good. The guided inquiry learning paradigm, grounded in local wisdom and facilitated by Android applications, is engaging and positively impacts students' higher-order thinking skills (HOTS)
Analisis Butir Soal Berpikir Kritis Fisika pada Materi Kisi Difraksi dengan Model Rasch
No full textThis study aims to analyze the quality of a physics critical thinking test focused on the topic of diffraction grating using the Rasch model, with the aid of QUEST software. The research employed an evaluative methodology with a descriptive quantitative approach. The subjects consisted of 30 eleventh-grade students from SMA Budi Mulia Dua Yogyakarta. The test instrument comprised 10 multiple-choice physics questions, which were developed and validated in collaboration with physics teachers. These questions specifically addressed the concept of diffraction grating, aiming to measure students’ critical thinking skills in that domain including interpretation, analysis, evaluation, inference, and explanation. Data analysis was conducted using the Rasch model via QUEST software to evaluate item fit, reliability, and consistency. The results showed that 8 out of the 10 items had INFIT MNSQ values ranging from 0.77 to 1.33, indicating a good fit with the Rasch model. However, items 6 and 9 were found to have INFIT MNSQ values outside the acceptable range, suggesting that they were misfitting and should be revised and refined to better align with the intended construct. Despite this, the items may be revised for future use. The OUTFIT t values for all items were ≤ 2.00, confirming their usability. Additionally, the item reliability estimate was 0.84 and the case reliability estimate was 0.56, demonstrating high internal consistency and indicating that the test is suitable for measuring students' critical thinking skills in physic
Mem, Faktor Yang Mempengaruhi Minat Belajar Pembuatan Busana Siswa Kelas XI Sekolah Menengah Kejuruan negeri 4 yogyakarta tahun ajaran 2023/2024: Faktor Yang Mempengaruhi Minat Belajar Pembuatan Busana Siswa Kelas XI Sekolah Menengah Kejuruan
No full textDalam proses pembuatan busana di SMK Negeri 4 Yogyakarta, penelitian ini berusaha mengidentifikasi 1) variabel-variabel yang mempengaruhi minat belajar, 2) unsur-unsur yang mempengaruhi minat belajar ditinjau dari faktor internal, dan 3) aspek-aspek minat belajar ditinjau dari faktor eksternal. Kesenangan, kebiasaan belajar, minat siswa, perhatian orang tua, dan lingkungan belajar merupakan indikator faktor minat belajar. Sebanyak 104 siswa dari kelas XI Busana menjadi populasi penelitian. Dengan menggunakan sampel acak proporsional, strategi pengambilan sampel menghasilkan 61 + 6 = 67 responden, atau 60% + 10% (data hilang). Kuesioner dan dokumentasi digunakan sebagai metode pengumpulan data. Tiga puluh siswa dari populasi yang sama yang tidak termasuk dalam sampel penelitian berpartisipasi dalam uji coba instrumen. Nilai mean, median, modus, dan simpangan baku dihitung sebagai bagian dari pendekatan analisis data deskriptif. Menurut temuan, 1) 55,74% unsur-unsur yang mempengaruhi minat belajar dalam pembuatan busana dianggap memuaskan. 2) Faktor internal, khususnya indikator minat siswa yang memiliki frekuensi sebesar 55,74%, indikator kebiasaan belajar yang memiliki frekuensi sebesar 70,49%, dan indikator perasaan senang yang memiliki frekuensi sebesar 77,05%. 3) Faktor eksternal: indikasi lingkungan belajar berkategori cukup dengan frekuensi sebesar 77,05%, dan indikator perhatian orang tua berkategori cukup dengan frekuensi sebesar 36,07%. Berdasarkan hasil penelitian, minat siswa kelas XI Tata Busana SMK Negeri 4 Yogyakarta terhadap mata pelajaran Desain Busana masih tergolong cukup. Oleh karena itu, untuk menumbuhkan atau meningkatkan minat siswa terhadap mata pelajaran Produksi Busana, para pendidik dan lembaga pendidikan harus memberikan motivasi yang cukup.Penelitian ini bertujuan untuk mengetahui 1) faktor Yang Mempengaruhi Minat Belajar, 2) faktor Yang Mempengaruhi Minat Belajar yang ditinjau dari faktor internal, dan 3) faktor Minat Belajar yang ditinjau dari faktor eksternal pada pembuatan busana Sekolah Menengah Kejuruan Negeri 4 Yogyakarta. Faktor minat belajar diindikatori dengan perasaan senang, kebiasaan belajar, ketertarikan siswa, perhatian orang tua, dan lingkungan belajar. Populasi penelitian ini adalah siswa kelas XI Busana yang berjumlah 104 siswa. Teknik pengambilan sampel menggunakan proporsionate random sampling yaitu 60%+10% (missing data) yaitu 61 + 6 = 67 responden. Teknik pengumpulan data menggunakan dokumentasi dan angket. Uji coba instrument dilakukan 30 siswa dalam populasi yang sama di luar sampel penelitian. Teknik analisis data menggunakan deskriptif dengan menghitung nilai mean, median, modus dan standar deviasi. Hasil penelitian menunjukkan bahwa 1) faktor yang mempengaruhi minat belajar pembuatan busana tergolong cukup dengan frekuensi 55.74%. 2) faktor internal yaitu, indikator perasaan senang tergolong cukup dengan frekuensi 77.05%, indikator kebiasaan belajar tergolong cukup dengan frekuensi 70.49%, indikator ketertarikan siswa tergolong cukup dengan frekuensi 55.74%. 3) faktor eksternal yaitu, Indikator perhatian orang tua tergolong cukup dengan frekuensi 36.07%, indikator lingkungan belajar tergolong cukup dengan frekuensi 77.05%