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<![CDATA[Pelatihan Desain Perangkat Pembelajaran Berbasis Augmented Reality untuk Pembelajaran Mendalam Bagi Guru Matematika SMP ]]>
<![CDATA[Asfyra, Intan Buhati]]>;
<![CDATA[Rumite, Wayan]]>;
<![CDATA[Syamsinar, Syamsinar]]>;
<![CDATA[Arianto, Halil]]>;
<![CDATA[Kalla, Nuratika Rahmat]]>
<![CDATA[ Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 4 (2025): Edisi Oktober - Desember ]]>
Publisher : <![CDATA[Lembaga Dongan Dosen ]]>
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DOI: 10.55338/jpkmn.v6i4.7138
<![CDATA[Pembelajaran matematika di SMP masih banyak menghadapi kendala karena materi sering disajikan secara abstrak dan kurang dikaitkan dengan pengalaman nyata siswa. Untuk membantu guru mengatasi hal tersebut, kegiatan pengabdian ini dirancang dengan tujuan meningkatkan keterampilan mereka dalam menyusun perangkat pembelajaran berbasis Augmented Reality (AR). Kegiatan dilakukan di Kabupaten Maros dengan melibatkan 30 guru matematika SMP melalui pendekatan service learning yang memadukan teori dan praktik secara langsung. Selama satu bulan pelatihan, peserta mengikuti penyampaian materi, praktik merancang RPP berbasis AR, serta evaluasi perangkat pembelajaran melalui Google Classroom. Hasilnya, 26 guru (85%) mampu menghasilkan RPP yang sesuai standar dan terintegrasi AR pada materi geometri, sementara 4 guru (15%) masih mengalami kesulitan teknis, terutama dalam mengoperasikan aplikasi AR. Beberapa guru menyampaikan bahwa mereka baru pertama kali mengenal AR dan merasa sangat terbantu karena visualisasi objek tiga dimensi membuat konsep geometri lebih mudah diajarkan. Pelatihan ini tidak hanya memperluas wawasan guru tentang teknologi pembelajaran, tetapi juga menumbuhkan kepercayaan diri mereka untuk mencoba pendekatan baru. Dengan demikian, pendampingan guru dalam merancang perangkat berbasis AR terbukti mampu meningkatkan kompetensi pedagogis sekaligus membuka peluang tercapainya pembelajaran mendalam yang lebih interaktif, kontekstual, dan bermakna.]]>
<![CDATA[Konstruksi Model Mental Calon Guru Matematika dalam Memahami Konsep Integral ]]>
<![CDATA[Wayan Rumite]]>
<![CDATA[ Epsilon: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Epsilon ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika, STKIP PGRI Bandar Lampung ]]>
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<![CDATA[Pemahaman suatu konsep dapat diamati melalui model mental. Informasi penting tentang struktur pemahaman siswa yang mendasari dari mana pengetahuan diperoleh dapat diidentifikasi melalui model mental. Model mental dapat menunjukkan cara bagaimana seorang individu berpikir. Individu memahami konsep matematika dengan membangun dan menggunakan struktur mental tertentu (atau konstruksi) yang dianggap dalam Teori APOS sebagai tahapan dalam pembelajaran konsep Matematika. Melaui teori APOS konsep Matematika dapat dipelajari. Teori ini adalah kerangka kerja yang digunakan untuk menjelaskan bagaimana individu secara mental membangun pemahaman mereka tentang konsep Matematika. Tujuan dari penelitian ini adalah mendeskripsikan proses konstruksi model mental calon guru matematika dalam memahami konsep integral. Responden penelitian ini yaitu mahasiswa calon Guru Matematika di Universitas Lampung yang berjumlah 23 orang. Berdasarkan hasil tes uraian awal yang diberikan, peneliti memilih 4 orang yang selanjutnya dijadikan subjek penelitian. Tes yang digunakan dalam penelitian ini adalah tes pemahaman konsep untuk mengukur kemampuan pemahaman konsep berdasarkan indikator pemahaman konsep. Pada bagian indikator pemahaman konsep dalam penelitian ini, peneliti melakukan evaluasi proses konstruksinya model mental subjek berdasarkan teori konstruksi APOS. Berdasarkan hasil penelitian diperoleh bahwa konstruksi suatu model mental yang dimiliki calon guru matematika dalam memahami konsep integral ada yang lengkap dan ada yang tidak. Hal ini ditunjukkan berdasarkan bagaimana calon guru dalam menuliskan jawaban terkait konsep-konsep yang dapat digunakan untuk dalam menyelesaikan suatu masalah yang disajikan. Selain itu, Penelitian ini memberikan kontribusi penting dalam pengembangan kajian pedagogik matematika, khususnya dalam memahami proses berpikir calon guru matematika melalui pendekatan model mental dan teori APOS.]]>
<![CDATA[PEMBELAJARAN SPLTV DENGAN KONTEKS MANIK-MANIK UNTUK SISWA SMK TATA BUSANA ]]>
<![CDATA[asfyra, intan]]>;
<![CDATA[rumite, wayan]]>
<![CDATA[ Nabla Dewantara: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2025): Nabla Dewantara: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[FKIP Universitas Tamansiswa Palembang ]]>
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DOI: 10.51517/nabla.v10i2.595
<![CDATA[Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran Sistem Persamaan Linier Tiga Variabel (SPLTV) berbasis konteks manik-manik serta menganalisis kemampuan siswa dalam memodelkan permasalahan produksi ke dalam bentuk matematis. Pendekatan yang digunakan adalah Pendidikan Matematika Realistik Indonesia (PMRI) dengan mempertimbangkan relevansi konteks vokasional program keahlian Tata Busana di SMK. Penelitian menggunakan metode deskriptif kualitatif dengan subjek 30 siswa kelas X Program Keahlian Tata Busana di salah satu SMK Negeri Palembang. Data dikumpulkan melalui observasi berbasis karakteristik PMRI, dokumentasi LKPD, serta wawancara dengan guru dan siswa. Hasil penelitian menunjukkan bahwa pembelajaran SPLTV melalui konteks manik-manik mampu memfasilitasi proses matematisasi horizontal, di mana siswa mengubah situasi nyata menjadi model matematika, dan dilanjutkan dengan matematisasi vertikal saat menyelesaikan SPLTV menggunakan metode eliminasi atau substitusi. Muncul lima karakteristik PMRI dalam pembelajaran, yaitu penggunaan konteks, matematisasi progresif, self-developed models, kontribusi siswa, dan interaktivitas. Hasil tes menunjukkan 85% siswa mampu menyelesaikan SPLTV dengan benar dan menafsirkan solusi sesuai konteks produksi. Wawancara mengungkapkan bahwa siswa merasa lebih mudah memahami materi karena konteks pembelajaran dekat dengan aktivitas vokasional mereka. Dengan demikian, penggunaan pendekatan PMRI berbasis konteks manik-manik efektif dalam meningkatkan pemahaman konsep SPLTV sekaligus mendukung pembentukan kompetensi program keahlian siswa SMK]]>
<![CDATA[Workshop Penulisan Soal Objektif dan Valid Berorientasi Higher Order Thinking Skills ]]>
<![CDATA[Syamsinar, Syamsinar]]>;
<![CDATA[Rumite, Wayan]]>;
<![CDATA[Ikram, Muhammad]]>;
<![CDATA[Nur Sa'diyyah, Fadhilah]]>;
<![CDATA[Buhati Asfyra, Intan]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 5 No. 4 (2026): Jurnal PkM PATIKALA ]]>
Publisher : <![CDATA[Pusat Pengembangan Pendidikan dan Bakat Indonesia/Education and Talent Development Center of Indonesia (ETDC Indonesia) ]]>
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DOI: 10.51574/patikala.v5i4.4823
<![CDATA[This Community Service activity aims to improve mathematics teachers' competency in developing valid objective questions oriented toward Higher Order Thinking Skills (HOTS). The activity was conducted at SMAN 1 Wondama, using a participatory and contextual mentoring approach. The main challenge faced by the partner school was teachers' limited understanding of how to design assessment instruments that systematically measure students' higher-order thinking skills and align with the characteristics of mathematics learning. The activity's implementation methods included needs analysis, reinforcement of HOTS concepts, assistance in developing questions, and joint evaluation and reflection. The results of the activity showed an increase in teachers' understanding and skills in developing HOTS questions, demonstrated by the development of example objective questions at levels C4 to C6 with contextual stimuli and clear indicators. This activity resulted in the development of question writing guidelines and examples of HOTS questions ready for use in learning. Thus, this community service activity directly contributed to improving the quality of mathematics assessment and learning at the partner school.]]>
<![CDATA[Error analysis of vocational students in solving linear equation problems ]]>
<![CDATA[Intan Buhati Asfyra]]>;
<![CDATA[Wayan Rumite]]>;
<![CDATA[Syamsinar]]>;
<![CDATA[Halil Arianto]]>
<![CDATA[ LINEAR: Journal of Mathematics Education Vol. 7 No. 1 (2026): Volume 7 Nomor 1 June 2026 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro ]]>
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DOI: 10.32332/linear.v7i1.16-30
<![CDATA[Difficulties in understanding algebraic concepts often lead vocational high school students to make systematic errors in solving linear-equation problems. This study analyzes the types and causes of students’ errors in solving One-Variable Linear Equations (PLSV) and Two-Variable Linear Equation Systems (SPLDV). A qualitative descriptive design was used with purposive sampling involving 25 tenth-grade Fashion Design students at SMKN 6 Palembang who had completed introductory algebra units. Instruments consisted of six problem-solving items on PLSV and SPLDV; their content validity was established through expert review and pilot testing, followed by item refinement. Data were analyzed using Miles and Huberman’s interactive model with a predefined coding scheme developed from literature-based error categories. The analysis included error identification, code assignment, category confirmation through coder agreement checks, data display, and conclusion drawing. Five dominant error types emerged: (1) equation-manipulation errors rooted in procedural “transposing” without conceptual grounding, (2) misapplication of the distributive property and negative signs, (3) modeling errors when translating word problems, (4) integer-operation errors, and (5) failure to connect results to context. The findings show intertwined conceptual and procedural difficulties. Practical implications include structured learning sequences in which teachers first build conceptual schemas through visual representations, then guide students in modeling real-world scenarios using modeling templates, and finally implement reflective routines such as error-analysis sheets and justification prompts to consolidate understanding and reduce algebraic errors.]]>
<![CDATA[APLIKASI PEMBELAJARAN YOGA HINDU BERBASIS ANDROID ]]>
<![CDATA[kadek ardiago]]>;
<![CDATA[Machudor Yusman]]>;
<![CDATA[Wayan Rumite]]>
<![CDATA[ Jurnal Komputasi Vol. 7 No. 1 (2019) ]]>
Publisher : <![CDATA[Jurusan Ilmu Komputer Fakultas MIPA Universitas Lampung ]]>
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DOI: 10.23960/komputasi.v7i1.1731
<![CDATA[Yoga , in Hindu philosophy, focuses on meditation activities or tapa where ones focuses all thoughts to control the five senses and the body as a whole. The rapid progress of information and communication technology and the lack of Hindu Yoga learning media in digital form have encouraged the development of Hindu Yoga Learning Applications Android-based. This application is expected to be a practical and interesting learning media to be learnt, as well as a reference in learning the movements of Hatha Yoga and Surya Namaskara besides books. This study has succeeded in developing an Android Application of Hindu Yoga Learning consisting of 46 Yoga movements, among others, 12 (twelve) Surya Namaskara movements, 8 (eight) pranayama movements, 7 (seven) sitting position of asanas movements, 8 standing position of asanas movements and 11 (eleven) sleep position of asanas movements. This application runs on the Android operating system so that it can be accessed by everyone and at any time on a smartphone or tablet computer that supports the Android operating system. The conclusion of this study is that the Hindu Yoga Learning Applications Android-based has been successfully built and it has been tested to match with the expected result.]]>
<![CDATA[The Relationship Between Math Anxiety and Cognitive Flexibility on Students’ Mathematical Critical Thinking Ability ]]>
<![CDATA[Arianto, Halil]]>;
<![CDATA[Wayan Rumite]]>
<![CDATA[ International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER) ]]>
Publisher : <![CDATA[International journal of technology and education research ]]>
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DOI: 10.63922/ijeter.v4i02.3443
<![CDATA[Mathematical critical thinking is an essential skill that supports students in solving complex problems and making logical decisions in learning mathematics. However, students’ ability to think critically is often influenced by both emotional and cognitive factors. This study aims to examine the relationship between math anxiety and cognitive flexibility on students’ mathematical critical thinking ability. This research employed a quantitative approach with a correlational design involving junior high school students selected through purposive sampling. Data were collected using a math anxiety questionnaire, a cognitive flexibility scale, and a mathematical critical thinking test. The data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results show that students’ math anxiety is at a moderate level (M = 68.45; SD = 8.72), cognitive flexibility is at a moderate–high level (M = 74.12; SD = 7.95), and mathematical critical thinking ability is at a moderate level (M = 70.36; SD = 9.10). Furthermore, math anxiety has a significant negative correlation with mathematical critical thinking ability (r = -0.52, p < 0.05), while cognitive flexibility has a significant positive correlation (r = 0.61, p < 0.05). The results of multiple regression analysis indicate that math anxiety (β = -0.41, p < 0.05) and cognitive flexibility (β = 0.48, p < 0.05) simultaneously influence students’ mathematical critical thinking ability. These findings suggest that students with lower levels of anxiety and higher cognitive flexibility tend to demonstrate better critical thinking skills in mathematics. Therefore, improving students’ mathematical critical thinking requires both reducing math anxiety and enhancing cognitive flexibility through appropriate instructional strategies.]]>
<![CDATA[Eksplorasi Etnomatematika Motif Jumputan Palembang dalam Pembelajaran Transformasi Geometri ]]>
<![CDATA[Asfyra, Intan Buhati]]>;
<![CDATA[Wayan Rumite]]>; Syamsinar;
<![CDATA[Fadhilah Nur Sa’diyyah]]>
<![CDATA[ Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 3 (2026): Riset Matematika dan Pendidikan Matematika ]]>
Publisher : <![CDATA[Pusat Studi Bahasa dan Publikasi Ilmiah ]]>
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DOI: 10.53696/venn.v5i3.438
<![CDATA[Integrasi budaya lokal dalam pembelajaran matematika menjadi penting untuk menjembatani konsep matematika yang abstrak dengan pengalaman kontekstual siswa serta menumbuhkan apresiasi terhadap warisan budaya daerah. Penelitian ini bertujuan untuk mengungkap konsep etnomatematika yang terkandung dalam motif jumputan Palembang dan mengidentifikasi keterkaitannya dengan konsep transformasi geometri dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif dengan metode eksploratif melalui studi literatur, observasi terhadap pola motif jumputan, wawancara, serta analisis matematis terhadap bentuk dan keteraturan pola yang muncul. Hasil penelitian menunjukkan bahwa motif jumputan Palembang mengandung berbagai konsep transformasi geometri, seperti translasi, refleksi, rotasi, dan dilatasi yang tampak pada pengulangan pola, kesimetrian, dan variasi ukuran motif. Temuan ini menunjukkan bahwa motif jumputan dapat dimanfaatkan sebagai konteks pembelajaran yang kontekstual untuk membantu siswa memahami konsep transformasi geometri secara lebih konkret. Penelitian ini berkontribusi dalam memperkaya kajian etnomatematika serta memberikan alternatif sumber belajar berbasis budaya lokal yang dapat mendukung pembelajaran matematika yang lebih bermakna dan kontekstual.]]>
<![CDATA[Uncovering metacognitive awareness and meaningful learning of prospective mathematics teachers after learning absolute value inequalities ]]>
<![CDATA[Wayan Rumite]]>;
<![CDATA[Halil Arianto]]>;
<![CDATA[Syamsinar Syamsinar]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 1, January 2026 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/jramathedu.v11i1.13391
<![CDATA[Learners who lack adequate metacognitive awareness and meaningful have the potential to work mechanically. The aims of this study is to uncover the characteristics and description of metacognitive awareness and meaningful of prospective mathematics teachers after learning absolute value inequalities and the involvement of intuitive and analytical thinking. This study uses a qualitative approach with an exploratory type. A total of 5 prospective mathematics teachers who were taking differential calculus courses were selected as subjects from 87 candidate subjects from two different universities in Indonesia. Data collection was carried out by administering tests and conducting semi-structured interviews. Data analysis in this study went through three stages, namely data reduction, data presentation, and drawing conclusions. The results of data analysis show that: 1) unaware and not meaningful, 2) aware but not meaningful, 3) unaware but meaningful, 4) aware and meaningful. In addition, a pattern of intuitive and analytical thinking was also found, whereby prospective mathematics teachers who were not conscious activated analytical thinking, while those who were conscious activated intuitive thinking. These findings imply the importance of emphasizing mindful and meaningful during the learning process so that students can understand concepts holistically and deeply, enabling them to solve problems accurately.]]>
<![CDATA[The argumentation structure of mathematical proof based on semiotic trichotomy ]]>
<![CDATA[Aziz, Abdul]]>;
<![CDATA[Wijaya, Tomy Tanu]]>;
<![CDATA[Rumite, Wayan]]>;
<![CDATA[Setiawan, Agung]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v17i2.30833
<![CDATA[Purpose: Mathematical proof requires students to interpret and use mathematical signs meaningfully when constructing arguments. However, many mathematics students experience difficulties in interpreting these signs, which may affect both the correctness of their proofs and the quality of their argumentation. This study aims to explore the structure of students’ mathematical argumentation through the lens of Peirce’s triadic semiotic framework. Method: This qualitative study involved 28 undergraduate mathematics students enrolled in an abstract algebra course. Data were collected through group theory proof tasks and semi-structured interviews. Based on variations in students’ argumentation structures, three representative participants were purposively selected for in-depth analysis. The data were examined using Toulmin’s argumentation model integrated with Peirce’s triadic semiotic concepts, namely Representamen, Object, and Interpretant. Findings: The analysis revealed three distinct semiotic argumentation structures: (1) Meaningful Sign Structure through direct proof, (2) Meaningful Sign Structure through proof by contradiction, and (3) Unmeaningful Sign Structure. Students who demonstrated meaningful sign structures were able to interpret mathematical symbols accurately, establish relationships between signs and mathematical concepts, and construct coherent arguments. In contrast, students with unmeaningful sign structures experienced difficulties in interpreting signs and connecting them to relevant mathematical theories. Significance: The findings highlight the important role of semiotic understanding in the construction of mathematical proofs. Students who successfully integrated sign interpretation with mathematical reasoning exhibited meaningful argumentation structures, whereas those with limited semiotic understanding tended to produce incomplete or unsupported arguments. This study contributes to the growing body of research on mathematical argumentation by providing a semiotic perspective on students’ proof construction processes.]]>
