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All Journal Jurnal Pendidikan Informatika dan Sains Al Khawarizmi: Jurnal Pendidikan Matematika Journal of Research in Science and Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Hodiyanto Hodiyanto
Universitas PGRI Pontianak
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Mathematics Physics

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Development of ethnomathematics-integrated android-based media for enhancing problem-solving skills in secondary geometry learning Hodiyanto Hodiyanto; Patrick Kyeremeh; Gemi Susanti; Veti Aprida; Hartono Hartono
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i1.13730

Abstract

Mathematical problem-solving abilities among junior high school students remain persistently underdeveloped, particularly in geometry instruction on prisms and pyramids, which frequently proceeds without interactive or culturally responsive media. Although interest in ethnomathematics-informed digital tools continues to grow, empirical evidence directly linking Android-based applications grounded in local cultural heritage to measurable gains in problem-solving at this level remains scarce. This study developed an Android-based m-learning medium integrating ethnomathematical elements into prism and pyramid instruction to enhance eighth-grade students’ mathematical problem-solving skills. The 4D Model (Define, Design, Develop, and Disseminate) was applied, and a small-scale pilot trial was conducted involving ten eighth-grade students at SMP Negeri 2 Pontianak. Expert appraisal yielded a composite validity score of 95.33%, practitioner and learner evaluations produced a practicality rating of 93.95%, and effectiveness testing revealed a statistically significant improvement, with mean scores rising from 51.11 at pretest to 90.83 at posttest (p = 0.00000034; Cohen’s d = 3.09). The integration of local cultural artefacts—notably ketupat, patlau, and pengkang—effectively bridged abstract geometric concepts with students' everyday experiences. Given the pilot nature of this study, the findings should be regarded as preliminary and not yet generalisable. Future research is encouraged to involve larger, more diverse samples and to employ controlled experimental designs to validate these outcomes more rigorously.
Exploring the Critical Thinking Structures of Low-Achieving Students in Solving Algebra HOTS Tasks Hendra Kartika; Daiki Urayama; Siti Mutmainah; Hodiyanto Hodiyanto
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2143

Abstract

Purpose: Low achievement in mathematics remains a critical concern in supporting students’ meaningful learning and cognitive development. This study explored the critical thinking skills of junior high school students with low mathematics achievement. Specifically, the study aimed to identify the structures of students’ critical thinking based on the FRISCO framework, encompassing Focus, Reasons, Inference, Situation, Clarity, and Overview. Methodology: This study adopted a qualitative case study design to provide an in-depth understanding of students’ critical thinking structures. Ten seventh-grade students with low mathematics achievement were purposively selected as participants. Data were collected through open-ended algebraic Higher-Order Thinking Skills (HOTS) tasks and semi-structured follow-up interviews. The collected data were subsequently analyzed using content analysis to identify patterns and characteristics of students’ critical thinking processes. Findings: The findings indicate that most participants encountered substantial difficulties in identifying core problems, recognizing procedural errors, providing justification, and formulating valid conclusions. Two dominant patterns emerged: (1) absence of focus accompanied by invalid reasoning and false inference; and (2) presence of focus without adequate reasoning, with limited inferential coherence. Significance: These findings indicate that students’ critical thinking remains insufficiently developed and point to the need for more systematic and structured pedagogical support in algebraic HOTS contexts.
PENDEKATAN PEMBELAJARAN MENDALAM BERBANTUAN LKPD TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Rohma Dilla Mulyani; Muchtadi Muchtadi; Hodiyanto Hodiyanto
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.5367

Abstract

Abstrak: Penelitian ini menguji apakah pembelajaran mendalam yang diintegrasikan ke dalam Lembar Kerja Peserta Didik (LKPD) menghasilkan peningkatan kemampuan pemecahan masalah matematis yang lebih tinggi daripada pembelajaran langsung yang sama-sama menggunakan LKPD. Penelitian kuasi eksperimen menerapkan rancangan kelompok kontrol nonekuivalen dengan pretest dan posttest. Sampel dipilih melalui cluster random sampling dari siswa kelas VIII SMP Negeri 2 Sintang, yaitu kelas VIII C sebagai kelompok eksperimen dan kelas VIII E sebagai kelompok kontrol; setiap kelompok terdiri atas 35 siswa. Data diperoleh melalui tes uraian yang mengukur empat tahap pemecahan masalah Polya dan dianalisis menggunakan statistik deskriptif, N-Gain ternormalisasi, serta uji-t independen. Rata-rata kelas eksperimen berubah dari 37,51 menjadi 79,89, sedangkan kelas kontrol berubah dari 38,40 menjadi 70,80. Rata-rata N-Gain kelompok eksperimen sebesar 0,68 dan kelompok kontrol sebesar 0,53. Perbedaan N-Gain sebesar 0,15 signifikan secara statistik, t(68) = 4,81, p < 0,001, dengan ukuran efek besar (d = 1,15; IK 95% [0,088, 0,212]). Hasil tersebut menunjukkan bahwa, dalam konteks penelitian ini, pembelajaran mendalam berbantuan LKPD lebih efektif daripada pembelajaran langsung berbantuan LKPD dalam mengembangkan kemampuan pemecahan masalah pada materi persamaan garis lurus. Kata Kunci: Deep Learning, Eksperimen, Kemampuan Pemecahan Masalah Matematis, LKPD, Persamaan Garis Lurus Abstract: This study examined whether a deep learning-oriented instructional approach embedded in student worksheets produced greater improvement in mathematical problem-solving ability than direct instruction supported by worksheets. A quasi-experimental nonequivalent control group design with pretest and posttest measures was employed. Cluster random sampling selected two eighth-grade classes at SMP Negeri 2 Sintang: class VIII C as the experimental group and class VIII E as the control group, with 35 students in each group. Data were collected using essay items aligned with Polya's four problem-solving stages and were analyzed through descriptive statistics, normalized gain, and an independent-samples t test. The experimental group's mean score increased from 37.51 to 79.89, whereas the control group's mean increased from 38.40 to 70.80. The experimental and control groups obtained mean normalized gains of 0.68 and 0.53, respectively. The between-group gain difference of 0.15 was statistically significant, t(68) = 4.81, p < .001, with a large effect size (d = 1.15; 95% CI [0.088, 0.212]). Within the scope of this study, worksheet-assisted deep learning-oriented instruction was more effective than worksheet-assisted direct instruction in strengthening students' mathematical problem-solving ability on straight-line equations.  Keywords: Deep Learning, Experiment, Mathematical Problem-Solving Ability, Straight-Line Equations, Student Worksheets
Gender dynamics of mathematical problem solving in 3D geometry: A case study of secondary school students Deti Sri Rahayu Rahayu; Mardianto Mardianto; Gemi Susanti Susanti; Hodiyanto Hodiyanto
Jurnal Pendidikan Informatika dan Sains Vol. 14 No. 2 (2025): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v14i2.9651

Abstract

This study aims to analyze students' mathematical problem-solving abilities in three-dimensional geometry using Polya's four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. Data were collected through a written geometry task on pyramid solids and in-depth interviews with one male and one female student. The findings reveal that the male student successfully understood the problem, planned the solution, and executed calculations accurately, yet made a minor procedural error by omitting the square root symbol when applying the Pythagorean theorem. The female student experienced more complex conceptual and procedural errors, including confusing volume with surface area, misidentifying the altitude of the triangular face, and miscalculating its area. Interviews confirmed that these errors stemmed largely from inattention to the relationships between two- and three-dimensional concepts, despite an overall awareness of the distinctions. These results indicate that mastery of spatial geometry requires both strong conceptual understanding and procedural accuracy, supported by multi-dimensional representations to ensure effective problem solving. The study recommends incorporating multi-representational teaching, structured error analysis, and real-world contexts to reduce geometry misconceptions and enhance precision in mathematical problem-solving.
Co-Authors Daiki Urayama Deti Sri Rahayu Rahayu Gemi Susanti Susanti Hartono Hartono Hendra Kartika Mardianto Mardianto Muchtadi Muchtadi Patrick Kyeremeh Rohma Dilla Mulyani Siti Mutmainah Susanti, Gemi Veti Aprida