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All Journal International Journal of Evaluation and Research in Education (IJERE) Inovasi Matematika (Inomatika)
Anwaril Hamidy
University of Bremen
Education Mathematics

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Beyond procedural mastery: a semiotic analysis of students’ understanding of the first derivative definition Beni Asyhar; Ummu Sholihah; Elva Yohana; Anwaril Hamidy
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39348

Abstract

In calculus learning, students often rely on procedural methods when studying the first derivative, which limits their ability to grasp its deeper conceptual meaning. This procedural focus represents a significant learning challenge that needs to be addressed. This study aims to analyze students’ semiotic processes in interpreting or expressing the definition of the first derivative using Peirce’s triadic framework, which emphasizes the interrelation among the representamen, the object, and the interpretant. A qualitative case study approach was employed with 21 mathematics education students, using written tests and in-depth interviews with three students who demonstrated the most complete semiotic competence. Thematic analysis identified three categories of understanding: comprehensive, partial, and pseudo. Results indicate that students with comprehensive understanding can coordinate symbolic, visual, and verbal representations, forming stable interpretants that conceive the derivative as the slope of a tangent line or an instantaneous rate of change. In contrast, students with partial or pseudo understanding exhibit fragmented semiotic processes and a dominance of procedural approaches. These findings provide important educational value by offering diagnostic insight into students’ conceptual difficulties, informing instructional design that integrates multiple representations, and supporting the development of more valid assessment strategies that capture students’ conceptual understanding beyond procedural performance.
Desain Komik Matematika Digital Berbasis Budaya berorientasi Literasi dan Resiliensi Matematis Pika Merliza; Anwaril Hamidy; Uke Ralmugiz; Selvi Loviana; Ahmad Rizal Rifa'i; Mahfud Syaiful
Jurnal Inovasi Matematika Vol. 8 No. 2 (2026): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/x9rx0v22

Abstract

Mathematical literacy is an essential competency for students in the 21st century. However, international assessments indicate that Indonesian students’ mathematical literacy remains low, accompanied by limited learning resilience. In response to this issue, culturally contextualized digital learning media are considered relevant to support mathematics learning. This study aims to develop and evaluate the validity and practicality of digital mathematics comics based on cultural contexts, oriented toward mathematical literacy and learning resilience. The study employed a research and development (R&D) approach adapted from the 4-D model, limited to the define, design, and develop stages. Data were analyzed descriptively based on expert validation and user responses. The results showed that the media expert validation score averaged 80.05, categorized as very valid, while the material expert validation score reached 93.33, also categorized as very valid. In addition, the group trial produced an average score of 78.07, categorized as practical, and the teacher’s response score averaged 81.56, categorized as very practical. These findings indicate that the developed digital mathematics comics meet the criteria of validity and practicality.  
Co-Authors Ahmad Rizal Rifa'i Beni Asyhar Elva Yohana Mahfud Syaiful Pika Merliza Ralmugiz, Uke Selvi Loviana Ummu Sholihah