Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Mandalika Mathematics and Educations Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Sudi Prayitno
University of Mataram
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Analisis Kemampuan Literasi Matematis Pada Materi Sistem Persamaan Linear Dua Variabel Berdasarkan Jenis Kelamin Baiq Hana Febriana; Sudi Prayitno; Ratna Yulis Tyaningsih
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11436

Abstract

Mathematical literacy is an important ability that enables students to formulate, apply, and interpret mathematics in various real-life contexts. This study aims to analyze students' mathematical literacy skills on the material of Two-Variable Linear Equation Systems based on the gender of class VIII students of SMPN 2 Mataram. This study uses a descriptive qualitative approach. The research subjects consisted of 37 class VIII A students, then two male students and two female students were selected as research subjects based on test results. Data collection techniques were carried out through tests and interviews. Data analysis was carried out based on six indicators of mathematical literacy, namely communication, representation, mathematization, designing problem-solving strategies, use of operations and symbolic language, and reasoning and giving reasons. The results showed that both male and female students had good mathematical literacy skills, but there were differences in presenting answers. Male students tended to be stronger in oral explanations but less in written answers, while female students were more careful, systematic, and consistent in written solutions. This difference indicates that variation in ability is more evident in the accuracy and method of solution delivery. This research demonstrates the need to implement more inclusive and differentiated learning strategies.
Development of Augmented Reality Learning Media with Ethnomathematics to Improve Critical Thinking Skills LL. Gede Damar Wulan; Sudi Prayitno; Dwi Novitasari
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.11984

Abstract

This study aims to develop an augmented reality learning media using an ethnomathematical approach on curved-sided geometric shapes that is valid, practical, and effective in improving students' critical thinking skills. This research and development (R&D) study adapted the 4D model. The sample consisted of 27 ninth-grade students from a junior high school in West Lombok. The augmented reality media was developed using Assemblr Edu in the form of interactive 3D worlds featuring Sasak cultural objects. During the development stage, two trials were conducted to obtain data on practicality and effectiveness. Research instruments included expert validation questionnaires (media and content), practicality questionnaires for teachers and students, and pretest and posttest questions on critical thinking skills. Data were analyzed using Aiken's V index for validity, percentages for practicality, and normalized gain (g) for effectiveness. The results showed that the developed augmented reality learning media was (1) valid, with an average Aiken's index score of 0.92; (2) practical, with an average practicality percentage of 92%; and (3) effective in improving students' critical thinking skills, with an average normalized gain (g) of 76%. Thus, the developed augmented reality learning media with an ethnomathematical approach is effective in enhancing students' critical thinking skills
Mapping Indonesian University Students’ Attitudes Toward Statistics Using the Indonesian SATS-36 Laila Hayati; Sri Subarinah; Arjudin; Sudi Prayitno; Amniatin Naqiyah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20785

Abstract

As statistics becomes increasingly important in higher education, understanding students’ attitudes toward statistics is essential for improving statistics instruction and learning engagement. This cross-sectional descriptive-correlational study presents a descriptive attitudinal profiling of Indonesian university students’ attitudes toward statistics using the validated Indonesian version of the Survey of Attitudes Toward Statistics-36. Data were collected from 310 students across several Indonesian universities, representing mathematics education, statistics, and other academic programs. Guided by five attitude dimensions (Affect, Cognitive Competence, Value, Difficulty, and Interest/Effort), the findings reveal a distinctive attitudinal pattern. Students reported low affect toward statistics while showing relatively high interest and effort, suggesting a possible affective-motivational divergence. They also recognized the value of statistics while maintaining negative emotional responses, reflecting a cognitive-affective gap. Perceptions of difficulty were generally moderate across academic programs, while motivation and perceived value tended to decline across semester stages. Among the five dimensions, perceived value emerged as an important leverage point for strengthening students’ engagement with statistics, as indicated by its positive association with interest/effort (r = 0.425). These findings suggest that Indonesian students’ attitudinal patterns toward statistics may not be fully captured by conventional affective-behavioral assumptions. Statistics instruction should strengthen the perceived relevance of statistics while directly addressing students’ emotional resistance and learning difficulties.
Co-Authors Amniatin Naqiyah Arjudin Baiq Hana Febriana Dwi Novitasari Laila Hayati LL. Gede Damar Wulan Ratna Yulis Tyaningsih Sri Subarinah