Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Mandalika Mathematics and Educations Journal
Siti Rukayah
Universitas Islam Malang
Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Rekontruksi Makna Belajar Transformasi Geometri Berbasis Perspektif Fenomenologi Siswa Siti Rukayah; Anies Fuady
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.v8i1.11514

Abstract

The learning of geometric transformations in schools is often reduced to procedural understanding, which triggers epistemological barriers and existential anxiety for students. The research problem of this study concerns the essence of students' subjective experiences in the topic of geometric transformations. This study aims to reconstruct the essence of students' subjective experiences in learning this material to fill the gap in the literature that has long been dominated by cognitive-quantitative studies. The novelty of this research lies in revealing the emotional dimension and embodied experience from a first-person perspective. Through a qualitative method with a phenomenological design, data were collected through in-depth interviews and participatory observation of students at one Private Madrasah Aliyah in Kota Batu. The results of the study reveal four main structures of experience: (1) mathematical anxiety operates as a pre-reflective barrier that blocks access to cognition; (2) the phenomenon of embodied cognition where the body and physical gestures become vital anchors in spatial abstraction; (3) the occurrence of silent struggle due to pseudo intersubjectivity in the classroom; and (4) ontological transformation from fear towards self-meaning. The research conclusion emphasizes that learning geometry is not merely a cognitive event, but a phenomenological event that requires a humanistic pedagogical approach by integrating affective, bodily, and social dimensions.
Integrasi Intuisi Visual dan Logika Formal pada Mekanisme Sense-Making Geometri Berbasis Konflik Kognitif Siti Rukayah; Surya Sari Fara Diba
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.v8i2.12236

Abstract

The dominance of formula memorization often constrains students’ spatial understanding. This article investigates how Meyvira, an eleventh-grade student, navigates a cognitive transition from procedural computation to qualitative geometric reasoning when confronted with a PISA-based problem. Employing a Think Aloud approach within a single-case study design, this research reveals a critical moment in which cognitive conflict stimulates the emergence of intuitive visualization as a valid proof strategy. The findings provide new insights into the mechanisms of mathematical sense-making and offer significant implications for educators in designing instruction that balances formal logic with visual intuition to foster deeper mathematical understanding.
Co-Authors Anies Fuady Surya Sari Fara Diba