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All Journal JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) KALAMATIKA Jurnal Pendidikan Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika Indonesian Journal of Science and Mathematics Education AXIOM : Jurnal Pendidikan dan Matematika Teorema: Teori dan Riset Matematika Prima: Jurnal Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika PAKAR Pendidikan Southeast Asian Mathematics Education Journal Jurnal Abdimas Sang Buana Geomath Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Komunikasi
Syahrul Anwar
La Tansa Mashiro University
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL BERPIKIR ABSTRAKSI MATEMATIS PADA MATERI GEOMETRI RUANG Anwar, Syahrul; Junaedi, Yusup; Umami, Moh Rizal
GEOMATH Vol 3 No 2 (2022)
Publisher : STKIP La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55171/geomath.v3i2.881

Abstract

Penelitian ini bertujuan untuk menyelidiki, mengetahui, dan mendeskripsikan kesalahan siswa dalam menyelesaikan soal kemampuan berpikir abstraksi dalam materi geometri ruang. Subjek penelitian adalah siswa kelas X di salah satu SMK di Kabupaten Pandeglang, Banten tahun ajaran 2022/2023. Metode penelitian yang digunakan adalah kualitatif dengan desain penelitian studi kasus. Instrumen penelitian terdiri dari tes uraian kemampuan berpikir abstraksi matematis, wawancara dan dokumentasi. Teknik analisis data menggunakan data induktif meliputi : reduksi data, penyajian data, penarikan kesimpulan dan verifikasi. Hasil penelitian menyimpulkan bahwa kesalahan yang dilakukan siswa dalam mengerjakan tes kemampuan berpikir abstraksi matematis meliputi kesalahan dalam membuat pemodelan matematika, kesalahan konsep dan kesalahan sistematis. Sedangakan kesalahan yang dilakukan siswa dalam mengerjakan tes kemampuan abstraksi matematis pada kelas yang mendapat pembelajaran konvensional meliputi kesalahan dalam membuat pemodelan matematika, kesalahan konsep, kesalahan sistematis dan kesalahan hitung.
PENGARUH MODEL PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING (SFE) TERHADAP KEMAMPUAN PENALARAN MATEMATIS SISWA Pancatama, Yogi; Anwar, Syahrul; Zakaria, Muahor
GEOMATH Vol 4 No 1 (2023): Mei 2023
Publisher : STKIP La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55171/geomath.v4i1.959

Abstract

The purpose of this research is to find out the influence of the student facilitator and explaining learning model on students’ mathematical reasoning abilities. The research subject were class X students SMK Negeri 1 Cikulur for the 2022/2023 academic year. The method used is quantitative with a Pretest-Posttest Control Group Design. The sampling technique was carried out using random sampling which was chousen randomly. The data collection technique used was a question testin the forem of a description. Data analysis technique contain two types, namely quantitative data consisting of descriptive and inferential statistic. Hypothesis testing was carried out using a paired sample test (t test). The findings show that in the experimental class the avarage pretest value was 30,00 and avarage posttest value was 78,17. In the control class, the avarage pretest value obtained a result of 28,50 and an avarage posttest score of 73,33. It means if a comparison is made between the two samples there is a significanet difference that is value 3,34, where the experimental class is superior by using the model student facilitator and explaining learning compared to the control class using the expository learning model. Based on the results of hypothesis testing, where the sig (2-tailed) value is 0,000 0,05, it can be said that Ho is rejected and Ha is accepted, which meanes there is an influence of the student Learning model facilitator and explaining on the mathematical reasoning ability of the student. Tujuan penelitian ini untuk mengetahui pengaruh dari model pembelajaran student facilitator and explaining terhadap kemampuan penelaran matematis siswa. Subjek dalam penelitian ini adalah siswa kelas X SMK Negeri 1 Cikulur tahun ajaran 2022/2023. Metode yang digunakan adalah kuantitatif dengan desain penelitian Pretest-postest Control Group Design. Teknik pengambilan sampel dilakukan dengan mengunakan Random Sampling yang dipilih secara acak. Teknik pengumpulan data yang digunakan berupa tes soal berbentuk uraian. Teknik analisis data memuat dua jenis yakni data kuantitatif yang terdiri dari statistika deskriptif dan inferensial. Pengujian hipotesis menggunakan Uji paired sampel t test. Hasil temuan menunjukan pada kelas eksperimen rata-rata nilai pretest sebesar 30,00, dan rata-rata nilai posttest sebesar 78,17. Sedangkan kelas kontrol rata-rata nilai pretest memperoleh hasil sebesar 28,50, dan rata-rata nilai posttest sebesar 73,33. Artinya jika dilakukan suatu perbandingan antara dua sampel maka terdapat selisih nilai yang cukup signifikan yaitu sebesar 3,34 dimana kelas eksperimen lebih unggul dengan menggunakan model pembelajaran student facilitator and explaining dibandingkan kelas kontrol yang menggunakan model pembelajaran ekspositori. Berdasarkan hasil uji hipotesis diperoleh nilai sig.(2-tailed) 0,000 < 0,05 maka dapat dikatakan bahwa H0 ditolak dan Ha diterima, yang berarti terdapat pengaruh model pembelajaran student facilitator and explaining terhadap kemampuan penalaran matematis siswa.
ANALISIS HASIL AKHIR KEMAMPUAN NUMERASI MELALUI ASESMEN KOMPETENSI MINIMUM (AKM) PROGRAM KAMPUS MENGAJAR ANGKATAN 5 Junaedi, Yusup; Yulianto, Dwi; Anwar, Syahrul; Umami, Moh. Rizal
GEOMATH Vol 4 No 1 (2023): Mei 2023
Publisher : STKIP La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55171/geomath.v4i1.965

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan numerasi siswa dalam menyelesaikan posttest asesmen kompetensi minimun (AKM) pada program kampus mengajar angkatan 5. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian sebanyak 30 siswa kelas V di SD Negeri 3 Citeras. Instrumen penelitian terdiri dari 20 soal AKM berupa pilihan ganda kompleks, pilihan ganda, menjodohkan, dan benar salah serta pedoman wawancara. Hasil penelitian menyimpulkan bahwa rata-rata kemampuan numerasi siswa berada pada kategori sedang dengan persentase 67%. Kompetensi yang dikuasai oleh mayoritas siswa ialah mengenai pemahaman siswa terhadap bilangan cacah dengan persentase 100%. Kompetensi yang dikerjakan dengan persentasi benar kisaran 50%-60% ialah cara penyajian data sederhana. Sedangkan kompetensi yang termasuk kategori sukar dikerjakan oleh siswa ialah menghitung keliling dan luas persegi panjang bila diketahui panjang dan lebarnya, dan menghitung panjang atau lebar bila diketahui luas/keliling dan salah satu sisinya dengan persentase 3%.
OPTIMALISASI KOMPETENSI PEDAGOGIK GURU SD MELALUI PEMBELAJARAN BERDIFERENSIASI BERBASIS ETHNO-RME Junaedi, Yusup; Mukhoyyaroh, Qiswatun; Anwar, Syahrul
Jurnal Abdimas Sang Buana Vol 5 No 2 (2024): Jurnal Abdimas Sang Buana - November
Publisher : LPPM Universitas Sangga Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32897/abdimasusb.v5i2.3856

Abstract

This community service is motivated by the importance of differentiated learning to facilitate students' learning needs, in addition to the need to use teaching materials that are close to students' daily lives through an approach based on Ethno-Realistic Mathematics Education. The purpose of this activity is to optimize the pedagogical and professional skills of elementary school teachers through training and mentoring in digital differentiated learning based on Ethno-Realistic Mathematics Education. This activity was carried out at SD Negeri Tunjung 1 involving 38 elementary school teachers who are members of the Teacher Working Group (KKG) Gugus 1 Korwil Kec. Tunjung Teja. Mentoring and training were carried out by three lecturers from La Tansa Mashiro University with presentations of materials related to differentiated learning, Ethno-RME materials and sharing good practices of differentiated learning based on Ethno-Realistic Mathematics Education. The activity procedure consists of observation and interviews with partner schools, training and mentoring in preparing learning designs, developing differentiated learning and implementing Ethno-RME. The results of this service were an increase of 59,6% in the pedagogical and professional competence of teachers in digital differentiated learning based on Ethno-Realistic Mathematics Education.
ANALISIS COMPUTATIONAL THINKING SKILLS SISWA SMA MELALUI PEMBELAJARAN BERDIFERENSIASI Junaedi, Yusup; Umami, Moh. Rizal; Anwar, Syahrul; Juniawan, Egi Adha; Yulianto, Dwi
Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika Vol 5, No 4 (2024): Desember 2024
Publisher : FKIP Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56704/jirpm.v5i4.30195

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya comptutational thinking skills dalam menghadapi permasalahan yang semakin kompleks. Selain itu pembelajaran berdiferensisasi merupakan salah satu pendekatan yang penting untuk dapat memfasilitasi kesiapan belajar dan gaya belajar siswa. Oleh karena itu, peneliti ini bertujuan untuk menganalisis computational thinking skills siswa SMA melalui pembelajaran berdiferensiasi pada materi geometri ruang. Metode penelitian termasuk termasuk deskriptif kualitatif dengan desain studi kasus. Subjek penelitian yaitu siswa kelas XII-1 SMAN 1 Bojongmanik sebanyak 3 subjek penelitian terpilih berdasarkan kategorisasi computational thinking skills. Teknik pengumpulan data terdiri dari tes uraian, modul ajar, wawancara, dokumentasi dan triangulasi. Hasil penelitian menunjukkan bahwa comptutational thinking skills siswa SMA Negeri 1 Bojongmanik sejumlah 40 siswa terbagi menjadi tiga kategori: tinggi (22,5%), sedang (57,5%), dan rendah (22%). Siswa kategori tinggi mampu memenuhi semua indikator (dekomposisi, pengenalan pola, abstraksi, dan algoritma). Siswa kategori sedang memenuhi tiga indikator awal tetapi belum mampu berpikir algoritma. Siswa kategori rendah hanya memenuhi dekomposisi dan pengenalan pola, tanpa menunjukkan abstraksi dan berpikir algoritma dalam menyelesaikan masalah.
Innovative Approaches to Geometry Learning: Harnessing Gamification and ICT to Elevate Student Motivation and Academic Achievement Yulianto, Dwi; Juniawan, Egi Adha; Anwar, Syahrul; Junaedi, Yusup
Southeast Asian Mathematics Education Journal Vol 15, No 1 (2025)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v15i1.465

Abstract

This study investigated the impact of a gamification-based didactic program on students’ motivation, lexical availability, and academic achievement in high school geometry. Addressing concerns over low student engagement and performance in mathematics, often due to abstract content and passive pedagogy, the research integrates gamified elements into ICT-based geometry modules to foster active and meaningful learning. Anchored in Self-Determination Theory and the ARCS Motivation Model, the study employed a quasi-experimental design with a pretest-posttest control group, involving 89 tenth-grade students students (aged 15–16), consisting of 45 females (50.6%) and 44 males (49.4%), from a from a subsidized private school in Jakarta. Over a five-week trigonometry unit, the experimental group engaged with digital tools including PhET simulations, Kahoot!, and TikTok-based mnemonic media, all structured within the e-TPACK framework. Results showed a 23% improvement in academic performance based on pre- and post-test comparisons. Gamification significantly enhanced students’ verbal expression in geometry, as reflected in increased word production and lexical diversity. Post-test motivation scores were also higher in the experimental group, indicating greater engagement. Moreover, a stronger correlation between motivation and academic achievement in this group reinforces gamification as a robust pedagogical strategy for enhancing learning outcomes in secondary mathematics education. These findings suggest that educators and curriculum developers should consider systematically integrating gamified, ICT-supported modules anchored in motivational theories such as SDT and ARCS into geometry instruction. Future implementations should prioritize culturally relevant game elements and adaptive technologies to sustain engagement, particularly among diverse student populations.
Strengthening Deep Learning: Developing an Ethnomathematics–Collaborative Augmented Reality (ME-CAR) Module to Optimize Numeracy Skills and Self-Regulated Learning Anwar, Syahrul; Rizal Umami, Moh.
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 2 (2025): September 2025 - February 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Indonesian junior high school students’ persistent low numeracy and limited autonomy necessitate culturally grounded, technology-enhanced learning media. This study developed an Ethnomathematics–Collaborative Augmented Reality Module (ME-CAR) using Educational Design Research with the ADDIE model. The module underwent expert validation (I-CVI ; S-CVI ), small-scale practicality testing (), and large-scale testing (), all rated excellent. Effectiveness was examined through a quasi-experimental pretest–posttest control-group design (experimental ; control ). The experimental group’s numeracy improved significantly () compared to the control (). ANCOVA confirmed a strong treatment effect (). Reliable instruments () supported findings. By integrating ethnomathematics, collaborative AR, and self-regulated learning, ME-CAR uniquely enhances numeracy, autonomy, and contextualized understanding of three-dimensional geometry, contributing a novel digital solution in mathematics education.
Analisis Literasi Matematis Siswa SMP di Kabupaten Lebak-Banten: Studi Kasus Soal Tipe PISA dengan Memperhatikan Faktor Akreditasi, Status Sekolah, Tingkat Kemampuan, dan Jenis Kelamin Yulianto, Dwi; Umami, Moh Rizal; Junaedi, Yusup; Anwar, Syahrul
PAKAR Pendidikan Vol 22 No 1 (2024): Published in January 2024
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pakar.v22i1.509

Abstract

This article examines the level of students' abilities in solving PISA-type questions. Since Indonesia joined in 2000, the country's achievements have consistently been at a lower level in the PISA index. With a consistent ranking at the bottom of the PISA index, Indonesia faces the consequence of the perception that its education system does not meet global standards and is below that of other countries. This research aims to provide an overview of the mathematical literacy skills of junior high school students in solving PISA-type questions in Kabupaten Lebak-Banten, considering factors such as school accreditation, school status, student proficiency levels, and gender. This survey research involved 667 eighth-grade junior high school students in Kabupaten Lebak, Banten. The data analysis technique used includes descriptive and inferential statistics. The findings of this research include: 1) there are differences in the mathematical literacy skills of junior high school students in solving PISA-type questions in Kabupaten Lebak-Banten based on school accreditation, 2) there is no difference in the mathematical literacy skills of junior high school students in solving PISA-type questions in Kabupaten Lebak-Banten between public and private schools, 3) differences in the mathematical literacy skills of junior high school students in solving PISA-type questions in Kabupaten Lebak-Banten based on students' proficiency levels, 4) there is no difference in the mathematical literacy skills of junior high school students in solving PISA-type questions in Kabupaten Lebak-Banten between male and female students.
Membangun Motivasi dalam Pembelajaran Matematika Berbasis Media Wordwall: Studi Komparatif tentang Motivasi Model ARCS dan Perspektif Gender di Kalangan Siswa Sekolah Menengah Atas di Lebak-Banten Yulianto, Dwi; Juniawan, Egi Adha; Junaedi, Yusup; Anwar, Syahrul; Umami, Moh Rizal
SJME (Supremum Journal of Mathematics Education) Vol 8 No 2 (2024): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v8i2.11186

Abstract

This research is motivated by concerns about low student motivation in the educational environment. The main objectives of this study are: 1) to understand the level of motivation among the majority of high school students in Lebak Banten Regency in learning mathematics using the Wordwall media; 2) to explore differences in the level of student motivation based on the ARCS model in mathematics learning utilizing the Wordwall media, considering sex factors; 3) to analyze the percentage of each ARCS aspect contributing to the level of motivation in mathematics learning using the Wordwall media; 4) to identify how the percentage of each ARCS aspect affects the level of motivation in mathematics learning using the Wordwall media, considering sex differences; 5) to examine the influence of Wordwall-based mathematics learning on sex-based motivation seen from the ARCS model. The research method used is quantitative with a quasi-experimental approach and a One-Group Pretest-Posttest research design. The data analysis results show that female students' motivation tends to be higher than that of male students, with the motivation percentage of female students being higher in each aspect of ARCS motivation. The Satisfaction aspect has the highest percentage, which is 78.53%. There is a significant increase in the motivation of male and female students from pretest to posttest. The increase is seen in all four aspects of ARCS motivation. In male students, there is an increase from an average of 47.36% to 75.00%, while in female students, there is an increase from 54.25% to 83.16%. Additionally, there is an influence before and after Wordwall-based mathematics learning based on sex seen from the ARCS model
Revisiting digital game-based mathematics learning: Global insights into thinking and attitudes from a PRISMA-guided review Yulianto, Dwi; Situmeang, Muhamad Sukri; Anwar, Syahrul; Puspitasari, Nita
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp94-116

Abstract

This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines to evaluate the impact of Game-Based Learning (GBL) on students’ cognitive and affective domains in mathematics education. Seventeen empirical studies published between 2018 and early 2025 were rigorously selected based on strict criteria emphasizing methodological quality and relevance to cognitive and affective aspects of mathematics learning. The findings consistently indicate that GBL significantly enhances cognitive outcomes, including conceptual understanding, problem-solving skills, and critical thinking abilities—particularly when supported by digital tools such as augmented reality, 3D escape rooms, and gamified platforms. In addition, GBL positively influences affective outcomes by increasing student motivation, fostering more favorable attitudes toward mathematics, and reducing math anxiety. However, assessments of affective domains remain less standardized than those of cognitive outcomes. Key contextual factors such as students’ prior knowledge, the quality of game design, intervention duration, and teacher preparedness were found to be critical in determining GBL effectiveness. The review also highlights the dominance of digital GBL in resource-rich environments while recognizing the potential of non-digital adaptations in low-resource contexts. Drawing on diverse international evidence, this review underscores GBL’s potential as an innovative pedagogical strategy that effectively integrates cognitive and affective learning. Practical recommendations include culturally responsive game design, comprehensive teacher training, and equitable access to technology to ensure successful GBL implementation across varied educational settings.
Co-Authors Aan Subhan Pamungkas Anwar Mutaqin Dwi Yulianto Dwi Yulianto Dwi Yulianto Egi Adha Juniawan Heni Pujiastuti Juniawan, Egi Adha Moh. Rizal Umami Moh. Rizal Umami nita puspitasari Pancatama, Yogi Qiswatun Mukhoyyaroh Rizal Umami, Moh. Siti Maryam situmeang, muhamad sukri Tiana Octaviani Umami, Moh. Rizal Yugi Hilmi Yusup Junaedi Zakaria, Muahor