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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Indonesian Science Education Journal (ISEJ)
Agus Hendriyanto
Nusa Putra University
Agriculture, Biological Sciences & Forestry Education Mathematics Other

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Analysis of the influence of the existence of national exams, school origin, and tutoring on mathematics motivation using decision tree Ma'ulfi Kharis Abadi; Dadan Dasari; Siti Fatimah; Agus Hendriyanto
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18743

Abstract

Mathematics is essential as it forms the foundation for sciences applied in the real world. Students' success in learning mathematics is crucial and must be prioritized. To understand and excel in mathematics, diligent study is required. Students who study diligently are often motivated by external factors such as outcomes, targets, environment, and teachers. Enthusiasm serves as the driving force that fosters the desire to learn effectively. Thus, motivation is a critical and consistent factor that encourages students to study diligently, ultimately improving their mathematics learning outcomes. This study examines the influence of school origin, national exams (UN), and tutoring on students' motivation to learn mathematics. The research involves a preliminary study, data collection, and analysis using a decision tree with the help of the Orange application. The results indicate that high motivation levels are more common among students attending public schools and those influenced by the presence of national exams. The findings of this study should be utilized by the government to enhance students' learning motivation and significantly improve mathematics learning outcomes. The study suggests targeted actions, including equitable resource allocation, alternative evaluation systems, teacher training, and enhanced counseling services, to effectively boost students' learning motivation and improve the overall quality of education. This research contributes by providing empirical evidence on the factors influencing students' motivation to learn mathematics, offering insights that can inform policies and interventions aimed at fostering a more effective and engaging learning environment.
Praxis–Logos Imbalance in Pythagorean Theorem Textbook Content: A Praxeological Diagnosis of Indonesia's Kurikulum Merdeka for Mathematics Education Quality Rizqi Amaliyakh Sholikhakh; Isnani; Agus Hendriyanto; Lukman Hakim Muhaimin
ISEJ : Indonesian Science Education Journal Vol. 7 No. 3 (2026): June-September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i3.2301

Abstract

Mathematics textbooks function as primary didactic artifacts that shape the organization of mathematical knowledge in classroom settings. This study aims to analyze the praxeological organization of the Pythagorean Theorem content in a Grade VIII mathematics textbook for lower secondary education under the Kurikulum Merdeka, the analyzed textbook is Matematika untuk SMP/MTs Kelas VIII (Semester 2), published by Kemendikbudristek (ISBN 978-602-427-919-6); the analysis focused on Chapter 2 (The Pythagorean Theorem, pp. 46–96) using the framework of the Anthropological Theory of the Didactic developed by Yves Chevallard. The research employs a qualitative content analysis method, with units of analysis consisting of task types (T), techniques (τ), technology (θ), and theory (Θ) identified across five subchapters of the Pythagorean Theorem. The findings reveal 28 task types organized into eight scaffolding stages, with a significant dominance of the praxis block over the logos block. Based on descriptive coding of task categories (not statistical analysis), approximately 70 percent of the tasks are procedural and computational in nature, while only 15 percent require reasoning and proof. The technology (θ) that justifies techniques is predominantly implicit, and the theory (Θ) that legitimizes the technology is entirely absent in explicit form. Further analysis identifies 16 potential learning obstacles, including epistemological, didactic, and ontogenetic obstacles. These findings suggest the need to strengthen the logos block through the inclusion of alternative proofs, explicit justification of techniques, and diversification of task types to support the development of students’ relational understanding. This study contributes to a deeper understanding of how didactic transposition shapes praxeological organization in textbooks and its implications for the quality of mathematics learning.
Co-Authors Dadan Dasari Fatimah, Siti Isnani Lukman Hakim Muhaimin Ma'ulfi Kharis Abadi Sholikhakh, Rizqi Amaliyakh