Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Cakrawala: Jurnal Pengabdian Masyarakat Global
Agus Hendriyanto
Universitas Nusa Putra
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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

Found 2 Documents
Search

 1 
Empowering Mathematics Teachers In Evaluating Textbooks: A Praxeological Approach To Enhancing Constructive Skepticism Agus Hendriyanto; Ayi Abdurahman; Wiwin Winarni; Utomo Utomo; Sajidin Sajidin; Deasy Fatmasari; Elsya Syaifana; Lukman Hakim Muhaimin
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 2 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i2.890

Abstract

This study aims to empower mathematics teachers in evaluating textbooks through the praxeological approach and the development of a constructive skepticism attitude. Textbooks are often used without critical evaluation, which can hinder the development of students' critical thinking skills. The praxeological approach provides a framework based on practical experience, while constructive skepticism encourages in-depth analysis of textbook content. The study employed a qualitative method with a hermeneutic phenomenological approach, involving 20 mathematics teachers in Sukabumi. Data were collected using semi-structured interviews and questionnaires, which explored teachers' criteria for textbook evaluation, challenges in using textbooks, and their attitudes toward textbook content. Thematic analysis was used to analyze the data, allowing the identification of patterns and themes related to teachers' evaluation practices. The results showed that training based on praxeology and constructive skepticism improved teachers' ability to evaluate textbooks, identify weaknesses, and select more relevant materials. This study recommends collaborative training programs to support more critical textbook evaluations, with the goal of enhancing the quality of mathematics education in Indonesia.
Research Clinic Didactical Design Research: Pendampingan Guru dalam Mengidentifikasi Learning obstacles dan Merancang Antisipasi Didaktis-Pedagogis pada Pembelajaran Matematika Agus Hendriyanto; Lukman Hakim Muhaimin; Jaka Mua’rif
Cakrawala: Jurnal Pengabdian Masyarakat Global Vol. 5 No. 2 (2026): Mei: Cakrawala: Jurnal Pengabdian Masyarakat Global
Publisher : Universitas 45 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30640/cakrawala.v5i2.7645

Abstract

The quality of mathematics learning in schools largely depends on teachers' ability to understand students' learning obstacles and design appropriate didactical anticipations. This community service activity aimed to mentor elementary and junior high school mathematics teachers through a Research Clinic Didactical Design Research (DDR) format so that they can identify learning obstacles and design didactical-pedagogical anticipations (ADP) on the topic of fractions. The activity was conducted over a three-day intensive workshop involving 25 mathematics teachers, comprising socialization, workshop/mentoring, and reflection stages. Instruments included LO identification worksheets, pre-test and post-test of DDR concept understanding, and observation sheets. Results showed significant improvement across all teacher competency aspects: understanding of learning obstacles concepts increased by 48.7%, ability to identify LO by 52.3%, understanding of the DDR cycle by 55.1%, ability to design ADP by 61.4%, and ability to design didactical situations by 58.9%. Teachers successfully mapped epistemological, psychological, and didactical learning obstacles on fraction concepts and designed hypothetical didactical designs more responsive to students' difficulties. The Research Clinic DDR proved effective as a mentoring model that positions teachers as researcher-practitioners.
Co-Authors Ayi Abdurahman Deasy Fatmasari Elsya Syaifana Jaka Mua’rif Lukman Hakim Muhaimin Lukman hakim muhaimin Sajidin Sajidin Utomo Utomo Wiwin Winarni