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All Journal Indonesian Science Education Journal (ISEJ) Formatif : Jurnal Ilmiah Pendidikan MIPA
Lukman Hakim Muhaimin
Nusa Putra University
Agriculture, Biological Sciences & Forestry Education Other

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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.
A Systematic Literature Review of Technology-Supported Integers Instruction Riki Andriatna; Imam Sujadi; Lukman Hakim Muhaimin; Arum Nur Wulandari; Ira Kurniawati; Yuli Bangun Nursanti
Formatif : Jurnal Ilmiah Pendidikan MIPA Vol. 16 No. 1 (2026): Formatif: Jurnal Ilmiah Pendidikan MIPA
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/formatif.v16i1.2571

Abstract

Understanding integers is a fundamental component of mathematics learning; however, many students experience difficulties in mastering this concept. The integration of technology as a digital learning media offers potential opportunities to enhance students’ conceptual understanding of integers. The objective of this study is to provide a comprehensive synthesis of empirical evidence on the integration of technology in integers learning. A systematic literature review was conducted using the PRISMA methodology to identify, screen, and evaluate relevant articles from the Scopus and ERIC databases. The review process, which employed inclusion criteria, yielded nine selected articles published between 2006 and 2024. The results indicate that research on technology integration in integer learning is dominated by studies conducted in Indonesia, followed by Turkey, Pakistan, and Greece, with the majority of participants coming from elementary and secondary education levels. These findings also indicate a prevalence of technologies with varying levels of interactivity, categorized as high, medium, and low. Furthermore, across all these studies, the integration of technology consistently demonstrated a positive impact on students’ cognitive and affective outcomes, as well as on the overall learning process.
Co-Authors Agus Hendriyanto Arum Nur Wulandari Imam Sujadi Ira Kurniawati Isnani Riki Andriatna Sholikhakh, Rizqi Amaliyakh Yuli Bangun Nursanti