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All Journal Wahana Matematika dan Sains Jurnal Inovasi Teknologi Pendidikan JIPM (Jurnal Ilmiah Pendidikan Matematika) HISTOGRAM: Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Desimal: Jurnal Matematika QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT Psychology, Evaluation, and Technology in Educational Research Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming JPMI (Jurnal Pembelajaran Matematika Inovatif) Journal of Education and Learning Mathematics Research (JELMaR) Mandalika Mathematics and Educations Journal MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Range : Jurnal Pendidikan Matematika Edukasia: Jurnal Pendidikan dan Pembelajaran JAPI: Jurnal Akses Pengabdian Indonesia Jurnal Pengabdian Masyarakat Bangsa Sepakat : Sesi Pengabdian Kepada Masyarakat Jurnal Pengabdian Sosial Jurnal Pendidikan Matematika Jurnal Pendidikan MIPA PENDIMAS Al-Umm: Jurnal Pengabdian dan Pengembangan Masyarakat
Fuady, Anies
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Rekontruksi Makna Belajar Transformasi Geometri Berbasis Perspektif Fenomenologi Siswa Rukayah, Siti; Fuady, Anies
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.
Penerapan Contextual Teaching and Learning Dalam Perspektif Ontologi Dan Epistemologi Filsafat Pendidikan Matematika Irawan, Riky; Fuady, Anies
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.v8i1.11501

Abstract

Mathematics learning is often perceived as an abstract activity detached from students’ real-life contexts, which results in low meaningfulness and conceptual understanding. The Contextual Teaching and Learning approach offers an alternative by connecting mathematical concepts to students’ real experiences; however, studies examining this approach from the perspective of the philosophy of mathematics education remain limited. This research aims to analyze the implementation of Contextual Teaching and Learning from the ontological and epistemological perspectives of the philosophy of mathematics education. This study employs a qualitative method in the form of library research, combined with descriptive and philosophical analysis of CTL from ontological and epistemological viewpoints within the philosophy of mathematics education. The findings indicate that, ontologically, CTL views mathematics as meaningful and contextual knowledge whose existence is understood through students’ learning experiences. Epistemologically, CTL is grounded in constructivism, positioning students as active subjects who construct mathematical knowledge through experience, interaction, and reflection. The synthesis of these two perspectives affirms that CTL is not merely a teaching approach, but rather a philosophically coherent paradigm of mathematics education. The conclusion of this study demonstrates that the implementation of CTL has a strong philosophical foundation and is relevant for fostering meaningful, contextual mathematics learning oriented toward students’ conceptual understanding.
Co-Authors Abdul Halim Fathani Abiyoso, Nur Ahmad Agustiawan, Eko Ahmad Sufyan Zauri Ainurrohmah, Devi Ayu Alifiani Alifiani, Alifiani Amirulloh, Andy Arfany, Fenny Putri Aryanto, Andri Basyiruddin, Moh. Cahyaningrum, Ira Yoshita Chabiburrochman, M. Mas'ud Chasanah, Arini Nur Dina, Lia Nur Atiqoh Bela Fathimah, Ida Farida Nur Febriani, Rini Hadiyah, Kusnia Nur Halisna, M. Iqbal Maulana Holidi, Robial Isbadar Nursit Jannah, Ellysa Ummirotul Khasanah, Iswatul Khoirini, Nurul Kusumawati, Shinta La Dana, Nurlaila Maisyaroh, Iud Maliana, Rahma Maliya, Isvaro Amna Maslachah, Salma Andriani Meidiansyah, Muhamad Yuma Mulya, Ai Mustaufir, Mustaufir Nisa’us Sholikah Nuriyanti, Ika Phadung, Muneeroh Priyanto, Muhammad Adi Puspitasari, Lila Putri, Rizqillah Ayunita Putri, Salsabila Yusriyah Arwa Dini R Siti Rukayah Rahmadani, Novriza Ardhia Refni Adesia Pradiarti Riky Irawan, Riky Rini Rahayu Kurniati Robial, Robial Saefuddin, Ruli Siswahyudianto Sunismi Sunismi . Suprapti, Ila Maya surahmat Surya Sari Faradiba Syarqiyah, Rosyidatus Wardhana, Ibnu Rizki Warsito Warsito Wedastuti, Ni Ketut Yuspriyono, Yuspriyono Zainal Abidin Zainul Abidin