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All Journal Suska Journal of Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Mosharafa: Jurnal Pendidikan Matematika Dikdimas : Jurnal Pengabdian Kepada Masyarakat Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Hipotenusa: Journal of Mathematical Society
Pantaleon, Kristianus Viktor
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Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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The Global Trend of Augmented Reality-Based Learning and Its Impact on Students' Academic Ability: A Meta-Analysis Tamur, Maximus; Tommy Tanu Wijaya; Makur, Alberta P; Wibisono, Yudi; Pantaleon, Kristianus Viktor
Hipotenusa: Journal of Mathematical Society Vol. 6 No. 2 (2024): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v6i2.2454

Abstract

Today, there are many studies available in the literature that test the effectiveness of using augmented reality (AR). However, these studies provide varying results. In this regard, a meta-analysis is needed to examine the overall effect of all studies that question the influence of Augmented Reality-Based Learning (ARBL) on students' academic ability. Then, moderator variables need to be investigated to consider their implications. Data were examined from the Scopus and Google Scholar databases using the Publish or Perish application between 2016 and 2023. Data screening resulted in 69 independent groups of 32 eligible primary studies with 2659 subjects. Population estimation was based on a random effects model, and Comprehensive Meta-Analysis (CMA) was used as a calculation tool. The study's results provided an overall effect size of 0.81 (large effect). This shows that ARBL greatly affects students' academic ability, so its application must be considered. Of all the moderator variables analyzed, year of study, educational level differences, and subject matter were associated with differences in effect sizes in the main study. Thus, these three variables need to be considered in educational settings related to the development and implementation of ARBL in the future. Several new findings and research gaps are discussed and will help teachers, lecturers, and practitioners fill them in the future.
Strategic Mentoring in School Development Planning for Special Needs Schools: A Model for Enhancing Educational Quality in Manggarai Regency Sawan, Fransiskus; Pantaleon, Kristianus Viktor; Robe, Marselinus
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2025): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT  VOL 4 NO 2 AUGUST 2025
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v4i2.465

Abstract

Background: The development of a School Strategic Plan (SSP), based on internal and external environmental analysis and aligned with the National Education Standards, is a crucial component for improving the quality of education, including in Special Needs Schools (SNS). However, many principals and teachers in SNSs have a limited understanding of strategic planning concepts. They also lack the skills to use analytical tools such as SWOT and to apply National Education Standards instruments in school planning.Aims: This community service activity aimed to enhance the competence of principals and teachers in four SNSs in Manggarai Regency through intensive and structured mentoring.Methods: The methods used included mapping surveys, material presentations, guided document revisions, and SSP evaluations. The instruments employed were pretest-posttest questionnaires on SSP, which assessed six key aspects of planning competence, existing SSP documents from the schools, and National Education Standards mapping questionnaires used to evaluate the initial implementation of quality culture. A T-test was applied to analyze differences in pretest and posttest scores, while the SSP document analysis was conducted qualitatively.Results: The mentoring results showed a significant improvement in participants’ competence in developing SSPs, as indicated by the increase in pretest-posttest questionnaire scores. A T-test confirmed a statistically significant difference between the pretest and posttest results (T = -62.63; P < 0.05).Conclusion: This mentoring model is both replicable and sustainable for improving the quality of educational management in Special Needs Schools and strengthening school accreditation.
Exploring Cognitive and Gender Factors in Mathematical Creativity: Evidence from Indonesian Vocational Schools Pantaleon, Kristianus Viktor; Pereira, Jerito; wijaya, Tommy Tanu; Visera, Elisabeth
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 4 (2025): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i4.31443

Abstract

Despite the increasing focus on creativity in mathematics education, research on the combined effects of cognitive style and gender on mathematical creative thinking in vocational high schools is still scarce, especially in Indonesia. This study investigated the influence of cognitive style and gender on the mathematics creative thinking of 60 eleventh-grade students in a vocational high school, classified as Field Independent (FI) or Field Dependent (FD) by the Group Embedded Figures Test (GEFT). Mathematical creativity, which includes fluency, flexibility, and originality, was assessed using an open-ended test that was verified by two experts in mathematics education and pilot-tested for reliability. Data were examined via two-way ANOVA. The findings indicated that FI students markedly surpassed their FD counterparts across genders (p < 0.001), although gender disparities were not statistically significant, although females exhibited a tendency for enhanced fluency and inventiveness, while males shown better flexibility. No notable interaction between cognitive style and gender was detected. These findings underscore the superiority of cognitive style over gender in influencing mathematical creativity in vocational environments and present the inaugural empirical evidence for this combination effect within the Indonesian context. They propose that vocational mathematics instruction must be cognitively adaptive providing structured scaffolding and collaborative methods for FD learners, and open-ended, self-directed tasks for FI learners to enhance creativity and problem-solving abilities pertinent to real-world vocational challenges.
Pendampingan Guru Matematika dalam Menyusun Instrumen Tes Higher Order Thinking Skills (HOTS) Terintegrasi Etnomatematika Ngadhu Bhaga: Assistance Program for Mathematics Teachers in Developing Higher Order Thinking Skills (HOTS) Test Instruments Integrated with Ngadhu Bhaga Ethnomathematics Wewe, Melkior; Bela, Maria Editha; Hari, Christina Lusiana; Lola, Teofania Krsina; Pantaleon, Kristianus Viktor
DARMADIKSANI Vol 5 No 4 (2025): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rpxcf744

Abstract

Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk menambah pemahaman  guru matematika dalam membuat soal tes yang berbasis Higher Order Thinking Skills (HOTS) dan terintegrasi dengan etnomatematika Ngadhu Bhaga. Kegiatan ini berlangsung pada tanggal 19 hingga 20 Agustus 2025, yang diikuti oleh 40 orang guru matematika dan 3 orang pengawas. Kegiatan ini melibatkan dua dosen dan satu mahasiswa dari Program Studi Pendidikan Matematika STKIP Citra Bakti. Metode yang digunakan mencakup penyampaian informasi, pemaparan materi, bimbingan, diskusi, latihan membuat soal, serta evaluasi. Materi yang diberikan meliputi konsep HOTS, pengenalan etnomatematika Ngadhu Bhaga, serta cara mengintegrasikan etnomatematika Ngadhu Bhaga  ke dalam soal-soal matematika. Hasil kegiatan menunjukkan bahwa pemahaman guru meningkat dengan skor 3,80 (kategori paham), efektivitas bimbingan mencapai skor 3,95 (efektif), materi yang sesuai dengan kurikulum memiliki skor 4,00 (sangat sesuai), kebermanfaatan kegiatan sebesar 3,75 (bermanfaat), dan kepuasan peserta mencapai skor 3,90 (sangat puas). Namun, ada beberapa kendala yang dihadapi, seperti keterbatasan referensi, kesulitan dalam mengembangkan budaya lokal dalam soal HOTS, serta minimnya pengalaman para guru (skor 2,50). Kegiatan ini disarankan untuk dilanjutkan dengan pelatihan lanjutan, pengembangan bank soal berbasis etnomatematika, serta integrasi ke dalam program MGMP Matematika. 
Metaphorical Thinking Intervention in Learning and Its Impact on Mathematical Reasoning Ability Pantaleon, Kristianus Viktor; Tamur, Maximus; Men, Fulgensius Efrem
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1973

Abstract

Dalam beberapa tahun terakhir, penelitian tentang intervensi Metaphorical Thinking (MT) dalam pendidikan matematika semakin mendapat perhatian. Namun, penelitian terbatas telah meneliti bagaimana intervensi MT, ketika diintegrasikan dengan model pembelajaran yang menantang, dapat meningkatkan Kemampuan Penalaran Matematis (MRA) siswa. Untuk mengatasi kesenjangan ini, penelitian kuasi-eksperimental dengan menggunakan desain kelompok kontrol posttest-only dilakukan terhadap 50 siswa di SMP Widya Bhakti Ruteng, NTT, Indonesia. Penelitian ini bertujuan untuk menganalisis pengaruh intervensi MT dalam lingkungan Pembelajaran Berbasis Masalah (PBL) terhadap MRA. Data dikumpulkan melalui tes PMA yang terdiri dari lima soal, dan hasilnya dianalisis menggunakan uji t setelah melakukan analisis prasyarat. Temuannya menunjukkan bahwa siswa yang menerima intervensi MT dikombinasikan dengan PBL menunjukkan MRA yang jauh lebih tinggi dibandingkan dengan mereka yang tidak menerima intervensi MT. Hasil ini menggarisbawahi potensi manfaat dari mengintegrasikan intervensi MT dengan pendekatan pedagogi menantang lainnya. In recent years, research on Metaphorical Thinking (MT) interventions in mathematics education has gained increasing attention. However, limited studies have examined how MT interventions, when integrated with challenging instructional models, can enhance students' Mathematical Reasoning Ability (MRA). To address this gap, a quasi-experimental study utilizing a posttest-only control group design was conducted with 50 students at SMP Widya Bhakti Ruteng, NTT, Indonesia. The study aimed to analyze the effects of MT interventions in a Problem-Based Learning (PBL) environment on MRA. Data were collected through a PMA test consisting of five questions, and the results were analyzed using a t-test after performing a prerequisite analysis. The findings revealed that students who received MT interventions combined with PBL demonstrated significantly higher MRA compared to those who did not receive MT interventions. These results underscore the potential benefits of integrating MT interventions with other challenging pedagogical approaches.
SPEKTRUM RESPONS MAHASISWA PADA MASALAH PERSAMAAN DIFERENSIAL Nendi, Fransiskus; Tamur, Maximus; Jehadus, Emilianus; Pantaleon, Kristianus Viktor; Murni, Viviana
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 6 No 1 (2021): Juni
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v6i1.3688

Abstract

Mahasiswa pada umumnya memiliki respons bervariasi terhadap masalah persamaan diferensial (PD) koefisien konstan non homogen. Spektrum respons diperlukan untuk mengetahui level pemahaman mahasiswa pada suatu masalah PD non homogen. Dalam literatur telah dijelaskan bahwa spektrum respon siswa dapat dipahami dengan berbagai cara. Meski demikian, penggunaan Taksonomi SOLO untuk memahami spektrum respon mahasiswa belum banyak dijelajahi. Sebagai upaya mengisi kesenjangan ini maka kami melakukan penelitian deskriptif kualitatif ini untuk mendeskripsikan spektrum respons mahasiswa terhadap masalah persamaan diferensial (PD) koefisien kontan non homogen berbasis taksonomi SOLO. Subjek penelitian ini adalah mahasiswa program studi pendidikan matematika yang memprogramkan mata kuliah persamaan diferensial (PD) tahun akademik 2020/2021. Seluruh subjek penelitian ditetapkan dengan mempertimbangkan kemampuan yang setara pada mata kuliah ini. Masalah PD yang diberikan kepada subyek penelitian tentang PD non homogeny yang diselesaikan menggunakan metode koefisien tak tentu. Hasil penelitian menunjukkan bahwa spektrum respons mahasiswa terhadap masalah persamaan diferensial (PD) koefisien kontan non homogen berbasis taksonomi SOLO, antara lain: mahasiswa menjelaskan masalah menggunakan kalimat sendiri tanpa mengubah arti, menggunakan beberapa informasi yang didapat melalui pembentuk solusi partikular, kemudian informasi tersebut untuk menyelesaikan masalah, memadukan penggalan-penggalan informasi yang terpisah untuk menghasilkan penyelesaian dari suatu masalah, memecahkan masalah secara bertahap, dan memberikan solusi masalah dengan benar. Dengan demikian dapat disimpulkan bahwa respons mahasiswa  terhadap masalah PD koefisien kontan non homogen berada pada tingkat relational
Pengembangan E-Modul Matematika Interaktif Terintegrasi Kahoot! untuk Mendukung Literasi Matematis Siswa SMP Tamur, Maximus; Pantaleon, Kristianus Viktor
Suska Journal of mathematics Education Vol 9, No 2 (2023)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/sjme.v9i2.24932

Abstract

In the literature, it is confirmed that there is a strong correlation between technological literacy and students' mathematical literacy levels and that technological literacy influences individual mathematical literacy. The integration of digital games can reduce the decline in student interest due to changes in the learning system, which are thought to support mathematical abilities. Unfortunately, there are not many mathematics teaching materials that specifically integrate technology in promoting mathematical literacy skills. In this regard, this research aims to develop an interactive mathematics e-module that integrates Kahoot! as a learning medium. By using questionnaire, observation and documentation techniques in the form of validation sheets, photo and video documentation, observation sheets and questionnaire sheets, this development research produces a product in the form of an interactive math e-Module integrated with games using the Kahoot! Platform. From the results of development using the Borg & Gall model, it was concluded that the product developed was declared valid and suitable for use in the learning process and was useful and helped students learn both in class and independently outside of class.
Co-Authors Emilianus Jehadus Fransiskus Nendi Fransiskus Sawan Fulgensius Efrem Men Hari, Christina Lusiana Lola, Teofania Krsina Makur, Alberta P Maria Editha Bela Murni, Viviana Pereira, Jerito Robe, Marselinus Tamur, Maximus Tommy Tanu Wijaya Visera, Elisabeth Wewe, Melkior Wibisono, Yudi Wijaya, Tommy Tanu