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All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Math Didactic: Jurnal Pendidikan Matematika Juring (Journal for Research in Mathematics Learning) JURNAL MathEdu (Mathematic Education Journal) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Jurnal Riset dan Inovasi Pembelajaran Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal Evaluation in Education (JEE) JES-MAT (Jurnal Edukasi dan Sains Matematika) Mosaic: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Progresif
Usman, Muhammad Rizal
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Humanities Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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KOMPARASI KUALITAS PEMBELAJARAN MATEMATIKA MELALUI PENERAPAN TIPE NHT DAN TIPE STAD Fatmawati, Ulfa; Usman, Muhammad Rizal; Satriani, Sri
JURNAL MathEdu (Mathematic Education Journal) Vol 6 No 1 (2023): JURNAL MathEdu (Mathematic Education Journal) Maret 2023
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v6i1.4835

Abstract

The purpose of this study was to examine the comparison of the quality of learning mathematics through the NHT and STAD models. This type of research is a quasi-experimental. The population in this study were all students of class VII SMP SMP Putri Yatama Mandiri in the 2021/2022 academic year and the samples in this study were taken by Saturated Sampling, namely class VIIA which was taught through the NHT model with a total of 25 students and class VIIB which was taught through the STAD model with a total of 25 students. The research design was a pretest-posttest control group design, which involved two classes that were given a pretest and a posttest. Data collection techniques are observation sheets of the implementation of learning and student activities, learning achievement tests, student response questionnaires. The results showed: 1) the average pretest score of students through the NHT model was 29.44 (very low) with a standard deviation of 6.01, 100% did not achieve individual mastery, meaning that classical mastery was not achieved, 2) the average score the average posttest of students through the NHT model is 85.20 (high) with a standard deviation of 5.35, 100% of students achieve individual mastery, meaning that classical mastery is achieved, 3) the average score of students' pretest through the STAD model is 38.08 (very low) with a standard deviation of 7.49, 100% obtained did not achieve individual completeness, meaning that classical mastery was not achieved, 4) the average posttest score of students through the STAD model was 81.6 (medium) with a standard deviation of 6.14, it was found that 23 students or 92% achieved individual mastery, meaning that classical mastery was achieved, 5) the average percentage of student response questionnaires that answered yes on NHT was 94.5% and on STAD 97%, meaning that 75% of students had fulfilled answer YES, and 6) the average gain is 0.79 on NHT and 0.70 on STAD. Thus the quality of learning mathematics through the application of the NHT model is not the same as learning mathematics through the application of the STAD model in class VII students of SMP Putri Yatama Mandiri Islamic Boarding School.
Systematic Literature Review: Commognitive dan Kemampuan Komunikasi Matematis Usman, Muhammad Rizal; Husniati, Andi; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 2 (2025): JURNAL MathEdu (Mathematic Education Journal) Juli 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i2.7177

Abstract

This study aims to analyze the relationship between commognitive theory and students’ mathematical communication skills at the secondary education level, specifically in junior and senior high schools. This review is motivated by the importance of understanding students' thinking processes in expressing mathematical ideas verbally, visually, symbolically, and procedurally. Commognitive theory, which comprises four main components word use, visual mediators, narratives, and routines provides a conceptual framework for examining the dynamics of students’ mathematical discourse. The method employed is a Systematic Literature Review (SLR) following the PRISMA protocol. A total of 26 articles were analyzed, sourced from the Scopus and Google Scholar databases, with inclusion criteria covering publications from 2013 to 2024 relevant to the topic and the context of secondary school students. The findings were categorized into three major themes: (1) the application of commognitive theory in mathematics instruction at the secondary level; (2) indicators of students’ mathematical communication in written, oral, and visual forms; and (3) the interrelation between commognitive components and dimensions of mathematical communication. The review reveals that students exhibit varying tendencies in activating commognitive components depending on the type of task and the mode of problem presentation. Nevertheless, the explicit integration of commognitive theory and mathematical communication indicators has not yet been thoroughly explored. The implications of this review highlight the urgency of developing discourse-based assessment instruments, as well as designing challenging tasks that foster student engagement across all aspects of mathematical thinking and communication.
PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA DENGAN METODE FLIPPED CLASSROOM PADA MATERI TEOREMA PYTHAGORAS Usman, Muhammad Rizal; Mulbar, Usman; Wahyuni, Sri
Jurnal Edukasi dan Sains Matematika (JES-MAT) Vol. 9 No. 1 (2023): Jurnal Edukasi dan Sains Matematika (JES-MAT)
Publisher : Department of Mathematics Education, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jes-mat.v9i1.7462

Abstract

Penelitian ini bertujuan untuk mengembangkan desain pembelajaran matematika dengan metode Flipped Classroom pada pokok bahasan teorema Pythagoras. Model pengembangan yang digunakan dalam pengembangan desain pembelajaran dengan metode flipped classroom adalah model ADDIE yang terdiri dari 5 tahap yaitu analysis, design, development, implementation, dan evaluation. Subjek penelitian ini adalah siswa kelas VIII F SMP Negeri 20 Bulukumba. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi oleh para ahli, angket respon siswa, dan soal tes siswa materi teorema Pythagoras. Hasil penelitian pengembangan desain pembelajaran matematika ini melalui lima tahapan mulai tahapan analisis permasalahan dasar,analisis teori belajar dan materi, menyusun instrumen, angket dan soal, validasi instrumen oleh ahli, revisi instrumen, angket, pemilihan materi, pengembangan desain pembelajaran menggunakan metode flipped classroom, implementasi desain pembelajaran pada subjek sebanyak 25 siswa, hingga tahap evaluasi desain pembelajaran dengan melakukan penyebaran angket respon siswa dan tes hasil belajar. Hasil penelitian menunjukkan bahwa pengembangan desain pembelajaran matematika dengan metode flipped classroom yang dikembangkan layak digunakan karena memenuhi kriteria desain pembelajaran seperti valid dengan skor 3,64 dari para ahli. Memenuhi kriteria kepraktisan desain pembelajaran dengan persentase 84,48% untuk angket respon siswa dan memenuhi kriteria keefektifan desain pembelajaran dengan persentase 84% siswa yang memiliki nilai yang memenuhi KKM.
Needs Analysis for Developing Interactive Learning Resources Assisted by Geogebra Through the Spada Unismuh Learning Management System to Improve Students’ Mathematical Visualization Skills Satriani, Sri; Kristiawati, Kristiawati; Usman, Muhammad Rizal; Wahyuddin, Wahyuddin
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1630

Abstract

Purpose of the study: This study aims to analyze the need for developing GeoGebra-assisted interactive learning resources integrated into the SPADA Learning Management System to improve students' mathematical visualization skills. Methodology: The study involved 29 lecturers from the Mathematics Education Study Program at Universitas Muhammadiyah Makassar. A questionnaire was used to gather data on first-year undergraduates needs regarding GeoGebra-based learning resources in SPADA Learning Management System. Data analysis was quantitative using descriptive statistics and qualitative analysis for suggestions. Main Findings: The study revealed that 83% of lecturers emphasized the importance of developing GeoGebra-assisted learning resources in SPADA Learning Management System to improve understanding of abstract mathematical concepts. Most lecturers were familiar with SPADA LMS, but the use of features for mathematical visualization was limited. Novelty/Originality of this study: This study is the first to analyze the need to integrate GeoGebra into the SPADA Learning Management System in order to improve mathematics learning through interactive visual representations. This study expands knowledge by proposing an innovative approach to improve mathematical visualization, helping students better understand abstract concepts, and improving student learning outcomes in mathematics.
NARRATIVES OF GROWTH MINDSET AMONG HIGH SCHOOL STUDENTS WITH HIGH MATHEMATICS ANXIETY Usman, Muhammad Rizal; Satriani, Sri; Sukmawati, Sukmawati; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 3: JURNAL MathEdu (Mathematic Education Journal) November 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i3.7591

Abstract

Mathematics anxiety is one of the major barriers to students’ achievement and positive attitudes toward learning mathematics. Conversely, a growth mindset is considered a protective factor that fosters learning resilience. This study aims to explore the narratives of students with high levels of mathematics anxiety in relation to their growth mindset. A qualitative narrative approach was employed with three 11th-grade high school students in Malang Regency, Indonesia, selected purposively based on their scores on the Math Anxiety Questionnaire (MAQ). Data were collected through semi-structured interviews, written reflections, and field notes, and analyzed using thematic narrative analysis. The findings reveal five major themes: (1) initial negative perceptions of mathematics, (2) emotional responses to failure such as nervousness, frustration, or shame, (3) efforts to recover through diverse coping strategies, (4) social support from teachers, peers, and families that influences resilience, and (5) indications of growth mindset reflected in the belief that effort is more important than innate talent and mistakes are part of the learning process. These results highlight that although high mathematics anxiety poses challenges, a growth mindset can serve as a protective factor in building students’ learning resilience. This study contributes to the literature on the intersection between mathematics anxiety and growth mindset and provides practical implications for teachers to create a classroom climate that fosters positive mindset development.
Lesson Study in an Inclusive Mathematics Classroom using Multicommunications Media: Ring Theory Course Husniati, Andi; Akib, Irwan; Usman, Muhammad Rizal; Kristiawati, Kristiawati; Fauziyah, Nur
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Objective: This study aims to describe learning by implementing a Lesson study using multi-communication media in ring theory courses in inclusive classes of Muhammadiyah Makassar University. Methods: This study uses an experimental research design by analyzing and directly assisting students in learning. The analysis of this activity refers to planning (plan), implementation (do), and reflection (see). The subjects in this study were students of the 2017 class of Muhammadiyah Makassar University, totaling 28 students, one of whom was a deaf student. Findings: The results show that at the beginning of the performance of lesson study without video, deaf students were still less actively involved in discussing with their group friends, while in the performance of learning using multi communication media, namely in the form of learning videos accompanied by running text and sign language, deaf students seemed more active than previous learning without video media. In general, student responses to learning with the implementation of lesson study are positive. Conclusion: It is concluded that the use of multi-communication media through the implementation of lesson study has a positive impact on learning and helps students understand the material, especially students who are deaf. Keywords: lesson study, multicommunication, education inclusive.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202308
Lokakarya Disiplin Positif pada Program Sekolah Penggerak di Kabupaten Sinjai Usman, Muhammad Rizal; Husniati, Andi; Sukmawati, Sukmawati; Satriani, Sri; Kristiawati, Kristiawati; Fatmawati, Fatmawati
Mosaic: Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 3 (2024): December 2024
Publisher : Lontara Digitech Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/mosaic.v1i3.514

Abstract

Pendekatan disiplin positif merupakan metode pengelolaan perilaku yang berfokus pada pembentukan hubungan saling hormat dan percaya antara pendidik dan peserta didik. Pendekatan ini penting untuk diterapkan di sekolah-sekolah karena mengedepankan kesadaran diri, tanggung jawab pribadi, dan pemecahan masalah secara konstruktif tanpa menggunakan hukuman atau ancaman. Disiplin positif diyakini mampu menciptakan lingkungan belajar yang aman dan nyaman, sehingga relevan untuk mendukung program Sekolah Penggerak. Lokakarya ini menggunakan metode partisipatif, melibatkan pengawas sekolah, kepala sekolah, dan dua perwakilan guru dari tiga sekolah dasar, yaitu SD Negeri 85 Labettang, SD Negeri 92 Panaikang, dan SD Negeri 103 Bontompare di Kabupaten Sinjai. Kegiatan yang diadakan pada Sabtu, 6 Mei 2024 ini menghasilkan dua produk utama: keyakinan kelas sebagai pedoman perilaku dan rencana dukungan implementasi disiplin positif bagi guru dan sekolah. Hasil lokakarya ini sangat penting karena membantu guru menciptakan suasana kelas yang kondusif, memperkuat hubungan antara pendidik dan peserta didik, serta meningkatkan kualitas pembelajaran. Dukungan ini diharapkan mampu mendorong keberhasilan Program Sekolah Penggerak di tingkat sekolah dasar. Secara keseluruhan, lokakarya ini memberikan dampak positif dengan membekali guru dan sekolah strategi efektif dalam menerapkan disiplin positif. Implementasi berkelanjutan dari produk yang dihasilkan akan mendukung terciptanya budaya sekolah yang lebih inklusif dan mendukung pengembangan peserta didik secara holistik.
Reconstruction of the Epistemology of Mathematics Education: Integration of the Rationality of the Philosophy of Science and the Emotional Psychology of Students Nursyam, Aisyah; Sinring, Abdullah; Kamaruddin, Syamsu; Usman, Muhammad Rizal
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.38506

Abstract

This study aims to reconstruct the epistemology of mathematics education by integrating the philosophy of science and students’ emotional psychology. The epistemological crisis in mathematics learning is characterized by the dominance of rationalistic approaches that tend to ignore students' affective and reflective dimensions. Empirical evidence indicates a high level of mathematics anxiety and low emotional engagement, both of which affect students’ motivation and academic performance. This research employs a Systematic Literature Review (SLR) method based on the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol by analyzing 45 national and international articles published between 2012 and 2025. Data were analyzed thematically through three stages: conceptual coding, thematic classification, and interpretative synthesis. The review identifies four main themes: (1) epistemology of mathematics education and the philosophy of science, (2) emotional intelligence and self-reflection, (3) mathematics anxiety and affective resilience, and (4) learning motivation and academic achievement. The integration of the philosophy of science reorganizes rationality in mathematics education to be more reflective and humanistic, while emotional psychology balances cognition and affection. The conceptual model positions the epistemology of mathematics education as the core, interacting dynamically with emotional intelligence, mathematics anxiety, and learning motivation that together influence students’ academic performance. The findings emphasize the need to reconstruct the epistemology of mathematics education toward a balance between rationality and emotional awareness. Accordingly, mathematics learning should be developed through reflective, humanistic, and experience-based approaches to foster students as epistemic subjects who think rationally and mature emotionally.
Analisis Kemampuan Representasi Matematis Siswa dalam Menyelesaikan Masalah Pada Materi Matriks Kristiawati, Kristiawati; Ani, Sri Satriani; Usman, Muhammad Rizal
Jurnal Riset dan Inovasi Pembelajaran Vol. 6 No. 1 (2026): Januari-April 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v6i1.4208

Abstract

Jenis penelitian ini merupakan penelitian kualitaitf yang bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa pada materi matriks, yang mencakup kemampuan representasi visual, persamaan matematis, dan teks tertulis. Urgensi penelitian ini terletak pada pentingnya kemampuan representasi dalam membantu siswa memahami konsep abstrak seperti matriks dan mengonversi informasi antar bentuk representasi (visual, simbolik, teks). Penelitian ini dilakukan di SMA Negeri 1 Takalar dengan subjek 55 siswa kelas XI MIA 1 dan XI MIA 4. Instrumen penelitian yang digunakan meliputi tes kemampuan representasi matematis materi matriks dan pedoman wawancara. Prosedur penelitian dimulai dari pemberian tes kemampuan repsentasi dan kemudian dilanjutkan dengan wawancara terhadap 3 subjek masing-masing dari kategori hasil tes tinggi, sedang, dan rendah untuk mendalami pemahaman siswa. Analisis data dilakukan dengan mengklasifikasikan hasil tes dan wawancara berdasarkan kategori kemampuan siswa. Hasil penelitian menunjukkan bahwa kemampuan representasi visual siswa baik, dengan banyak siswa mampu merepresentasikan informasi soal ke dalam bentuk tabel. Namun, kemampuan representasi persamaan dan teks tertulis masih kurang baik, di mana sebagian besar siswa kesulitan memahami dan menyelesaikan soal yang diberikan. Berdasarkan temuan ini, disarankan agar pembelajaran matriks lebih menekankan pada penguatan kemampuan berpindah antar representasi dan strategi yang mendukung pemahaman siswa secara lebih holistik.
Co-Authors Akib, Irwan Ani, Sri Satriani Arma Wangsa Djadir Djadir, Djadir Fatmasari, Putri Fatmawati, Fatmawati Fatmawati, Ulfa Fauziyah, Nur Guttu Patalo, Andi Rifaq Husniati, Andi Ibrahim, Muhaiminah Kamaruddin, Syamsu Kristiawati Kristiawati Nur Farida Nursakiah, Nursakiah Nursyam, Aisyah Satriani, Sri Satriani Sinring, Abdullah Sri Satriani Sri Wahyuni Sukmawati Sukmawati Tahir, Sitti Rahma Usman Mulbar Wahyuddin Wahyuddin