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All Journal Journal on Mathematics Education (JME) Jurnal Infinity Journal of Honai Math Jurnal Infinity Journal on Mathematics Education
Yunianto, Wahid
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ETHNOMATHEMATICS: PRANATAMANGSA SYSTEM AND THE BIRTH-DEATH CEREMONIAL IN YOGYAKARTA Prahmana, Rully Charitas Indra; Yunianto, Wahid; Rosa, Milton; Orey, Daniel Clark
Journal on Mathematics Education Vol 12, No 1 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.1.11745.93-112

Abstract

Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning.  It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.
INDONESIAN MATHEMATICS TEACHERS’ KNOWLEDGE OF CONTENT AND STUDENTS OF AREA AND PERIMETER OF RECTANGLE Yunianto, Wahid; Prahmana, Rully Charitas Indra; Crisan, Cosette
Journal on Mathematics Education Vol 12, No 2 (2021)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.12.2.13537.223-238

Abstract

Measuring teachers' skills and competencies is necessary to ensure teacher quality and contribute to education quality. Research has shown teachers competencies and skills influence students’ performances. Previous studies explored teachers’ knowledge through testing. Teachers' knowledge of the topic of area-perimeter and teaching strategies has been assessed through testing. In general, items or tasks to assess mathematics teacher knowledge in the previous studies were dominated by subject matter knowledge problems. Thus, it seems that the assessment has not fully covered the full range of teacher knowledge and competencies. In this study, the researchers investigated mathematics teachers’ Knowledge of Content and Students (KCS) through lesson plans developed by the teachers. To accommodate the gap in the previous studies, this study focuses on KCS on the topic of area-perimeter through their designed lesson plans. Twenty-nine mathematics teachers attended a professional development activity voluntarily participated in this study. Two teachers were selected to be the focus of this case study. Content analysis of the lesson plan and semi-structured interviews were conducted, and then data were analyzed. It revealed that the participating teachers were challenged when making predictions of students' possible responses. They seemed unaware of the ordinary students' strategies used to solve maximizing area from a given perimeter. With limited knowledge of students' possible strategies and mistakes, these teachers were poorly prepared to support student learning. 
The integration of Ethno-RME in MatCityMap application to support students’ learning of system of linear equations: A case of Mangkujo Math Trail Nurnaningsih, Laila; Prahmana, Rully Charitas Indra; Yunianto, Wahid; Bautista, Guillermo Jr.
Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i1.599

Abstract

In the rapidly advancing digital era, mathematics education must integrate various technological applications to support students' development for the 21st century. However, mere technological integration is insufficient; learning must also involve hands-on activities and real-life experiences to equip students with essential skills. Although many current math lessons incorporate technology, they often overlook students' real-life experiences. Hence, there is a need for mathematics learning approaches that combine technology with student activities and relate them to real-life contexts. Ethno-Realistic Mathematics Education (Ethno-RME) is an innovative approach that uses real contexts as a starting point for learning. This approach can be enhanced by the MathCityMap (MCM) application, making learning more interactive and engaging for students. Therefore, this study explores the potential of MCM by integrating content from the Ethno-RME approach. MCM is an emerging technology that facilitates the exploration of outdoor mathematics, providing students with contextual and real-life problems. The authors developed mathematical tasks based on a café or resort in a district in Central Java. Through Educational Design Research (EDR), mathematical tasks were created using artifacts available in the café and incorporated into the MCM application. Students could access the tasks from their mobile devices and track their locations (math trails). The study focused on the system of linear equations derived from geometrical objects found in the café. The results indicated positive impacts, such as improved students' conceptual understanding and mathematics performance. This study provides evidence of the effectiveness of integrating Ethno-RME with digital technology to support students' learning of mathematics. Further research is needed to explore more ethnomathematics activities integrated into MCM that are suitable for students' backgrounds and locations.
The role of scaffolding in shaping reflective mathematical thinking of dependent field students in numeracy problems Setiyani, Setiyani; Gunawan, Gunawan; Waluya, Stevanus Budi; Sukestiyarno, Yohanes Leonardus; Cahyono, Adi Nur; Mutia, Mutia; Yunianto, Wahid
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p531-550

Abstract

In learning mathematics, reflective thinking is often overlooked due to an excessive emphasis on final results, which causes students to struggle in evaluating and reconstructing their problem-solving processes. Reflective thinking skills are necessary for students to solve problems, including numeracy. This study adopts a qualitative approach, focusing on the problem-solving process of two seventh-grade students with a Dependent Field (DF) cognitive style and similar initial mathematical abilities. Data were collected through the Group Embedded Figures Test, in-depth interviews, and initial mathematical and reflective thinking ability tests. Based on the research results, DF students couldn't analyze arguments from various perspectives and see if there were deeper implications. This finding reflects the characteristics of DF, who don't perform the 'result in context' process, leading to a lack of ability to understand, interpret, and use numerical results in concrete/situational contexts. This also includes the ability to relate numbers to real-world situations, make appropriate interpretations, and take suitable actions based on those numerical results. The results of this study can serve as a foundation for designing differentiated instruction that emphasizes the development of reflective thinking skills, particularly in numeracy, through approaches involving technology, models, pedagogy, or other learning strategies.
The role of scaffolding in shaping reflective mathematical thinking of dependent field students in numeracy problems Setiyani, Setiyani; Gunawan, Gunawan; Waluya, Stevanus Budi; Sukestiyarno, Yohanes Leonardus; Cahyono, Adi Nur; Mutia, Mutia; Yunianto, Wahid
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p531-550

Abstract

In learning mathematics, reflective thinking is often overlooked due to an excessive emphasis on final results, which causes students to struggle in evaluating and reconstructing their problem-solving processes. Reflective thinking skills are necessary for students to solve problems, including numeracy. This study adopts a qualitative approach, focusing on the problem-solving process of two seventh-grade students with a Dependent Field (DF) cognitive style and similar initial mathematical abilities. Data were collected through the Group Embedded Figures Test, in-depth interviews, and initial mathematical and reflective thinking ability tests. Based on the research results, DF students couldn't analyze arguments from various perspectives and see if there were deeper implications. This finding reflects the characteristics of DF, who don't perform the 'result in context' process, leading to a lack of ability to understand, interpret, and use numerical results in concrete/situational contexts. This also includes the ability to relate numbers to real-world situations, make appropriate interpretations, and take suitable actions based on those numerical results. The results of this study can serve as a foundation for designing differentiated instruction that emphasizes the development of reflective thinking skills, particularly in numeracy, through approaches involving technology, models, pedagogy, or other learning strategies.
Investigating the use of ChatGPT to solve a GeoGebra based mathematics+computational thinking task in a geometry topic Yunianto, Wahid; Lavicza, Zsolt; Kastner-Hauler, Oliver; Houghton, Tony
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp1027-1052

Abstract

ChatGPT is a chatbot with potential educational benefits, particularly in enhancing computational thinking (CT) proficiencies such as programming, debugging, and algorithmic thinking for students. Despite its promise, there is limited research on how ChatGPT can specifically support the integration of CT into mathematics education using tools like GeoGebra. The researchers implemented plugged-computational thinking in mathematics (Math+CT) lessons by means of the utilization of GeoGebra, an application that requires students to input commands in order to generate mathematical objects. The present investigation employed an educational design research (EDR) methodology in which the researchers incorporate ChatGPT into our Math+CT lessons to assist students in accomplishing the task. We purposely selected the participants who are mainly postgraduate students and collected data from the participants’ conversation with ChatGPT and recorded their screens while interacting with ChatGPT and our Math+CT task. We analyzed the data through descriptive qualitative method on the participants’ prompts, the final codes and the number of iterations. The researchers examined how ChatGPT could be utilized to assist the participants in writing GeoGebra commands in terms of its benefits and limitations. ChatGPT assisted most participants in completing the task successfully, with only a basic need for proficiency in GeoGebra commands, mathematics, and critical thinking. However, it revealed that participants did not yet utilize an affective prompt to ChatGPT. Furthermore, ChatGPT has the potential to be utilized for differentiated instruction due to the fact that its responses to individual users vary significantly based on the input prompts. Limited understanding of basic GeoGebra commands, and mathematical concepts could hinder the participants from training ChatGPT or prevent them from arguing with ChatGPT. This study enhances the existing literature by illustrating that ChatGPT can facilitate critical CT aspects, including programming and debugging, in a mathematics education context. This suggests that AI tools such as ChatGPT can contribute to the development of independent problem-solving skills, provide tailored support based on the needs of individual students, and enhance personalized learning experiences. Additional research involving students in school is required in order to gain a deeper understanding of the integration of ChatGPT into Math+CT lessons.
Indonesian mathematics teachers’ knowledge of content and students of area and perimeter of rectangle Yunianto, Wahid; Prahmana, Rully Charitas Indra; Crisan, Cosette
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

Measuring teachers' skills and competencies is necessary to ensure teacher quality and contribute to education quality. Research has shown teachers competencies and skills influence students’ performances. Previous studies explored teachers’ knowledge through testing. Teachers' knowledge of the topic of area-perimeter and teaching strategies has been assessed through testing. In general, items or tasks to assess mathematics teacher knowledge in the previous studies were dominated by subject matter knowledge problems. Thus, it seems that the assessment has not fully covered the full range of teacher knowledge and competencies. In this study, the researchers investigated mathematics teachers’ Knowledge of Content and Students (KCS) through lesson plans developed by the teachers. To accommodate the gap in the previous studies, this study focuses on KCS on the topic of area-perimeter through their designed lesson plans. Twenty-nine mathematics teachers attended a professional development activity voluntarily participated in this study. Two teachers were selected to be the focus of this case study. Content analysis of the lesson plan and semi-structured interviews were conducted, and then data were analyzed. It revealed that the participating teachers were challenged when making predictions of students' possible responses. They seemed unaware of the ordinary students' strategies used to solve maximizing area from a given perimeter. With limited knowledge of students' possible strategies and mistakes, these teachers were poorly prepared to support student learning.
Ethnomathematics: Pranatamangsa system and the birth-death ceremonial in Yogyakarta Prahmana, Rully Charitas Indra; Yunianto, Wahid; Rosa, Milton; Clark Orey, Daniel
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

Mathematics exists as rooted in human ideas, ways, and techniques to respond to their environments. Along with its development, mathematics has been taught through formal education or schooling in the flat- not flexible ways and far from students' social and cultural lives. Indonesia is rich with culture, including the Special Region of Yogyakarta (DIY). It is called a city of culture. Educators are not yet aware of this richness in the learning process to integrate it as the starting point. It is hard to find in mathematics textbooks in Indonesia, which put cultural context as starting points. Therefore, this study aims to explore Yogyakarta's culture in terms of contexts used in mathematics learning. It is an ethnography study. Furthermore, the data was collected through literature artifacts, field observation, and interviews with resource persons who understand the seasons, system, and calculation of birth and death days. It is to clarify the researcher's understanding of the literature. This study showed that Yogyakarta's people use mathematical modeling to determine the seasons' system and funerary dates. These models have the potential to be used as a starting point in learning mathematics.
Co-Authors Adi Nur Cahyono Bautista, Guillermo Jr. Clark Orey, Daniel Crisan, Cosette Gunawan Gunawan Houghton, Tony Kastner-Hauler, Oliver Lavicza, Zsolt Mutia Mutia, Mutia Nurnaningsih, Laila Orey, Daniel Clark Rosa, Milton Rully Charitas Indra Prahmana Setiyani Setiyani St. Budi Waluya Sukestiyarno Sukestiyarno