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All Journal Jurnal Daya Matematis Indonesian Journal of Educational Science (IJES) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Mandalika Mathematics and Educations Journal Jurnal Akademik Pendidikan Matematika Jurnal Akademik FKIP Unidayan ELIPS: Jurnal Pendidikan Matematika Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Kamba Mpu: Jurnal Pengabdian Masyarakat Journal of Social and Scientific Education Journal of Educational Studies
La Eru Ugi
Universitas Dayanu Ini Khsanuddin
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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Analisis Kesulitan Belajar Siswa pada Materi Fungsi Trigonometri di Kelas XI SMA Negeri 2 Baubau Anwar Anwar; Ernawati Jais; La Eru Ugi; Windi A. Balani
Jurnal Akademik Pendidikan Matematika Volume 12, Nomor 1, Mei 2026
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Dayanu Ikhsanuddin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55340/japm.v12i1.2126

Abstract

The problem statement of this study is, what are the learning difficulties of grade XI students of SMA Negeri 2 Baubau in solving trigonometry problems?This study aims to determine the learning difficulties of grade XI students of SMA Negeri 2 Baubau in solving trigonometry problems. This study used a qualitative method with a descriptive method. The subjects were 34 grade XI.9 students of SMA Negeri 2 Baubau. The instruments are tests and interview guidelines. These intsrumens are used to obtain data on the learning difficulties experienced by students and the factors contributing to these difficulties. After the data were collected by using tests and interviews, than they were analyzed by using data reduction, data presentation, and conclusion drawing. Based on the research results, the conclusion of this research shows that students experience difficulties in four indicators: (1) difficulty in determining the steps for solving problems, (2) understanding concepts or formulas, (3) stating relationships between problem components, and (4) performing mathematical operations. The cause of these difficulties came from internal factors, such as a lack of conceptual understanding and limited cognitive abilities, as well as external factors such as a lack of active participation in learning and the teacher’s delivery methods.
Online learning in the post-Covid-19 pandemic era: Is our higher education ready for it? Djidu, Hasan; Mashuri, Sufri; Nasruddin, Nasruddin; Sejati, Andri Estining; Rasmuin, Rasmuin; Ugi, La Eru; Arua, Afudin La
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 5 No. 2 (2021): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/esaintika.v5i2.479

Abstract

This study aimed to describe the challenges of higher education in implementing online learning during the pandemic Covid-19 outbreak. This study was a qualitative research with a phenomenological approach. Data were collected from 408 students and 20 Lectures from 6 public universities and 6 private universities in Java, Sumatera, Kalimantan, Sulawesi, Nusa Tenggara, and Maluku, by filling out online questionaires and in-depth interviews via social media. The process of data analysis was data reduction, identifying themes, mapping interrelationships between themes, and concluding findings The results of data analysis showed that there were two main challenges, both for lecturers and students. First, limited resources, such as electronic devices (laptops/smartphones/others), learning resources, electricity, and internet connections. Second, lack of knowledge/skills on how to use the online learning media, finding and/or providing learning resources, managing online learning, providing online measuring tools, and carrying out online assessments. This condition has the greatest impact on students from low economic families, and who live in areas with limited access to learning facilities, such as electricity, and internet connections. Most of them lose learning opportunities because of these limitations.  Third, the difficulty of time management during the online learning period.
Patterns of Fifth-Grade Students’ Difficulties in Solving Fraction Problems Across Mathematical Ability Levels Rahmatia Rahmatia; Muh. Salsabil; La Eru Ugi; Azis Azis
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.830

Abstract

Fractions remain a challenging topic in elementary mathematics because successful problem solving requires students to coordinate problem comprehension, conceptual understanding, procedural knowledge, and mathematical representation. This study aimed to analyze the patterns of fifth-grade students’ difficulties in solving fraction problems across different mathematical ability levels. A descriptive qualitative design was employed involving 30 fifth-grade students at SD Negeri 8 Baubau, Indonesia. Data were collected through a 10-item open-ended fraction test administered to all participants and semi-structured interviews with three students representing high-, medium-, and low-ability levels. The data were analyzed through data reduction, data display, comparison of written responses and interview evidence, and conclusion drawing. The results showed that 20.00% of students were classified as high ability, 36.67% as medium ability, and 43.33% as low ability. Three major patterns of difficulty were identified: understanding fraction problems, performing fraction operations, and mathematical problem solving. High-ability students generally understood the problems and selected appropriate operations but still made minor procedural and accuracy-related errors. Medium-ability students demonstrated partial conceptual understanding accompanied by unstable procedural knowledge, particularly in converting fraction forms, finding common denominators, and selecting appropriate operations. Low-ability students showed the most complex pattern, involving interconnected difficulties in understanding problem situations, representing quantitative relationships, performing fraction operations, and organizing complete solution procedures. These findings indicate that fraction difficulties differ qualitatively across ability levels; therefore, instruction should be differentiated by emphasizing accuracy and verification for high-ability students, conceptual–procedural connections for medium-ability students, and integrated comprehension–representation–procedure scaffolding for low-ability students.
AI-Assisted Learning and Mathematical Problem-Solving: The Role of Self-Regulation la eru ugi; Harmita Sari; Indrawan; Liu Ming-Chou
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3794

Abstract

Artificial Intelligence (AI) is increasingly integrated into mathematics education, offering personalized support, adaptive feedback, and interactive learning experiences. However, the mechanisms through which AI-assisted learning improves students’ mathematical problem-solving skills remain underexplored. This study examines the relationships among AI-Assisted Learning (AIL), Self-Regulated Learning (SRL), and Mathematical Problem-Solving Skills (MPSS), with SRL serving as a mediating variable. Drawing on Social Cognitive Theory and Self-Regulated Learning Theory, a quantitative explanatory design was employed. Data were collected from 265 Indonesian secondary school students who had experience using AI-based learning technologies for mathematics learning. The proposed model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that AI-Assisted Learning positively and significantly influences Self-Regulated Learning and Mathematical Problem-Solving Skills. Self-Regulated Learning also has a significant positive effect on Mathematical Problem-Solving Skills and mediates the relationship between AI-Assisted Learning and problem-solving performance. These results suggest that the effectiveness of AI in mathematics education depends not only on technological capabilities but also on students’ ability to regulate their learning processes. The study contributes to the Artificial Intelligence in Education literature by identifying self-regulation as a key mechanism linking AI use and higher-order cognitive outcomes. The findings also provide practical insights for educators and developers seeking to design AI-supported learning environments that promote meaningful and autonomous learning.
Co-Authors Abdurahman Askois Andri Estining Sejati Anwar Anwar Anwar Anwar Anwar Artati Iriana Arua, Afudin La Ashari, Nur Wahidin Askandar Askandar Azis Azis Bahtiar Bahtiar Devianti Devianti Djidu, Hasan Ekawati, Shindy Elsa Charisima Putri Ariesnita Ernawati Jais Ferdi Nandito Hara, Nurharfiani Harmita Sari Herlawan Herlawan Indrawan Istin Hardianti Jais, Ernawati La Arua, Afudin Lestari, Wiwit Damayanti Lisnawati Lisnawati Liu Ming-Chou LM Nehat Mehdiansyah Muh. Salsabil Nasda Nasda Nasruddin Nasruddin Nur Alam Ufatmah Nur Anifa Nur Indah Nurul Atika Pakan, Astri Yunianti Rahmatia Rahmatia Rasmuin, Rasmuin Reliani Reliani Retti Angraeni Rezky, Raizal Rias Aulia Riska Amaliya Harsi Rismayani Armin Ros Santi Wali Sardin Sardin Silnawati Silnawati Sufri Mashuri Sunardin, Sunardin Suwarni La Usa Wa Nila Windi A. Balani