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All Journal Paradikma: Jurnal Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math Jurnal Pendidikan Matematika Raflesia MATEMATIKA DAN PEMBELAJARAN TIN: TERAPAN INFORMATIKA NUSANTARA Jurnal Masyarakat Madani Indonesia JNPM (Jurnal Nasional Pendidikan Matematika) IndoMath: Indonesia Mathematics Education Saqbe : Jurnal Sains dan Pembelajarannya Jurnal Pendidikan MIPA Malaqbiq : Jurnal Pengabdian kepada Masyarakat. Mathematics Education and Application Journal (META)
Simamora, Rustam E.
Universitas Borneo Tarakan
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BERAMU: Mathematics Recovery Learning Siswa SMP di Kabupaten Tana Tidung Darmayasa, Jero B.; Simamora, Rustam E.; Pratiwi, Enditiyas; Nanna, A. Wilda Indra; Barumbun, Mardyanto; Suciati, Sucitai; Noviantari, Ika
MALAQBIQ Vol. 4 No. 1 (2025): Malaqbiq : Jurnal Pengabdian Kepada Masyarakat
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/jam.v4i1.507

Abstract

Hasil Wawancara dan Diskusi dengan Kepala Seksi Kurikulum, Bidang Pendidikan Dasar DInas Pendidikan Kabupaten Tana Tidung sejak tanggal 23 Pebruari 2021 s.d 03 Maret 2021 memperoleh gambaran adanya 4 langkah nyata yang sedang dilaksanakan dan disiapkan untuk Pemulihan Pembelajaran (Recovery Learning) siswa SD dan SMP. Dari 4 (empat) program terssebut, salah satunya adalah Assesmen Diagnostik. Untuk melakukan Assesmen Diagnostik, Disdik KTT memerlukan instrument, salah satunya adalah Instrumen Numerasi Dasar untuk Siswa SMP. Memperhatikan hal itu, maka berdasarkan hasil diskusi pada hari Rabu, 3 Maret 2021, diputuskan untuk melaksanakan kolaborasi yang kita sepakati diberi nama BERAMU: Math Recovery Learning Siswa SMP KTT. Program ini diharapkan dapat meningkatkan kualitas layanan Pendidikan bagi siswa SMP dan meningkatkan peran Civitas akademi FKIP UBT dan melaksanakan Tri Dharma Perguruan Tinggi. Muaranya adalah meminimalisir dampak Covid-19 pasca pandemic, baik jangka pendek ataupun jangka panjang. Oleh karena itu, melalui PKM ini, telah disusun paket soal Asesmen Diagnostik Matematika untuk siswa SMP yang telah diserahkan kepada Dinas Pendidikan Kabupaten Tana Tidung dan Kepala SMP N 3 Tana Tidung.
Unlocking Mathematical Creativity: How Students Solve Open-Ended Geometry Problems Simamora, Rustam Effendy; Kamara, Jean Gloria
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Abstract: Mathematical creativity has become increasingly significant in education, emphasizing originality, innovative solutions, and informed decision-making. However, a notable research gap exists in understanding how junior high school students creatively solve open-ended geometry problems. This study addressed this gap by exploring how students tackle such problems and constructing a mathematical creative process model. The research involved eight 7th-grade students from a public junior high school in North Kalimantan, Indonesia. A qualitative research approach, a case study strategy, was employed, utilizing observations, students’ answer sheets, and interview-based tasks to gather detailed insights into the students’ problem-solving processes. We implemented replicating the finding strategy and considered saturation to enhance the research quality. The findings revealed a six-phase model of the mathematical creativity process: reading, problem selection, and exploration; experiencing perception changes; looking for and generating ideas; undergoing incubation; implementing ideas; and verifying solutions. Self-regulation emerged as a crucial factor influencing student engagement and success in the creative process. Notably, the most creative student in this study demonstrated active actions during problem-solving through all phases, underscoring the importance of self-regulation. The study concludes that self-regulation and also incubation are pivotal in creative problem-solving. These insights provide valuable guidance for educators and researchers aiming to enhance mathematical creativity in the classroom, emphasizing the need for strategies that support self-regulation and innovative problem-solving abilities.        Keywords: geometry, mathematical creative process, open-ended problems, case-study.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp66-86
ENHANCING MATHEMATICAL CREATIVE THINKING ABILITY: EXPERIMENTATION WITH REALISTIC MATHEMATICS EDUCATION BY EMBEDDING ICE BREAKING IN JUNIOR HIGH SCHOOL Sury Adellia Ramadhanta; Rustam Effendy Simamora; Dwi Susanti
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18693

Abstract

The effectiveness of Realistic Mathematics Education (RME) in improving students' mathematical abilities has been examined through various research. Meanwhile, the use of ice-breaking (Ib), considered by experts and educational researchers as a highly beneficial tactic for improving learning effectiveness, had yet to be fully explored in the context of integration with RME. The study aimed to examine the effectiveness of Ib-RME (RME integrating Ib) in enhancing students' mathematical creative thinking abilities (MCTA) at SMPN 14 Tarakan, Indonesia. Involving 64 seventh-grade students in a quasi-experimental design, the experimental group adopted the Ib-RME approach. In contrast, the control group followed the conventional teaching method employed by mathematics teachers in the class, including ice-breaking activities as normally implemented in the classroom setting. Data analysis using t-tests revealed a significant improvement in MCTA in the Ib-RME group, confirming the effectiveness of this approach. The research noted that conventional teaching also enhanced MCTA, although to a lesser extent than Ib-RME. These findings contributed to understanding the potential integration between RME and Ib in improving Mathematics learning outcomes, particularly in developing MCTA. The implications could serve as a basis for the development of innovative and effective teaching approaches in the mathematics education. Keywords: conventional learning, ice-breaking, mathematical creative thinking ability, realistic mathematics education, school mathematics.
EFEKTIVITAS REALISTIC MATHEMATICS EDUCATION TERHADAP BERPIKIR KRITIS MATEMATIS SISWA KELAS VII SEKOLAH MENENGAH PERTAMA Heldina Lumban Toruan; Rustam Effendy Simamora; Setia Widia Rahayu
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i2.19875

Abstract

Kemampuan berpikir kritis matematis (KBKM), yang mencakup kemampuan mengevaluasi dan mengambil keputusan, merupakan komponen esensial yang berkontribusi dalam meningkatkan kualitas hidup, yang dapat dikembangkan melalui pembelajaran Matematika. Beberapa penelitian kuantitatif telah menunjukkan bahwa Realistic Mathematics Education (RME) efektif dalam meningkatkan KBKM. Untuk memperoleh pemahaman yang lebih komprehensif mengenai efektivitas RME terhadap KBKM siswa, penelitian ini menggunakan pendekatan mixed methods. Penelitian ini bertujuan untuk menyelidiki efektivitas RME terhadap KBKM siswa kelas VII di salah satu SMP negeri di Tarakan dengan mengumpulkan data kuantitatif dan kualitatif. Penelitian dengan desain embedded-experimental mixed methods ini mengumpulkan data kuantitaif melalui tes yang melibatkan 38 siswa kelas VII, yang masing-masing terdiri dari 19 siswa kelompok eksperimen dan kelompok kontrol. Sementara itu, data kualitatif diperoleh melalui wawancara bersama 6 orang siswa kelompok eksperimen yang dipilih menggunakan teknik purposive sampling. Analisis data kuantitatif menggunakan n-gain score dan independent sample t-test menunjukkan terdapat peningkatan KBKM siswa yang signifikan setelah implementasi RME. Sejalan dengan hasil kuantitatif tersebut, analisis data kualitatif mengungkapkan bahwa siswa mengalami peningkatan KBKM dan memberikan respon positif secara umum terhadap implementasi RME. Kata kunci: berpikir kritis matematis, mixed methods, realistic mathematics education. Abstract: Mathematical critical thinking skills (MCTS), which include the ability to evaluate and make decisions, are essential components that contribute to improving the quality of life, and the skills can be developed through mathematics education. Several quantitative studies have shown that Realistic Mathematics Education (RME) is effective in enhancing MCTS. This study employed a mixed-methods approach to gain a more comprehensive understanding of RME's effectiveness on students' MCTS. This research aimed to investigate the effectiveness of RME on the MCTS of seventh-grade students at a public junior high school in Tarakan by collecting both quantitative and qualitative data. Quantitative data were gathered through tests involving 38 seventh-grade students using an embedded-experimental mixed methods design, with 19 in the experimental group and 19 in the control group. Meanwhile, qualitative data were collected through interviews with six students from the experimental group, selected using purposive sampling. Quantitative data analysis using n-gain scores and an independent sample t-test revealed a significant improvement in students' MCTS following the implementation of RME. Consistent with the quantitative findings, qualitative data analysis indicated that students experienced an improvement in MCTS and generally responded positively to the implementation of RME. Keywords: mathematical critical thinking, mixed methods, realistic mathematics education.
ENACTING MATHEMATICAL DISPOSITION: EXPLORING HOW STUDENTS WITH HIGH MATHEMATICAL LITERACY ENGAGE IN MATHEMATICAL LITERACY TASKS Rustam Effendy Simamora; Ayu Ningsih; Alfian Mucti; Shinta Wulandari
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.14009

Abstract

Mathematical disposition (MD) is widely recognized as a key factor influencing students’ performance, particularly in mathematical literacy (ML), which is emphasized in Indonesian education through the Asesmen Kompetensi Minimum (AKM), a national assessment focusing on literacy and numeracy. However, most studies rely on quantitative approaches, offering limited insight into how MD is enacted during problem-solving in classroom contexts. This study explores how MD is enacted by students with high ML when engaging in mathematical literacy tasks. Using a qualitative multiple-case study design, five senior high school students were purposively selected. Data were collected through written work, self-assessments, observations in individual and group settings, and two phases of interviews, and analyzed using thematic analysis. The findings reveal that MD emerges as a dynamic, context-sensitive system involving curiosity, confidence, persistence, flexibility, and reflection. Although all students produced correct solutions, their depth of engagement varied depending on how these dispositions were activated and regulated. Collaborative settings reshaped MD by redistributing confidence and enhancing participation, but also introduced challenges, such as reduced verification due to overreliance on group agreement. These findings suggest that ML provides the cognitive foundation for problem solving, while MD mediates its enactment.     Keywords: Mathematical Disposition; Mathematical Literacy; Problem-Solving; Qualitative Study; Task-Based Learning.
Klinik Matematika: Matrikulasi untuk Optimalisasi Kemampuan Dasar Matematika Mahasiswa Nurmala R; Eka Widyawati; Maharani Izzatin; Setia Widia Rahayu; Hermansyah Hermansyah; Rustam Effendy Simamora; Jusmawati Jusmawati
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 1 (2026): Februari
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/56py4b05

Abstract

Kesulitan yang sering dihadapi mahasiswa Program Studi Pendidikan Matematika di Universitas Borneo Tarakan berakar dari pemahaman dasar matematika yang lemah, mencakup konsep prasyarat seperti aljabar, kalkulus dasar, dan logika matematika. Kondisi ini menghambat mereka dalam mempelajari materi perkuliahan yang lebih kompleks, berpotensi memicu ketertinggalan akademis, dan menurunkan motivasi belajar. Untuk mengatasi masalah krusial ini, diusulkan program intervensi sistematis dan terstruktur bernama Klinik Matematika dengan pendekatan matrikulasi intensif. Tujuan utama kegiatan ini adalah memperkuat kemampuan dasar matematika mahasiswa baru serta angkatan sebelumnya, sekaligus memotivasi mereka agar memiliki semangat dan kesiapan optimal untuk mengikuti perkuliahan. Kegiatan ini dilaksanakan di kampus Universitas Borneo Tarakan, menyasar 56 mahasiswa baru Program Studi Pendidikan Matematika Angkatan 2025. Metode yang digunakan adalah pembelajaran interaktif yang berpusat pada mahasiswa, meliputi penyampaian materi ringkas, latihan soal, diskusi, dan pendekatan klinik di mana dosen memberikan bantuan personal untuk mengatasi miskonsepsi spesifik. Evaluasi menggunakan tes kemampuan dasar (pretes dan posttes) menunjukkan kenaikan rata-rata nilai yang signifikan. Kesimpulannya, program Klinik Matematika ini berhasil dan sangat efektif dalam mengoptimalkan kompetensi dasar matematika mahasiswa, menjadikannya solusi yang direkomendasikan untuk menjadi agenda rutin tahunan.
Validation of Artificial Intelligence Expectations and Training Attitudes (AI-ETA) Scale for Pre-service Chemistry Teachers Dea Santika Rahayu; Rustam Effendy Simamora
Saqbe: Jurnal Sains dan Pembelajarannya Vol. 2 No. 2 (2025): Saqbe: Sains dan Pembelajarannya
Publisher : Universitas Sulawesi Barat

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Abstract

Artificial intelligence (AI) is increasingly integrated into education, requiring valid instruments to assess teachers’ expectations and training attitudes toward its use. This study aims to validate the Artificial Intelligence Expectations and Training Attitudes (AI-ETA) scale for pre-service chemistry teachers. A quantitative survey design was employed, involving 95 participants from two public universities. The instrument consisted of two dimensions: expectations about AI’s impact on education and expectations about AI training courses, measured using a five-point rating scale. Data were analyzed using the Rasch measurement model to examine item fit, reliability, separation, and unidimensionality. The results indicate that the instrument demonstrates strong psychometric properties, with high person reliability and adequate item separation. Most items showed acceptable fit statistics, although a few items required minor refinement. The unidimensionality analysis confirmed that the scale measures a single dominant construct. These findings suggest that the AI-ETA scale is a valid and reliable instrument for assessing pre-service teachers’ perceptions of AI. The study highlights the importance of understanding teachers’ expectations to support effective AI integration in chemistry education.
STAD COOPERATIVE LEARNING WITH WORKSHEETS FOR MATHEMATICAL PROBLEM SOLVING IN A NUMERACY CONTEXT Rustam Effendy Simamora; Rika Diyah Maulana; Setia Widia Rahayu
Mathematics Education and Application Journal (META) Vol. 7 No. 2 (2025): December 2025
Publisher : Department of Mathematics Education Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/wvt8ch43

Abstract

This study examined the effect of Student Teams Achievement Divisions (STAD) cooperative learning supported by student worksheets on seventh-grade students’ mathematical problem-solving ability (MPSA) in a numeracy context. A quasi-experimental non-equivalent control group pretest–posttest design was used, with one class assigned as the experimental group and another as the control group. Data were collected using essay-type pretest and posttest instruments scored using four indicators derived from Pólya’s problem-solving framework: understanding the problem, devising a plan, carrying out the plan, and looking back. Data were analysed using descriptive statistics and analysis of covariance (ANCOVA), with pretest scores treated as a covariate. ANCOVA results showed a significant effect of instructional group on posttest MPSA after controlling for initial ability, and the pretest covariate significantly predicted posttest performance. Indicator-level ANCOVA indicated that the strongest group differences occurred in understanding the problem and devising a plan, while no significant difference was found for carrying out and checking the solution. These findings suggest that STAD supported by worksheets contributes particularly to students’ early-stage problem-solving processes in numeracy-oriented mathematics learning. Results should be interpreted cautiously due to the non-randomized design and limited number of test items. Keywords: cooperative learning, numeracy, problem-solving, student teams achievement divisions, worksheet.   Penelitian ini mengkaji pengaruh pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD) yang didukung lembar kerja siswa terhadap kemampuan pemecahan masalah matematis (KPMM) siswa kelas VII dalam konteks numerasi. Penelitian menggunakan desain kuasi-eksperimen non-equivalent control group pretest–posttest, dengan satu kelas sebagai kelompok eksperimen dan satu kelas sebagai kelompok kontrol. Data dikumpulkan melalui tes uraian pretest dan posttest yang dinilai menggunakan empat indikator yang diturunkan dari kerangka pemecahan masalah Pólya, yaitu memahami masalah, menyusun rencana penyelesaian, melaksanakan rencana, dan memeriksa kembali penyelesaian. Analisis data dilakukan dengan statistik deskriptif dan analisis kovarians (ANCOVA) dengan skor pretest sebagai kovariat. Hasil ANCOVA menunjukkan adanya pengaruh signifikan kelompok pembelajaran terhadap skor postest KPMM setelah mengontrol kemampuan awal, dan skor pretest berkontribusi signifikan dalam memprediksi skor postest. Analisis ANCOVA per indikator menunjukkan perbedaan paling kuat pada indikator memahami masalah dan merencanakan penyelesaian, sedangkan pada indikator melaksanakan dan memeriksa kembali penyelesaian tidak ditemukan perbedaan signifikan. Temuan ini mengindikasikan STAD berbantuan lembar kerja terutama mendukung tahapan awal proses pemecahan masalah dalam pembelajaran matematika berbasis numerasi. Hasil perlu ditafsirkan hati-hati karena desain non-random dan jumlah butir soal terbatas.  Kata kunci: kemampuan pemecahan masalah, lembar kerja siswa, numerasi, pembelajaran kooperatif, student teams achievement divisions.
Co-Authors Ayu Ningsih Barumbun, Mardyanto Darmayasa, Jero B. Dea Santika Rahayu Doni Andriyan Zunaiedy Dwi Susanti Eka Widyawati Firima Zona Tanjung, Firima Zona Hasratuddin Siregar Heldina Lumban Toruan Helmi Khairullah Hermansyah Hermansyah Izzatin, Maharani Jean Gloria Kamara Jero Budi Darmayasa, Jero Budi Jusmawati Jusmawati Kamara, Jean Gloria Lastari, Dini Adhe Luthfiyah, Indah Mucti, Alfian Nanna, A. Wilda Indra Noviantari, Ika Nurmala R Pratiwi, Enditiyas Rafiqa, Syarifa Rahayu, Setia Widia Ramadhanta, Sury Adellia Ridwan Ridwan Rika Diyah Maulana Rizmawati, Lusiana Sahat Saragih Shinta Wulandari Siagian, Meryance V Suciati Suciati Sury Adellia Ramadhanta Suryanti Suryanti Zainuddin Suardi