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All Journal Jurnal Pengajaran MIPA Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Islam Jurnal Elemen AKSIOMA Math Didactic: Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika PAEDAGOGIA Formatif: Jurnal Ilmiah Pendidikan MIPA Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Journal on Education EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Review Pendidikan dan Pengajaran (JRPP) ALGORITMA : Journal of Mathematics Education JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Eduscience (JES) Journal Civics and Social Studies Range : Jurnal Pendidikan Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Mosharafa: Jurnal Pendidikan Matematika Asean Journal of Science and Engineering (AJSE) Jurnal Eurekamatika Journal of Earth Energy Science, Engineering, and Technology Journal of Mathematics Science and Computer Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Journal on Mathematics Education Research SJME (Supremum Journal of Mathematics Education) Jurnal Didaktik Matematika

Fatimah, Siti

Universitas Pendidikan Indonesia

Author-ID : 1795594

Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Professional Competence of Madrasah Ibtidaiyah Teachers: A Didactical Design Research Study Dwi Warli; Didi Suryadi; Siti Fatimah; Suhendra Suhendra
Jurnal Pendidikan Islam ARTICLE IN PRESS
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

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

The professional competence of Madrasah Ibtidaiyah (MI) teachers in teaching ratio material is a vital factor in improving students’ understanding of mathematics, making it important to examine MI teachers’ knowledge of mathematics content. This study aims to analyze teachers’ professional skills, including their understanding of the concept of ratios, their attitudes toward preparing the learning process, such as creating teaching materials aligned with the curriculum, and their understanding of students’ characteristics and how they design learning. The results of this study provide an initial foundation for further research, which can help teachers develop learning methods through didactic studies. The subjects of this research are MI grade VI teachers in Bandung Regency, from six schools. The method used is a descriptive approach with a prospective analysis stage based on Didactical Design Research (DDR). Data collection involved teacher reflection sheets, exploratory interviews, observations, and document reviews. The findings indicate that teachers’ professional competence in knowledge of learning content and teaching methods remains at level 2, while their understanding of students’ characteristics and learning styles is at level 3. Reflection sheets and interviews reveal that teachers face difficulties beginning with defining ratios, particularly in understanding that the ratio of a to b differs from the ratio of b to a, and in solving problems involving equal proportions. Often, teachers plan their lessons with a simple sequence of materials in a journal, without considering the epistemic and systemic aspects of the content or validating their presentation and practice questions found in textbooks. MI teachers also find it challenging to select concrete teaching methods for ratios before moving to an abstract understanding, especially given the limited time. Based on these findings, there is a clear need for programs to improve teachers’ competence through didactic studies, equipping them to anticipate and address potential obstacles and enabling them to design compelling learning experiences. Since teachers’ professional competence in teaching ratios directly impacts students’ understanding of math, exploring their content knowledge is essential. This study contributes to empowering teachers through didactic design research, a necessary approach to enhancing teacher competence.

Geogebra Classroom For Overcoming Epistemological Obstacles And Enhancing Mathematical Literacy: A Bruner Perspective Theory Raisatunnisa; Didi Suryadi; Siti Fatimah; Nanang Priatna; Jihe Chen; Agung Wicaksono
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.205

This study investigates how GeoGebra Classroom supports students in overcoming epistemological obstacles and enhancing mathematical literacy in learning exponents through Bruner’s representational approach. This qualitative phenomenological study involved 30 eighth-grade students from a junior high school in Gowa Regency, South Sulawesi, with 12 students purposively selected for learning sessions using GeoGebra Classroom. Three students representing low, medium, and high mathematical abilities were interviewed in depth. The research instruments included observation sheets, interview guides, and documentation of student learning activities. Data were collected through participatory observation, semi-structured interviews, and document analysis, and were analyzed using thematic analysis techniques. The study explored students’ learning processes through enactive, iconic, and symbolic stages. The findings indicate that GeoGebra Classroom facilitates gradual and exploratory learning through concrete manipulation and visual representations, enabling students to develop a deeper understanding of exponent concepts. However, some students experienced difficulties when transitioning to symbolic representations. This study contributes to digital mathematics education by proposing an instructional model that integrates technological tools with representational learning theory to enhance conceptual understanding and strengthen students’ mathematical literacy.

Students’ Mathematical Reasoning: A Systematic Literature Review with a Focus on Metaphorical Thinking-Based Learning Approaches Annisa Desti Fahjri; Siti Fatimah; Jarnawi Afgani Dahlan
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18801

Mathematical reasoning is a fundamental component of meaningful mathematics learning; however, research on instructional approaches that systematically support its development remains fragmented. In particular, studies on mathematical reasoning and metaphorical thinking have largely evolved independently, resulting in limited integrative insights. Studies on mathematical reasoning and metaphorical thinking have often developed separately, resulting in limited understanding of how metaphorical-thinking-based learning contributes to reasoning development. This systematic literature review (SLR) aims to synthesize research trends on students’ mathematical reasoning in mathematics education and to examine how metaphorical-thinking-based learning approaches support the development of mathematical reasoning. Following the PRISMA 2020 framework, a systematic search of the Scopus and ERIC databases identified 36 peer-reviewed journal articles published between 2017 and 2025. The selected studies were analyzed using reflexive thematic analysis focusing on research trends, instructional implementations, metaphor types, learning models, and reported effects on students’ mathematical reasoning. The findings indicate that mathematical reasoning is increasingly viewed as a multidimensional construct involving cognitive, representational, social, and contextual aspects. The review also reveals that metaphorical thinking functions as a cognitive bridge that connects abstract mathematical concepts with students’ concrete experiences through conceptual, structural, orientational, cultural, and embodied metaphors. These metaphorical approaches are integrated into various instructional models, including Realistic Mathematics Education, ethnomathematics, problem-based learning, embodied learning, and technology-supported learning environments. Furthermore, the findings highlight several research gaps, including limited empirical studies explicitly linking metaphorical thinking and mathematical reasoning, insufficient longitudinal evidence, and limited comparative analysis across metaphor types. Overall, this review emphasizes the need for more theoretically integrated and empirically grounded studies on metaphor-based mathematical reasoning in mathematics education.

Evaluasi Pengetahuan, Sikap, dan Kebutuhan Guru Pasca Workshop Integrasi Artificial Intelligence dalam Pembelajaran : Pengabdian Entit Puspita; Siti Fatimah; Dyah Lyesmaya; Siti Wahyuni; Lia Yulianti; Tatag Yudha Pranahadi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.6932

Artificial Intelligence (AI) berpotensi meningkatkan kualitas pembelajaran, namun kesiapan guru dalam mengintegrasikannya masih beragam. Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan memperkuat kompetensi guru dalam pemanfaatan AI serta mengevaluasi pengetahuan, sikap, dan kebutuhan guru terkait implementasi AI di sekolah. Kegiatan dilaksanakan melalui model training–practice–mentoring yang melibatkan 20 guru SD dan SMP di Kecamatan Cibadak, Sukabumi. Data dikumpulkan menggunakan pre-test dan post-test, angket skala Likert, serta pertanyaan terbuka, kemudian dianalisis secara deskriptif melalui perhitungan N-Gain dan analisis tematik. Hasil menunjukkan peningkatan pengetahuan guru dengan nilai N-Gain sebesar 0,667 (kategori sedang) serta sikap yang sangat positif terhadap penggunaan AI dengan rata-rata skor 4,44 dari skala 5,00. Guru juga mengharapkan pelatihan berbasis praktik, pendampingan berkelanjutan, dan dukungan infrastruktur untuk mendukung implementasi AI. Temuan ini menunjukkan bahwa guru memiliki kesiapan yang baik untuk mengadopsi AI dalam pembelajaran dan memerlukan pengembangan kompetensi yang berkelanjutan. Artificial Intelligence (AI) has the potential to improve the quality of learning, but teacher readiness to integrate it remains variable. This Community Service (PkM) activity aims to strengthen teacher competency in utilizing AI and evaluate teacher knowledge, attitudes, and needs related to AI implementation in schools. The activity was implemented through a training-practice-mentoring model involving 20 elementary and junior high school teachers in Cibadak District, Sukabumi. Data were collected using pre- and post-tests, Likert-scale questionnaires, and open-ended questions. Data were then analyzed descriptively using N-Gain calculations and thematic analysis. The results showed an increase in teacher knowledge with an N-Gain value of 0.667 (moderate category) and a very positive attitude toward the use of AI with an average score of 4.44 on a scale of 5.00. Teachers also expected practice-based training, ongoing mentoring, and infrastructure support to support AI implementation. These findings indicate that teachers are well-prepared to adopt AI in learning and require ongoing competency development.

Evaluasi Pengetahuan, Sikap, dan Kebutuhan Guru Pasca Workshop Integrasi Artificial Intelligence dalam Pembelajaran: Pengabdian Entit Puspita; Siti Fatimah; Dyah Lyesmaya; Siti Wahyuni; Lia Yulianti; Tatag Yudha Pranahadi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6950

ANALYSIS OF STUDENT ERRORS IN COMPUTATIONAL THINKING BASED ON NEWMAN’S ERROR ANALYSIS IN STATISTICS Raden Arsyilia Putri Makin Nabila; Rizky Rosjanuardi; Siti Fatimah
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9318

Purpose – Computational thinking is a fundamental skill every individual must possess, alongside reading and writing. Limitations in implementing this skill lead to student errors. This study aims to analyze errors in computational thinking using Newman’s error analysis in statistics.Methodology – The research method was qualitative, using a case study approach, and was conducted with 17 ninth-grade students from a junior high school in Garut Regency who had studied statistics. Three students were selected as subjects, each representing a different category of computational thinking. Data were collected through a computational thinking essay test containing decomposition, pattern recognition, abstraction, and algorithmic thinking in each question, as well as interview results.Findings – S1, S2, and S3 made errors in the computational thinking components. In decomposition, S1 and S2 made no errors, while S3 made a comprehension error. In pattern recognition, S1 made no errors, while S2 and S3 made understanding errors. In abstraction, S1 also made no errors, whereas S2 and S3 made errors in understanding and transformation. In algorithmic thinking, all three subjects made errors, specifically process skills errors and errors in writing the final answer.Contribution – This study contributes to educational assessment by showing how Newman Error Analysis evaluates students’ cognitive processes in computational thinking within mathematics learning. The findings provide diagnostic information that helps teachers make instructional decisions, develop targeted interventions, and improve evaluation practices in statistics education.

TRANSPOSISI DIDAKTIK KONSEP TURUNAN FUNGSI: PRADETEKSI LEARNING OBSTACLE PADA SISWA SMA DALAM STUDI INTERPRETIF DDR Fitriana Eka Chandra; Didi Suryadi; Siti Fatimah; Nanang Priatna; Hernani Kilkoda
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.15944

Penelitian ini bertujuan untuk menganalisis transposisi didaktik internal dan eksternal konsep turunan fungsi pada siswa SMA. Penelitian ini adalah penelitian kualitatif yang merupakan studi awal dari serangkaian proses penelitian desain didaktik (DDR). Penelitian transposisi didaktik ini merupakan bagian dari tahap pertama dalam penelitian DDR yakni analisis prospektif, yaitu 1) analisis buku teks matematika kelas XII dalam bentuk analisis prakseologi buku teks dan 2) analisis situasi didaktik dalam bentuk hasil wawancaran dengan guru dan analisis buku catatan siswa dalam bentuk analisis prakseologi didaktik guru. Hasil penelitian menunjukkan bahwa baik buku teks maupun situasi didaktik pembelajaran guru keduanya belum sistematis karena sajian pengetahuan dalam keduanya tidak sesuai urutannya dengan sajian pengetahuan dalam buku matematika scientific knowledge dan belum epistemik karena siswa tidak dilibatkan secara langsung untuk mengkontruksi pengetahuaannya sendiri untuk mendapatkan pengetahuan yang justified true belief sehingga berpeluang membuat siswa mengalami learning obstacle (LO), baik itu LO epistemik, LO ontogenik, maupun LO didaktik. Penelitian ini diharapkan memberikan kontribusi untuk memperluas kajian transposisi didaktik pada materi kalkulus sekolah yang berpeluang menimbulkan learning obstacle pada siswa dan kelanjutannya digunakan sebagai referensi dalam merancang desain didaktik baru pada materi turunan fungsi di sekolah menengah atas.

Analysis of the influence of the existence of national exams, school origin, and tutoring on mathematics motivation using decision tree Ma'ulfi Kharis Abadi; Dadan Dasari; Siti Fatimah; Agus Hendriyanto
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18743

Mathematics is essential as it forms the foundation for sciences applied in the real world. Students' success in learning mathematics is crucial and must be prioritized. To understand and excel in mathematics, diligent study is required. Students who study diligently are often motivated by external factors such as outcomes, targets, environment, and teachers. Enthusiasm serves as the driving force that fosters the desire to learn effectively. Thus, motivation is a critical and consistent factor that encourages students to study diligently, ultimately improving their mathematics learning outcomes. This study examines the influence of school origin, national exams (UN), and tutoring on students' motivation to learn mathematics. The research involves a preliminary study, data collection, and analysis using a decision tree with the help of the Orange application. The results indicate that high motivation levels are more common among students attending public schools and those influenced by the presence of national exams. The findings of this study should be utilized by the government to enhance students' learning motivation and significantly improve mathematics learning outcomes. The study suggests targeted actions, including equitable resource allocation, alternative evaluation systems, teacher training, and enhanced counseling services, to effectively boost students' learning motivation and improve the overall quality of education. This research contributes by providing empirical evidence on the factors influencing students' motivation to learn mathematics, offering insights that can inform policies and interventions aimed at fostering a more effective and engaging learning environment.

Local Instruction Theory Linear Inequality of One Variable Based on RME to Cultivate Students’ Mathematical Communication Iryana Muhammad; Al Jupri; Kusnandi; Siti Fatimah
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10325

Mathematical communication is a fundamental competency that allows students to interpret, represent, and convey mathematical ideas effectively. This study aims to examine the achievement of students' mathematical communication skills through the application of Local Instructional Theory (LIT) to one-variable linear inequality material within the framework of Realistic Mathematics Education (RME). The research uses a design research approach carried out through two teaching experiments, namely TE-1 with 31 students and TE-2 with 26 students at one of the junior high schools in Lhokseumawe. The results showed a significant increase from TE-1 to TE-2 in three indicators of mathematical communication ability, namely: (1) describing graphs into mathematical sentences (58% → 77%); (2) describe or explain mathematical ideas in writing (45% → 96%); and (3) expressing the situation into mathematical language or symbols and developing a solution strategy (39% → 77%). This increase is influenced by the revision of the learning design, which is carried out cyclically and reflectively, so that students better understand the context of the problem, can reflect on the thinking process, and convey solutions mathematically. These findings provide the implication that LIT-based learning design with an RME approach can be a practical reference for teachers and curriculum developers in designing learning activities that systematically and contextually encourage students' mathematical communication skills. This research also affirms the potential of design research in developing local instructional theories that bridge theoretical insights with classroom learning practices.

Meta-analysis of flipped classroom model to promote mathematical higher-order thinking Novita Fatmiyati; Dadang Juandi; Siti Fatimah
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.21669

Numerous studies have explored how the flipped classroom affects satisfaction, learning outcomes, and attitudes of both teachers and students. However, there is a gap in research regarding its impact on higher-order thinking. This meta-analysis aims to fill this gap by assessing the effect size of the flipped classroom model on students’ mathematical higher-order thinking. Data from 30 primary studies, including journal articles, proceedings, theses, and dissertations, were analyzed using Comprehensive Meta-Analysis (CMA) Version 4 Software. These studies included 1,043 students in the experimental groups and 970 in the control groups. The analysis revealed a pooled effect size of 1.094, indicating a significant positive impact. Notably, the effect size remained consistent across various educational levels, sample sizes, years of study, types of learning media, and higher-order thinking indicators. This suggests the versatility and effectiveness of the flipped classroom model across different educational settings, including middle school, high school, and college, regardless of class size or learning media used.

Co-Authors Adam Nugraha Agung Wicaksono Agus Hendriyanto Al Husaeni, Dwi Fitria Aloisius Loka Son Anggit Prabowo Ani Nur Aeni, Ani Nur Annisa Desti Fahjri Anwar Asep Bayu Dani Nandiyanto Aulia Nisa Asyani Cangra Nalika Khadijah Dadan Dasari Dadang Juandi Darhim Darhim Defany Dwi Rahmadhani Dewi, Dinie Anggraeni Dian Usdiyana Dicky Kurniawan Didi Suryadi Dikky Rahmanto Dinata, Fentiawati Trysna Dwi Warli Dyah Lyesmaya Endang Cahya Mulyaning A. Enjun Junaeti Entit Puspita Febrianti, Tri Sedya Fitriana Eka Chandra Furi Furnamasari, Yayang Ghina Fauziah Hazimah Hani Risdiany Hanne Ayuningtias Elsa Hawa Zahra Aghniya Hernani Kilkoda Husnul Khatimah Rusyid Imam Nugraha Albania Indah Cahaya Putri Iryana Muhammad Iryana Muhammad Istianti, Tuti Jajang Kusnendar Jarnawi Afgani Dahlan Jihe Chen Kintan Tyara Augie Kusnandi Kusnandi Kusnandi Kusnandi Lia Yulianti Lia Yulianti Ma'ulfi Kharis Abadi Marsanda Claudia Parameswara Masta, Al Azhary Muh. Faiz Setyono MUH. HUSEN ARIFIN Muntazhimah Muntazhimah Nanang Priatna Nelly Fitriani Nita Delima Novita Fatmiyati Pradipta Swiantana Prayoga Prihantini Putri Salma N Raden Arsyilia Putri Makin Nabila Ragadhita, Risti Raisatunnisa Rani Fitriani Rasim, Rasim Reni Wahyuni Resy Nirawati Rifa Rizqiyani Ririn Sispiyati Rizky Rosjanuardi Saleh Nugraha Haryadin Septia Wahyuni Silmi Ghaida Silsi Nur Azizah Siti Wahyuni Sufyani Prabawanto, Sufyani Suhendra, S Sumarni Sumarni Tatag Yudha Pranahadi Tatag Yudha Pranahadi Tatang Herman, Tatang Tuti Istiani Wihardi, Yaya Yani Siti Tuadah Afriani Yaya S. Kusumah Yaya S. Kusumah Yaya S. Kusumah Yaya Sukjaya Kusumah

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