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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
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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Activity Contents Of Mathematical Communication In Merdeka Curriculum Textbooks Of Grade VII On Plane Geometry Materials Tri Sedya Febrianti; Jarnawi Afgani Dahlan; Siti Fatimah
PAEDAGOGIA Vol 27, No 2 (2024): PAEDAGOGIA Jilid 27 No 2 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i2.84504

Abstract

This research was conducted to analyze the availability of activity content in curriculum merdeka textbooks of grade VII on plane geometry materials published by the Ministry of Education and Culture of the Republic of Indonesia. The research method was carried out in a descriptive qualitative manner with the type of textbook content analysis. Mathematical communication indicators are used as the aspect of analysis. The research results obtained are that all activities in this book have been able to support the improvement of students' mathematical communication competence, although there are no special labels or instructions related to mathematical communication indicators embedded in each activity so that the meaning is still implied or based on the opinion of researchers with adjusted theory used in relation to mathematical communication. From the data analysis that has been done, it can be concluded that the content material is good enough based on the percentage category table for the suitability of book activity, which is equal to 39%. Based on the research this books can help students develop their mathematical communication ability  with teacher guidance. However, basically this book provides sufficient activities as an effort to improve students' mathematical communication skills if teachers are able to use this book well as a resource and learning media in the classroom
Enhancing Students’ Self-Determination through a Local Instruction Theory in Mathematics Iryana Muhammad; Al Jupri; Kusnandi Kusnandi; Siti fatimah
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13141

Abstract

The struggle of junior high school students to grasp One-Variable Linear Inequalities often stems from a lack of internal motivation and self-determination. Addressing this challenge, the present study explores the potential of a Local Instruction Theory (LIT) based learning design to foster students’ self-driven engagement in mathematics. Conducted in two instructional cycles with students in Lhokseumawe, Indonesia, the study employed a qualitative approach using a 24-item Likert-scale questionnaire measuring autonomy, competence, relatedness, and active willingness to learn. The results of the self-determination questionnaire analysis showed clear positive changes. The total subjects in this study was 57 students, of whom 31 participated in the first experimental phase (TE-1). Only 16% of students showed high self-determination. In contrast, in the second phase (TE-2) with 26 students as subjects in the first experimental phase (TE-1), only 16% of students demonstrated high self-determination. In contrast, in the second phase (TE-2), In the second phase (TE-2), the proportion of students with high self-determination increased from 16% to 35%, while the medium category decreased from 77% to 62% and the low category declined from 6% to 4%. These results highlight the promise of contextual, structured instruction supported by well-designed learning materials in cultivating students’ intrinsic motivation. More broadly, this study offers a compelling direction for designing affective-centered math instruction. Future research is encouraged to integrate multiple data sources and expand LIT implementation across diverse mathematical domains
UNDERSTANDING STUDENTS’ MATHEMATICAL COMMUNICATION AND SELF-CONFIDENCE: IMPLICATIONS FOR STUDENT-CENTERED MATHEMATICS CLASSROOMS Annisa Desti Fahjri; Siti Fatimah; Tatang Herman
ALGORITMA: Journal of Mathematics Education Vol. 8 No. 1 (2026): ALGORITMA: Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v8i1.51187

Abstract

Abstract Mathematical communication and self-confidence are essential components of mathematics learning, yet many students still struggle to express mathematical ideas and lack confidence in communicating their opinions. This study aims to analyze students’ mathematical communication skills and self-confidence and explore the pedagogical factors influencing these outcomes. A mixed-methods approach with an exploratory sequential design was employed involving eighth-grade students from a junior high school in Bandung. Data were collected through a self-confidence questionnaire, a mathematical communication test, and semi-structured interviews, and analyzed using quantitative and qualitative methods. The findings indicate that most students demonstrated moderate levels of mathematical communication (82.76%) and self-confidence (65.51%). Interviews revealed that limited classroom participation, fear of making mistakes, and teacher-centered instruction hindered the development of both skills. These findings highlight the importance of implementing more participatory, student-centered pedagogical practices to foster students’ mathematical communication and self-confidence. Abstrak Komunikasi matematis dan kepercayaan diri merupakan komponen penting dalam pembelajaran matematika, tetapi banyak siswa masih kesulitan mengungkapkan ide matematis dan kurang percaya diri saat menyampaikan pendapat. Penelitian ini bertujuan menganalisis kemampuan komunikasi matematis dan kepercayaan diri siswa serta mengeksplorasi faktor-faktor pedagogis yang memengaruhinya. Penelitian menggunakan pendekatan mixed methods dengan desain exploratory sequential yang melibatkan siswa kelas VIII di salah satu SMP di Kota Bandung. Data dikumpulkan melalui angket, tes, dan wawancara semi-terstruktur, kemudian dianalisis secara kuantitatif dan kualitatif. Hasil menunjukkan bahwa sebagian besar siswa berada pada kategori sedang dalam kemampuan komunikasi matematis (82,76%) dan kepercayaan diri (65,51%). Wawancara mengungkap bahwa rendahnya partisipasi, ketakutan melakukan kesalahan, dan pembelajaran yang berpusat pada guru menghambat perkembangan kedua aspek tersebut. Temuan ini menegaskan pentingnya praktik pembelajaran yang lebih partisipatif dan berpusat pada siswa untuk mengembangkan komunikasi matematis dan kepercayaan diri.
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