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All Journal Journal of Medives Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) Delta: Jurnal Ilmiah Pendidikan Matematika Jurnal Pengabdian UNDIKMA Lombok Journal of Science Evolusi: Journal of Mathematics and Natural Sciences Rengganis Jurnal Pengabdian Masyarakat Journal of Mathematics Instruction, Social Research and Opinion Polyhedron International Journal in Mathematics Education The International Journal of Mathematics and Sciences Education
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FKIP Universitas Nahdlatul Wathan
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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The Effect of Mind Mapping Learning Model on Students’ Mathematical Conceptual Understanding of Algebraic Function Derivatives: A Quasi-Experimental Study Samsuriadi Samsuriadi; Indrawati Indrawati; Muh. Rusmayadi
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1660

Abstract

Mathematical conceptual understanding is a fundamental competency in secondary mathematics learning, particularly challenging for topics such as algebraic function derivatives. Limited studies have specifically examined mind mapping as a standalone intervention for this topic at the senior high school level in the Indonesian context. This study examines the effect of the mind mapping learning model on students’ mathematical conceptual understanding of algebraic function derivatives. Quasi-experimental pre-test post-test non-equivalent control group; 42 students (23 experimental, 19 control); five-item essay instrument; Cronbach’s α = 0.78; eight instructional meetings; SPSS 29. The findings indicate  = 3.478, p = 0.001, Cohen’s d = 1.07; post-test mean experimental (78.43) vs control (69.05). Mind mapping significantly and practically improved conceptual understanding. Mind mapping is a viable alternative strategy for teachers to deepen conceptual mastery of derivative rules.
Parents and viewpoints: online learning during the Covid-19 pandemic Muhamad Galang Isnawan; Essa Eqal Almazroei; Evana Gina Shantika; Indrawati; Muh. Rusmayadi; Samsuriadi
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.3

Abstract

Parents play an important role during online learning during the Covid-19 Pandemic. However, there are still not many studies that examine parents' perspectives regarding online learning. Therefore, this study aims to examine the perspective of parents regarding the problems experienced by students during online mathematics learning. Participants in this study were 47 parents of students whose ages ranged from 35 to 50 years. The instrument used was an interview guide in the form of a semi-structured interview. Data were analyzed using NVivo-12-assisted thematic analysis. The results of the study show that parents think students have problems in terms of low understanding of math material and children learning less than optimally while at home. However, some parents also revealed that there were no obstacles during online learning during the Pandemic. The results of this study then recommend that parents immediately provide information to the teacher when they find that children cannot solve problems and parents cannot help children in solving these math problems.
Phenomenological exploration of low conceptual understanding in mathematical story problem-solving among Indonesian Junior High School Students Siti Rauhun; Indrawati Indrawati; Bahri Samsul; Sudirman Sudirman; Ronaldo Rafael Olivero-Acuña
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.186

Abstract

Mathematical story problems present persistent challenges for students worldwide, yet little research explores how students with low conceptual understanding subjectively experience these difficulties. This phenomenological study investigated the lived experiences of 15 Indonesian Grade VIII students (ages 13-15) with low conceptual understanding in mathematical story problem-solving. Using open-ended questionnaires and reflexive thematic analysis, we explored students’ perceptions and challenges in a private junior high school in West Lombok Regency, Indonesia. Three interconnected themes emerged: (1) Internal Psychological Barriers—mathematics anxiety, fixed mindset beliefs, and internalized failure attributions; (2) Cognitive and Linguistic Challenges—difficulties in text comprehension, mathematical representation, strategic knowledge, and multi-step reasoning; and (3) Glimpses of Interest—unexpected positive affective responses to story contexts despite struggles. Findings reveal that low conceptual understanding is not a unitary cognitive deficit but a complex, multi-dimensional phenomenon involving cognitive, affective, linguistic, and motivational dimensions. Students experience multiple, compounding obstacles while carrying emotional burdens that further impede learning. By centering student voice, this study illuminates subjective realities that quantitative achievement data alone cannot capture. Implications suggest effective interventions must comprehensively address conceptual skills, affective barriers, linguistic demands, and motivation simultaneously. For Indonesian contexts, findings call for reconsidering traditional approaches prioritizing procedural fluency over conceptual understanding and student wellbeing. This research advances phenomenological methodology in mathematics education and provides actionable insights for developing responsive, equity-oriented instruction.
Unveiling the roots of students’ low comprehension of quadratic functions: A hermeneutic phenomenological study in a West Lombok junior high school, Indonesia Siti Maemunah; Indrawati Indrawati; Evana Gina Shantika; Muhamad Galang Isnawan; Naif Mastoor Alsulami
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.184

Abstract

Quadratic functions are a core topic in junior high school mathematics, yet many students continue to struggle to master this material. This study explored, in depth, the factors underlying the low comprehension of quadratic functions among eighth-grade students at a public junior high school in West Lombok Regency, Indonesia. A hermeneutic phenomenological design was used to capture students’ lived experiences and interpretations of their learning difficulties, complemented by thematic analysis to identify recurring patterns across responses. Data were collected through an open-ended questionnaire completed by ten purposively selected students and analyzed following Braun and Clarke’s six-phase thematic analysis, assisted by an artificial intelligence tool (ChatGPT) during initial coding and subsequently verified manually by the researchers. The analysis produced ten initial codes, condensed into five categories and, ultimately, four overarching themes: (1) difficulty in understanding basic concepts, (2) lack of participation in learning, (3) less effective teaching methods, and (4) low motivation to learn mathematics. These findings indicate that students’ struggles with quadratic functions stem not merely from the material’s cognitive complexity but from an interplay of cognitive, behavioral, pedagogical, and affective factors. By foregrounding students’ own voices rather than relying solely on achievement scores, this study offers a more holistic understanding of algebra learning difficulties. It recommends that teachers design more contextual, participatory, and enjoyable instructional strategies, supported by visual and concrete media, to strengthen students’ conceptual understanding of quadratic functions and to inform future intervention-based research.
Co-Authors Bahri Samsul Dwi Kartika Risfianty Dwi Kartika Risfianty Essa Eqal Almazroei Evana Gina Shantika Farah Heniati Santosa Farah Heniati Santosa, Farah Heniati Habib Ratu Perwira Negara Imam Pakhrurrozi, Imam Isnawan, Muhamad Galang Muh. Galang Isnawan Naif Mastoor Alsulami Nurmiati, Nurmiati Ronaldo Rafael Olivero-Acuña Rusmayadi, Muh Samsul Bahri Samsuriadi Samsuriadi Samsuriadi Samsuriadi Siti Maemunah Siti Rauhun Sudirman Veithzal Rivai Zainal