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Duano Sapta Nusantara

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Author-ID : 1940378

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Exploring Junior High School Students’ External Representations in Solving Solid Geometry Problems: A Descriptive Qualitative Study Fadhia Aliva Wibowo; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.734

External representation is essential in mathematics learning because it enables students to express and operationalize abstract ideas. However, many junior high school students still struggle to coordinate visual, mathematical, and verbal representations when solving solid geometry problems. This study aims to explore how students demonstrate external representations in solving solid geometry tasks by analyzing their pretest responses. A descriptive qualitative method was used involving nine students who completed a pretest, from which three were purposively selected to represent high, medium, and low levels of external representation ability. Data were collected using a test instrument based on indicators of visual, mathematical, and verbal representations. The results show that high-performing students can consistently produce accurate visualizations, mathematical expressions, and written explanations, while medium-performing students demonstrate inconsistent and partial representations. Low-performing students encounter major difficulties in generating meaningful representations. The findings suggest that teachers should strengthen geometry instruction by promoting the balanced use of visual, mathematical, and verbal representations to support students’ conceptual understanding.

Students’ Analogical Reasoning in Solving Number Pattern Problems Intan Juniarmi; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.735

This study aimed to analyze students’ answers in solving number pattern problems in terms of analogical reasoning ability. Six seventh-grade students with varying academic levels participated in the study. Data were collected through written tests and semi-structured interviews, then analyzed using the analogical reasoning framework, which includes four indicators: encoding, inferring, mapping, and applying. The results showed that the total scores of the six participants ranged from 18 to 30. Student 1 obtained the lowest score (18), indicating weaknesses particularly in applying pattern rules to determine the required terms correctly. In contrast, Students 3, 4, and 5 achieved the maximum score of 30, demonstrating consistency in recognizing pattern rules, mapping structural similarities, and applying their reasoning accurately across tasks. The average total score was 27.5, suggesting that most students demonstrated relatively strong analogical reasoning skills, although some individuals still experienced difficulty in the applying stage, which demands higher precision and conceptual understanding. The study contributes to understanding how analogical reasoning influences students’ mathematical problem-solving and offers pedagogical insights for enhancing instruction of non-routine tasks through reasoning-based learning strategies.

From Answers to Thinking: Students’ Critical Thinking Skills in Solving Problems on Nets of Solid Figures Riska Amelia; Feri Tiona Pasaribu; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.759

This study aims to describe students' critical thinking skills in solving mathematical problems, particularly in geometry. The indicators used refer to Facione’s framework, which includes interpreting, analyzing, applying, evaluating, and concluding. This research employs a qualitative descriptive method with ninth-grade students as the research subjects. Data were obtained from students’ written test results and supported by interviews to explore their reasoning processes. The findings reveal that students’ critical thinking skills remain relatively low, especially in evaluation and conclusion. Most students can interpret and apply concepts but have difficulty analyzing problems deeply or verifying their solutions. These results indicate the need to develop innovative teaching materials and learning strategies to enhance students’ critical thinking skills.

Exploring Elementary Students’ Mathematical Reasoning through Patterns and Geometric Shapes: A Case Study at MI Salamah, Jambi City Milla Rodhiana Rasyid; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.763

This study examined the mathematical reasoning abilities of elementary students at MI Salamah, in Jambi City, on the topics of patterns and geometric figures. The research was motivated by the limited number of studies that explore students’ real-time reasoning processes in elementary geometry contexts. The study aimed to describe how students with different ability levels demonstrate mathematical reasoning when solving pattern and geometry problems. A descriptive qualitative method was applied, involving three purposively selected fifth-grade students representing high, medium, and low ability levels. Data were collected through two open-ended reasoning tasks developed based on four indicators: making conjectures, performing mathematical manipulations, providing justification, and drawing conclusions. The findings revealed clear variations in students’ reasoning abilities: high-ability students demonstrated logical reasoning but had difficulty generalizing patterns; medium-ability students showed partial conceptual understanding with inconsistent justifications; and low-ability students relied on guessing without coherent reasoning. These results indicate that students tended to depend on procedural thinking rather than conceptual reasoning. The study contributes to understanding the developmental shift from procedural to conceptual reasoning and offers implications for designing instructional activities that strengthen reasoning in elementary mathematics learning.

Mapping Research Trends and Thematic Evolution in Ethnomathematics 2020-2025: A Bibliometric Analysis in Mathematics Education Fidella Justine Mulyadi; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.965

This study maps the development of ethnomathematics research from 2020 to 2025 through a bibliometric analysis of Scopus-indexed publications. Using VOSviewer, publication trends, influential authors, institutional collaborations, and thematic structures were identified and visualised. The findings reveal substantial growth in ethnomathematics publications beginning in 2021, with Indonesia emerging as the most productive contributor. Four dominant thematic clusters were identified: teacher pedagogy, cultural artefacts and symbolism, cognitive development in geometry and spatial reasoning, and sociocultural knowledge systems. Visualisation analyses indicate a thematic transition from traditional cultural documentation toward innovation in instructional media and 21st-century learning approaches. The results highlight the pivotal role of teachers in mediating cultural knowledge within classroom practices. Overall, the study demonstrates that ethnomathematics is evolving into a multidimensional research field that integrates culture, education, cognition, and technology, while offering promising directions for future research in computational ethnomathematics, culturally responsive pedagogy, and digital learning environments.

A Bibliometric Study of Global Research Trends on Dyscalculia Najwa Olifia Annnisa Rambe; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.966

Dyscalculia is a mathematics learning disability that is receiving increasing attention in international research. However, systematic mapping of the development and direction of global research in this field remains limited. Therefore, this study aims to analyze global research trends on dyscalculia from 2020 to 2025 by examining publication dynamics, thematic structure, and collaboration patterns among researchers and countries. This study employed a bibliometric approach with data obtained from the Scopus database. The analysis was conducted using VOSviewer software to visualize the network of keyword co-occurrences, authorship, and geographic distribution of publications. The analysis results show a significant increase in publications, particularly after 2021, reflecting growing scientific attention to dyscalculia in the context of mathematics learning difficulties and neurodevelopmental research. The thematic analysis identified five main clusters: cognitive, pedagogical, psychological, demographic, and theoretical, which are interconnected and demonstrate that dyscalculia is understood as a multifactorial disorder involving both cognitive and instructional aspects. Furthermore, research contributions are still dominated by developed countries such as the United States and the United Kingdom, although contributions from Indonesia and other developing countries are increasing. These findings underscore the importance of interdisciplinary collaborations integrating neuroscience, pedagogy, and technology as a foundation for developing inclusive, evidence-based learning interventions for students with dyscalculia.

Mapping the Research Landscape of Mathematical Reasoning: A Bibliometric Study of the Last Decade Nuria Amanda Manda; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.970

Mathematical reasoning is recognized as a core competency in mathematics education; however, a comprehensive overview of its research development and thematic evolution remains limited. This study aims to map the research landscape of mathematical reasoning over the last decade in order to identify publication trends, influential contributors, and emerging research themes. A quantitative bibliometric approach was employed using Scopus-indexed journal articles, which were analyzed and visualized through VOSviewer to examine co-authorship networks, keyword co-occurrence, and thematic evolution. The findings indicate a significant growth in publications since 2018, reflecting increasing global attention to mathematical reasoning. The results further reveal that research in this field has developed multidimensionally, integrating cognitive, pedagogical, evaluative, and contextual dimensions, with a recent shift toward assessment practices, problem-based learning, and technology-enhanced instruction. These findings confirm that mathematical reasoning has become a mature and strategically important field in mathematics education, while highlighting opportunities for further research that integrate digital innovation and deep learning-oriented approaches.

Students' Creative Thinking Indicators in Solving Open-Ended Problems Across Different Levels of Mathematical Ability Maifa Munsyaila Putri; Rohati Rohati; Duano Sapta Nusantara
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.v5i2.1364

Previous studies have examined mathematical creative thinking in open-ended problem solving; however, qualitative investigations that explicitly trace the emergence of each creative thinking indicator — fluency, flexibility, originality, and reasoning depth — across different mathematical ability levels remain limited. Departing from the traditional elaboration indicator, this study adopts reasoning depth to more accurately capture students' process-oriented mathematical reasoning, representing a conceptual novelty in the assessment framework applied. This study aims to describe how students' mathematical creative thinking indicators emerge in solving open-ended problems based on mathematical ability. A descriptive qualitative approach was employed with six students from SMA Negeri 14 Kota Jambi, Indonesia, representing high, medium, and low mathematical ability levels. Data were collected through written tests and semi-structured interviews and analyzed through data reduction, data display, and conclusion drawing. The findings indicate that mathematical ability shapes students' creative thinking profiles but does not guarantee the development of all indicators. Fluency and reasoning depth emerged more consistently among high-ability students, while originality remained the most constrained indicator across all groups, regardless of ability level. Medium-ability students showed inconsistent indicator emergence, whereas low-ability students exhibited limited development across all four indicators. These findings imply the need for instructional designs that integrate open-ended tasks with strategies explicitly promoting divergent thinking, strategic flexibility, and reflective reasoning across all ability levels.

Global trends in metacognition research for mathematics learning: A systematic literature review Viona Yuliza; Rohati Rohati; Duano Sapta Nusantara
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33665

Although metacognition plays a pivotal role in mathematics learning, comprehensive studies mapping the global research landscape over the past five years remain scarce. This study addresses this gap by systematically examining global metacognitive research in mathematics education from 2021 to 2025. A systematic literature review (SLR) integrated with bibliometric analysis was conducted on 29 studies retrieved from six scientific databases (Scopus, ScienceDirect, PubMed, ERIC, Springer, and IEEE Xplore), following PRISMA 2020 guidelines. Two independent reviewers conducted screening; disagreements were resolved through discussion. Bibliometric visualization was performed using VOSviewer 1.6.20. Four main findings emerged: (1) research trends reveal theoretical maturity from basic studies toward cognitive-affective integration and technology-enhanced interventions; (2) Turkey and Indonesia lead research productivity (14% each), with Asian countries accounting for 55% of total output; (3) methodological approaches are balanced across qualitative, quantitative, and mixed-methods designs; and (4) metacognitive awareness significantly predicts mathematics achievement, operates within an integrated cognitive-affective system, shows individual differences, and is trainable through interventions, yet low-achieving students exhibit calibration problems. This study lays the groundwork for designing evidence-based metacognitive interventions and informing future research directions in mathematics education. Researchers and curriculum designers are encouraged to prioritize longitudinal designs, valid assessment instruments, and technology integration.

Exploring Creative Thinking in Solving Open-Ended Statistical Problems: A Descriptive Study of Grade 12 Learners at SMA Negeri 14 Jambi Maifa Munsyaila Putri; Rohati Rohati; Duano Sapta Nusantara
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.789

This study examines the creative thinking of Grade 12 students in solving open-ended statistical problems. The research addresses the problem of limited understanding of how students with different mathematical ability levels demonstrate creative thinking when working with open-ended statistical tasks, and aims to describe the fluency, flexibility, originality, and elaboration reflected in their solutions. Three students representing high, medium, and low achievement levels were selected through purposive sampling to capture varied mathematical abilities. Data were collected through written tests and interviews, and analyzed using indicators of fluency, flexibility, originality, and elaboration. An exploratory, qualitative approach was employed to gain in-depth insights into students’ reasoning processes. Results show that the high-achieving student generated two valid datasets (mean = 25, median = 23, mode = 20), the medium-achieving student produced one nearly accurate dataset (mean = 24.9), and the low-achieving student produced a dataset with a mean of 23.5. For the second problem, all students obtained b = 12, but only the high-achieving student justified why it is the minimum. In the third problem, all calculated the average yield as 1.225 tons, yet only the high-achieving student provided a contextual interpretation. These findings indicate that open-ended tasks reveal clear differences in students’ creative thinking. The results suggest that incorporating open-ended problems into statistics lessons can enhance students’ creative mathematical reasoning and support the development of higher-order thinking.

Co-Authors Aan Putra Aan Putra Ade Kumalasari Agyta Meitrilova Ambarita, Sahala Martua Aminah Ramalia Amirul Mukminin Andi Kurnia Riski Sanneng Andika, Windi Dwi Aprilisa, Shinta Arika Sari Asmaul Husna Ayu Luviyanti Tanjung B. Widya Melati Patricia Berliani, Risma Cahyani , Feby Indah Chn, Rafika Riana Da Tien Nguyen Delia Septimiranti Deska, Salsabila Putri Dessy Rahmawati, Dessy Dewi Rawani Dita Nur Syaharani Drajat Friansah Elika Elika Elly Susanti ELLY SUSANTI Elly Susanti Ely Susanti Fadhia Aliva Wibowo Felisha , Melvi Feri Tiona Pasaribu Fidella Justine Mulyadi Fitriyani Fitriyani Florante Ibarra Florante P. Ibarra Hanipa Hanipa Himatul Anisah Ida Hamidah Ilhami, Mohamad Inaara Pangesti Marsyandia Intan Juniarmi Ira Iswari Isnania Isnania Jayanti Jayanti Jayanti Junita, Ranisa Kgaladi Maphutha Kgaladi Maphutha Kgaladi Maphutha Laswadi Laswadi Linda Puspitasari Lisnaini Lisnaini Lusiana Maharani Maharani, Yulianita Maifa Munsyaila Putri Malalina Malalina Maphutha, Kgaladi Marhamah Marhamah Marlina Marlina Meitrilova, Agyta Meryansumayeka Meryansumayeka Milla Rodhiana Rasyid Mursyidah J Parandrengi Najwa Olifia Annnisa Rambe Ninik Purwaning Setyorini Novi Rahmayanti Novi Susanti Nuria Amanda Manda Partono Partono Perdana, Yogi Permatasari, Ranni Pratama, Nasya Aprina Pratiwi, Riszky Pabela Priyanto Priyanto Puspitasari, Linda Rachma Kiraam Rahayu, Chika Ranni Permatasari Ratu Ilma Indra Putri Retno Ayu Wulandari Rini Rini Risda Intan Sistyawati Risdiyanti, Irma Riska Amelia Riszky Pabela Pratiwi Rita Inderawati Rohati Rohati Rohati Roseli Theis Rully Charitas Indra Prahmana Sahala Martua Ambarita Sainuddin, Syamsir Sakiman, Novi Komariyatiningsih Samsuriyadi Samsuriyadi Samsuryadi Samsuryadi Samsuryadi Saskiyah, Sulafah Ansya Satria Bayu Herlambang Sepriliani, Sisca Puspita Setiyani, Eka Denti Setyorini, Ninik Purwaning Sisca Puspita Sepriliani Sistyawati, Risda Intan Soleha, Dwi Ardanti Sophia Rahmawati Sri Sumarni Sri Winarni Suci Hayati Sulafah Ansya Saskiyah Sutrimo Sutrimo, Sutrimo Syutaridho Syutaridho Tanjung, Ayu Luviyanti Tria Gustiningsi Uci Lusinda Viona Yuliza Wardi Syafmen Wibowo, Fadhia Aliva Yelli Ramalisa Yufitri Yanto Yulianita Maharani Yusuf Hartono Zahra Alwi Zahra Alwi, Zahra Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi

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