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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Penelitian dan Pengembangan Pendidikan Publikasi Pendidikan Jurnal Elemen Edukasi: Jurnal Pendidikan Wacana Akademika : Majalah Ilmiah Kependidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Indonesian Journal of Science and Mathematics Education Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika BAREKENG: Jurnal Ilmu Matematika dan Terapan Dinamisia: Jurnal Pengabdian Kepada Masyarakat Journal of Honai Math JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Pendidikan Matematika (Kudus) Indiktika : Jurnal Inovasi Pendidikan Matematika SJME (Supremum Journal of Mathematics Education) Surya Abdimas FIBONACCI: Jurnal Pendidikan Matematika dan Matematika To Maega: Jurnal Pengabdian Masyarakat Transformasi : Jurnal Pendidikan Matematika dan Matematika Equals : Jurnal Ilmiah Pendidikan Matematika Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Mosharafa: Jurnal Pendidikan Matematika Journal of Educational Management and Instruction (JEMIn) INCOME: Indonesian Journal of Community Service and Engagement Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pendidikan MIPA SJME (Supremum Journal of Mathematics Education)
Riki Andriatna
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Transportation Other

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SENTIMENT ANALYSIS OF PRE-SERVICE MATHEMATICS TEACHER THROUGH NAÏVE BAYES CLASSIFIER: THE CASE OF MATHEMATICAL ABSTRACTION PROBLEM Andriatna, Riki; Dasari, Dadan
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 19 No 3 (2025): BAREKENG: Journal of Mathematics and Its Application
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/barekengvol19iss3pp1485-1498

Abstract

Mathematical abstraction as part of mathematical thinking process is an important and fundamental process in mathematics and its learning. Pre-service mathematics teachers' experiences and sentiments towards mathematical abstraction can contribute to the way they teach in the future. This study involved 67 Pre-service Mathematics Teachers at one of the Universities in Central Java Province who aimed to analyze their sentiments towards mathematical abstraction problems. The data collection technique used a questionnaire to reveal the Pre-service Mathematics Teacher's response to abstraction problems. Sentiment analysis is used to analyze the responses given which are categorized into positive, negative, or neutral. The technique used in the research is Naïve Bayes Classifier Multinomial. The classification results show 62.9% negative sentiment, 24.2% neutral sentiment, and 12.9% positive sentiment. In addition, the model evaluation results show an accuracy value of 66.7% which indicates the reliability of the model in classifying the sentiments expressed by Pre-service Mathematics Teachers towards mathematical abstraction problems. Pre-service Mathematics Teacher sentiment towards mathematical abstraction problems is dominated by negative sentiment. This shows that the process of mathematical abstraction is still considered a complicated and confusing process.
Exploring Technology, Role, and Components of Computational Thinking in Mathematics Learning: A Systematic Literature Review Andriatna, Riki; Turmudi, Turmudi
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i3.30440

Abstract

Computational thinking as a 21st century skill has attracted the attention of researchers, including in mathematics education. This research identifies the use of technology, the role and components of computational thinking in mathematics learning. This study uses a sysematic literature review with procedure consisting of planning the review, conducting the review, and reporting the review. The articles used came from the Scopus database in the 2010-2024 publication time range. Based on the PRISMA protocol involving criteria such as type of publication, language, field of study, publication stage, and accessibility to the article, 11 articles were obtained with the most research conducted in Spain. The research conducted involved many students and teachers as the object of research, including pre-service teachers. The reviewed studies also revealed that most of the computational thinking research used qualitative methods where the role of computational thinking in the research was mostly as a process or activity or tools used in learning, either using technological devices or in the form of unplugged activites. In addition, the results of the review of selected articles also reveal that the components of decomposition, pattern recognition, abstraction, and algorithm are still dominating as the main components studied in computational thinking.
Didactic Situations in Fraction Learning with PhET Colorado for Seventh Grade Students Ira, Ira Kurniawati; Imam Sujadi; Riki Andriatna; Arum Nur Wulandari; Yuli Bangun Nursanti
Jurnal Pendidikan dan Pengajaran Vol 58 No 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v58i1.86279

Abstract

This research problem focuses on identifying the characteristics of didactical situations in learning fraction concepts that involve interactions between teachers, students, and materials. This research aims to analyze how didactical situations can support more effective and meaningful learning through the use of technology, particularly Colorado PhET simulation. This research is descriptive qualitative research with case study design. The research subject was a seventh grade junior high school mathematics teacher who was selected by purposive sampling. Data were collected through observations, interviews, and tests to understand the dynamics of learning. The instruments used were interview guides, observation sheets, and test questions. The data were analyzed using a thematic analysis approach to identify patterns in the interaction of teachers, students, and learning materials. The results showed that the characteristics of the didactical situation in learning the concept of fractions include: (1) learning that supports students' independent knowledge construction; (2) cooperative learning; (3) use of contextual problems relevant to the concept of fractions; (4) optimization of PhET Colorado to evaluate students' understanding; and (5) use of scaffolding by teachers to strengthen concept understanding. The conclusion of this research is that the didactical situation built can improve the effectiveness of mathematics learning and students' understanding of fraction concepts. The implication of this research can provide an alternative for teachers in designing more interactive and meaningful learning by utilizing technology in didactical situations.
Exploring students’ concept images of fractions: A hermeneutic phenomenology study Andriatna, Riki
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i1.23753

Abstract

Understanding the concept of fractions is a crucial aspect of mathematics learning; however, students often develop diverse mental representations of this concept. This study aims to describe students' concept image in understanding fractions, particularly their interpretation. A qualitative approach with the hermeneutic phenomenology method was employed, where data were collected through written tests and interviews with eight selected students. Data analysis was conducted using the Constant Comparative Method (CCM), with validation through triangulation and peer debriefing. The findings reveal that students possess various concept images of fractions, including fractions as separate numbers, as numbers consisting of a numerator and denominator, as a single entity, as a part of a divided whole, and as numbers related to other mathematical concepts. However, students' understanding of their concept images remains limited, potentially leading to errors in solving fraction problems. The diversity of concept images reflects differences in students' learning experiences, highlighting the need for more varied and contextual teaching approaches in presenting fraction concepts. These findings imply the need for more effective instructional strategies to optimize students' understanding and minimize future learning barriers.
Students’ ability of understanding concepts and computational skill based on learning styles in the discovery learning model Hapsari, Rania Febri; Kuswardi, Yemi; Andriatna, Riki
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.879

Abstract

Students often face difficulties in both understanding mathematical concepts and performing computations, largely because current teaching methods have not fully supported the development of these skills. This study aims to determine the effect of discovery learning model on conceptual understanding and computational skills based on students' learning styles. This study used a quantitative study with a quasi-experimental design that employed a control group design with a posttest only. This study involved 62 students from a State Junior High School in Sukoharjo Regency, selected through cluster random sampling, with 31 in the experimental group experiencing discovery learning and 31 in the control group receiving direct instruction. Data collection used a test method to measure the ability to understand concepts and computational skills and a questionnaire to categorize students’ learning styles. The data analysis technique used multivariate analysis of variance (MANOVA). The results showed that (1) conceptual understanding and computational skills who were given discovery learning was significantly better than students who were given direct learning; (2) there is no difference in conceptual understanding and computational skills of visual, auditory, and kinesthetic learning style students; (3) in visual, auditory, and kinesthetic learning styles, discovery learning produces better conceptual understanding and computational skills than direct learning; and (4) in discovery learning and direct learing, there is no difference in concept understanding and computational skills of visual, auditory, and kinesthetic learning style students. The results contribute by providing empirical evidence that discovery learning improves students' conceptual understanding and computational skills across different learning styles, providing valuable insights for teachers and curriculum developers in implementing more effective teaching strategies.
Didactic Transposition from Scholarly Mathematics to School Mathematics: The Case of Function Concept Andriatna, Riki; Sujadi, Imam
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1988

Abstract

Konsep fungsi menjadi jembatan beberapa konsep lain dalam matematika sehingga memberikan pandangan berbeda terhadap suatu permasalahan dalam matematika. Dengan demikian, proses transposisi pengetahuan menjadi sangat penting untuk diperhatikan. Penelitian ini bertujuan melihat transposisi konsep fungsi dari scholarly mathematics terhadap school mathematics. Penelitian menggunakan pendekatan fenomenologi dengan sumber data yaitu buku teks matematika universitas yaitu analisis real, struktur aljabar, dan kalkulus, serta buku teks sekolah yaitu matematika kelas X dan XI dari Kemendibudristek. Teknik analisis data yaitu deskriptif kualitatif. Hasil analisis menunjukkan transposisi terjadi pada konteks serta struktur dan bentuk. Pada konteks, konsep fungsi dapat dilihat pada bagaimana konsep fungsi tersebut dikonstruksi, dimana pada scholarly mathematics, konsep fungsi dibentuk dari konsep abstrak, sedangkan di school mathematics konsep fungsi didasarkan pada konsep konkret yang kemudian mengarah pada konsep abstrak. Pada aspek struktur dan bentuk, transposisi didaktis dapat dilihat dari penyajian konsep fungsi, dimana pada scholarly knowledge konsep fungsi disajikan dalam notasi abstrak, sedangkan pada school mathematics disajikan dalam beragam bentuk seperti diagram. The concept of function becomes a bridge for several other concepts in mathematics so as to provide a different view of a problem in mathematics. Thus, the process of knowledge transposition is very important to be considered. This study aims to look at the transposition of the concept of function from scholarly mathematics to school mathematics. This research used phenomenological approach. The data sources in this study are mathematics textbooks at the university level, namely real analysis textbooks, algebraic structures, and calculus, while at the school level, namely mathematics textbooks for grades X and XI published by the Ministry of Education, Culture, Research and Technology. The data analysis technique used is qualitative descriptive analysis. The results of the analysis show that transposition occurs in context and structure and form. In the context, the function concept can be seen in how the function concept is constructed, where in scholarly mathematics, the function concept is formed from abstract concepts, while in school mathematics the function concept is based on concrete concepts which then lead to abstract concepts. In the aspect of structure and form, didactic transposition can be seen from the presentation of the function concept, where in scholarly knowledge the function concept is presented in abstract notation, while in school mathematics it is presented in a variety forms such as diagrams.
Pelatihan Pemanfaatan Fakta Matematika pada Pembuatan Batik di Sekolah Dasar Untuk Mendukung Implementasi Kurikulum Merdeka Nursanti, Yuli Bangun; Sujadi, Imam; Wulandari, Arum Nur; Andriatna, Riki; Kurniawati, Ira
Abdimas Galuh Vol 6, No 1 (2024): Maret 2024
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v6i1.12654

Abstract

Implementasi Kurikulum Merdeka menerapkan adanya pembelajaran diferensiasi, yaitu pembelajaran yang memberikan keleluasaan pada siswa untuk meningkatkan potensi diri sesuai dengan kesiapan belajar maupun bakat minatnya. Para guru dituntut mau dan mampu mengenali potensi atau kemampuan setiap siswa. Selain itu Kurikulum Merdeka juga bertujuan untuk mewujudkan insan yang memiliki karakter Profil Pelajar Pancasila. Penguatan Profil Pelajar Pancasila difokuskan dalam rangka penguatan karakter yang tumbuh dan bisa dibangun serta diintegrasikan dengan mata pelajaran. Matematika merupakan pelajaran yang dianggap sulit bagi kebanyakan siswa sehingga banyak yang tidak tertarik untuk mempelajari. Tim Pengabdian Research Group Dikdasmen Prodi Pendidikan Matematika FKIP UNS melaksanakan pengabdian untuk memanfaatkan fakta matematika pada pembuatan batik di sekolah dasar Kecamatan Jatisrono Kabupaten Wonogiri untuk mendukung implementasi Kurikulum Merdeka. Tujuan dari pemanfaatan ini agar guru dapat merancang pembelajaran matematika yang tidak hanya fokus pada konsep matematika namun juga memuat nilai etnomatika dengan memperkenalkan budaya lokal salah satunya Batik Wonogiren dari Wonogiri kepada siswa SD sehingga pembelajaran menjadi bermakna dan menyenangkan. Kegiatan pengabdian kepada masyarakat dengan skema PKM-UNS ini berupa pendampingan kepada guru kelas dan siswa Sekolah Dasar di Kecamatan Jatisrono, dengan pilot project di SD Negeri Pelem Jatisrono. Pendampingan ini melibatkan 35 guru kelas. Kegiatan pelatihan meliputi sosialisasi implementasi kurikulum merdeka secara mandiri, pendampingan penyusunan perangkat pembelajaran berupa Alur Tujuan Pembelajaran (ATP) dan Modul Pembelajaran, mengimplementasikan rancangan perangkat pembelajaran di sekolah pilot project, serta Gelar Karya dan FGD dalam rangka desiminasi hasil pendampingan kepada seluruh guru Sekolah Dasar di Kecamatan Jatisrono.
Tinjauan Self-Efficacy Siswa pada Model Pembelajaran Missouri Mathematics Project terhadap Kemampuan Komunikasi Matematis Asfanudin, Imam Nurrochman; Kurniawati, Ira; Riki Andriatna
SJME (Supremum Journal of Mathematics Education) Vol 8 No 1 (2024): 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.v8i1.10433

Abstract

This study aims to see the effect of Missouri Mathematics Project learning model on students' mathematical communication ability in terms of students' mathematical self-efficacy. This research is a quasi-experimental. The population in this study were all grade X students in one of the public high schools in Surakarta city in 2023. The sample in this study was taken by cluster random sampling consisting of two classes, namely the experimental class that received the Missouri Mathematics Project learning model and the control class that received the Problem-Based Learning model. Data collection techniques through questionnaires to obtain data on student self-efficacy and student mathematical communication ability tests to obtain data on students' mathematical communication ability. Data analysis technique used two-way ANOVA with unequal cells. The results showed that the mathematical communication ability of students who were given the Missouri Mathematics Project learning model were better than students who were given the Problem-Based Learning model, both in general and in terms of student self-efficacy, both high, medium, and low. In the aspect of self-efficacy, both in general and in each learning model, high self-efficacy has the same good mathematical communication ability as moderate self-efficacy, high self-efficacy students have better mathematical communication ability than students with low self-efficacy, and moderate self-efficacy students have better mathematical communication ability.
Uncovering Key Educational Predictors of GPA in Mathematics Education Undergraduates: A Decision Tree Classification Study Andriatna, Riki; Dasari, Dadan
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2267-2282

Abstract

Student academic achievement in the form of Grade Point Average (GPA) is one of the measures to assess the quality of learning. Not only are individual cognitive factors a determinant of students' high GPAs, but other non-cognitive factors can affect GPA achievement. Therefore, this study aims to examine the factors that influence academic achievement, as measured by GPA. This study was a descriptive quantitative study involving 63 mathematics education student respondents, to identify the factors that influence the GPA achievement of students in the mathematics education study program. The data was analyzed descriptively and tested using a decision tree. Based on the decision tree algorithm, the results showed that learning methods were the dominant factor in classifying student GPA achievements, specifically whether the GPA of 3.50 or higher or less than 3.50. Students with a GPA of 3.50 or higher tend to benefit positively from discussion-based learning methods, while those with a GPA of less than 3.50 tend to engage more with traditional learning approaches. In addition to learning methods, factors such as the reason for choosing the study program, parents’ educational background, and the duration of independent study time also contribute to strengthening or weakening students’ GPA achievements. In the model evaluation results, the decision tree algorithm showed good predictive performance, demonstrating its effectiveness in classifying students based on their GPA achievement levels. Therefore, the results of this study can serve as a reference for educators and educational institutions to design more effective pedagogical strategies that not only strengthen cognitive skills but also foster the holistic development of students in mathematics education programs.    Keywords: classification, decision tree, grade point average, mathematics education.
Penguatan Kompetensi Guru Matematika SMP dalam Merancang Pembelajaran Berdiferensiasi pada Kurikulum Merdeka Sujadi, Imam; Andriatna, Riki; Kurniawati, Ira; Wulandari, Arum Nur; Nursanti, Yuli Bangun
INCOME: Indonesian Journal of Community Service and Engagement Vol 5 No 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v5i1.1946

Abstract

Satuan pendidikan melalui Kurikulum Merdeka berkewajiban untuk memfasilitasi siswa dalam memaksimalkan potensi dan kemampuan individu setiap siswa, salah satunya melalui pembelajaran berdiferensiasi. Pembelajaran berdiferensiasi merupakan pembelajaran yang didasarkan pada kebutuhan siswa, baik kesiapan belajar siswa, minat belajar, dan profil belajar siswa. Akan tetapi, terdapat hambatan yang dialami oleh guru, khususnya guru Matematika SMP di kota Surakarta, dalam memahami pembelajaran berdiferensiasi, baik secara konsep maupun pelaksanaannya. Guru masih mengalami hambatan dalam menyusun alur dan proses pembelajaran berdiferensiasi. Untuk itu, dilakukan pelatihan implementasi pembelajaran berdiferensiasi yang melibatkan guru Matematika SMP di kota Surakarta sebanyak 20 orang. Adapun tahapan kegiatan yang dilakukan yaitu: (1) penyampaian materi mengenai kebijakan Kurikulum Merdeka dan pembelajaran berdiferensiasi; dan (2) perancangan pembelajaran matematika pembelajaran berdiferenisasi. Kegiatan pelatihan memberikan pemahaman kepada guru Matematika SMP kota Surakarta terkait pembelajaran berdiferensiasi, pada aspek konsep pembelajaran berdiferensiasi maupun merancang pembelajaran matematika dengan pendekatan pembelajaran berdiferenisasi melalui menggunakan kerangka backward design.
Co-Authors Alfiany, Zakiah Arum Nur Wulandari Arum Nur Wulandari Asfanudin, Imam Nurrochman Aulia Nurmalitasari Bisri Musa Azhari BUDIYONO Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Dadan Dasari Dyah Ratri Aryuna Ema Prasetyaningsih Yulianti Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Puteri Hapsari, Rania Febri Hasna Azifatun Nazwa Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Ira Kurniawati Ira Kurniawati Ira, Ira Kurniawati Izmi Azizah Kurniawati, Ira Kusumadewi, Yuvita Andriani Nurisa Kamila Nursanti, Yuli Bangun Puteri, Hanifa Alifia Ramdan Faturohman, Deni Turmudi Wulandari, Arum Nur Yemi Kuswardi, Yemi Yuli Bangun Nursanti Yuli Bangun Nursanti