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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Didactic Mathematics Journal of Mathematics Instruction, Social Research and Opinion Edumatica: Jurnal Pendidikan Matematika Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Polyhedron International Journal in Mathematics Education Kreano, Jurnal Matematika Kreatif Inovatif International Journal of Didactic Mathematics in Distance Education Panicgogy International Journal Jurnal Pendidikan MIPA Journal on Mathematics Education
Alsulami, Naif Mastoor
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Eksplorasi Kebutuhan Perkuliahan Kalkulus pada Kelas Kolaboratif: Apakah Integrasi Virtual Reality Berbasis Etnomatika Diperlukan? Gunadi, Farid; Isnawan, Muhamad Galang; Rusmayadi, Muh.; Santosa, Farah Heniati; Nurafifah, Luthfiyati; Mulyana, Diki; Alsulami, Naif Mastoor
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 2 (2024): Edumatica: Jurnal Pendidikan matematika (Agustus 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i2.35707

Abstract

Integral calculus is an important course, but it often becomes a problematic phenomenon for students, even in collaborative learning settings. Various types of research have been conducted to examine this phenomenon, one of which is phenomenology. The purpose of this study is to analyze the experiences of students in collaborative integral calculus courses. The study involved two program chairs, two lecturers, and nineteen prospective mathematics teachers from programs in Indramayu and Mataram, Indonesia. The main instrument in this study was the researcher, supported by additional tools such as program observation sheets, lecturer interview guides, and student questionnaires. The research data were analyzed using thematic analysis. The findings revealed several challenges in the course, such as students' lack of readiness for online learning and visualization, the short duration of discussion videos that were not yet linked to real-world contexts, and unstable internet connections. Although the outcomes of collaborative learning have not surpassed those of conventional methods, there are several advantages, such as students being able to replay discussion videos and gain new peers. This study recommends that collaborative learning should utilize virtual reality based on ethnomathematics, increase the number of discussion videos, and strengthen students' prerequisite knowledge to better meet the needs in integral calculus courses.
Optimizing students’ mathematical problem-solving abilities through geoboard-assisted didactic design on triangular number pattern material Isnawan, Muhamad Galang; Sudirman, Sudirman; Sukarma, I Ketut; Wahyuni, Fitry; Alsulami, Naif Mastoor
Journal of Didactic Mathematics Vol 4, No 3 (2023): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i3.2073

Abstract

The research aimed to optimize students’ mathematical solving abilities through the implementation of a didactic design developed based on lesson study activities on triangular number patterns. The research design used was didactical design research. Participants in the study were 10 students (12–15 years old) at a junior high school in Mataram, Indonesia. The researcher was the main instrument, with several additional instruments, one of which was the didactic hypothesis design. The data were analyzed using qualitative analysis. The research results revealed an increase in students’ mathematical problem-solving abilities during the implementation of didactic design on triangular number pattern material. However, the increase that occurred was less than optimal. This increase resulted from the didactic design encouraging students to use Quizizz, geoboards, and inspirational videos to solve problems. However, when watching inspirational videos and Quizizz, there were problems, such as an unstable internet connection, so activities that should have been done in groups were done collectively for one class.
Significance and Process of Fraction Concept Comprehension: A Study of Learning Constraints from the Perspective of Mathematics Instructors Alsulami, Naif Mastoor; Galang Isnawan, Muhamad
Panicgogy International Journal Vol. 1 No. 1 (2023): PIJ
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v1i1.37

Abstract

Conversion of mixed numbers into improper fractions was one of the challenging formulaic issues in fraction learning that posed problems in education. However, there were not many studies investigating this conversion. Furthermore, few studies have attempted to provide solutions regarding this conversion issue. Therefore, this study aimed to identify the learning constraints students experienced when converting mixed numbers into improper fractions and offer alternative solutions to minimize these learning obstacles. The research design used to achieve this goal was didactical design research (DDR). DDR was chosen as it employed the identified learning constraints to develop didactic designs in fraction learning. Participants in this study were mathematics teachers aged 26, with less than five years of teaching experience. The primary instrument in this research was the researcher, using several supplementary tools such as a fraction comprehension test, interview guidelines, and didactic designs. Data were subsequently analyzed using qualitative data analysis. The research findings revealed that students were indicated to encounter learning obstacles of an epistemological nature, as they seldom initiated learning with real-life problems. The proposed solution in the didactic design was using problems as initial situations in learning, which would then be responded to by students in the form of didactic conditions. The recommendation offered in this study is implementing the didactic design itself.
Integrating Edutourism and Epistemic Learning Patterns in Science Modules: A Strategy to Enhance Students’ Ecological Awareness Kuswara, Raden Didi; Fadli, Ahmad; Hadi, Marham Jupri; Sahratullah, Sahratullah; Wirentake, Wirentake; Alsulami, Naif Mastoor
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp261-286

Abstract

Education is a key factor in tackling climate change, and educational tourism (edutourism) is a new approach to environmental education with supporting teaching materials. This research aims to develop and evaluate the effectiveness of a science module on educational tourism, integrated with environmental education, for enhancing students’ ecological awareness. The module was designed using the 4D development model (define, design, develop, and disseminate) within an ELP approach. Validation by 10 experts, including experts in learning, environmental, and educational tourism, as well as research instruments, confirmed that the module and instrument were suitable for use. The implementation phase tested module effectiveness using a quasi-experimental design with a non-equivalent control group across three meetings, including field observations, presentations of observational results, and the design of simple solutions to environmental problems. A total of 75 students from 3 secondary schools participated in this study, with 43 in the experimental group and 33 in the control group. Descriptive analysis indicated an increase in ecological awareness in both groups, with a larger increase in the experimental group, as evidenced by post-test averages of 19.79 and 16.03, respectively. Further analysis with ANCOVA showed a significant effect of the instructional treatment on post-test scores after controlling for pre-test differences (F(1, 73) = 9.066, p = 0.004, partial η² = 0.110). The findings suggest that edutourism-based learning, which emphasizes direct interaction with nature, observation activities, and student-designed solutions to environmental problems, effectively promotes student ecological awareness. This study contributes to contextual and constructivist learning literature by demonstrating the role of authentic, ecology-based learning experiences in science education. However, implementation challenges related to access, logistics, and limited intervention duration remain. Future research should explore longitudinal and interdisciplinary approaches, including technology-supported alternatives, to overcome contextual constraints. Keywords: environmental education, educational tourism, ecological awareness, integration, science module.
Exploring mathematics concepts in Palestinian Keffiyeh motifs: An autoethnographic study Fathir, Amrul Huda; Mariana, Neni; Dellarosa, Maretha; Gunansyah, Ganes; Alsulami, Naif Mastoor
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp159-178

Abstract

Culturally significant artifacts have long been recognized in ethnomathematics as sites where mathematical ideas are embedded and expressed through visual and symbolic forms. However, research remains limited on how such artifacts—particularly those originating beyond local classroom cultures—can be systematically analyzed to reveal mathematical structures relevant to school mathematics. Addressing this gap, the present study explores the mathematical concepts embedded in Palestinian Keffiyeh motifs and examines their potential relevance for mathematics learning, with a particular focus on geometry. Adopting a qualitative autoethnographic approach, the study draws on narrative writing and dialogic engagement with relevant literature to examine recurring structural patterns within Keffiyeh designs. The analysis identifies three central mathematical structures: tessellation generated through geometric transformations, hierarchical composition of planar shapes, and layered symmetry operating at both global and sub-unit levels. To enhance interpretive rigor and curricular alignment, an in-depth interview was conducted with a mathematics education expert to validate the identified mathematical interpretations and clarify their correspondence with school-level geometry concepts. The findings suggest that Keffiyeh motifs exemplify sophisticated geometric organization and reveal cross-cultural commonalities in mathematical patterning found in culturally meaningful artifacts. From a pedagogical perspective, these motifs offer rich contexts for geometry instruction through visualization tasks, construction and decomposition activities, and formative assessment of students’ geometric reasoning. While the study does not provide empirical classroom-based evidence, it contributes conceptually and methodologically to ethnomathematics by demonstrating how reflective and dialogic inquiry can be used to systematically uncover mathematical meaning in cultural artifacts. Limitations related to interpretive subjectivity are acknowledged, and directions for future classroom-based and cross-cultural research are outlined.
Co-Authors Ahmad Fadli Ardyansyah, Ananta Bonyah, Ebenezer Dejarlo, Jenisus O. Dellarosa, Maretha Farah Heniati Santosa, Farah Heniati Fathir, Amrul Huda Ganes Gunansyah García-García, Javier Gunadi, Farid Hadi, Marham Jupri Hasanah, Samudra Mutiara Imam Pakhrurrozi, Imam Isnawan, Muhamad Galang Istiqomah, Sucita Annisa Belia KETUT SUKARMA . Kuswara, R. Didi Muhammad Halqi Mulyana, Diki Munzil Neni Mariana Nurafifah, Luthfiyati Oktavia Sulistina Pochulu, Marcel David Rahayu*, Sri Rusmayadi, Muh Sahratullah Samsul Bahri Samsuriadi, Samsuriadi Sri Supiyati, Sri Sudirman Sudirman Sudirman Wanda Nugroho Yanuarto Yahmin Yahmin