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All Journal Suska Journal of Mathematics Education Jurnal Elemen Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Analisa Procediamath Bio Educatio : The Journal of Science and Biology Education Theorems (The Original Research of Mathematics) SJME (Supremum Journal of Mathematics Education) Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Mosharafa: Jurnal Pendidikan Matematika Nama jurnal : International Journal of Education and Humanities Journal of Mathematics Instruction, Social Research and Opinion Indonesian journal of teaching and learning Journal of Mathematics Learning Innovation (JMLI) International Journal of Contemporary Studies in Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Trends in Mathematics Education Research (IJTMER) International Journal of Mathematics and Mathematics Education (IJMME) ITEJ (Information Technology Engineering Journals) Eduma : Mathematics Education Learning and Teaching
Arif Abdul Haqq
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Developing Pedagogically Aligned AR Media for Teaching Polyhedra in Junior Secondary Education Arif Abdul Haqq; Hendri Handoko; Reo Al Farizi
ITEJ (Information Technology Engineering Journals) Vol. 10 No. 1 (2025): June
Publisher : Pusat Teknologi Informasi dan Pangkalan Data IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/itej.v10i1.260

Abstract

This study presents the design and evaluation of marker-based augmented reality instructional media using Unity and Vuforia to support polyhedra learning in junior high school geometry. The development followed the 4D model and was grounded in a five-phase learning trajectory consisting of exploration, manipulation, analysis, application, and reflection. The AR media features interactive 3D polyhedron models, net unfolding animation, and formula overlays, each activated through printed markers. The design was informed by students’ learning needs, particularly difficulties in visualizing shapes, distinguishing surface area from volume, and applying geometric formulas correctly. Expert validation using Aiken’s V confirmed strong instructional alignment. Student perception data, classroom observations, and teacher interviews indicated that the media enhanced spatial reasoning, improved engagement, and encouraged verbal mathematical discourse. The findings support the integration of AR into structured pedagogical sequences and demonstrate its potential to improve geometry instruction in diverse classroom settings.
Implementation of H5P-assisted Teaching Materials on Mathematical Understanding Based on Learning Style Arif Abdul Haqq; Hendri Handoko; Anita Syafianti
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.16608

Abstract

This study aimed to examine the impact of H5P-assisted teaching materials on students' mathematical understanding, with a focus on the role of learning styles. Utilizing a quasi-experimental design with a pretest-posttest control group model, the research was conducted among students from two homogeneous classes within the Mathematics Education Program at UIN Siber Syekh Nurjati Cirebon. The participants consisted of 99 students selected through purposive sampling based on their initial mathematical abilities to ensure comparability between groups. These participants were then divided into an experimental group, which utilized H5P interactive teaching materials, and a control group, which received conventional instruction. The findings indicated that students with a visual learning style exhibited significantly greater enhancements in mathematical understanding compared to those with auditory and kinesthetic learning styles after exposure to H5P-assisted materials. ANOVA and multiple comparison (LSD) tests revealed significant differences between the visual group and both the auditory and kinesthetic groups, with no significant differences between the latter two groups. These results highlight the importance of tailoring teaching materials to students' learning styles to enhance mathematics learning outcomes
The effects of e-problem-based learning on students’ geometry problem-solving performance across Polya’s stages Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Sulistiawati Sulistiawati; Dionisio Aquino Alves
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.v12i2.33540

Abstract

This study addresses persistent difficulties in students’ geometry problem-solving, particularly in coordinating representations and applying structured reasoning. Prior research has shown the potential of problem-based learning (PBL) and digital tools; however, limited evidence exists regarding how technology-enhanced PBL supports students’ engagement across Polya’s problem-solving stages. To examine this issue, a quasi-experimental pretest–posttest control group design was employed involving two intact undergraduate geometry classes. The experimental group was taught using e-Problem-Based Learning (e-PBL), while the control group received conventional instruction. Students’ performance was measured using a Polya-based problem-solving test. Data were analyzed using descriptive statistics, assumption testing, and an independent samples t-test. The results showed that the experimental group outperformed the control group (M = 70.74 vs. 65.07), with a statistically significant difference (p < .001) and a large effect size (d = 1.16). Performance gains were observed across all four stages of Polya’s framework, particularly in the planning and reflection stages. These findings suggest that e-PBL is associated with improved mathematical problem-solving performance by supporting structured reasoning and reflective thinking. The research emphasizes the necessity of integrating digital scaffolding and collaborative inquiry in geometry instruction.
Development of an Augmented Reality-Integrated Student Worksheet (LKPD) to Enhance Mathematics Learning Outcomes Sri Murni Hidayani; Arif Muchyidin; Arif Abdul Haqq
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.395

Abstract

This study aims to develop and assess the quality of an Augmented Reality-Integrated Student Worksheet (LKPD) to enhance seventh-grade students' mathematics learning outcomes in spatial geometry. The research follows the Plomp development model, consisting of four phases: preliminary investigation, design, realization, and test-evaluation-revision. The LKPD was validated by three experts, including two mathematics education specialists and one instructional design expert. Practicality tests were conducted with one mathematics teacher and 31 students from SMP Negeri 16 Cirebon. The validation results indicate that the LKPD is highly valid, with a content validity score of 87.56% and a design validity score of 87.22%. Practicality tests showed positive responses from teachers (80%) and students (72.30% in small groups and 77.64% in field trials). Based on pre-test and post-test results, effectiveness testing yielded an N-Gain score of 0.58, categorized as moderate effectiveness. These findings suggest that the Augmented Reality-Integrated LKPD is a feasible and effective learning tool for mathematics education. However, limitations include compatibility issues with Android versions above 10 and dependency on coloured markers for AR recognition. Future research should focus on improving AR functionality for broader accessibility.
Epistemic Agency in Dialogic Mathematics Teaching: An Explanatory Sequential Design of Online and Offline Contexts Arif Abdul Haqq; Yohanes Leonardus Sukestiyarno; Isnarto Isnarto; Bambang Eko Susilo
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3477

Abstract

Pedagogi dialogis memfasilitasi proses berpikir bersama dalam pembelajaran matematika, namun dinamika agensi epistemik pada moda daring dan luring masih jarang dipahami secara mendalam. Penelitian ini menelusuri bagaimana agensi epistemik memengaruhi komunikasi matematis pada dua kelas dialogis yang melibatkan 55 mahasiswa Pendidikan Matematika UIN Siber Syekh Nurjati Cirebon. Melalui desain mixed methods eksplanatori, tahap kuantitatif menilai perbedaan capaian komunikasi, sementara tahap kualitatif menggambarkan pengalaman mahasiswa melalui wawancara dan observasi kelas. Hasil menunjukkan bahwa kelas luring mencapai kinerja komunikasi lebih tinggi, sementara pola capaian komunikasi berbeda secara deskriptif di sepanjang tingkat agensi epistemik. Data kualitatif memperlihatkan bahwa interaksi tatap muka memberi ruang bagi inisiatif spontan, penilaian sejawat yang lebih kaya, serta alur diskusi yang lebih fleksibel. Sebaliknya, interaksi daring cenderung membatasi partisipasi. Temuan ini menunjukkan bahwa agensi epistemik tidak hanya hadir dalam proses dialogis, tetapi juga berkelindan dengan capaian komunikasi, dengan implikasi bagi rancangan pembelajaran dialogis yang lebih adil. Dialogic pedagogy provides a foundation for cultivating reasoning and communication in mathematics; however, the emergence of epistemic agency across learning modalities remains underexplored. This study investigated how epistemic agency relates to mathematical communication in online and offline dialogic settings, employing an explanatory sequential mixed-methods design with 55 mathematics education students at UIN Syekh Nurjati Cirebon. The quantitative phase employed a quasi-experimental approach supported by validated instruments, while the qualitative phase drew on interviews and classroom observations. The results indicate that offline learning produced higher communication performance, with descriptive differences in communication patterns observed across levels of epistemic agency. Qualitative evidence illustrated how offline interaction encouraged initiative, appraisal, framing, and shared involvement, whereas online environments tended to constrain these expressions. The study highlights distinct enactments of epistemic agency across modalities and their implications for dialogic mathematics instruction.
From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Sulistiawati Sulistiawati; Aditiya Eka Nugraha
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3613

Abstract

Penelitian ini mengkaji bagaimana mahasiswa mengalami dan memaknai tahapan pemecahan masalah Polya saat mengerjakan tugas geometri dalam lingkungan electronic Problem-Based Learning (e-PBL) yang diimplementasikan melalui sistem manajemen pembelajaran berbasis Moodle yang dikustomisasi. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa artefak pemecahan masalah tertulis, wawancara semi-terstruktur, dan jejak digital selama e-PBL. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan pengodean deduktif berdasarkan empat tahap Polya dan pengodean induktif untuk menangkap pola penalaran yang muncul. Hasil penelitian menunjukkan bahwa pemecahan masalah berlangsung secara dinamis dan rekursif. Tahap memahami dan merencanakan melibatkan penafsiran ulang representasi multimodal, sedangkan tahap pelaksanaan ditandai oleh pergeseran representasi yang memperjelas konsep. Prompt reflektif dalam e-PBL mendukung deteksi kesalahan dan penguatan konsep, serta menegaskan peran tahap evaluasi. This study examines how students experience and interpret Polya’s problem-solving stages while working on geometry tasks in an electronic Problem-Based Learning (e-PBL) environment implemented through a customized Moodle based learning management system. Using a qualitative descriptive design, data were collected from written problem-solving artefacts, semi-structured interviews, and digital traces generated during e-PBL activities. The data were analyzed using thematic analysis following Braun and Clarke, combining deductive coding based on Polya’s four stages with inductive coding to capture emerging reasoning patterns. The findings indicate that problem-solving is enacted as a dynamic and recursive process rather than a linear sequence. Understanding and planning involve repeated reinterpretation of multimodal representations, while execution is characterized by representational shifts that support conceptual clarity. Reflective prompts in e-PBL facilitate error detection and conceptual consolidation, highlighting the importance of the evaluative stage.
Empirical Didactical Design Using the Zone of Proximal Development to Address Learning Obstacles in Social Arithmetic Roikhatul Jannah; Arif Abdul Haqq; Widodo Winarso
International Journal of Education and Humanities Vol. 6 No. 2 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is motivated by the persistent learning obstacles students face in mastering social arithmetic, which hinder conceptual understanding and the ability to apply mathematical concepts to real-life contexts. The study aims to (1) identify students' learning obstacles in social arithmetic, (2) develop a didactical design based on the zone of proximal development that aligns with students' learning trajectories and obstacles, and (3) analyze the implementation of the design to produce an empirical didactical design that optimizes students' potential. The research was conducted at a public junior high school (SMP) in Indonesia and employed a didactical design research approach comprising three phases. The first phase, prospective analysis, involved identifying learning obstacles among 33 eighth-grade students and developing a Hypothetical Learning Trajectory (HLT) and an Analytical Design Plan (ADP). The second phase, meta-didactical analysis, consisted of implementing the didactical design with 29 seventh-grade students and analyzing their responses. The third phase, retrospective analysis, connected the findings from the implementation with the initial design hypothesis to develop an empirical didactical design. Data were collected through diagnostic tests, interviews, observations, and documentation. The results indicate that the developed didactical design effectively reduced students' learning obstacles, with a decrease of 0.51 in the obstacle score (moderate category). Some aspects require refinement, particularly in managing instructional duration. The design also enabled students to reach the actual development stage, fostered constructive social interactions, and facilitated the application of social arithmetic concepts in realistic contexts. These findings imply that didactical designs grounded in the zone of proximal development can serve as an effective strategy to enhance students' conceptual understanding and socio-mathematical skills, while providing a flexible framework that adapts to individual learning obstacles in Indonesian junior high schools
Integrating Adaptive Testing into Flipped Mathematics Classrooms: Effects on Prospective Teachers' Critical Thinking and Reasoning Quality Arif Abdul Haqq; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Siti Rahmah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1316

Abstract

This study addresses the limited development of students’ mathematical critical thinking ability in conventional classrooms and investigates the effectiveness of a flipped classroom supported by adaptive testing. The objective of this study is to examine the effect of this instructional approach on students’ mathematical critical thinking ability. An explanatory sequential mixed-methods design with a quasi-experimental pretest–posttest control group structure was employed, involving 64 students assigned to experimental and control groups. Data were collected through pre- and posttests, interviews, and classroom observations. Quantitative analysis using an independent samples t-test revealed a statistically significant difference in posttest scores, t(62) = 4.28, p < .001, with a large effect size (Cohen’s d = 1.07). The experimental group achieved a medium normalized gain (0.47), while the control group demonstrated a low gain (0.18). Qualitative findings indicated that students in the experimental group demonstrated more elaborated argument clarification, systematic process evaluation, relational inference and deduction, and strategic completion of missing information. In contrast, control group responses were predominantly procedural and recall-oriented. These findings suggest that the integration of flipped pedagogy and adaptive testing enhances higher-order reasoning processes and students’ mathematical performance, while adaptive testing is theoretically associated with more calibrated cognitive challenge and potentially more precise ability estimation.
The Evolution of Mathematical Representation Research in Realistic Mathematics Education: A PRISMA-Guided Bibliometric Review Putri Juliyanti; Arif Abdul Haqq; Muhammad Azam
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v5i2.2377

Abstract

Purpose – Mathematical representation is a core component of Realistic Mathematics Education (RME), enabling learners to construct mathematical meaning through multiple representations. Despite the growing body of research, existing reviews largely emphasize instructional effectiveness or bibliometric trends without explaining the field's intellectual evolution. This study mapped the evolution of mathematical representation research within RME by examining its research landscape, knowledge diffusion, intellectual structure, thematic development, and future directions. Methodology – An integrated Systematic Literature Review and bibliometric analysis was conducted following the PRISMA protocol. Thirty-eight English-language journal articles indexed in Scopus were analysed using VOSviewer through publication trend analysis, collaboration networks, keyword co-occurrence, overlay and density visualisations, and bibliographic coupling. Findings – Research has progressed through four developmental phases: Foundation, Expansion, Diversification, and Integration. The findings reveal global knowledge diffusion from the Netherlands as the theoretical origin to Indonesia as the principal site of contextual adaptation, with Malaysia serving as a key regional collaborator. Four interconnected intellectual domains emerged: instructional design, mathematical representation, assessment, and educational technology. Emerging research frontiers include longitudinal representational development, adaptive assessment, artificial intelligence, teacher professional learning, and cross-cultural implementation. Novelty – This study proposes a theory-oriented bibliometric synthesis that integrates research trends, knowledge diffusion, intellectual structures, thematic evolution, and research frontiers into a unified conceptual framework. Significance – The findings provide an evidence-based foundation for theory development, research prioritisation, and instructional innovation, advancing mathematical representation as a central construct in contemporary mathematics education.
The Intellectual Structure and Emerging Research Frontiers of Mathematical Reasoning in Cognitive Processes: A Bibliometric Analysis and Systematic Literature Review Miratus Sholikha; Arif Abdul Haqq; Nasir Umar
Indonesian Journal of Teaching and Learning (INTEL) Vol. 5 No. 3 (2026)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v5i3.2369

Abstract

Purpose – Mathematical reasoning has become a central focus of mathematics education research; however, existing evidence remains fragmented across cognitive, pedagogical, affective, and representational perspectives. Previous reviews have rarely integrated bibliometric mapping with systematic evidence synthesis to explain the intellectual development of this field. This study aims to examine the intellectual structure, thematic evolution, and emerging research frontiers of mathematical reasoning in cognitive processes. Methodology – This study employed a mixed-review design integrating bibliometric analysis and a Systematic Literature Review (SLR). Bibliographic data were retrieved from the Scopus database and selected using the PRISMA 2020 framework, resulting in 334 eligible journal articles. Bibliometric mapping was conducted using VOSviewer to analyse publication trends, country productivity, author collaboration, keyword co-occurrence, and density visualization, while qualitative synthesis was used to interpret thematic development and identify research gaps. Findings – The results reveal three major findings. First, scientific production has increased markedly since 2018, reflecting growing international interest in mathematical reasoning within cognitive processes. Second, mathematical reasoning functions as the intellectual hub linking cognitive, pedagogical, linguistic, semiotic, and affective perspectives. Third, affective constructs, particularly motivation and self-efficacy, remain underrepresented, highlighting important opportunities for future interdisciplinary research. Novelty – This study provides the first integrated synthesis combining bibliometric analysis and PRISMA-guided SLR to map the intellectual structure, thematic evolution, and research frontiers of mathematical reasoning in cognitive processes. Significance – The findings offer an evidence-based foundation for researchers, curriculum developers, and mathematics educators to develop more comprehensive theoretical models and interdisciplinary research agendas that integrate cognitive, affective, and instructional dimensions of mathematical reasoning.
Co-Authors Aditiya Eka Nugraha Alves, Dionisio Aquino Anita Syafianti Arif Muchyidin Arif Muchyidin Bambang Eko Susilo Budi Manfaat Darwan, Darwan Dessy Pangestu Putri Dionisio Aquino Alves Dionisio Aquino Alves Dionisio Aquino Alves Durrotun Nasihah Ebenezer Bonyah Ena Sakinah Farizi, Reo Al Gita Fuji Lestari HANDOKO, HENDRI hendri raharjo, hendri Ifat Sarifayani Intan Widya Lestari Isnarto Isnarto Isti Hidayah Isti Hidayah Hidayah Larsari, Vahid Norouzi Lestiana, Herani Tri Mafatikah, Putri Mardiatus Solehah Maula, Minhatul Miftakhul Jannah Minhatul Maula Miratus Sholikha Muhammad Azam Muhammad Hafeez Mutiara Ayu Lestari Mutiara Sari Nasir Umar Nugraha, Aditiya Eka Nur Wiyandari Nur'azizah Nur'azizah Nurma Izzati Nurma Izzati Onwardono Rit Riyanto Putri Juliyanti Raman Kumar Reo Al Farizi Roikhatul Jannah Rojak, Abdul Rojak Sirojudin Wahid Siti Nurfadillah Siti Rahmah Sri Murni Hidayani Subarkah, Muhamad Rizki Sulistiawati Sulistiawati Sulistiawati Sulistiawati Syafianti, Anita Toheri Toheri Weylin Widodo Winarso Widodo Winarso Yohanes Leonardus Sukestiyarno Zakiyyah, Zakiyyah