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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Elemen Jurnal Gantang Journal of Honai Math JURNAL PENGABDIAN KEPADA MASYARAKAT Journal of Authentic Research on Mathematics Eduacation (JARME) Jurnal Pengabdian Kepada Masyarakat (Mediteg) JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Range : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Polinomial : Jurnal Pendidikan Matematika Euclid Jurnal Elementaria Edukasia Mathematics Education Journal
Al Jupri
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Penguatan Numerasi dan Literasi Digital Bagi Guru dan Calon Guru Matematika Sardin; Wilda Syam Tonra; Roni Priyanda; Hesty Marwani Siregar; Talisadika Serrisanti Maifa; Rani Martalisa Taorina; Iryana Muhammad; Rima Aksen Cahdriyana; Reni Nuraeni; Puji Savvy Dian Faizati; Willy Abdul Ghany; Finola Marta Putri; Marhami; Wahyu Setiawan; Bobbi Rahman; Rindi Antika; Al Jupri; Dadang Juandi
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 14 No 2 (2024): Desember 2024
Publisher : LPPM UNINUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/jpkm.v14i2.3638

Abstract

Kemampuan numerasi pelajar sangat penting untuk menangani masalah matematika yang muncul dalam aktivitas sehari-hari. Hasil PISA dan penelitian ahli menunjukkan bahwa kemampuan numerasi siswa Indonesia sangat rendah. Dalam Revolusi Industri 4.0, teknologi dalam pendidikan matematika sangat penting. Teknologi dalam pendidikan tidak semata-mata bergantung pada alat dan aplikasinya, tetapi juga pada bagaimana guru menggunakannya. PkM ini bertujuan untuk membantu guru dan calon guru matematika memperkuat numerasi dan literasi digital. Perencanaan, pelaksanaan, dan evaluasi adalah tahapan kegiatan PkM ini. PkM ini dilaksanakan secara online melalui pertemuan Zoom. Materi yang disampaikan adalah numerasi dan literasi digital matematika. Berdasarkan hasil evaluasi melalui pretest, posttest, angket literais digital, dan angket kepuasan kegiatan, diperoleh dampak pelatihan bagi peserta yaitu (1) Penguatan materi numerasi memiliki dampak positif terhadap pemahaman konsep numerasi peserta PkM. Hal ini terlihat dari persentase dari jumlah peserta yang menjawab benar pada posttest lebih banyak daripada persentase jumlah peserta yang menjawab benar pada pretest; (2) Penguatan materi literasi digital memiliki dampak positif terhadap keterampilan digital (digital skill) peserta. Hal ini terlihat dari angket literasi digital yang menunjukkan indikator digital skill mendapatkan nilai tertinggi dibandingkan dengan tiga indikator literasi digital lainnya; (3) Pelatihan memberikan motivasi bagi guru dan calon guru untuk merancang pembelajaran yang mendukung kemampuan numerasi siswa dan mengintegrasikan teknologi ke dalam pembelajaran.
Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal pada Konsep Kesebangunan Berdasarkan Newman Error Analysis Putri, Nurmala Setianing; Al Jupri
Polinomial : Jurnal Pendidikan Matematika Vol. 4 No. 2 (2025)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v4i2.1653

Abstract

This research is classified as descriptive qualitative research. The type of research is a case study. The subjects in this study were three students in the Geometry of Plane and Space course. The research instrument used was a question related to the concept of similarity, along with Newman's error analysis sheet, to identify the type of error. The data analysis technique used was to identify and classify errors in students' answers related to questions on the concept of similarity. According to Newman, the answers were further analyzed to describe the types of errors that arise from each category and formulate alternative solutions that can be done to overcome the various types of errors. Based on Newman Error Analysis, the types of errors experienced by students include Comprehension Errors, Transformation Errors, and Process Skills Errors. These types of errors are related to students' lack of understanding regarding the requirements for two triangles to be said to be similar; students are less skilled when carrying out the proof process, which requires supporting information when stating a statement in the proof process, and students' lack of mastery in using the Pythagorean Theorem. Alternative solutions include emphasizing several key aspects related to the concept of similarity, both in terms of the conditions for two triangles to be considered similar and the application of the similarity theorem. It requires considerable practice in constructing mathematical proofs and utilizing the Pythagorean Theorem. Recommendations for subsequent researchers include exploring the types of errors in the concept of similarity in more varied contexts.
Technology Integration in Problem-Based Culturally Responsive Mathematics Learning: A Systematic Literature Review in the Era of Industry 5.0 Fitri, Rahmia Mulya; Al Jupri; Mulyaning, Endang Cahya; Sitanggang, Damra Ali
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i1.3340

Abstract

The Industry 5.0 era demands mathematics learning models that are not only technology-enhanced but also culturally responsive and competence-oriented. This systematic literature review investigates the integration of technology-supported problem-based learning (PBL) with culturally responsive teaching (CRT) in mathematics education. Following the PRISMA 2020 protocol, 24 records were retrieved from Scopus, ScienceDirect, and Google Scholar; five met the inclusion criteria and were thematically analyzed. Results show that PBL supported by technology improves students’ problem-solving skills, mathematical literacy, motivation, and self-regulated learning. However, explicit integration of CRT within these models remains limited. Compared to conventional approaches, a combined PBL-CRT-technology framework holds greater potential to promote meaningful, inclusive, and future-oriented mathematics learning. This review recommends the development of a comprehensive instructional model that aligns cultural relevance, digital innovation, and inquiry-based learning. Implications for research and practice are outlined to support mathematics education in diverse and digitally connected learning environments.
Conceptual understanding of circle elements for visual impairment students: Optimization of sound and tactile features in circle box learning media Rahmatin, Tsania; Al Jupri; Suhendra
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 1s (2025): Special Issue
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v8i1s.26742

Abstract

This study explores the conceptual understanding of visually impaired students regarding circle elements using a learning tool called the Circle Box, which incorporates auditory and tactile features to help students identify circle elements and facilitate subsequent learning. A qualitative naturalistic approach was employed, involving five 8th-grade visually impaired students and two mathematics teachers at a special school in Cimahi. Data were collected through observations, interviews, and a test adapted from Adding It Up: Helping Children Learn Mathematics by the National Research Council. Data were analyzed through reduction, descriptive presentation, verification, and conclusion. The results show that most students successfully identified circle elements and understood key relationships, though challenges remain in verbal explanations and generalizations involving unfamiliar vocabulary. Factors such as age, gender, and the level of visual impairment influence understanding, impacting memorization and confidence. Recommendations for improvements emphasize sound quality, simplified language, and enhanced tactile designs for better usability and learning efficiency.
Penguatan Numerasi dan Literasi Digital Bagi Guru dan Calon Guru Matematika Sardin; Wilda Syam Tonra; Roni Priyanda; Hesty Marwani Siregar; Talisadika Serrisanti Maifa; Rani Martalisa Taorina; Iryana Muhammad; Rima Aksen Cahdriyana; Reni Nuraeni; Puji Savvy Dian Faizati; Willy Abdul Ghany; Finola Marta Putri; Marhami; Wahyu Setiawan; Bobbi Rahman; Rindi Antika; Al Jupri; Dadang Juandi
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 14 No 2 (2024): Desember 2024
Publisher : LPPM UNINUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/jpkm.v14i2.3638

Abstract

Kemampuan numerasi pelajar sangat penting untuk menangani masalah matematika yang muncul dalam aktivitas sehari-hari. Hasil PISA dan penelitian ahli menunjukkan bahwa kemampuan numerasi siswa Indonesia sangat rendah. Dalam Revolusi Industri 4.0, teknologi dalam pendidikan matematika sangat penting. Teknologi dalam pendidikan tidak semata-mata bergantung pada alat dan aplikasinya, tetapi juga pada bagaimana guru menggunakannya. PkM ini bertujuan untuk membantu guru dan calon guru matematika memperkuat numerasi dan literasi digital. Perencanaan, pelaksanaan, dan evaluasi adalah tahapan kegiatan PkM ini. PkM ini dilaksanakan secara online melalui pertemuan Zoom. Materi yang disampaikan adalah numerasi dan literasi digital matematika. Berdasarkan hasil evaluasi melalui pretest, posttest, angket literais digital, dan angket kepuasan kegiatan, diperoleh dampak pelatihan bagi peserta yaitu (1) Penguatan materi numerasi memiliki dampak positif terhadap pemahaman konsep numerasi peserta PkM. Hal ini terlihat dari persentase dari jumlah peserta yang menjawab benar pada posttest lebih banyak daripada persentase jumlah peserta yang menjawab benar pada pretest; (2) Penguatan materi literasi digital memiliki dampak positif terhadap keterampilan digital (digital skill) peserta. Hal ini terlihat dari angket literasi digital yang menunjukkan indikator digital skill mendapatkan nilai tertinggi dibandingkan dengan tiga indikator literasi digital lainnya; (3) Pelatihan memberikan motivasi bagi guru dan calon guru untuk merancang pembelajaran yang mendukung kemampuan numerasi siswa dan mengintegrasikan teknologi ke dalam pembelajaran.
Students’ Mathematical Problem-Solving Ability from the Perspective of Mathematical Anxiety Levels Umbara, Hanifa Dina Aulia Dewi; Suhendra, Suhendra; Al Jupri
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.1640

Abstract

Kemampuan pemecahan masalah matematis siswa di Indonesia masih tergolong rendah, dengan kecemasan matematis diidentifikasi sebagai salah satu penyebab utamanya. Penelitian ini bertujuan untuk menggambarkan kemampuan pemecahan masalah matematika siswa berdasarkan tingkat kecemasan matematisnya, menggunakan pendekatan kualitatif dengan metode studi kasus. Partisipan terdiri dari 39 siswa kelas XI dari sebuah SMA di Kota Serang, Provinsi Banten, yang telah mempelajari barisan dan deret geometri. Data dikumpulkan melalui tes tulis untuk mengukur kemampuan pemecahan masalah matematika serta menggunakan teknik non-tes seperti kuesioner kecemasan matematis dan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan tingkat kecemasan matematis rendah memenuhi semua indikator kemampuan pemecahan masalah matematis, siswa dengan tingkat kecemasan matematis sedang memenuhi tiga dari empat indikator, dan siswa dengan tingkat kecemasan matematis tinggi hanya memenuhi satu dari empat indikator tersebut. Oleh karena itu, guru dan siswa harus mempertimbangkan strategi yang tepat untuk mengurangi kecemasan matematis dalam metode pembelajaran guna meningkatkan kemampuan pemecahan masalah matematis siswa.The mathematical problem-solving ability (MPSA) of students in Indonesia is low, with mathematical anxiety identified as a contributing factor. This research sought to explore students' MPSA from the perspective of mathematical anxiety levels using a qualitative approach with a case study method. The participants included 39 grade XI students from a senior high school in Serang City, Banten Province, who had learned arithmetic and geometric sequences. Data collection included written tests for MPSA and non-test techniques such as mathematical anxiety questionnaire and interviews. The results reveal that students with low mathematical anxiety level fulfilled all the indicators of MPSA, students with moderate mathematical anxiety level fulfilled three of the four indicators of MPSA, and students with high mathematical anxiety level only fulfilled one of the four indicators of MPSA. Therefore, teachers and students should consider appropriate strategies to reduce mathematical anxiety in learning methods, aiming to enhance students’ mathematical problem-solving ability.
OPTIMASI INSTRUMEN TES PEMAHAMAN KONSEP BENTUK DAN OPERASI ALJABAR Wangge, Magdalena; Al Jupri; Turmudi
Euclid Vol 10 No 4 (2023)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/k392n535

Abstract

Pemahaman yang baik terhadap materi aljabar sangat penting bagi kemajuan siswa dalam berbagai disiplin ilmu, termasuk ilmu fisika, teknik, dan ekonomi. Oleh karena itu, pengembangan instrumen tes yang tepat dan berkualitas diperlukan untuk memastikan validitas dan reliabilitas hasil pengukuran. Tujuan dari penelitian ini adalah untuk mengembangkan instrumen tes yang tepat mengukur pemahaman konsep siswa dalam materi aljabar, serta untuk mengevaluasi validitas dan reliabilitas instrumen tes tersebut. Penelitian ini melibatkan 28 siswa kelas VIIA salah satu Sekolah Menengah Pertama di Kabupaten Ende, Nusa Tenggara Timur. Metode yang digunakan dalam penelitian ini adalah pengembangan instrument tes dengan menggunakan review literatur, identifikasi tujuan dan konsep materi, dan expert judgement. Setelah itu, instrument tes diuji validitas dan reliabilitasnya serta temuan-temuan masalah dalam hasil pekerjaan siswa untuk dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa instrumen tes yang dikembangkan memiliki validitas dan reliabilitas yang memadai setelah melalui proses revisi. Namun, hasil pekerjaan siswa mengungkapkan beberapa masalah dalam pemahaman konsep, seperti kurangnya ketelitian, kesulitan memahami perintah soal, dan kesalahan dalam menjelaskan konsep tertentu. Sehingga dapat disimpulkan bahwa instrumen tes ini dapat digunakan dengan efektif untuk mengukur pemahaman konsep siswa untuk materi bentuk dan operasi aljabar setelah dilakukan perbaikan tertentu.
Optimizing statistics education: Analyzing students' perceptions of SPSS usage Cipta, Eliva Sukma; Suryadi, Didi; Herman, Tatang; Al Jupri; Maulana, Dick Dick
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.v8i2.948

Abstract

The integration of statistical software such as SPSS in higher education represents a pivotal advancement, yet limited research has systematically examined how students perceive its pedagogical usefulness and accessibility. Prior studies seldom differentiate between the cognitive and affective dimensions influencing the efficacy of SPSS-assisted learning, leaving a gap in understanding its broader impact on student engagement and competence. Addressing this gap, the present research investigates the novelty of SPSS implementation within statistics coursework, focusing specifically on student perceptions regarding its usefulness and ease of use. Employing a descriptive mixed-methods approach, quantitative data were collected from 85 respondents through a validated and reliable questionnaire comprising 13 items, complemented by qualitative insights from in-depth interviews using open-ended prompts. The findings indicate that student perceptions are predominantly favorable for both usefulness (79.21%) and ease of use (75.18%). Qualitative analysis substantiates these results, highlighting accelerated data analysis, simplified processing, and enhanced visualization as key strengths, while noting initial challenges faced by some participants. The study underscores that optimizing the educational value of SPSS necessitates comprehensive instructional support, thereby informing future curricular improvements designed to foster numeracy and analytical proficiency in statistical learning.
Examining Potential Teachers' Capabilities for Creative Thinking in Geometry Problems Using Analytical Framework NEA Fineldi, Rira Jun; Al Jupri
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.10007

Abstract

In classroom practice, the use of problems that require students to engage both in higher-order thinking and creative reasoning has been recognized as among the most effective strategies for meaningful learning. Within this context, the present study was designed to investigate in depth the types of errors committed by mathematics education students, who are also prospective teachers, in demonstrating their creative thinking abilities when dealing with geometry-related tasks. The analytical framework employed was Newman Error Analysis (NEA), which provides a systematic way to examine mistakes in problem-solving processes. A qualitative approach with a descriptive case study design was selected in order to capture a detailed picture of the phenomena under investigation. The participants consisted of 22 mathematics education students from a university located in Surakarta. Several methods were used to gather data, including direct classroom observation, the administration of diagnostic tests specifically developed to measure mathematical creative thinking, and in-depth interviews. The data analysis followed the model proposed by Miles and Huberman, involving three interrelated steps: data reduction, data display, and the formulation of conclusions. The findings revealed that the most frequent and significant errors occurred during the transformation and encoding stages of problem solving. This study concludes that strengthening prospective teachers’ exposure to non-routine geometry problems and explicitly addressing common error patterns are essential for improving creative mathematical thinking.
Student Thinking Interference with Various Types of Adversity Quotients while Solving Proportion Problems based on Information Processing Theory Sari, Diah Prawitha; Suhendra; Al Jupri; Siti Fatimah; Isman M. Nur
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.28341

Abstract

Adversity Quotient refers to a student’s capacity to respond to, manage, and overcome difficulties when facing challenges or problems. In this study, Adversity Quotient is examined in relation to information-processing theory, particularly in understanding how students experience thinking interference during problem solving. Through this theoretical perspective, the study investigates the causes of thinking interference encountered by students when solving direct and inverse proportion problems. Therefore, this study aims to analyze and describe the characteristics of thinking interference among students with different Adversity Quotient types in solving direct and inverse proportion problems based on information-processing theory. This study employed a qualitative approach with an exploratory descriptive design. The participants consisted of three students representing different Adversity Quotient types: one climber-type student (Subject S1), one camper-type student (Subject S2), and one quitter-type student (Subject S3). The findings revealed three categories of thinking interference: (1) direct thinking interference, (2) indirect thinking interference, and (3) mixed indirect thinking interference. It is expected that future researchers will further examine students’ thinking interference in relation to Adversity Quotient when solving direct and inverse proportion problems.
Co-Authors Ade Riastuti Asep Syarif Hidayat Asri, Rian Puji Aswin Babang Robandi Bobbi Rahman Cipta, Eliva Sukma Dadang Juandi Diah Prawitha Sari, Diah Prawitha Didi Suryadi Elah Nurlaelah Endang Cahya Mulyaning A. Entit puspita Eyus Sudihartinih Fineldi, Rira Jun Finola Marta Putri Fitri, Rahmia Mulya Hani Nurhasanah Hesty Marwani Siregar Isman M. Nur Jarnawi Afgani Dahlan Kartika Yulianti Khairunnisa Marhami, Marhami Maulana, Dick Dick Muchsin, Sitti Busyrah Muhammad, Iryana Nadya Syifa Utami Nazira Maghfira Nurdiyah Kurniati Nurmala Setianing Putri Perawati Tri Nanda Puji Savvy Dian Faizati Putri Armania Putri, Amelia Defrianti Rahmatin, Tsania Rani Martalisa Taorina Reni Nuraeni, Reni Rima Aksen Cahdriyana Rindi Antika Sardin Sari, Arissona Dia Indah Sitanggang, Damra Ali SITI FATIMAH Suhendra Suhendra Suhendra Talisadika Serrisanti Maifa Tatang Herman, Tatang Tia Purniati Tonra, Wilda Syam Turmudi Umbara, Hanifa Dina Aulia Dewi Wahyu Setiawan Wahyu Sopandi Wangge, Magdalena Willy Abdul Ghany Woro Anglia Banda Sutomo