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All Journal Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Syntax Literate: Jurnal Ilmiah Indonesia Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Basicedu Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jambura Journal of Mathematics Education Journal of Advanced Sciences and Mathematics Education Al Khawarizmi: Jurnal Pendidikan Matematika Jurnal Basicedu Global Education Journal COSMOS
Sudiansyah, Sudiansyah
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Penerapan Pendekatan Pembelajaran Realistic Mathematics Education Terhadap Kemampuan Berfikir Kreatif Berdasarkan Habits Of Mind Siswa SMP Juwita, Viva; Ri'fat, Mohamad; Siregar, Nurfadilah; Sudiansyah, Sudiansyah
Jambura Journal of Mathematics Education Vol 5, No 2: September 2024
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v5i2.24155

Abstract

Penelitian ini bertujuan mendeskripsikan kemampuan keterampilan matematis siswa dalam konteks Habits of Mind melalui penerapan pembelajaran matematika menggunakan pendekatan Realistic Mathematics Education (RME). Menggunakan desain quasi experimental dengan pretest posttest dan kelompok kontrol, penelitian ini melibatkan 31 siswa kelas VII di SMPN 2 Sungai Pinyuh. Hasil menunjukkan konsistensi dalam kemampuan berfikir kreatif siswa terkait "Habits of Mind," dengan pemahaman siswa yang stabil. Analisis statistik pada kelas eksperimen menunjukkan signifikansi (sig.) sebesar 0,00 0,05, dan nilai t hitung 17.997, menandakan pengaruh antara keterampilan matematika dan Habits of Mind terhadap pembelajaran dengan Pendekatan RME. Selanjutnya, nilai sig. variabel keterampilan matematika terhadap Habits of Mind sebesar 0,000 0,05, dan nilai F hitung 323.907, menunjukkan pengaruh simultan antara keterampilan matematika dan Habits of Mind terhadap model pembelajaran dengan Pendekatan RME. Penelitian ini mendetailkan hubungan yang kuat antara keterampilan matematika, Habits of Mind, dan efektivitas pembelajaran melalui RME.
Transformasi Kepemimpinan Adaptif, Visioner, dan Inklusif dalam Meningkatkan Mutu Pendidikan Pada Era Disrupsi Global: The Transformation of Adaptive, Visionary, and Inclusive Leadership in Enhancing Educational Quality in the Era of Global Disruption Sudiansyah, Sudiansyah; Peterianus, Septian
COSMOS : Jurnal Ilmu Pendidikan, Ekonomi dan Teknologi Vol 2 No 4 (2025): Juni-Juli
Publisher : PUSDATIN Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

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Abstract

In the context of increasingly complex global changes and technological disruption, educational leadership faces strategic challenges that necessitate a multidimensional approach. This research aims to examine various educational leadership models through a multidisciplinary qualitative approach and a literature review of 45 national and international references. Thematic analysis was employed to identify leadership patterns, values, and strategies relevant to the era of disruption. The findings reveal ten thematic leadership categories consolidated into four main pillars: leadership styles, transformation strategies, educational quality, and responses to disruption. The results indicate that transformational, visionary, adaptive, and inclusive leadership styles are instrumental in enhancing the effectiveness of educational institutions. Furthermore, digital, instructional, and spirituality-based leadership enrich the ethical and innovative dimensions of institutional governance. The conclusion affirms the importance of synthesizing classical and contemporary approaches, as well as the need to develop contextual leadership models that are integrative and grounded in local wisdom. This study contributes to the development of leadership theory and practice that is reflective, collaborative, and responsive to the educational challenges of the 21st century.
Balanced Scorecard sebagai Strategi Inovatif Peningkatan Mutu Pendidikan Berkelanjutan di Era Transformasi Digital: The Balanced Scorecard as an Innovative Strategy for Continuous Quality Improvement in Education in the Era of Digital Transformation Sudiansyah, Sudiansyah; Peterianus, Septian
COSMOS : Jurnal Ilmu Pendidikan, Ekonomi dan Teknologi Vol 2 No 4 (2025): Juni-Juli
Publisher : PUSDATIN Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

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Abstract

This research aims to understand the implementation of the Balanced Scorecard (BSC) as an innovative strategy for enhancing the quality of sustainable education in the digital transformation era. The background of this study is predicated on the need for educational institutions to manage quality in a more structured, reflective, and adaptive manner in response to change. This study employs an exploratory qualitative approach with a multiple case study design. Data were collected through in-depth interviews, observation, and documentation studies at two high schools with different institutional characteristics. The findings indicate that the BSC can serve as an effective strategic management tool, incorporating five complementary perspectives: stakeholders, internal processes, learning and growth, financial, and strategic sustainability. The application of the BSC was shown to improve governance efficiency, strengthen a reflective culture, and align school strategies with national policies such as Merdeka Belajar (Freedom to Learn) and the objectives of SDG 4. The conclusion of this research affirms that the BSC is not merely a technical measurement tool, but also a reflective framework capable of fostering a more adaptive, participatory, and sustainable education system.
Transformasi TQM dalam Pendidikan Digital: Menuju Sekolah Adaptif dan Organisasi Pembelajar 5.0: Total Quality Management Transformation in Digital Education: Towards Adaptive Schools and Learning Organizations 5.0 Sudiansyah, Sudiansyah
COSMOS : Jurnal Ilmu Pendidikan, Ekonomi dan Teknologi Vol 2 No 4 (2025): Juni-Juli
Publisher : PUSDATIN Institut Agama Islam Sultan Muhammad Syafiuddin Sambas

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Abstract

In addressing the challenges of Industry 5.0, the education system is compelled to undergo a fundamental transformation through a comprehensive, adaptive, and humanistic quality management approach. This research aims to explore strategies for quality management transformation and educational standardization in the digital era based on the principles of Total Quality Management (TQM), with a focus on leadership, adaptive curriculum, and quality assurance systems to foster learning organizations. Employing a multidisciplinary qualitative approach and a multiple case study method, data were collected through in-depth interviews, observation, and documentation, and subsequently validated via member checking. The findings indicate that the eight TQM principles are implemented contextually with varying degrees of effectiveness. Schools that apply transformative leadership, technology integration, and active collaboration with the business and industry sector are demonstrably better prepared to become Industry 5.0-based learning organizations. In conclusion, the success of educational transformation hinges on the synergy among leadership, organizational culture, and a quality system that is responsive to change. This study offers theoretical and practical contributions to the formulation of sustainable and contextually relevant strategies for enhancing educational quality.
Measurability of the mathematics teaching modules on problem solving-skills in the concentration of agribusiness expertise in plantation Sudiansyah, Sudiansyah; Rif'at, Mohamad; Hartoyo, Agung
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i1.16078

Abstract

Preliminary research involving 30 mathematics teachers at the MGMP VHS of Ketapang district and interviews with business world and plantation industry representatives suggested that 81.7% of respondents voiced concerns over the current mathematics teaching materials, which do not adequately equip students with problem-solving skills in line with their expertise concentration. This issue reflects on the quality of VHS graduates who are expected to be job-ready and skilled. The objective of this study is to develop a measurable teaching module, conceptually and methodologically, that yields quantifiable results in alignment with the concentration of expertise and the requirements of the business and industry world. The research method adopted is a mixed method with a sequential explanatory design through the Van den Akker development study. A quantitative analysis of 20 respondents, comprising mathematics and productive teachers at a center of excellence vocational school, lecturers of Tanjung Pura STKIP, Ketapang State Polytechnic, and a team from the business and industry world in the plantation sector, resulted in a Pearson correlation of Ryx1x2x3=0.949, a determination coefficient [r2] of 0.900, and an F-calculation of 48.06 for the regression equation Y ̂ = 0.566 + 0.444 X1 + 0.278 X2 + 0.135 X3. From these results, it is concluded that the concepts, methods, and outcomes utilized in this teaching module are appropriate. The relationship between concepts, methods, and outcomes in teaching modules on skills to solve mathematical problems is unidirectional. Expert validity on aspects of module content, presentation feasibility, language appropriateness, and problem-solving skills amounted to 96.88% in the Very Valid category. Practicality from the aspects of interest, material, and language places the category at 92.02, which is very practical
Role of visual abilities in mathematics learning: An analysis of conceptual representation Rif'at, Mohamad; Sudiansyah, Sudiansyah; Imama, Khoirunnisa
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i1.22406

Abstract

Background: In mathematics education, the understanding of concepts is often influenced by students' visual abilities, making conceptual representation crucial in facilitating comprehension of the material.Aim: This study aims to analyze the role of visual abilities in facilitating the understanding of mathematical concepts through conceptual representation.Method: This research combines quantitative analysis with the use of attribute control diagrams to evaluate data obtained from tasks designed to test students' visual abilities in a mathematical context. These tasks include the manipulation of visual representations and problem-solving using geometric concepts.Results: The findings indicate that 80% of the sample possessed visual abilities that did not meet the expected index, showing a wide variation in students' visual representation abilities. Additionally, most students (70%) were more likely to choose familiar geometric representations in problem-solving, despite difficulties in manipulating more complex concepts.Conclusion: This study demonstrates that students often struggle to effectively utilize visual representations, preferring algebraic approaches that do not fully exploit the potential of conceptual representation. The findings suggest that an increased focus on developing visual abilities, especially in conceptual representation, could strengthen mathematical understanding. Further research is needed to develop intervention strategies that can help students overcome gaps in their visual abilities.
Developing of Doing Proof for School Mathematics through Teaching and Learning Rif’at, Mohamad; Sudiansyah, Sudiansyah; Peterianus, Septian
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v13i2.23566

Abstract

The word and the etymological sense are two hints about effective use of language, about exploration techniques, and about developing representation of information. For example, the length and width of a rectangle are not about position, but a measurement or a quantity concept. Based on the example, an area problem which given a picture and the measurements is not mathematics problem. That is a language trajectory of representations or a problem of the etymological sense. When asked to find the perimeter of rectangle, but the two quantities are whole numbers and neither is divisible by 6, then, that is mathematics trajectory. However, if the area known, say 36 squares of a measure unit, then problem of getting the perimeter is to test or to check. That is also a kind of the etymological sense of meaning
Algebraic and Visual Representation in Solving Mathematics Problems Based on Empirical Thinking Rif’at, Mohamad; Sudiansyah, Sudiansyah; Peterianus, Septian
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i2.23567

Abstract

The researcher investigated and explored a solution of non-directed or no hint of mathematics problems presented visually or algebraic, and to embed the empirical verification thinking. The tip is a way to solve, so the students can answer the questions based on their state of mind by observing their trajectories of thinking from the steps of the solution. That is conducted at the Mathematics Education Department of Tanjungpura University at West Borneo of Indonesia for two semesters. The problems are from Researcher Repertoire, test item of Teacher Profession Education of National Indonesia, and Flanders Mathematics Olympiad. Before the issues given to the students, the construct validity has calculated from intake participants using Cramer’ Test with C coefficient is equal to 0.83. We analyze the students’ empirical verification thinking of their solutions. The analysis is about the trend of the thinking, model of representation, and completeness of the logical steps. The results are: the pattern of thinking tends to linear model or of meta-pattern, the description tends to be non-linear or varies of the solution, and the logical steps tend to be a non-recognizable form of thinking. In general, the more visual representations, the less thinking models of the representations; the answers based on algebraic thinking; the visual illustrations are limited, where the algebraic without any manipulation and not need any hint; and the visual images used are part of it in solving the problems and no manipulation.
Enhancing mathematical proof skills in teacher education through etymology-based learning approaches Rifat, Mohamad; Sudiansyah, Sudiansyah; Peterianus, Septian
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 2 (2024): 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.v7i2.22894

Abstract

This study aims to enhance students' understanding of mathematical proof through the etymology-based learning method. The research employs a descriptive approach to observe and analyze students' mathematical proof patterns in various contexts. Data were collected from 30 students enrolled in a master's degree program in mathematics education who demonstrated varying abilities in mathematical proof. The findings indicate that using action words or phrases during instruction can support students' ability to differentiate relevant terms and avoid misinterpretation of context. Furthermore, comparative understanding of source and target problems improves students' mathematical proof patterns in broader learning contexts. The implications of this study highlight the importance of integrating language-based and formal approaches in mathematics teaching to enhance students' mathematical proof abilities holistically.
Bridging educational inequities in border regions: A qualitative inquiry into mathematics instruction in vocational high schools Rif'at, Mohamad; Sudiansyah, Sudiansyah; Khalimi, Soleh; Kurniawati, Anugrah; Romah, Dwita
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.775

Abstract

Background: Vocational schools in border areas face systemic challenges such as limited infrastructure and poor curriculum-context alignment, hindering effective mathematics instruction and student engagement.Aims: This study investigates how mathematics learning is organized and implemented in a vocational high school situated in the Entikong border area of West Borneo, Indonesia. The research seeks to identify instructional patterns, contextual challenges, and adaptive strategies used by educators under constrained conditions.Method: Using a qualitative case study design, data were gathered through direct classroom observation, semi-structured interviews with teachers and school leaders, and review of official teaching documents. Thematic analysis and data triangulation were employed to ensure rigor and credibility.Results: The analysis highlights a continued reliance on teacher-centered instruction, minimal use of contextual or vocationally integrated methods, and limited student engagement. Assessment practices predominantly measure cognitive outcomes, lacking elements that support student reflection or vocational competencies. Curriculum delivery is often disrupted by time limitations and infrastructural shortfalls.Conclusion: Improving mathematics instruction in border-based vocational schools necessitates flexible teaching models tailored to the local context. Strengthening professional development, embedding authentic assessments, and enhancing school-community collaboration are crucial steps toward addressing educational disparities in underserved regions.
Co-Authors Agung Hartoyo Ahmad Yani T Apriani, Feny Bahroyni, Ahmad Fabianus Hadiman Bosco fahrulita, Erina rina FAJRIANTI, FANY Fauziyah, Wiwin Rif'atul Gamar Al Haddar, Gamar Al Gunawan, Ahmad Sry Ahrul Hapsari, Tiara Henny, Stepanus Heriyanto Heriyanto Ida Ayu Putu Sri Widnyani Imama, Khoirunnisa Juhana, Juhana Jumadi Jumadi Juwita, Viva Khalimi, Soleh Kurnianto, Dian Kurniawati, Anugrah Kusmayanti, Rinda Lutfi, Mutia Masliyani, Sintya mohamad rifat Nurfadilah Siregar permatasari, eviani dwi Peterianus, Septian Putra, Rahman Pranovri Rais, Rinovian Renanda, Renanda Ri'fat, Mohamad Rif’at, Mohamad Rif’at, Mohamad Romah, Dwita Rosnawati Rosnawati, Rosnawati Rostina Rostina S Siswanto Shinta Herawati, Lely Simin Simin, Simin Slamet Riyadi Sudianto, Iin Sumarni, Rita Susanti, Widya T, Hamdani Tika, Muhammad Yanti, Wilda