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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) JTP - Jurnal Teknologi Pendidikan Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Ta'dib JUPEMA
Khairul Anwar
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Proses Berpikir Matematis Siswa Diskalkulia dalam Mengonstruksi Pengetahuan melalui Permainan Congklak Wullan Rahmadani; Kamid; Khairul Anwar
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.22688

Abstract

Penelitian ini bertujuan untuk mengeksplorasi keterampilan proses berpikir matematis siswa sekolah dasar melalui aktivitas permainan tradisional congklak. Fokus utama penelitian adalah menganalisis bagaimana anak membangun dan menyesuaikan skema kognitifnya saat terlibat dalam permainan, berdasarkan teori perkembangan kognitif Piaget. Subjek penelitian terdiri dari dua siswa kelas 4 SD, yaitu Subjek 1 yang belum pernah bermain congklak sebelumnya dan Subjek 2 yang sudah memiliki pengalaman bermain. Penelitian ini menggunakan pendekatan kualitatif dengan metode observasi langsung, wawancara semi-terstruktur, dan analisis dokumen berupa lembar kerja siswa. Hasil penelitian menunjukkan bahwa S1 mengalami proses asimilasi secara bertahap—dimulai dari kebingungan awal, lalu membentuk pemahaman melalui pengamatan, perhitungan manual, hingga refleksi terhadap strategi yang digunakan. Sebaliknya, S2 mengalami hambatan dalam mengembangkan keterampilan proses seperti mengamati, mengklasifikasi, menghitung, membuat prediksi, dan mengomunikasikan hasil. Meskipun S2 telah memiliki pengalaman bermain sebelumnya, ia tidak menunjukkan kemampuan yang berkembang secara signifikan, baik dalam proses asimilasi maupun akomodasi. Hal ini mengindikasikan bahwa pengalaman bermain sebelumnya belum tentu berkontribusi pada pengembangan keterampilan berpikir matematis apabila tidak disertai dengan pendampingan kognitif yang memadai. Secara umum, hasil penelitian ini menegaskan bahwa permainan congklak dapat menjadi media edukatif yang efektif dalam menstimulasi proses berpikir matematis anak, asalkan didukung oleh strategi pembelajaran yang terarah dan adaptif terhadap kondisi kognitif masing-masing siswa.   This research aims to explore the mathematical thinking process skills of elementary school students through traditional congklak game activities. The main focus of the research is to analyze how children build and adjust their cognitive schemas while engaging in games, based on Piaget's theory of cognitive development. The research subjects consisted of two 4th grade elementary school students, namely Subject 1 (S1) who had never played congklak before and Subject 2 (S2) who already had experience playing. This study uses a qualitative approach with direct observation methods, semi-structured interviews, and document analysis in the form of student worksheets. The results of the study show that S1 undergoes a gradual assimilation process—starting from initial confusion, then forming understanding through observation, manual calculations, and reflection on the strategies used. In contrast, S2 experiences obstacles in developing process skills such as observing, classifying, calculating, making predictions, and communicating results. Although S2 has previous playing experience, he has not shown significantly developed abilities, either in the assimilation process or accommodation. This indicates that previous playing experience does not necessarily contribute to the development of mathematical thinking skills if it is not accompanied by adequate cognitive assistance. In general, the results of this study confirm that the game of congklak can be an effective educational medium in stimulating children's mathematical thinking process, as long as it is supported by a directed learning strategy that is adaptive to the cognitive condition of each student.
Mathematical Process Skills of Middle School Students under Direct Instruction and Ethnomathematics Lucy Astagina Putri; Kamid Kamid; Khairul Anwar
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1031

Abstract

Mathematics instruction at the junior high school level in Indonesia is often teacher-centred, which may limit the development of students’ mathematical process skills. This study investigates the impact of Direct Instruction and ethnomathematics-based Problem-Based Learning (PBL) on the mathematical process skills of seventh-grade students. A quantitative quasi-experimental design with a nonequivalent control group was employed, involving 64 students at SMP Negeri 7 Kota Jambi, divided into an experimental and a control group. Data were collected through pretests and posttests assessing skills such as observing, classifying, identifying relationships, calculating, and communicating mathematical ideas. Data analysis included descriptive statistics and the Mann–Whitney U test. The results revealed that students receiving ethnomathematics-based PBL exhibited greater improvement in mathematical process skills than their peers taught via Direct Instruction, indicating that integrating local cultural contexts within a PBL framework can enhance mathematical reasoning, problem-solving, and active engagement in learning.
Understanding Mathematical Story Problems in Students with Dyslexia In the Context of Artificial Intelligence Auliya Arnitasyari; Kamid Kamid; Khairul Anwar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.846

Abstract

This study was driven by the challenges dyslexic students face in understanding mathematical word problems, stemming from decoding, language processing, and neurological difficulties. The research aims to describe and examine how dyslexic students comprehend math word problems with support from the Game-Math TCM AI, which provides text-to-speech and visual manipulative features. This study employed a descriptive qualitative case study involving two sixth-grade students with dyslexia selected through screening tests. Before completing five addition and subtraction word problems, the students were introduced to the AI features used in the learning activities. Data were gathered from worksheets, screen recordings of student AI interactions, and semi-structured interviews. The analysis focused on four comprehension indicators: interpreting, classifying, inferring, and comparing. Findings show that text-to-speech assisted students in understanding the problem content (interpreting), while visual manipulatives supported their ability to identify and select the appropriate operations (classifying). Both features also helped students outline the steps toward conclusions (inferring), and the visual tools enabled them to verify their understanding (comparing). Overall, the combination of text-to-speech, visual manipulatives, and guided support reduced cognitive demands and strengthened dyslexic students’ understanding of math word problems through the Game-Math TCM platform.
Ethnomathematics-Based Evaluation Instrument to Measure Students’ Problem-Solving Ability Maridsha Zalianti; Kamid Kamid; Khairul Anwar
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1002

Abstract

This study aims to develop an evaluation instrument to assess students’ mathematical problem-solving abilities in an ethnomathematics context, focusing on polyhedra (three-dimensional shapes with flat faces). The research employed a development methodology based on the ADDIE model and involved 29 ninth-grade students. The Analysis phase included identifying needs, reviewing the curriculum, examining student characteristics, and determining learning objectives. In the Design phase, the instrument was constructed by integrating relevant elements of ethnomathematics. The Development phase consisted of expert validation by material and evaluation specialists, followed by individual and small-group trials. The Implementation phase involved a large-group field test, while the Evaluation phase was carried out throughout all stages of the process. The results indicate that the developed instrument is valid (average expert validation score: 85.52%), practical (practicality score: 89%), and effective (effectiveness score: 86.6%). Therefore, the ethnomathematics-based evaluation instrument is effective for assessing students’ mathematical problem-solving abilities during the learning process.
Co-Authors Ahmad Mansur Nawahdani Alrizal , Alrizal Artha Lumbantoruan Astalini Astalini Auliya Arnitasyari Darmaji, Darmaji Dewi Iriani Dewi Iriani Dwi Agus Kurniawan Fibrika Rahmat Basuki Kamid, Kamid Lucy Astagina Putri M. Rusdi Maridsha Zalianti Mujahidawati Mujahidawati Nizlel Huda Olva Fitaloka Parida Anum Rina Kusuma Dewi Rohati Roseli Theis Sofnidar - Sufri Sufri Sutrisno Vivi Anggraini Wardi Syafmen Wawan Kurniawan Wullan Rahmadani