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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Infinity Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Jurnal Penelitian Pendidikan IPA (JPPIPA) Idealmathedu: Indonesian Digital Journal of Mathematics and Education Edumatika Jurnal Infinity Primary Education Insight Jurnal Didaktik Matematika
Sugiman Sugiman
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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The Effect of Differentiated Instruction based on Multiple Intelligences toward Critical Thinking and Student Self-Efficacy Khairul Bariyah; Sugiman Sugiman
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.38021

Abstract

Mathematics learning is often teacher-centered, where teachers directly present material to students without considering students' learning needs and improving their critical thinking skills. The lack of students' self-efficacy as a motivational factor will affect the development of their critical thinking level.This studyaims to determine the effectiveness of differentiatedinstructionbased on multiple intelligences to improve student's critical thinking and self-efficacy.This research employed a quantitative approach and a quasi-experimental research design. This study focused on mathematics learning using the differentiated instruction approach in the vector topic for Year 10 students in one senior high school at Langsa, Aceh, Indonesiaand compared differentiated instruction and scientific approach. Based on the population, the experimental group implemented differentiated instruction, and the control group applied a scientific approach. The hypothesis was tested using MANOVA, Hotelling's T2test, and independent sample t-test. The effect size of differentiated instruction was determined based on the Cohen d-effect size calculation. The results of this study indicate that differentiated instruction has a moderate effect on students' critical thinking but does not significantly affect their self-efficacy. Therefore, differentiated instruction can be considered as one of the effective approaches for enhancing students' critical thinking skills.
Analysis of Thinking Mathematics Based on Van de Walle's: A Case Study in Students Grade 5th: Analysis of Thinking Mathematics Based on Van de Walle's Dya Ayu Agustiana Putri; Sugiman Sugiman; Yoppy Wahyu Purnomo
Primary Education Insight Vol. 1 No. 2 (2025): Primary Education Insight, December Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v1i2.34

Abstract

This study explores fifth-grade students' mathematical thinking processes, specifically how they interpret and solve addition and subtraction problems in story-based contexts. Using a qualitative case study approach, five students from an elementary school in Yogyakarta were examined through interviews, observations, and mathematics problem-solving tasks. The data were analyzed using inductive thematic coding to uncover patterns in computational strategy and conceptual understanding. Results showed that students employed diverse techniques such as horizontal and vertical stacking, semantic and computational sentence transformation, and even-number decomposition. These strategies reflected varying levels of comprehension regarding commutative and associative mathematical properties. Moreover, students who had difficulty translating story problems into mathematical expressions typically showed weak understanding of operational meaning and structure. The study found that most students shifted from semantic to computational forms for ease in calculation. This suggests the need for instructional support to enhance students’ conceptual grasp of operations. Overall, this study provides insights into how mathematical thinking can be developed through contextual learning and supports integrating meaningful problem-solving practices into mathematics education.
How Multimedia Learning Enhances Students' Mathematical Creativity in Science Education: A Meta-Analysis Study Yusuf Al-Amin; Sugiman Sugiman
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.5273

Abstract

Many studies have examined the impact of multimedia learning on students' mathematical creativity, but the results are mixed. As multimedia learning has been researched for decades in various subjects and schools, this meta-analysis study aims to synthesize the latest findings on the impact of multimedia learning, particularly on students' mathematical creativity in science learning. Data were obtained from relevant primary research published in national and international journals or proceedings during 2016-2023. This research design uses a meta-analysis approach by analyzing 33 effect size studies that meet the inclusion criteria using systematic review and meta-analysis. The role of science in this context is to ensure that an understanding of students' mathematical creativity is accompanied by a deep understanding of the underlying scientific principles. JASP software was used to measure the Hedges g formula to determine the effect size. The results showed that multimedia learning influences students' mathematical creativity (gRE = 0.768; 95% CI [0.654; 0.882]; p < 0.001) when compared to traditional learning. The results of this study provide important information for further meta-analysis studies and the application of multimedia learning to improve students' mathematical creativity in science learning.
SIDIC: A Learning Analytics–Driven Digital Diagnostic System for Identifying Students’ Mathematics Learning Profiles and Supporting Differentiated Instruction Depi Ardian Nugraha; Sugiman Sugiman; Elly Arliani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96887

Abstract

The diversity of students’ learning profiles and the limited use of data-driven diagnostic assessment in mathematics classrooms present significant challenges in implementing differentiated instruction. Current classroom practices are still insufficiently supported by digital systems capable of accurately identifying students’ learning needs in real time. This study aims to develop SIDIC (Student Identification for Diagnostic Instructional Classification), a learning analytics–based digital diagnostic assessment system designed to identify junior high school students’ mathematics learning profiles and support data-driven differentiated instruction. The study employed a research and development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Instrument validity was evaluated by seven experts across 40 items covering 10 aspects, resulting in an average Aiken’s V of 0.85, indicating high validity. Practicality testing involved 92 students and 9 mathematics teachers from three schools, showing that SIDIC falls into the very practical category (student score = 4.33; teacher score = 4.49). The findings indicate that SIDIC is easy to use, efficient, and effective in identifying students’ learning profiles. Overall, SIDIC represents a valid, practical, and adaptive digital assessment innovation that bridges diagnostic assessment, digital technology, and data-driven differentiated instruction within an integrated system.
Digital Learning Transformation through the I-RME Learning Model Supported by LMS: Improving Students' Independence in Mathematics Learning Vepi Apiati; Sugiman Sugiman; Sri Andayani; Heri Retnawati; Wahyu Setyaningrum
Jurnal Riset Pendidikan Matematika Vol. 13 No. 1 (2026): May 2026
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v13i1.96914

Abstract

The advancement of technology in the digital era has shifted mathematics learning from teacher-centered to student-centered approaches, emphasizing the importance of students’ learning independence. Learning Management Systems (LMS) have the potential to support this transformation; however, their use in fostering learning independence remains limited. Therefore, integrating technology with appropriate learning models is essential. This study aims to examine the effectiveness of digital learning transformation through the implementation of an LMS-supported I-RME (Inquiry–Realistic Mathematics Education) learning model in enhancing students’ independence in learning mathematics. A quasi-experimental design was employed involving 198 tenth-grade students from two senior high schools in Tasikmalaya. The experimental group received instruction using the LMS-supported I-RME learning model, while the control group was taught using the I-RME learning model without LMS and conventional methods. Students’ learning independence was measured using a validated and reliable questionnaire. The results indicate that the experimental group demonstrated greater improvement in learning independence compared to the control group. These findings suggest that the LMS-supported I-RME learning model is effective in promoting students’ independence in learning mathematics and provides more optimal outcomes than both non-LMS I-RME learning model and conventional approaches.
The Urgency of Developing Students’ Numeracy Skills: A Needs Analysis Study as a Foundation for Educational Design Research Jayanti Putri Purwaningrum; Sugiman Sugiman; Sri Andayani
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 2 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i2.40023

Abstract

Numeracy skills are an essential competency for solving problems in daily life. However, the development of mathematics learning remains a challenge today. Therefore, a study is needed that not only describes students’ numeracy skills but also identifies development needs based on empirical data. This study employed a mixed-methods approach combining quantitative and descriptive qualitative methods, based on an analysis of students’ responses to numeracy problems and interview data. The subjects who participated in the numeracy test in this study were 146 seventh-grade students from five junior high schools in Kudus Regency, selected using purposive sampling, while the subjects for the interviews consisted of 15 students and 5 mathematics teachers. The results of this study indicate variations in students’ numeracy achievement across indicators, reflecting differences in the level of mastery in applying mathematical concepts across contexts. These variations provide a basis for identifying more specific needs for the development of students’ numeracy skills. These findings indicate that mathematics instruction has not yet optimally facilitated the development of thinking processes that require comprehensive numeracy skills. The implications of this research highlight the urgency of developing learning designs that are more targeted, contextual, and aligned with students’ ways of thinking. Such designs should be developed based on real needs to support the development of students’ numeracy skills more effectively
Emergent Modeling in Probability Learning: A Learning Trajectory Using Spinning Top Game (Gasing) Context Endah Nawang Wulan; Sugiman Sugiman; Minarni Minarni; Rira Jun Fineldi
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.6032

Abstract

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Co-Authors Ade Kumalasari Agus Ruhimat Ana Muslihatun Anggoro Yugo Pamungkas Ariyadi Wijaya Aulia Almas Agustin Hidayat Azis Azis Budiningsih, Chatarina Asri Cahya Mar’a Saliha Sumantri Depi Ardian Nugraha Dita Surwanti Dona Ningrum Mawardi Dya Ayu Agustiana Putri Eka Fitria Ningsih Elly Arliani Endah Nawang Wulan Endah Retnowati Eny Sulistyaningsih Esti Ambar Nugraheni, Esti Ambar Ezi Apino Faisa Nirbita Mahmudah Gregorius Sebo Bito Habibi Habibi Hepsi Nindiasari Heri Retnawati Himmatul Ulya Ibnu Rafi Jailani Jailani Janrino Junus Rivaldi Fanggidae Jayanti Putri Purwaningrum Junet Kaswoto Kazuhiro Aoyama Khairul Bariyah Maman Fathurrohman Minarni Minarni Mudinillah, Adam Muhammad Farhan Pranata Murdanu Murdanu Nadya Amalia Juana Nadzifah Ajeng Daniyati Nanang Priatna Nining Setyaningsih Nuning Melianingsih Paul Ayres Pika Merliza Raden Rosnawati Rahmiliasari Samnufida Ralmugiz, Uke Rira Jun Fineldi Sri Andayani Sri Ningsih Sri Wahyuni Ningsih Sukirwan Sukirwan Sumaryanta Sumaryanta Suryatin Suryatin Vepi Apiati Wahidin Wahidin Wahyu Setyaningrum Yaya S. Kusumah Yoppy Wahyu Purnomo Yuli Sulistyowati Yusuf Al-Amin Yuyu Yuhana