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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 Jurnal Penelitian Pendidikan IPA (JPPIPA) Idealmathedu: Indonesian Digital Journal of Mathematics and Education 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 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.
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 Dita Surwanti Dona Ningrum Mawardi Dya Ayu Agustiana Putri Eka Fitria Ningsih 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 Junet Kaswoto Kazuhiro Aoyama Khairul Bariyah Maman Fathurrohman 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 Sri Ningsih Sri Wahyuni Ningsih Sukirwan Sukirwan Sumaryanta Sumaryanta Suryatin Suryatin Wahidin Wahidin Wahyu Setyaningrum Yaya S. Kusumah Yoppy Wahyu Purnomo Yuli Sulistyowati Yusuf Al-Amin Yuyu Yuhana