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All Journal Journal of Educational Science and Technology Jurnal Edukasi Matematika dan Sains AKSIOMA Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Vygotsky: Jurnal Pendidikan Matematika dan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Unnes Journal of Mathematics International Journal on Education Insight Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JME (Journal of Mathematics Education) Polyhedron International Journal in Mathematics Education Indonesian Journal of Innovation Multidisipliner Research Eduma : Mathematics Education Learning and Teaching
Isnarto Isnarto
Universitas Negeri Semarang
Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Level of critical thinking of junior high school students in solving mathematical problems Mellawaty Mellawaty; YL Sukestiyarno; Zaenuri Zaenuri; Isnarto Isnarto
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.1

Abstract

Critical thinking ability is a crucial ability in mathematics, both at the elementary, secondary, or college level. However, this critical thinking ability is still low. Therefore, the researchers want to study the problem at what level the students are doing in solving mathematical critical thinking problems. The research method used a qualitative method, with the implementation analyzing students who deal with mathematical critical thinking ability problems. The study was conducted at one of the State Junior High Schools in Kroya District, Indramayu, West Java. As a result of the study, information was obtained about students who could not solve the problems presented in mathematical critical thinking ability problems, so they did not understand which strategies should be used to solve problems that could be solved.
Analysis Enhancing Math Problem Solving Skills in Slow Learners: The Impact of Differentiated Learning and Educational Games: Analysis of Math Problem Solving Skills in Slow Learner Students in Elementary School Agung Firmansyah; Wardono Wardono; Isnarto Isnarto
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.2518

Abstract

Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang memengaruhi kemampuan pemecahan masalah matematika siswa lamban belajar di tingkat sekolah dasar. Secara khusus, penelitian ini mengeksplorasi dampak metode pembelajaran diferensiasi dan media permainan edukatif serta alat bantu pembelajaran konkret terhadap peningkatan pemahaman dan keterampilan siswa lamban belajar dalam memecahkan masalah matematika. Penelitian ini dilakukan dengan menggunakan desain pretest-posttest dengan empat siswa dalam lingkungan yang terkontrol. Hasil penelitian menunjukkan peningkatan yang signifikan dalam kemampuan pemecahan masalah matematika siswa setelah penerapan pendekatan konten terdiferensiasi dan media edukatif. Hasil pretest dan posttest menunjukkan peningkatan rata-rata sebesar 22,5 poin pada seluruh siswa, yang menyoroti dampak positif dari intervensi tersebut. Selain itu, penggunaan balok Dienes sebagai alat bantu pengajaran konkret secara signifikan membantu siswa lamban belajar menghubungkan konsep matematika abstrak dengan objek konkret, sehingga meningkatkan keterampilan berhitung mereka. Lebih lanjut, penerapan permainan edukatif labirin matematika terbukti efektif dalam meningkatkan motivasi dan keterlibatan siswa, dengan tingkat kepuasan siswa sebesar 79,9%. Secara praktis, temuan ini dapat menjadi rujukan bagi guru sekolah dasar dalam merancang pembelajaran matematika yang lebih diferensiatif, konkret, dan interaktif untuk mendukung kebutuhan belajar siswa lamban belajar. This study aims to identify the factors influencing the mathematical problem-solving abilities of slow learner students at the primary school level. Specifically, the study explores the impact of differentiated instructional methods, educational game-based media, and concrete learning aids on improving the understanding and skills of slow learners in solving mathematical problems. The research employed a pretest–posttest design involving four students in a controlled setting. The findings indicate a significant improvement in students’ mathematical problem-solving abilities following the implementation of differentiated content approaches and educational media. The pretest and posttest results show an average increase of 22.5 points across all students, highlighting the positive impact of the intervention. Furthermore, the use of Dienes blocks as concrete instructional aids significantly helped slow learners to connect abstract mathematical concepts with tangible objects, thereby enhancing their numeracy skills. In addition, the implementation of an educational mathematics maze game proved effective in increasing students’ motivation and engagement, with a student satisfaction rate of 79.9%. Practically, these findings may serve as a reference for primary school teachers in designing more differentiated, concrete, and interactive mathematics instruction to better support the learning needs of slow learner students.
Epistemic Agency in Dialogic Mathematics Teaching: An Explanatory Sequential Design of Online and Offline Contexts Arif Abdul Haqq; Yohanes Leonardus Sukestiyarno; Isnarto Isnarto; Bambang Eko Susilo
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3477

Abstract

Pedagogi dialogis memfasilitasi proses berpikir bersama dalam pembelajaran matematika, namun dinamika agensi epistemik pada moda daring dan luring masih jarang dipahami secara mendalam. Penelitian ini menelusuri bagaimana agensi epistemik memengaruhi komunikasi matematis pada dua kelas dialogis yang melibatkan 55 mahasiswa Pendidikan Matematika UIN Siber Syekh Nurjati Cirebon. Melalui desain mixed methods eksplanatori, tahap kuantitatif menilai perbedaan capaian komunikasi, sementara tahap kualitatif menggambarkan pengalaman mahasiswa melalui wawancara dan observasi kelas. Hasil menunjukkan bahwa kelas luring mencapai kinerja komunikasi lebih tinggi, sementara pola capaian komunikasi berbeda secara deskriptif di sepanjang tingkat agensi epistemik. Data kualitatif memperlihatkan bahwa interaksi tatap muka memberi ruang bagi inisiatif spontan, penilaian sejawat yang lebih kaya, serta alur diskusi yang lebih fleksibel. Sebaliknya, interaksi daring cenderung membatasi partisipasi. Temuan ini menunjukkan bahwa agensi epistemik tidak hanya hadir dalam proses dialogis, tetapi juga berkelindan dengan capaian komunikasi, dengan implikasi bagi rancangan pembelajaran dialogis yang lebih adil. Dialogic pedagogy provides a foundation for cultivating reasoning and communication in mathematics; however, the emergence of epistemic agency across learning modalities remains underexplored. This study investigated how epistemic agency relates to mathematical communication in online and offline dialogic settings, employing an explanatory sequential mixed-methods design with 55 mathematics education students at UIN Syekh Nurjati Cirebon. The quantitative phase employed a quasi-experimental approach supported by validated instruments, while the qualitative phase drew on interviews and classroom observations. The results indicate that offline learning produced higher communication performance, with descriptive differences in communication patterns observed across levels of epistemic agency. Qualitative evidence illustrated how offline interaction encouraged initiative, appraisal, framing, and shared involvement, whereas online environments tended to constrain these expressions. The study highlights distinct enactments of epistemic agency across modalities and their implications for dialogic mathematics instruction.
Mathematical Reasoning Ability in Terms of Self-Efficacy in the CORE Learning Model Assisted by Liveworksheet Yuni Frazwanti; Isnarto Isnarto; Putriaji Hendikawati
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i2.1276

Abstract

This study aims to analyze the quality of the CORE learning model assisted by Liveworksheet and examine the effect of self-efficacy on students' mathematical reasoning. A quantitative method with a posttest-only control group design was used. Instruments included a reasoning test, self-efficacy questionnaire, student response questionnaire, and observation sheet. The sample consisted of eighth-grade students at SMPN 16 Semarang, selected through cluster random sampling. Data analysis involved planning, implementation, evaluation, and simple linear regression. The results showed the CORE model with Liveworksheet was of good quality, and self-efficacy significantly influenced mathematical reasoning, contributing 71.6%. It is recommended that the interactive CORE model be further developed along with differentiated teaching tools to ensure learning becomes more adaptive to students’ needs.
The Influence of STEM Learning Approach on Mathematical Literacy Skills Abdullah Abdullah; Isnarto Isnarto; Scolastika Mariani; Isnaini Rosyida
EduMa: Mathematics education learning and teaching Vol. 14 No. 2 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i2.24750

Abstract

Mathematical literacy is an essential competency that students need to develop in the twenty-first century. However, the 2022 Programme for International Student Assessment (PISA) results indicate that Indonesian students continue to demonstrate relatively low levels of mathematical literacy. Therefore, effective instructional innovations are required to improve this competency, one of which is the Science, Technology, Engineering, and Mathematics (STEM) learning approach. This study aimed to examine the effectiveness of the STEM learning approach in improving students' mathematical literacy through a meta-analysis. Three relevant empirical studies were analyzed. The findings revealed that two studies produced high effect sizes, while one study produced a moderate effect size. The combined effect size was 1.220507, indicating a high overall effect of the STEM learning approach on students' mathematical literacy. Furthermore, the t-test results showed a statistically significant difference between students' pretest and posttest scores. The mean pretest score was 30.15, whereas the mean posttest score increased to 62.59. These findings demonstrate that the STEM learning approach has a significant positive effect on improving students' mathematical literacy.
Literasi Numerasi Peserta Didik pada Model PBL Pendekatan Realistic Mathematics Education Berbantuan E-LKPD Ditinjau dari Self-efficacy Angela Dewi Maharani Permata Hati; Isnarto Isnarto
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 3 (2026): Juli - September
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i3.1932

Abstract

Penelitian ini bertujuan menganalisis keefektifan implementasi model Problem Based Learning (PBL) pendekatan Realistic Mathematics Education (RME) berbantuan e-LKPD terhadap literasi numerasi peserta didik serta mengkaji literasi numerasi peserta didik berdasarkan kategori self-efficacy. Penelitian ini menerapkan metode mixed methods dengan pendekatan sequential explanatory dan desain explanatory mixed method design. Populasi penelitian berasal dari peserta didik kelas X SMK Negeri 1 Kota Magelang tahun pembelajaran 2025/2026. Sampel penelitian dipilih melalui teknik cluster random sampling dan melibatkan atas 31 peserta didik kelas eksperimen dan 29 peserta didik kelas kontrol. Pengumpulan data dilakukan menggunakan tes literasi numerasi, angket self-efficacy, dan pedoman wawancara. Hasil analisis memperlihatkan bahwa model PBL pendekatan RME berbantuan e-LKPD efektif terhadap literasi numerasi peserta didik. Kelas eksperimen mencapai nilai rata-rata () dan persentase penguasaan () yang lebih tinggi dibandingkan kelas kontrol yang diajar menggunakan Discovery Learning (masing-masing dan Enam siswa yang mewakili kategori self-efficacy tinggi, sedang, dan rendah dipilih untuk diwawancarai. Temuan kualitatif menunjukkan bahwa pencapaian literasi numerasi bervariasi sesuai dengan tingkat self-efficacy, di mana siswa dengan self-efficacy yang lebih tinggi menunjukkan kinerja yang lebih baik.
Co-Authors Abdullah Abdullah Agung Firmansyah Ali Shodiqin Ali Shodiqin Amin Suyitno Angela Dewi Maharani Permata Hati Arfatin Nurrahmah Arief Agoestanto Arif Abdul Haqq Bambang Eko Susilo Budi Waluya Dedi Muhtadi Dwijanto Dwijanto Ellya Masturina Hamid Erik Santoso Erik Santoso Fullu Azka Hamidah Hamidah Hardi Suyitno Huba Saadah Iqbal Kharisudin Isnaini Rosyida Isti Hidayah Isti Hidayah Hidayah Iwan Junaedi Jaka Wijaya Kusuma Kartono , Lasia Agustina Megita Dwi Pamungkas Mellawaty Mellawaty Mutiara Ayu Lestari Nurya Maulida Husna Pamungkas, Megita Dwi Putriaji Hendikawati Rif'atul Alawiyah Ririn Hutneriana Rochmad - Scolastika Mariani Sebastian Fedi St. Budi Waluya Sufah Iliya Manazila Sukestiyarno Sukestiyarno Vera Dewi Susanti Vita Istihapsari Wahyudi Walid Walid, Walid Wardono Wardono YL Sukestiyarno Yohanes Leonardus Sukestiyarno Yuni Frazwanti Zaenuri Mastur