Article Per Year (5 Year)
p-Index From 2021 - 2026
3.93
P-Index
This Author published in this journals
All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam EurekaMatika (Jurnal Online Matematika S1) Jurnal Penelitian Pendidikan Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan International Journal on Emerging Mathematics Education International Journal of Pedagogy and Teacher Education JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Cendekia : Jurnal Pendidikan Matematika International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Symmetry: Pasundan Journal of Research in Mathematics Learning and Education JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Southeast Asian Mathematics Education Journal Studies in Learning and Teaching Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Eurekamatika Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Educenter: Jurnal Ilmiah Pendidikan Indonesian Community Journal Elementary Journal : Jurnal Pendidikan Guru Sekolah Dasar International Journal of Contemporary Studies in Education Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Konatif: Jurnal Ilmiah Pendidikan EDUCENTER JURNAL PENDIDIKAN Journal on Mathematics Education Research Journal on Mathematics Education Jurnal Didaktik Matematika
Endang Cahya Mulyaning A.
Mathematics Education Study Program, Faculty Of Mathematics And Natural Sciences Education, Universitas Pendidikan Indonesia,Bandung
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

Published : 44 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 44 Documents
Search

 1   2   3   4   5 
UPAYA MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MELALUI MODEL PEMBELAJARAN TIPE THINK TALK WRITE Silvyani Eka Putri; Suhendra Suhendra; Endang Cahya Mulyaning Asih
Journal on Mathematics Education Research (J-MER) Vol 1, No 1 (2020)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v1i1.24572

Abstract

Pemahaman konsep matematis merupakan tujuan yang harus dicapai dalam pembelajaran matematika Namun, pemahaman konsep matematis siswa di Indonesia masih tergolong rendah Penelitian ini merupakan penelitian yang memberikan informasi mengenai upaya meningkatkan kemampuan pemahaman konsep matematis siswa SMP. Tujuan penelitian ini adalah untuk mengetahui pencapaian dan peningkatan kemampuan pemahaman konsep matematis siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif tipe Think Talk Write (TTW) dibandingkan dengan siswa yang mendapatkan pembelajaran dengan model konvensional dan untuk mengetahui respons siswa terhadap pembelajaran dengan model kooperatif tipe TTW. Populasi dalam penelitian ini adalah seluruh siswa kelas VII di salah satu SMP Negeri di kota Cimahi dengan dua kelas yang ditetapkan secara sengaja sebagai sampel. Adapun data penelitian diperoleh dari instrumen tes dan instrumen non tes. Hasil penelitian menunjukkan bahwa pencapaian kemampuan pemahaman konsep matematis siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif tipe TTW lebih tinggi daripada siswa yang mendapatkan pembelajaran konvensional. Kemudian peningkatan kemampuan pemahaman konsep matematis siswa yang mendapatkan pembelajaran dengan model pembelajaran kooperatif tipe TTW lebih baik daripada siswa yang mendapatkan pembelajaran konvensional. Selain itu, respons siswa terhadap pembelajaran dengan model pembelajaran kooperatif tipe TTW menunjukkan hasil positif, yang ditandai dengan siswa semangat belajar, percaya diri untuk berpendapat, mampu menambah pemahaman saat ada siswa yang berbeda penyelesaian masalah, dan mampu mempresentasikan hasil kerjanya dengan penuh percaya diri meskipun diperhatikan oleh guru dan siswa yang lain.
DESAIN DIDAKTIS BANGUN RUANG SISI DATAR UNTUK MENINGKATKAN LEVEL BERPIKIR GEOMETRI SISWA SMP Rifa Rizqiyani; Siti Fatimah; Endang Cahya
Journal on Mathematics Education Research (J-MER) Vol 2, No 1 (2021)
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v2i1.7907

Abstract

Latar belakang dari penelitian ini adalah proses pembelajaran materi geometri yang kurang memperhatikan level berpikir geometri sehingga berakibat pada rendahnya level berpikir geometri siswa tingkat SMP. Berdasarkan hal tersebut tujuan dilakukannya penelitian ini adalah membuat desain didaktis alternatif yang mempertimbangkan level berpikir geometri sehingga diharapkan dapat meningkatkan level berpikir geometri siswa. Metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif berupa DDR (Didactical Design Research) dengan teknik pengumpulan data melalui uji instrumen dan studi dokumentasi.Hasil penelitian menunjukan bahwa terjadi peningkatan level berpikir geometri siswa sampai pada level 2 (pengurutan) dan 56,52% siswa mengalami peningkatan level berpikir geometri. Desain didaktis ini dapat dijadikan salah satu alternatif bahan ajar pada pembelajaran sifat-sifat bangun ruang sisi datar.
Trends of Problem-Solving Skills Research in Journal of Mathematics Education in Indonesia Shafa Salsabila; Endang Cahya Mulyaning A; Tiara Aurelly Ferta
Journal on Mathematics Education Research (J-MER) Vol 5, No 2 (2024): November
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v5i2.73020

Abstract

This study aims to analyze articles published in Indonesian mathematics education journals to see the development of problem-solving skills research. Content analysis is the method used to analyze these articles. The articles analyzed were articles published in 2019 to 2024, with a special emphasis on problem-solving skills. After being analyzed, it was found that there was a decrease in the number of publications discussing problem-solving skills over the past five years. Of these articles, the most commonly used research design was quantitative. In addition, the eighth grade of junior high school and the material 'Geometry' were consistently the most widely used subjects and materials in this study. Test sheets and t-tests were the instruments and data analysis methods most widely used by researchers. Several suggestions have been put forward for future problem-solving skills research. One of the main suggestions is to increase the variety of research methodologies used. Researchers are encouraged to not only rely on quantitative methods, but also explore qualitative and mixed methods to gain a deeper understanding of how problem-solving skills can be developed effectively. More diverse research in terms of subjects, topics, and methodologies is expected to make a significant contribution to improving the quality of mathematics education in Indonesia, especially in developing students' problem-solving skills.
Learning obstacles and the didactical design for teaching the limit of function in a Calculus course Tonra, Wilda Syam; Suryadi, Didi; Mulyaning, Endang Cahya; Kusnandi
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp153-172

Abstract

Students often face difficulties in understanding the concept of limits in functions, a challenge that arises due to the abstract nature and complexity of the topic. Despite being familiar with the procedural steps, students may fail to grasp the underlying meaning of limits. This gap in comprehension leads to significant learning obstacles. As such, there is a critical need for effective didactical designs that can enhance the teaching and learning of this concept. This study aims to address this issue through a Didactical Design Research (DDR) approach, which is structured into three phases. The first phase involves a preliminary didactical design analysis, followed by administering a diagnostic test on the limit of functions to 26 third-semester students (Group 1) who have already completed a differential calculus course. This diagnostic test helps identify the initial learning obstacles. In the second phase, a didactical design is developed to address these obstacles, and it is then implemented with 33 first-semester students (Group 2) enrolled in a Differential Calculus course to evaluate the impact of the design. Data analysis is conducted based on the scores from the written diagnostic test, categorizing them into three levels of ability. The findings reveal that the primary learning obstacle for students is the formal definition of limits, and the identified obstacles are epistemological, psychological ontogenic, instrumental ontogenic, and conceptual ontogenic. The results of implementing the didactical design demonstrate a significant improvement in students' understanding of limits, as evidenced by a reduction in the learning obstacles encountered. This research contributes to the development of more effective didactical approaches for teaching complex mathematical concepts, offering a potential model for addressing similar learning challenges in other abstract topics.
Discriminant Analysis of Students' Spatial Ability in Understanding Flat-Sided Geometric Shapes Muh. Khaedir Lutfi; Tatang Herman; Endang Cahya Mulyaning A
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i1.98297

Abstract

Spatial ability is a crucial aspect that supports students in visualizing and understanding abstract mathematical concepts, particularly flat-sided geometric shapes in geometry learning. This study aims to identify the factors that differentiate students with low and high spatial abilities through discriminant analysis. The factors analyzed include Mental Rotation, Spatial Orientation, Visualization, Spatial Relation, and Spatial Perception, measured using a spatial ability test. The test instrument consisted of five questions developed based on the spatial ability framework offered by Maier and validated by mathematics and learning evaluation experts. A total of 34 ninth-grade students from a junior high school in Tangerang Regency were selected through purposive sampling. The analysis results showed that Visualization, Spatial Relation, and Spatial Perception were the main predictors that significantly differentiated the two groups. Visualization supports the ability to imagine geometric objects, Spatial Relation facilitates the understanding of relationships between objects, and Spatial Perception aids in recognizing the position and relationship of geometric elements. The resulting discriminant model had an eigenvalue of 13.967, indicating a strong discriminant power in separating student groups. Understanding these differentiating factors provides a foundation for designing effective learning strategies, such as the use of augmented reality (AR) applications and 3D modeling tools to enhance students’ comprehension of spatial figures. Furthermore, interventions using physical or virtual manipulatives can be tailored to students’ needs, assisting them in mastering the concept of flat-sided geometric shapes.
Technology Integration in Problem-Based Culturally Responsive Mathematics Learning: A Systematic Literature Review in the Era of Industry 5.0 Fitri, Rahmia Mulya; Al Jupri; Mulyaning, Endang Cahya; Sitanggang, Damra Ali
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i1.3340

Abstract

The Industry 5.0 era demands mathematics learning models that are not only technology-enhanced but also culturally responsive and competence-oriented. This systematic literature review investigates the integration of technology-supported problem-based learning (PBL) with culturally responsive teaching (CRT) in mathematics education. Following the PRISMA 2020 protocol, 24 records were retrieved from Scopus, ScienceDirect, and Google Scholar; five met the inclusion criteria and were thematically analyzed. Results show that PBL supported by technology improves students’ problem-solving skills, mathematical literacy, motivation, and self-regulated learning. However, explicit integration of CRT within these models remains limited. Compared to conventional approaches, a combined PBL-CRT-technology framework holds greater potential to promote meaningful, inclusive, and future-oriented mathematics learning. This review recommends the development of a comprehensive instructional model that aligns cultural relevance, digital innovation, and inquiry-based learning. Implications for research and practice are outlined to support mathematics education in diverse and digitally connected learning environments.
Application of Newman’s Error Analysis to Identify Students’ Errors in Solving Fraction Problems Payung, Zatman; Kusumah, Yaya Sukjaya; Mulyaning, Endang Cahya; Avip, Bambang
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.27320

Abstract

Mathematics is a subject that has been taught since elementary school with the aim of training students to think critically, logically, systematically, and solve problems. In fact, many students experience difficulties in learning mathematics, especially in fractional material This study aims to identify mistakes made by elementary school students in solving fractional problems using Newman's Error Analysis (NEA). Through a descriptive qualitative approach, this study analyzes the results of student work on fractional questions based on five stages of NEA: reading error, comprehension error, transformation error, process skills error, and encoding error). Data was collected through written tests and interviews, involving students from UPI Laboratory Elementary School, Pelita Bangsa Elementary School, and SDN 272 Sukasari. Student errors are then grouped by NEA stages to identify the most mistakes made by students. The results of the study showed that students made mistakes at all stages of the NEA. The most common mistakes experienced by students are at the comprehension error and process skill error stages. There are still many students who are not able to represent fractions with pictures and students also still make many mistakes in the fraction operation process. Based on the results of the research, it was concluded that students still had difficulties in fractional material by seeing the mistakes made by students when working on fractional problems. It is necessary to improve students' conceptual understanding and procedural skills in fractional materials.
Prospective Mathematics Teachers’ Digital Literacy through Web-based Learning Mauladaniyati, Ratu; Sartika, Nenden Suciyati; Perbowo, Krisna Satrio; Wahyudin, Wahyudin; Cahya, Endang
International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v6i1.21485

Abstract

This study aims to describe the digital literacy of prospective mathematics teachers who are conducting web-based learning in the new normal era. This research is classified as a qualitative descriptive research, data collected through surveys and interviews. The research subjects were 4th semester students of the mathematics education study program. Subjects were taken using purposive sampling technique for filling out the questionnaire and then 5 students were randomly selected to be interviewed. The results showed that the digital literacy of prospective mathematics teachers in web-based learning in the new normal era was quite good, this was evidenced by the results of student questionnaires which showed positive categories on each indicator. In addition, the cumulative percentage of students on the indicator of basic ability to use the internet (81.08%), on the indicator of the ability to seek and obtain information (75.32%), on the indicator of skills in choosing frequently used information sources (59.49%) and cumulative percentage of ability to use information effectively (81.87%). This is reinforced by the results of interviews with students which showed that the five students were able to achieve these four indicators.
Meningkatkan Kemampuan Komunikasi Matematis Melalui Penerapan Model Reciprocal Teaching Berbasis Saintifik R, Ari Hestaliana; M.A, Endang Cahya
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 6 No. 2 (2016): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v6i2.2660

Abstract

Penelitian ini dilandasi oleh hasil studi pendahuluan di SMPN kota Bandung yang menunjukkan bahwa kemampuan komunikasi matematis siswa belum memadai. Untuk itu perlu dicari sebuah model pembelajaran dalam menindaklanjuti masalah tersebut. Salah satunya melalui model reciprocal teaching berbasis saintifik. Penelitian ini bertujuan untuk mengkaji peningkatan kemampuan komunikasi matematis siswa yang mendapatkan pembelajaran dengan model reciprocal teaching berbasis saintifik. Desain penelitian ini merupakan penelitian Quasi Experimental Design dengan Nonequivalent Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas VIII di salah satu SMP Negeri Lembang. Sampel penelitian ini adalah kelas VIII B dan VIII E. Sampel dipilih dengan teknik purposive sampling. Instrumen yang digunakan berupa tes kemampuan komunikasi matematis. Analisis data menggunakan Independent T-Test. Berdasarkan analisis data dapat disimpulkan bahwa peningkatan kemampuan komunikasi matematis siswa yang mendapatkan pembelajaran dengan model reciprocal teaching berbasis saintifik lebih baik daripada siswa yang mendapatkan pembelajaran dengan pendekatan saintifik.
Students’ learning obstacle in operations of integer Kurniasi, Rima; Nurjanah, Nurjanah; Cahya, Endang
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i1.1107

Abstract

This study aims to describe the learning obstacles faced by students in the operation of integers. The research method used is a qualitative method with a case study design. The data was taken from 16 students in grade 7, a junior high school in Batang Hari, Jambi. The data collection technique used was triangulation data. There are written tests, interviews with both students and the teacher, and document analysis. The data collection instrument used was a test of integer operations, interview guidelines, and documents (lesson plan and textbook). The results of the research showed that there are learning obstacles in the operations of integers, namely, ontogenic obstacles (difference in knowledge between natural number operations and integer operations), epistemological obstacles (limited understanding), and didactical obstacles (obstacles that come from the didactic system). Other researchers can create lesson plans based on the obstacles found in this research.
Co-Authors A.A. Ketut Agung Cahyawan W Afidah Mas'ud Agustian, Muhammad Rifqi Agustian, Muhammad Rifqi Ahmad Mukhibin, Ahmad Ahmad Rifai Nurdiansyah Al Jupri Anzani, Vera Asep Syarif Hidayat Avip, Bambang B A Priatna Candra Nugraha Chiarun Nisa, Nenden Dadang Juandi Darhim Darhim Diana Ayu Wulandari Didi Suryadi Didi Suryadi Dina Mauliddiana Eva Musyrifah, Eva Fatimah, Siti Fitri, Rahmia Mulya Fitriani Fitriani Gelar Dwirahayu Gusni Satriawati, Gusni Hidayat, Asep Syarif I N Atikah I Susanti Ilham Muhammad Indra Siregar Jarnawi Afgani Dahlan Khairani Khairani Khairini Atiyah Krisna Satrio Perbowo Krisna Satrio Perbowo Kurniasi, Rima Kusnandi Kusnandi Kusnandi M. Hafiz Muh. Khaedir Lutfi Muhamat Hidayatul Ridho N. Nurjanah Nisa, Nenden Chaerun Nurjanah, Nurjanah Papien Aprisda R, Ari Hestaliana Ratu Mauladaniyati Rifa Rizqiyani Rifdah Rifdah Rima Kurniasi Rini Sulastri Rizky Rosjanuardi Rum, Ahbi Mahdianing Sarassanti, Yumi Sartika, Nenden Suciyati Sendi Yoga Agustin Shafa Salsabila Silvyani Eka Putri Sitanggang, Damra Ali Siti Fatimah Sufyani Prabawanto, Sufyani Suhendra, S Syamsul Arifin Tatang Herman Tatang Herman, Tatang Tiara Aurelly Ferta Tonra, Wilda Syam Utomo, Dwi Arianti Suryo Vika Andina, Vika Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin, Wahyudin Yaya Kusuma Yaya S. Kusumah Zatman Payung