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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Transformasi: Jurnal Pengabdian Masyarakat Jurnal Daya Matematis Jurnal Pilar JIPM (Jurnal Ilmiah Pendidikan Matematika) Edukasi: Jurnal Pendidikan Jurnal Pendidikan Informatika dan Sains JURNAL PENDIDIKAN SAINS DAN APLIKASINYA GERVASI: Jurnal Pengabdian kepada Masyarakat SAP (Susunan Artikel Pendidikan) J-PiMat : Jurnal Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Mosharafa: Jurnal Pendidikan Matematika EMTEKA: Jurnal Pendidikan Matematika DIKSI: Jurnal Kajian Pendidikan dan Sosial Indo-MathEdu Intellectuals Journal Journal of Innovation Research and Knowledge Journal of Creative Student Research Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Konstanta: Jurnal Matematika dan Ilmu Pengetahuan Alam Jurnal Inovasi Pendidikan dan Pengajaran International Journal of Mathematics and Science Education
Muhamad Firdaus
Universitas PGRI Pontianak
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Social Sciences Transportation Other

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The Integration of Ethnomathematics Into Mathematics Teaching In Inclusive Education: Study Literature Research Hartono Hartono; Muhamad Firdaus; Dora Anak Athan
International Journal of Mathematics and Science Education Vol. 3 No. 2 (2026): May: International Journal of Mathematics and Science Education
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijmse.v3i2.333

Abstract

Inclusive education aims to provide equal learning opportunities for all students, including those with special needs, within regular educational settings. However, mathematics learning in inclusive classrooms remains challenging because mathematical concepts are often abstract and require logical reasoning that may not be easily accessible to learners with diverse cognitive characteristics. Ethnomathematics has emerged as an alternative approach by integrating cultural practices, local wisdom, and students’ daily experiences into mathematics instruction, creating more meaningful and accessible learning environments. This study aims to analyze the development, implementation patterns, opportunities, and research gaps related to ethnomathematics in inclusive mathematics learning. A literature review method was employed by examining scientific publications from 2020–2025 obtained from Google Scholar, Scopus, ERIC, Springer, and ProQuest databases. Data were analyzed through content analysis involving reduction, classification, interpretation, and synthesis. The findings indicate that ethnomathematics has been implemented through cultural artifacts, digital teaching materials, and project-based contextual learning. The approach supports inclusive learning through multi-representational access, instructional adaptations, scaffolding strategies, and collaborative teaching practices aligned with Universal Design for Learning principles. Furthermore, ethnomathematics enhances students’ motivation, conceptual understanding, mathematical literacy, and cultural identity. Nevertheless, studies focusing on disability-specific adaptations and long-term learning outcomes remain limited and require further investigation.
Positive negative game application design based on the Montessori method as a means of improving the mathematical connection ability of students with ADHD Utin Desy Susiaty; Muhamad Firdaus
Jurnal Pendidikan Informatika dan Sains Vol. 15 No. 1 (2026): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v15i1.9636

Abstract

The objectives of the study are: 1) to develop a positive negative game application based on the Montessori method to improve the mathematical connection skills of students with ADHD, 2) to determine the characteristics of the mathematical connection skills of students with ADHD, and 3) to determine the mathematical connection skills of students with ADHD after using the developed positive negative game application based on the Montessori method. The method of this study is R&D with the ADDIE model. The findings in this study obtained that the results of the assessment of the three material and media experts with an average percentage of 76.32 valid criteria. From the results of trials conducted on 7 students with ADHD from SLB C Dharma Asih Pontianak, the results obtained were 96.88 for the class teacher's response, the percentage for the response of students with ADHD was 75.89 and 86.38 for the overall average with the criteria "very practical". Based on calculations related to classical completeness, 6 students were obtained complete and 1 student did not complete with the KKM of mathematics subjects set for Phase D level (equivalent to junior high school) in SLB C for Mentally Disabled, namely 65. Furthermore, the effectiveness result was 85.71% with a very effective category. This means that the Positive Negative Game Application Based on the Montessori Method is effective. The conclusions in this study are: 1) Based on the results of the validity, practicality, and effectiveness values, the Design of the Positive Negative Game Application Based on the Montessori Method developed is suitable for use. 2) the characteristics of the mathematical connection abilities of students with ADHD are already in the category of classically complete students from a total of 7 students who worked on the posttest questions. 3) the mathematical connection abilities of students with ADHD after using the Positive Negative Game Application Based on the Montessori Method experienced classical completeness which showed an increase.
Pengembangan Flipbook Interaktif Berbantuan Canva Terhadap Kemampuan Pemecahan Masalah Pada Materi Statistika Kelas VIII Maria Reza Fenon Resa; Reni Astuti; Muhamad Firdaus
Jurnal Inovasi Pendidikan dan Pengajaran (JIPP) Vol. 5 No. 2 (2026): Jurnal Inovasi Pendidikan dan Pembelajaran (JIPP) Juli 2026
Publisher : LPD Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/jipp.v5i2.10871

Abstract

This study was motivated by students’ low mathematical problem-solving skills and the suboptimal use of engaging and interactive learning media in mathematics instruction. The purpose of this study was to determine the validity, practicality, and effectiveness of an interactive flipbook created using Canva on problem-solving skills in statistics for eighth-grade students at SMP Negeri 21 in Pontianak. This study employed the Research and Development (R&D) method using a modified 3D version of the 4D development model, namely define, design, and develop. The research subjects consisted of several validators, including subject matter experts and media experts, as well as 28 eighth-grade students from Class VIII C at SMP Negeri 21 in Pontianak. Data collection techniques included validation sheets, teacher and student response questionnaires, and problem-solving ability tests. The results showed that the validity level of the Canva-assisted interactive flipbook achieved an average percentage of 88.58%, meeting the criteria for “highly valid.” The practicality level achieved an average percentage of 94.46%, meeting the criteria for “highly practical.” Meanwhile, the effectiveness level, based on the students’ posttest results, reached 71.43%, meeting the “effective” criterion. Thus, the Canva-assisted interactive flipbook for eighth-grade statistics material is deemed highly valid, highly practical, and effective, making it suitable for use in mathematics instruction to support students’ problem-solving skills.
Pengembangan Aplikasi Dompet Pintar Berbasis Strategi Saintifik Learning Untuk Meningkatkan Kemampuan Komunikasi Matematis Pada Materi Relasi Dan Fungsi Rizki Ilman Mubaroqah; Iwit Prihatin; Muhamad Firdaus
Journal of Creative Student Research Vol. 1 No. 2 (2023): April : Journal of Creative Student Research
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jcsrpolitama.v1i2.1147

Abstract

Penelitian ini bertujuan untuk menghasilkan media pembelajaran aplikasi dompet pintar berbasis strategi saintifik learning untuk meningkatkan kemampuan komunikasi matematis pada materi relasi dan fungsi yang mencapai tingkat kevalidan, kepraktisan, dan keefektifan. Penelitian ini menggunakan model rancangan pengembangan 4D, yang dimodifikasi menjadi 3D, yaitu define (definisi), design (perancangan), development (pengembangan), tanpa menggunakan tahap keempat yaitu disseminate (penyebaran), karena hal ini merujuk kepada tujuan awal dari penelitian ini ialah untuk mengembangkan media yang valid, praktis dan efektif yang terdapat pada langkah ketiga pengembangan model ini yaitu development. Subjek dalam penelitian ini adalah siswa kelas VIII SMPN 8 Sengah Temila dengan jumlah siswa sebanyak 20 siswa. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi, angket, dan soal pre-test post test. Berdasarkan hasil penelitian yang pertama adalah validasi aplikasi dompet pintar berbasis strategi saintifik learning yaitu dengan nilai rata-rata dari ketiga ahli sebesar 85,416% dalam kriteria sangat valid dengan kategori sangat baik. Yang kedua adalah nilai kepraktisan, dilihat dari nilai angket yang diisi guru dam siswa diperoleh persentase sebesar 83,93% dengan kriteria sangat praktis. Selanjutnya keefektifan, dilihat dari nilai rata-rata siswa dengan merujuk pada skala likert. Artinya, terdapat peningkatan nilai hasil belajar siswa dalam kemampuan komunikasi matematis, sehingga aplikasi dompet pintar dikatogerikan efektif. Berdasarkan hasil tersebut disimpulkan bahwa pengembangan aplikasi dompet pintar berbasis strategi saintifik learning terhadap kemampuan komunikasi matematis pada materi relasi dan fungsi di SMPN 8 Sengah Temila tergolong valid, praktis, dan efektif untuk digunakan.
Analisis Kemampuan Berpikir Kreatif Matematis Siswa Dalam Menyelesaikan Soal Cerita Persamaan Linear Satu Variabel Berdasarkan Minat Belajar Angela Irisya Nesti; Muhamad Firdaus; Marhadi Saputro
Journal of Creative Student Research Vol. 1 No. 1 (2023): Februari : Journal of Creative Student Research
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jcsrpolitama.v1i1.1177

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) Untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal cerita persamaan linear satu variabel berdasarkan minat belajar tingkat tinggi di kelas VII SMP Negeri 1 Sengah Temila; (2) Untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal cerita persamaan linear satu variabel berdasarkan minat belajar tingkat sedang di kelas VII SMP Negeri 1 Sengah Temila; (3) Untuk mendeskripsikan kemampuan berpikir kreatif matematis siswa dalam menyelesaikan soal cerita persamaan linear satu variabel berdasarkan minat belajar tingkat rendah di kelas VII SMP Negeri 1 Sengah Temila. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian deskriptif kualitatif dan bentuk penelitian yang digunakan adalah studi kasus dengan subjek penelitian adalah siswa kelas VIIB yang terdidri dari 28 siswa. Alat pengumpul data yanag digunakan adalah angket minat belajar, tes kemampuan berpikirkreatif matematis berbentuk essay sebanyak 4 soal, dan wawancara terdapat 6 siswa diperoleh dari hasil angket yang terdiri dari 2 siswa (B16 dan B1) perwakilan kelompok tinggi, 2 siswa (B5 dan B18) perwakilan kelompok sedang dan 2 siswa (B21 dan B24) perwakilan kelompok rendah.sebelum digunakan dalam penelitian ini, soal tersebut sudah diuji cobakan untuk menentukan validitas, daya pembeda, indeks kesukaran dan reliabilitas. Hasil penelitian ini menunjukkan bahwa siswa B16 dan B1 memiliki minat belajar tinggi dengan kemampuan berpikir kreatif matematis memenuhi indikator-indikator berpikir kreatif kefasihan, fleksibilitas, kebaruan dan elaborasi. Jadi, dapat disimpulkan bahwa siswa yang memilki minat belajar tingkat tinggi memilki kemampuan berpikir kreatif matematis tingkat atas. Untuk siswa B5 dan B18 memiliki minat belajar sedang dengan kemampuan berpikir kreatif matematis siswa B5 memenuhi indikator-indikator berpikir kreatif kefasihan, fleksibilitas, dan elaborasi sedangkan siswa B18 memenuhi ini indikator elaborasi saja. Jadi, dapat disimpulkan bahwa siswa yang memilki minat belajar tingkat sedang memilki kemampuan berpikir kreatif matematis tingkat tengah. Dan untuk siswa B21 dan B24 memiliki minat belajar rendah dengan kemampuan berpikir kreatif matematis belum memenuhi indikator-indikator berpikir kreatif kefasihan, fleksibilitas, kebaruan dan elaborasi. Jadi, dapat disimpulkan bahwa siswa yang memilki minat belajar rendah tinggi memilki kemampuan berpikir kreatif matematis tingkat bawah.
Co-Authors Agustina Genda Alma Mujahida Angela Irisya Nesti Ayu Dewi Astiti Buchari Buchari Dewi Risalah Dora Anak Athan Dwi Oktaviana Eka Putri Ayuningsih Endah Atitya Fetty Anggriani Hakiki, Muhammad Hartono Hartono Hartono Hedrian Pilimon Hodiyanto Iwit Prihatin Jesica Esha Risty Juandi Juandi Lia Angraeni Mahmuddin Mahmuddin Marhadi Saputro Maria Reza Fenon Resa Muhammad Amri Muhammad Fahri Raiska Putra Novi Andriati Nurmaningsih Rahman Haryadi Reni Astuti Ridho Dedy Arief Budiman Rika Rizki Ilman Mubaroqah Shyntia Eka Putri Utin Desy Susiaty Vindo Feladi Vivi Syafitri Wahyudi Wahyudi Wandra Irvandi Yadi Ardiawan Yanti Yanti Yudi Darma Yudi Darma