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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Matematika Journal of Education and Learning (EduLearn) Jurnal Infinity Jurnal Elemen Journal of Research and Advances in Mathematics Education JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Math Didactic: Jurnal Pendidikan Matematika Beta: Jurnal Tadris Matematika JURNAL EDUCATION AND DEVELOPMENT Benchmarking: Jurnal Manajemen Pendidikan Islam Jurnal Cendekia : Jurnal Pendidikan Matematika MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Vygotsky: Jurnal Pendidikan Matematika dan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Abdi: Media Pengabdian Kepada Masyarakat MATHunesa: Jurnal Ilmiah Matematika Edukasia: Jurnal Pendidikan dan Pembelajaran International Journal of Trends in Mathematics Education Research (IJTMER) Enrichment: Journal of Multidisciplinary Research and Development Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Infinity
Agung Lukito
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral Rooselyna Ekawati; Ahmad Wachidul Kohar; Tatag Yuli Eko Siswono; Agung Lukito; Kai-Lin Yang; Khoirun Nisa
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p261-274

Abstract

This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content knowledge (PCK) on the hierarchical classification of the quadrilateral. A multiple case study was conducted to analyze the responses of ten MTEs in an online moderated-forum group discussion (M-FGD) from their written work on the MTE-PCK test completed prior to the M-FGD. The PCK test consisted of two tasks: the task that examines MTEs’ knowledge to predict pre-service teachers’ reason in representing the hierarchical classification of quadrilateral in Venn diagrams, and the task that examines MTEs’ knowledge in making a flowchart as a recommendation to mathematics teacher to analyze the validity of quadrilateral classification. Results show that the MTEs indicate two considerations of noticing pre-service teachers’ PCK on the quadrilateral classification: by definition and properties of quadrilaterals and by the visual appearance of quadrilaterals. Despite this, 20% of them were indicated to perform a lack of understanding of the hierarchical classification of quadrilaterals, as indicated by invalid flowcharts of validating the hierarchical classification of the quadrilateral.
Revealing the uniqueness of variations in prospective teachers' metacognitive activities in solving mathematical problems based on gender Ramlah Ramlah; Tatag Yuli Eko Siswono; Agung Lukito
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p477-500

Abstract

A significant amount of scholarly investigation has recently focused on metacognitive activity. However, the examination of metacognitive variations in solving math problems that are still limited in scope. This case study examines gender differences in activity variations of metacognitive activities, specifically awareness, regulation, and evaluation, in prospective teachers solving mathematical problems based on mathematical models. Participants were selected through purposive sampling. Twelve male and sixteen female participants were chosen from those who participated in the 'capita selecta' mathematics course at a public university in West Java, Indonesia. The data were collected through mathematical problem-solving tasks and interviews. The results show that the variations in metacognitive activities between male and female participants are different. Females tend to be more complex and structured in their evaluation activities, while males tend to be more complex and structured in their awareness activities. Based on the results, recommendations are made for future studies.
Pengembangan Modul Pembelajaran Geometri berbasis Etnomatematika di kelas V Mario Florentino; Agung Lukito; Neni mariana
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2022): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v3i3.220

Abstract

This research is motivated by the low interest in learning of fifth grade students in mathematics, limited teaching materials that facilitate students in constructing their knowledge, especially teaching materials based on ethnomathematics, and students are still difficulties in solving mathematical problems related to geometry. The purpose of this study was to produce an ethnomathematics-based geometry learning module in class V and describe its quality in terms of validity, practicality, and effectiveness. The module specifications developed are, (1) An ethnomathematics-based geometry learning module which contains geometry material for grade V Elementary School students which consists of 3 learning activities, namely recognizing flat shapes, identifying shapes and elements of flat shapes, and identifying relationship between flat shapes, (2) The developed learning module contains woven fabric motifs in Sikka village which are integrated into geometry material in class V so that it can make it easier for students to understand the contents of the module. The research procedure adapts the ADDIE development model, namely the development model which consists of five stages which include analysis (analyze), design(development), implementation (implementation), and evaluation (evaluation). In terms of validity, based on the validation results of media experts and material experts, at least they get a good score so that they are included in the valid category. From a practical standpoint, based on the practicality assessment sheet by the teacher as a minimum user, he gets a good score. Based on the student response questionnaire 96% chose to strongly agree and 4% chose to agree so that the learning module was declared practical. In terms of effectiveness, after going through the implementation phase, a pre-test score of 49.37 and a post-test score of 79.06 were obtained with a presentation of 100% student learning completeness. Then the test results using the N-gain obtained a value of 0.83 which is based on the N-gain including high and very effective. Based on the results of this study, it can be concluded that the ethnomathematics-based geometry learning module in class V using the ADDIE development model meets valid, practical, and effective criteria so it is feasible to use.
Profil Penalaran Siswa SMA dalam Menyelesaikan Masalah Geometri ditinjau dari Perbedaan Gender Rajib Syahrul Hamdi; Agung Lukito; Janet Trineke Manoy
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1110

Abstract

Reasoning profile is description of the process of logical thinking in solving mathematical problems related to determining a conclusion using the knowledge possessed in the cognitive structure. The indicators used to reveal the profile of reasoning include understanding the problem, making a settlement plan, carrying out the settlement plan, and looking back at the results that have been resolved. Geometry is a part of mathematics that discusses the shape and size of an object that has a certain regularity. Geometry problems are problems in the form of geometry (three dimensions) for which routine procedures are not available for solving. Meanwhile, gender differences affect the reasoning profess in solving geometric problems. This study aims to describe the reasoning profiles of high school students with masculine male and feminine gender in solving geometric problems. This descriptive research with a qualitative approach was carried out in class XI of SMA Negeri 1 Sidayu in the 2022/2023 academic year. The subjects of this study were two students of class XI who had equal mathematical abilities. Data collection was carried out by in-depth subject interviews based on the Geometry Problem Solving Task. Geometry Problem Solving Tasks in the form of description geometry questions. In collecting data using time triangulation techniques to obtain credible data. Data analysis was carried out by condensing data, presenting data, and drawing conclusions. The results showed that masculine male students used logical thinking in solving problems with a more analytical nature in giving appropriate arguments. Whereas feminine women use logical thinking in solving problems but in giving arguments they are less analytical. This shows that the reasoning profile of masculine boys in solving geometry problems is better than feminine girls. Differences in reasoning profiles result in students' abilities in mathematical activities will havetesi an impact on student learning outcomes.
Development of the Indonesian Version of the Object-Spatial Imagery and Verbal Questionnaire (IDN-OSIVQ) Fatimatul Khikmiyah; Tatag Yuli Eko Siswono; Agung Lukito
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 9 No. 1 (2024): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v9i1.5343

Abstract

Developing the Indonesian Version of the Object-Spatial Imagery and Verbal Questionnaire (IDN-OSIVQ) aims to create a culturally adapted and validated instrument for assessing object-spatial imagery abilities in the Indonesian population. The research utilized a developmental method to test the instrument's reliability and validity through rigorous adaptation procedures, including translation, back-translation, expert review, and pilot testing. Data from 153 students were analyzed to establish the internal consistency, construct validity, and factor structure of the IDN-OSIVQ. Results showed that the IDN-OSIVQ scales had satisfactory internal reliability, with principal component analysis confirming distinct and coherent factors. Object imagery had the highest average score (3.6662), while spatial imagery had the lowest (3.1765). Criterion validity was established as participants' ratings correlated favorably with corresponding tasks. Gender differences were observed: men scored higher on spatial imagery and women on object imagery, yet these differences did not overshadow the strong associations between cognitive style ratings and objective measures. The cultural adaptation process ensured the questionnaire's relevance and comprehensibility, enhancing its applicability. The findings support the IDN-OSIVQ as a reliable and valid tool, suggesting future research should involve more diverse age groups.
THE STRATEGIC COMPETENCE OF VOCATIONAL SCHOOL STUDENTS IN SOLVING ARITHMETIC ROW AND SERIES PROBLEMS IS REVIEWED FROM COGNITIVE STYLE Nur Muawaliana; Dwi Juniati; Agung Lukito
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27342

Abstract

This study describes the strategic competence of vocational high school students in solving arithmetic sequence and series problems based on their cognitive styles: Field Independent (FI) and Field Dependent (FD). Four indicators of strategic competence were examined formulating, representing, solving, and evaluating problems. Using a qualitative descriptive approach, the study involved four Grade X Software Engineering students from SMKN 4 Bojonegoro, selected purposively through the Group Embedded Figures Test (GEFT). Data were collected through problem-solving tests and in-depth interviews, then analyzed using the Miles and Huberman model with source triangulation. The findings show that FI students exhibit strong strategic competence across all indicators: they can systematically formulate information, construct accurate mathematical representations, apply flexible solution strategies, and evaluate processes reflectively. In contrast, FD students demonstrate limited strategic competence, relying heavily on examples, producing mechanical representations, and showing minimal self-evaluation. These results highlight the significant influence of cognitive style on students' strategic thinking. The study suggests that mathematics teachers should adapt instruction by providing open-ended tasks, conceptual scaffolding, and reflective activities to support strategic competence development, especially for FD learners.
CRITICAL THINKING PROCESSES OF VOCATIONAL SCHOOL STUDENTS IN SOLVING TRIGONOMETRY PROBLEMS FROM A GENDER PERSPECTIVE Ratna Febriyanti; Agung Lukito; Susanah Susanah
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 9, No 2 (2025): BENCHMARKING (Author Geographical Coverage: Pakistan, Timor Leste and Indonesia)
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v9i2.27171

Abstract

Critical thinking is an essential competency in 21st-century learning and the implementation of the Merdeka Curriculum, particularly for Vocational High School (SMK) students to face the complexities of the workforce. This study aims to describe the critical thinking processes of female and male vocational students in solving trigonometry problems. This study employed a descriptive qualitative approach. The research subjects consisted of one female student and one male student with high mathematical ability. Data were collected through trigonometry problem-solving tasks and task-based interviews. The data were analyzed in-depth using Facione's six critical thinking indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results indicated distinct characteristics in the thinking processes between the two subjects. The female student demonstrated a systematic and reflective thinking process; she was able to perform accurate interpretation and analysis, utilized evidence-based inference, and showed strong evaluation and self-regulation skills in verifying the solution against problem constraints. In contrast, the male student tended to exhibit an impulsive and intuitive thinking process; he encountered misconceptions during the analysis stage and demonstrated weak evaluation and self-regulation processes, resulting in an illogical final outcome. This study concludes that there are variations in critical thinking process characteristics between female and male vocational students regarding the depth of evaluation and self-regulation when solving trigonometry problems.
COLLABORATIVE PROBLEM-SOLVING PROCESS IN JUNIOR HIGH SCHOOL STUDENT ASSOCIATION MATERIALS BASED ON HETEROGENEITY OF MATHEMATICAL ABILITY Erna Wati; Rooselyna Ekawati; Agung Lukito
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27592

Abstract

Students' mathematical problem-solving skills currently demonstrate a low proficiency, thus necessitating a collaborative approach that effectively integrates cognitive and social abilities in problem resolution. This study aims to describe the process of Collaborative Problem Solving (CPS) among students at SMPN 22 Surabaya on the topic of sets, based on the heterogeneity of their mathematical ability, namely the high-medium, high-low, and medium-low groups. The research employed a descriptive qualitative approach, utilizing problem-solving tests, video interaction observations, and semi-structured interviews. The data were analyzed using established CPS indicators and standard problem-solving steps. The findings reveal that the high-medium group successfully executed a complete CPS process characterized by balanced interaction. In contrast, the high-low group exhibited unequal collaboration, marked by the dominance of the high-ability student. Furthermore, the medium-low group experienced significant obstacles in nearly all problem-solving stages and was heavily dependent on researcher assistance. The study concludes that the range of mathematical ability within a group is a determining factor for the success of CPS, as ability gaps impede the necessary exchange of ideas, negotiation of meaning, and joint strategy formulation. The practical implications of this research underscore the importance of mapping student capabilities and reinforcing fundamental concepts prior to implementing CPS in mathematics instruction.
The Abstraction Of Masculine Male Student With Field-Independent Cognitive Style In Reconstructing The Concept Of Cuboid Henry Putra Imam Wijaya; I Ketut Budayasa; Agung Lukito
Enrichment: Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2025): Enrichment: Journal of Multidisciplinary Research and Development
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/enrichment.v3i1.350

Abstract

This study has relevance because it helps to explain how the abstraction of junior high school students in reconstructing the concept of blocks. This study aims to describe the abstraction of masculine male junior high school students with an independent field cognitive style in reconstructing the concept of blocks. The research method used is qualitative descriptive. Data was obtained through task-based interviews and observations of student activities reconstructing the concept of blocks. All data is analyzed following the stages of reduction, data presentation, and conclusion drawing. The study found that the AF subjects of grade IX students, masculine males with a fieldindependent cognitive style took three of Piaget's abstractions when reconstructing the concept of beams. In empirical abstraction, the subject is able to group objects blocks and non-blocks by mentioning the characteristics of six planes, twelve ribs, and eight corner points. Turning to semi-empirical abstraction, the accuracy of the classification improves when faced with a 2D image. In reflective abstraction the subject formulates a formal definition of the block, places the cube as a special case, and relates the concept to everyday objects. Theoretically, the results of the study reinforce the idea that understanding mathematics, especially geometry, develops through stages
BCK/BCI-ALJABAR INTERIOR Danang Andi Prasetyo; Agung Lukito
MATHunesa: Jurnal Ilmiah Matematika Vol. 14 No. 02 (2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathunesa.v14n02.p32-40

Abstract

BCK/BCI-aljabar adalah struktur aljabar logis yang berperan penting dalam pengembangan teori logika matematika. Struktur ini terdiri atas himpunan tak-kosong yang dilengkapi dengan operasi biner dan memenuhi aksioma-aksioma tertentu. BCI-aljabar memiliki empat aksioma dasar, sedangkan BCK-aljabar merupakan perluasan dari BCI-aljabar dengan tambahan satu aksioma. Dalam kajian lebih lanjut, konsep BCK/BCI-aljabar interior diketahui sebagai pasangan (X,l) dengan X merupakan BCK/BCI-aljabar dan l adalah pemetaan pada X. Kajian ini mencakup definisi formal melalui contoh konkret tabel Cayley, serta pembuktian sifat-sifat dasar yang mendukung karakterisitik struktur aljabar tersebut. Artikel ini bertujuan untuk mendeskripsikan secara sistematis struktur BCK/BCI-aljabar interior beserta sifat-sifat yang menyertainya melalui penyusunan definisi, teorema, dan proposisi yang relevan.Kata Kunci: BCK/BCI-aljabar, Aljabar logis, Struktur aljabar abstrak, Interior BCK/BCI-aljabar.
Co-Authors Ahmad Wachidul Kohar Alvinaria Alvinaria Ari Mawanto Danang Andi Prasetyo Didik Sugeng Pambudi Dwi Juniati Dwi Juniati Erna Wati Evangelista Lus Windyana Palupi Fatimatul Khikmiyah Feny Rita Fiantika Henry Putra Imam Wijaya I Ketut Budayasa Istianatur Rahmah Janet Trineke Manoy Kai-Lin Yang Khoirun Nisa Kukuh Widodo Lestariningsih Lestariningsih M. Fauzan Asy'ari M. Zaenal Muttaqin Mario Florentino Mega Suliani Mega Teguh Budiarto Misu, La Moch Lutfianto Mu'jizatin Fadiana Naufal Ishartono Neni Mariana Nur Muawaliana Pradnyo Wijayanti Rajib Syahrul Hamdi Ramlah Ramlah Ratna Febriyanti Ria Fibriana Sari Ria Pusvita Sari Rooselyna Ekawati Rosdiana Rosdiana Rusydah Kamilah Siti Amin Siti Khabibah Siti M Amin Siti Maghfirotun Amin Susanah Tatag Yuli Eko Siswono Wiryanto Wiryanto