Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

4.539

P-Index

This Author published in this journals

Hodiyanto

Universitas PGRI Pontianak

Author-ID : 2482951

Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

Published : 53 Documents Claim Missing Document

Claim Missing Document

Articles

2 3 4 5 6

How abstraction of a pre-service teacher in constructing relationships among quadrilaterals Hodiyanto; Budiarto, Mega Teguh; Ekawati, Rooselyna; Susanti, Gemi; Kim, Jeonghyeon; Bonyah, Ebenezer
Journal on Mathematics Education Vol. 15 No. 2 (2024): 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.v15i2.pp339-362

Abstraction is essential to learning mathematics because the mathematical concepts obtained through abstraction will be more meaningful than directly receiving these concepts. This study aims to describe the pre-service teachers' abstraction in constructing relationships among quadrilaterals. This research method was explorative qualitative research with a purposive sampling technique. The subject of this research was a pre-service mathematics teacher who had taken a geometry course. The data analysis techniques used in this study were data condensation, data display, drawing and verifying conclusions. The research results showed that the participant used epistemic actions in an abstraction, such as recognising each quadrilateral type, building-with their properties, constructing relationships among them, and consolidating the abstract results made. Thus, the abstraction in constructing relationships among quadrilaterals can be observed from the epistemic actions: recognising, building-with, constructing, and consolidation, known as RBC+C.

PENGEMBANGAN LEMBAR KERJA SISWA (LKS) BERBASIS ETNOMATEMATIKA PADA KITAB HUKUM ADAT DAYAK MAYAN Kristiani, Jeli; Fadilllah, Syarifah; Hodiyanto, Hodiyanto
Dikmat: Pendidikan Matematika Vol 2, No 02 (2021): Oktober 2021
Publisher : STKI Harapan Bima

Penelitian ini bertujuan untuk menghasilkan bahan ajar berupa lembar kerja siswa (LKS) berbasis etnomatematika pada kitab hukum adat Dayak Mayan dalam materi aljabar pada siswa kelas VII SMPN 02 Suhaid yang valid, praktis dan efektif. Penelitian ini merupakan penelitian pengembangan dimana prosedur penelitian ini menggunakan model rancangan 4D yang dimodifikasi menjadi 3D, yaitu: define (pendefinisian), design (perancangan), dan development (pengembangan). Subjek dalam penelitian ini adalah siswa kelas VII SMPN 02 Suhaid. Teknik pengumpulan data yang digunakan adalah teknik komunikasi tidak langsung dan teknik pengukuran dengan alat pengumpulan data lembar validasi ahli media, ahli materi, angket respon siswa, respon guru dan tes. Ahli validasi terdiri dari 2 dosen program studi pendidikan matematika IKIP PGRI Pontianak dan 1 orang guru mata pelajaran matematika SMPN 02 Suhaid. Berdasarkan hasil valiasi para ahli diperoleh aspek materi yang dinyatakan sangatÂ valid dengan persentase sebesar 82,71%, sedangkan aspek media dinyatakan sangat valid dengan hasil persentase sebesar 83,61%. Hasil angket respon guru memperoleh hasil sebesar 88% dengan kriteria sangat praktis, sedangkan angket respon siswa diperoleh 78% dengan kriteria praktis. Hasil uji coba diperoleh 80% dengan kriteria efektif dimana terdapat 12 siswa yang tuntas dan 3 siswa yang tidak tuntas dari standar kriteria ketuntansan minimal yang ditentukan oleh sekolah adalah 75 untuk mata pelajaran matematika. Dengan demikian, dapat disimpulkan Lembar Kerja Siswa (LKS) berbasis Etnomatematika layak digunakan.

Android-Based Learning Media Design with Contextual Learning to Develop Problem-Solving Skills Ahmad Yani; Iwit Prihatin; Hodiyanto Hodiyanto; Sumiati Sumiati
Didaktik Matematika Vol 8, No 2 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i2.18555

This study objective is to show that android-based learning media design with contextual learning is valid, practical, and effective in developing mathematical problem solving skills. The research method used is Research and Devolopment. Its design in this study is 4-D development model consisting of 4 development stages: define, design, develop, and desseminate. The subjects of this study consisted of development subjects (validators) and field trial subjects (a private senior high school in Pontianak, Indonesia). Data collection tools used were validation sheets, questionnaires and mathematical problem solving skill tests. The data analysis technique used descriptive statistics. This study showed that android-based media with contextual learning content was valid, practical and effective in developing mathematical problem-solving skills. In addition, Android-based learning media with contextual learning content could be used as an alternative in learning during Covid 19.

Development of ethnomathematics-integrated android-based media for enhancing problem-solving skills in secondary geometry learning Hodiyanto Hodiyanto; Patrick Kyeremeh; Gemi Susanti; Veti Aprida; Hartono Hartono
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 11, Issue 1, January 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v11i1.13730

Mathematical problem-solving abilities among junior high school students remain persistently underdeveloped, particularly in geometry instruction on prisms and pyramids, which frequently proceeds without interactive or culturally responsive media. Although interest in ethnomathematics-informed digital tools continues to grow, empirical evidence directly linking Android-based applications grounded in local cultural heritage to measurable gains in problem-solving at this level remains scarce. This study developed an Android-based m-learning medium integrating ethnomathematical elements into prism and pyramid instruction to enhance eighth-grade students’ mathematical problem-solving skills. The 4D Model (Define, Design, Develop, and Disseminate) was applied, and a small-scale pilot trial was conducted involving ten eighth-grade students at SMP Negeri 2 Pontianak. Expert appraisal yielded a composite validity score of 95.33%, practitioner and learner evaluations produced a practicality rating of 93.95%, and effectiveness testing revealed a statistically significant improvement, with mean scores rising from 51.11 at pretest to 90.83 at posttest (p = 0.00000034; Cohen’s d = 3.09). The integration of local cultural artefacts—notably ketupat, patlau, and pengkang—effectively bridged abstract geometric concepts with students' everyday experiences. Given the pilot nature of this study, the findings should be regarded as preliminary and not yet generalisable. Future research is encouraged to involve larger, more diverse samples and to employ controlled experimental designs to validate these outcomes more rigorously.

Students Mathematical Problem Solving Abilities With a Culturally Responsive Teaching Approach: Systematic Literature Review Rohmad Nurwidi; Muchtadi Muchtadi; Hodiyanto Hodiyanto
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.1135-1146

The low mathematical problem-solving ability of Indonesian students is often attributed to learning designs that neglect students' cultural backgrounds, making the material feel abstract and less relevant. This study aims to synthesize research findings regarding the implementation of Culturally Responsive Teaching (CRT) and ethnomathematics in improving the mathematical problem-solving abilities and self-efficacy of Junior High School (SMP) students. This study employs a Systematic Literature Review (SLR) method using PRISMA 2020 guidelines, reviewing 28 selected articles from 1,248 publications between 2019-2024 across five reputable databases. The synthesis results indicate that integrating CRT with learning models such as Problem-Based Learning (PBL) and Realistic Mathematics Education (RME) consistently has a positive impact on critical and reflective thinking skills, as well as strengthening students' self-confidence through relevant cultural contexts. Although there are challenges related to teacher training and the lack of culture-based learning resources, it is concluded that the CRT approach is an effective, inclusive, and contextual pedagogical strategy to improve the quality of mathematics learning, which requires continuous training support for teachers.

Exploring the Critical Thinking Structures of Low-Achieving Students in Solving Algebra HOTS Tasks Hendra Kartika; Daiki Urayama; Siti Mutmainah; Hodiyanto Hodiyanto
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2143

Purpose: Low achievement in mathematics remains a critical concern in supporting students’ meaningful learning and cognitive development. This study explored the critical thinking skills of junior high school students with low mathematics achievement. Specifically, the study aimed to identify the structures of students’ critical thinking based on the FRISCO framework, encompassing Focus, Reasons, Inference, Situation, Clarity, and Overview. Methodology: This study adopted a qualitative case study design to provide an in-depth understanding of students’ critical thinking structures. Ten seventh-grade students with low mathematics achievement were purposively selected as participants. Data were collected through open-ended algebraic Higher-Order Thinking Skills (HOTS) tasks and semi-structured follow-up interviews. The collected data were subsequently analyzed using content analysis to identify patterns and characteristics of students’ critical thinking processes. Findings: The findings indicate that most participants encountered substantial difficulties in identifying core problems, recognizing procedural errors, providing justification, and formulating valid conclusions. Two dominant patterns emerged: (1) absence of focus accompanied by invalid reasoning and false inference; and (2) presence of focus without adequate reasoning, with limited inferential coherence. Significance: These findings indicate that students’ critical thinking remains insufficiently developed and point to the need for more systematic and structured pedagogical support in algebraic HOTS contexts.

PENDEKATAN PEMBELAJARAN MENDALAM BERBANTUAN LKPD TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Rohma Dilla Mulyani; Muchtadi Muchtadi; Hodiyanto Hodiyanto
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.5367

Abstrak: Penelitian ini menguji apakah pembelajaran mendalam yang diintegrasikan ke dalam Lembar Kerja Peserta Didik (LKPD) menghasilkan peningkatan kemampuan pemecahan masalah matematis yang lebih tinggi daripada pembelajaran langsung yang sama-sama menggunakan LKPD. Penelitian kuasi eksperimen menerapkan rancangan kelompok kontrol nonekuivalen dengan pretest dan posttest. Sampel dipilih melalui cluster random sampling dari siswa kelas VIII SMP Negeri 2 Sintang, yaitu kelas VIII C sebagai kelompok eksperimen dan kelas VIII E sebagai kelompok kontrol; setiap kelompok terdiri atas 35 siswa. Data diperoleh melalui tes uraian yang mengukur empat tahap pemecahan masalah Polya dan dianalisis menggunakan statistik deskriptif, N-Gain ternormalisasi, serta uji-t independen. Rata-rata kelas eksperimen berubah dari 37,51 menjadi 79,89, sedangkan kelas kontrol berubah dari 38,40 menjadi 70,80. Rata-rata N-Gain kelompok eksperimen sebesar 0,68 dan kelompok kontrol sebesar 0,53. Perbedaan N-Gain sebesar 0,15 signifikan secara statistik, t(68) = 4,81, p < 0,001, dengan ukuran efek besar (d = 1,15; IK 95% [0,088, 0,212]). Hasil tersebut menunjukkan bahwa, dalam konteks penelitian ini, pembelajaran mendalam berbantuan LKPD lebih efektif daripada pembelajaran langsung berbantuan LKPD dalam mengembangkan kemampuan pemecahan masalah pada materi persamaan garis lurus. Kata Kunci: Deep Learning, Eksperimen, Kemampuan Pemecahan Masalah Matematis, LKPD, Persamaan Garis Lurus Abstract: This study examined whether a deep learning-oriented instructional approach embedded in student worksheets produced greater improvement in mathematical problem-solving ability than direct instruction supported by worksheets. A quasi-experimental nonequivalent control group design with pretest and posttest measures was employed. Cluster random sampling selected two eighth-grade classes at SMP Negeri 2 Sintang: class VIII C as the experimental group and class VIII E as the control group, with 35 students in each group. Data were collected using essay items aligned with Polya's four problem-solving stages and were analyzed through descriptive statistics, normalized gain, and an independent-samples t test. The experimental group's mean score increased from 37.51 to 79.89, whereas the control group's mean increased from 38.40 to 70.80. The experimental and control groups obtained mean normalized gains of 0.68 and 0.53, respectively. The between-group gain difference of 0.15 was statistically significant, t(68) = 4.81, p < .001, with a large effect size (d = 1.15; 95% CI [0.088, 0.212]). Within the scope of this study, worksheet-assisted deep learning-oriented instruction was more effective than worksheet-assisted direct instruction in strengthening students' mathematical problem-solving ability on straight-line equations. Keywords: Deep Learning, Experiment, Mathematical Problem-Solving Ability, Straight-Line Equations, Student Worksheets

Gender dynamics of mathematical problem solving in 3D geometry: A case study of secondary school students Deti Sri Rahayu Rahayu; Mardianto Mardianto; Gemi Susanti Susanti; Hodiyanto Hodiyanto
Jurnal Pendidikan Informatika dan Sains Vol. 14 No. 2 (2025): Jurnal Pendidikan Informatika dan Sains
Publisher : Universitas PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/saintek.v14i2.9651

This study aims to analyze students' mathematical problem-solving abilities in three-dimensional geometry using Polya's four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. Data were collected through a written geometry task on pyramid solids and in-depth interviews with one male and one female student. The findings reveal that the male student successfully understood the problem, planned the solution, and executed calculations accurately, yet made a minor procedural error by omitting the square root symbol when applying the Pythagorean theorem. The female student experienced more complex conceptual and procedural errors, including confusing volume with surface area, misidentifying the altitude of the triangular face, and miscalculating its area. Interviews confirmed that these errors stemmed largely from inattention to the relationships between two- and three-dimensional concepts, despite an overall awareness of the distinctions. These results indicate that mastery of spatial geometry requires both strong conceptual understanding and procedural accuracy, supported by multi-dimensional representations to ensure effective problem solving. The study recommends incorporating multi-representational teaching, structured error analysis, and real-world contexts to reduce geometry misconceptions and enhance precision in mathematical problem-solving.

Exploration of Ethnomathematics in the Tahlilan Tradition of Sungai Malaya: Geometry and Beyond Hodiyanto Hodiyanto; Abdillah Abdillah; Gemi Susanti; Rodríguez-Nieto Camilo Andrés; Ebenezer Bonyah
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10743

This study aims to explore the ethnomathematical elements embedded in the cultural practice of Tahlilan, particularly those related to geometric concepts. The research employed a qualitative approach with an ethnographic design. The participants consisted of community members directly involved in the implementation of Tahlilan, with the research conducted in settings where this tradition is commonly practised. Data were collected through observation, interviews, documentation review, and a literature study. The data were then analyzed through data reduction, data display, interpretation, and conclusion drawing. The findings indicate that Tahlilan is a religious and social tradition passed down across generations and continues to be preserved to this day. The practice involves a series of activities, including the preparation of traditional foods, repeated recitation of prayers, distribution of food packages (berkat), and social interactions among participants. The ethnomathematical aspects identified include representations of three-dimensional geometric solids in Tahlilan foods, such as cylinders, cones, truncated cones, and pyramids; number patterns reflected in the sequence of days of the Tahlilan observance; proportionality in the distribution of food; and combinatorial structures evident in the handshaking activities among participants. These findings demonstrate a strong connection between the cultural practice of Tahlilan and mathematical concepts, revealing the presence of mathematical thinking within community traditions. Furthermore, this study contributes to the development of culturally based mathematics learning, particularly in the areas of geometry.

Enhancing Students' Problem-Solving Skills through Ethnomathematics-Based Geometry Learning with an Android Mobile Application Hodiyanto; Erna Setyaningsih; Buaddin Hasan; Markus Palobo; Bidya Nath Koirala
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.182

Despite the growing integration of technology in mathematics education, research on mobile learning platforms embedding local cultural contexts—particularly ethnomathematics—remains limited at the junior secondary level in Indonesia. Mathematical problem-solving ability remains a persistent challenge among students, necessitating Android-based learning media as a more engaging instructional solution. This investigation examined the extent to which an Android-based interactive mobile learning (m-learning) platform, integrated with ethnomathematics derived from Pontianak's local culture. A quasi-experimental posttest-only control-group design was adopted for this purpose. From nine classes at SMP Negeri 2 Pontianak, 60 participants were selected via cluster random sampling—30 in the experimental group receiving m-learning instruction and 30 in the comparison group receiving instruction without m-learning. Assessment of mathematical problem-solving capacity was conducted through a descriptive test comprising three items structured around Polya's four-stage indicators, with empirically established validity coefficients ranging from 0.94 to 0.96 and a reliability coefficient of 0.78. Statistical examination involved a one-tailed independent samples t-test for group comparison, supplemented by Cohen's d for effect size quantification. Findings revealed that learners exposed to m-learning instruction demonstrated substantially superior mathematical problem-solving performance compared to their counterparts in the conventional group (mean = 84.67 vs 72.63; p < 0.05), with a large effect magnitude (Cohen's d = 1.3). These outcomes affirm that the ethnomathematics-embedded Android-based m-learning platform constitutes an efficacious and educationally meaningful intervention for cultivating students' mathematical problem-solving proficiency. Nevertheless, further research on a broader scale is warranted to enhance the generalizability of these findings, along with the incorporation of a pretest to more rigorously assess gains and establish stronger causal evidence of the intervention's effectiveness.

Co-Authors ., Nursela Abdillah Abdillah Adriana Nada Beta Agustami Agustami Ahmad Yani T Al Ashadi Alimin, Al Ashadi Anggi Pramita Atika Juniarti Berta Dinata, Karsoni Bidya Nath Koirala Bongtiwon, Daisy Mae R. Bonyah, Ebenezer Buaddin Hasan Buchari Buchari Budiyono Budiyono Daiki Urayama Danar Santoso Dea Yustina Desty Septianawati Deti Sri Rahayu Rahayu Dewi Risalah Dwi Juniati Dwi Oktaviana Ebenezer Bonyah Erna Setyaningsih Fadilllah, Syarifah Gemi Susanti Susanti Hartono Hartono Hartono Hendra Kartika Herkulanus Yulius Ichsan Ichsan Isnandar Slamet, Isnandar Iwit Prihatin Jamhari Jamhari Kim, Jeonghyeon Kristiani, Jeli Mardianto Mardianto Marhadi Saputro Markus Palobo Matsun Mega Teguh Budiarto Mira Sandra Muchtadi Muchtadi Muchtadi Muchtadi Muhamad Firdaus Nurmaningsih Nursela Patrick Kyeremeh Rahman Haryadi Rahman Haryadi Rahman Haryadi, Rahman Rica Wijayanti Rika Rika Rodríguez-Nieto Camilo Andrés Rohma Dilla Mulyani Rohmad Nurwidi Rooselyna Ekawati Siti Mutmainah Sumiati Sumiati Susanti, Gemi Syarif Restian Sarisma Putra Syarifah Fadilah Utin Desy Susiaty Veti Aprida Wandra Irvandi Windasari Yadi Ardiawan Yadi Ardiawan YOLANDA AGUSTINI Yudi Darma Yusta Yani Susanti Susanti

Title

Found 53 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 53 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 53 Documents
Search