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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Pendidikan Matematika Jurnal Infinity Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Edumatsains Al-Jabar : Jurnal Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Analisa PAEDAGOGIA Indonesian Journal of Science and Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) Prima: Jurnal Pendidikan Matematika GERVASI: Jurnal Pengabdian kepada Masyarakat ALGORITMA : Journal of Mathematics Education Integral : Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Range : Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ACADEMIA: Jurnal Inovasi Riset Akademik Jurnal Eurekamatika Unnes Journal of Mathematics Education Edumatica: Jurnal Pendidikan Matematika International Journal of Mathematics and Mathematics Education (IJMME) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika JMT (Jurnal Matematika dan Terapan) Hipotenusa: Journal of Mathematical Society International Journal of Didactic Mathematics in Distance Education Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat Jurnal Abmas Eduma : Mathematics Education Learning and Teaching
Bambang Avip Priatna Martadiputra cakrawala
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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EXPLORING OF JUNIOR HIGH SCHOOL STUDENTS' STATISTICAL LITERACY ABILITIES IN SOLVING STATISTICAL PROBLEM Marchy, Febrinna; Martadiputra, Bambang Avip Priatna; Nurlaelah, Elah; Naser, Abdurrahman Do. Muhamad
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.9757

Abstract

Statistical literacy is crucial in the digital era, where data influences decision-making. However, Indonesian students still struggle with interpreting and critically evaluating statistical information.This research aims to explores the statistical literacy abilities of ninth-grade students in a public junior high school in Bandung. Employing a phenomenological methodology, the study aims to provide a comprehensive description of students' proficiency in statistical literacy, identifying challenges they encounter. Data was collected through tests, interviews, and observations, with four students selected for in-depth interviews based on distinct test responses. The study focuses on five indicators: understanding components of statistics, interpreting messages, communicating messages, making decisions, and critically evaluating statistical information. Results indicate a varying level of statistical literacy among students, with 72.5% understanding statistical components but decreasing proficiency in interpreting (65.2%), communicating (41.7%), making decisions (38.9%), and critically evaluating information (38.0%). Detailed analysis of student responses illustrates conceptual errors and challenges in applying statistical concepts to practical decision-making scenarios. The study emphasizes the importance of developing analytical skills and applying statistical concepts in everyday life to enhance students' ability to critically evaluate information and make informed decisions.Literasi statistik sangat penting di era digital, di mana data memengaruhi pengambilan keputusan. Namun, siswa di Indonesia masih kesulitan dalam menafsirkan dan mengevaluasi informasi statistik secara kritis. Penelitian ini bertujuan untuk mengeksplorasi kemampuan literasi statistik siswa kelas IX di salah satu SMP Negeri di Bandung. Dengan menggunakan metodologi fenomenologi, penelitian ini bertujuan untuk memberikan gambaran komprehensif tentang kemampuan siswa dalam literasi statistik, dan mengidentifikasi tantangan yang mereka hadapi. Data dikumpulkan melalui tes, wawancara, dan observasi, dengan empat siswa dipilih untuk wawancara mendalam berdasarkan tanggapan tes berbeda. Studi ini berfokus pada lima indikator: memahami komponen statistik, menafsirkan pesan, mengkomunikasikan pesan, mengambil keputusan, dan mengevaluasi informasi statistik secara kritis. Hasilnya menunjukkan tingkat literasi statistik yang bervariasi di kalangan siswa, dengan 72,5% memahami komponen statistik tetapi mengalami penurunan kemampuan dalam menafsirkan (65,2%), berkomunikasi (41,7%), membuat keputusan (38,9%), dan mengevaluasi informasi secara kritis (38,0%). Analisis mendalam terhadap respons siswa menggambarkan kesalahan konseptual dan tantangan dalam menerapkan konsep statistik pada skenario pengambilan keputusan praktis. Studi ini menekankan pentingnya mengembangkan keterampilan analitis dan menerapkan konsep statistik dalam kehidupan sehari-hari untuk meningkatkan kemampuan siswa dalam mengevaluasi informasi secara kritis dan membuat keputusan yang tepat.
Students’ heterogeneous mathematical critical thinking skills in problem-based learning: A meta-analysis investigating the involvement of school geographical location Suparman, Suparman; Juandi, Dadang; Martadiputra, Bambang Avip Priatna
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i1.16200

Abstract

A discrepancy exists in students' mathematical critical thinking skills (MCTS) in mathematics classrooms implementing problem-based learning (PBL). The factor of school geographical location is predicted to affect the skill distinction of the students. This study aims to investigate and examine the school's geographical location assumed as a moderating factor of students' heterogeneous MCTS in PBL. Meta-analysis of 58 relevant documents containing 3,946 students and generating 59 effect sizes in the Hedges g unit was performed to conduct this study. Searching and selecting literature found 58 documents published from 2011 to 2021, consisting of 40 journal articles and 18 conference papers. Some tests, such as Q Cochrane and Z, were applied to analyze the data. The results showed that the school's geographical location was not a significant moderating factor that affected students' heterogeneous MCTS in PBL. In addition, PBL intervention significantly positively affected metropolitan, urban, and rural students' MCTS. Still, PBL intervention was more effective in the metropolitan area in enhancing students' MCTS than in urban or rural areas. This study suggests Indonesian government conduct the equable distribution of competent teachers and complete the facility and infrastructure of schools in each geographical location.
The effect of logical-mathematical intelligence on mathematics learning and moderator analysis: A meta-analysis Onesimus Laia, Harun; Martadiputra, Bambang Avip Priatna; Dahlan, Jarnawi Afgani
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.25539

Abstract

Purpose: This study explores the contribution of logical-mathematical intelligence to students' mathematics learning and investigates whether certain contextual factors act as moderators of this relationship. Method: A meta-analysis was conducted by synthesizing findings from empirical studies published between 2014 and 2024. The research followed a systematic review protocol using the PRISMA method, selecting only quantitative studies that focused on the relationship between logical-mathematical intelligence and variables in mathematics education. Data from eligible studies were analyzed using meta-analytic software to estimate effect sizes and assess the influence of various moderator variables, including educational level, sample size, year of publication, and geographical context. Findings: The results demonstrate a strong and consistent relationship between logical-mathematical intelligence and mathematics learning. Students with higher levels of this intelligence tend to perform better in understanding concepts, solving problems, and achieving learning goals in mathematics. While the influence of this intelligence appears stable across different educational levels and locations, notable variations were found based on the sample sizes of the included studies. Significance: The findings emphasize the essential role of logical-mathematical intelligence in mathematics education. Educators are encouraged to integrate teaching strategies that nurture this intelligence through problem-based learning, logical reasoning activities, and concept visualization tools. This study also calls for future research to explore additional moderating factors, such as gender or teaching style, to gain a more nuanced understanding of how this form of intelligence interacts with diverse learning environments.
A phenomenological study of mathematics academic anxiety and mathematics pedagogical anxiety in pre-service elementary school teachers Pahmi, Samsul; Priatna, Nanang; Suhendra, Suhendra; Martadiputra, Bambang Avip Priatna; Muhaimin, Lukman Hakim
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.28293

Abstract

This phenomenological study investigates mathematics academic anxiety and pedagogical anxiety among pre-service elementary school teachers. Data were collected through in-depth interviews, questionnaires, and observations involving pre-service teachers in teaching practice. The findings reveal that most participants experience high to very high levels of anxiety, both as mathematics learners and as future educators. Academic anxiety is more dominant, often manifesting as negative thoughts, overthinking, and avoidance behaviors, while pedagogical anxiety is slightly lower due to a greater sense of control during teaching practice. The sources of anxiety are multifaceted, including internal factors such as lack of confidence and negative past experiences, as well as external pressures from the educational environment. These results highlight the urgent need for systematic interventions in teacher education programs, such as anxiety management training, self-efficacy workshops, and supportive learning environments, better to prepare pre-service teachers for the challenges of mathematics instruction. Despite its contributions, the study is limited by its cross-sectional design and focus on a single institution. Future research should consider longitudinal approaches and broader samples. Addressing mathematics anxiety among pre-service teachers is crucial for developing confident and competent mathematics educators, ultimately improving the quality of mathematics learning in elementary schools.
Moderating Effects of Educational Level and Mathematical Competence on the Effectiveness of Cognitive Conflict Strategy: A Meta-Analysis Onesimus Laia, Harun; Martadiputra, Bambang Avip Priatna; Candraningsih, Yosy; Marjud, Fujiama
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9531

Abstract

This study aims to analyze the effectiveness of the cognitive conflict strategy in mathematics learning and to examine whether educational level and mathematical competence act as moderators in this strategy. A meta-analysis approach was conducted on 41 effect sizes. Data were analyzed using a random-effects model, with effect sizes calculated using Hedges' g. The data analysis was performed using the Comprehensive Meta-Analysis (CMA) software to ensure the accuracy of effect size calculations, heterogeneity tests, and moderator analyses. The results show that the cognitive conflict strategy has a significant effect (g = 1.047; p < 0.05). Additionally, mathematical competence was found to be a significant moderator (p < 0.05), with the highest effect sizes observed in conceptual understanding (g = 1.712) and critical thinking (g = 1.355). However, the educational level did not serve as a significant moderator (p = 0.092), indicating that the cognitive conflict strategy is beneficial across various educational levels. This study concludes that the cognitive conflict strategy is effective in enhancing mathematics learning, especially in conceptual understanding and critical thinking. Its novelty lies in identifying mathematical competence, not educational level, as a significant moderator. This implies that implementation should be adjusted based on the targeted competence. Future research may explore other potential moderators, including learner traits, instructional design, and technology use, to refine its application.
FLIPPED CLASSROOM IN MATHEMATICS EDUCATION AFTER PANDEMIC: A SYSTEMATIC LITERATURE REVIEW Putri, Finola Marta; Juandi, Dadang; Kusumah, Yaya Sukjaya; Martadiputra, Bambang Avip Priatna; Kusnandi, Kusnandi
ALGORITMA: Journal of Mathematics Education Vol. 7 No. 1 (2025): ALGORITMA Journal Of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v7i1.46721

Abstract

Abstract The COVID-19 pandemic has highlighted the need for adaptive learning models, especially in mathematics education. This study aims to analyze publications on the Flipped Classroom model in post-pandemic mathematics education (2021–May 2023) and to explore its future development.  The method used is a systematic literature review of 10 articles, consisting of two Scopus-indexed articles and eight articles from Google Scholar obtained using the Publish or Perish application. The total number of participants involved in the reviewed studies is 1,200, comprising 370 elementary school students, 208 junior high school students, 179 senior high school students, and 417 university students. The findings indicate that the digital-based Flipped Classroom model can enhance mathematical communication skills, critical thinking, conceptual understanding, problem-solving abilities, and higher-order thinking. Moreover, it positively influences students' self-confidence, creates a more interactive classroom environment, generates positive learning responses, and supports social interaction in online settings. These results suggest that the Flipped Classroom is an effective instructional model and is recommended for mathematics learning in the post-pandemic era.   Abstrak Pandemi COVID-19 mendorong perlunya model pembelajaran yang adaptif, termasuk dalam pendidikan matematika. Penelitian ini bertujuan menganalisis publikasi mengenai model Flipped Classroom dalam pendidikan matematika pascapandemi (2021–Mei 2023) dan menggambarkan arah perkembangannya. Metode yang digunakan adalah systematic literature review terhadap 10 artikel, terdiri dari dua artikel terindeks Scopus dan delapan artikel dari Google Scholar yang diperoleh menggunakan aplikasi Publish or Perish. Total peserta dalam studi ini berjumlah 1.200, terdiri atas 370 siswa SD, 208 siswa SMP, 179 siswa SMA, dan 417 mahasiswa. Hasil kajian menunjukkan bahwa model Flipped Classroom berbasis digital dapat meningkatkan kemampuan komunikasi matematis, berpikir kritis, pemahaman konsep, pemecahan masalah, dan berpikir tingkat tinggi. Selain itu, model ini berpengaruh positif terhadap kepercayaan diri siswa, suasana kelas yang lebih interaktif, respons yang baik terhadap pembelajaran, serta mendukung sosialisasi di lingkungan daring. Temuan ini menunjukkan bahwa Flipped Classroom merupakan model pembelajaran yang efektif dan dapat direkomendasikan untuk pembelajaran matematika setelah pandemi.
Junior High School Students' Proportional Reasoning Ability in the Domain Comparison: A Gap in Results Between Indicators Lutfi, Ahmad; Dahlan, Jarnawi Afgani; Martadiputra, Bambang Avip Priatna; Jupri, Al; Rusyid, Husnul Khatimah; Mukhibin, Ahmad
Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v6i1.1892

Abstract

The purpose of this study was to analyze students' proportional reasoning ability. The research subjects consisted of 21 students of VIII class in one of the public junior high schools in Semarang City who had obtained comparison materials (ratio and proportion). Data collection used test instruments that were developed based on indicators of proportional reasoning ability consisting of 6 questions. The data were analyzed qualitatively with data reduction analysis procedures, data presentation, and conclusion drawing/verification. The results showed that (1) none of the students met all the indicators of proportional reasoning ability, namely the ability to understand proportional relationships, solve proportional problems of missing values, numerical comparisons, qualitative predictions, distinguish proportional and non-proportional problems, and solve proportional relationships of inverse values, (2) all students have been able to understand proportional relationships, but they are still very limited in their ability to distinguish proportional and non-proportional problems, and solve proportional relationships of inverse value, and (3) the strategy most often used by students to solve proportional reasoning problems is the cross-multiplication strategy.
The Impact of 3D Geometry Assisted 6E Instructional Model to Improve 3D Geometry Thinking Skills of Junior High School Students Sudirman, Sudirman; Kusumah, Yaya Sukjaya; Priatna Martadiputra, Bambang Avip
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to reveal the impact of the 6E Instructional 3D geometry model (6E I3DGM) design in improving students' 3D geometric thinking skills. The approach in this study uses a mixed approach. The reason for choosing this approach is that researchers want to get a more comprehensive understanding of this research problem. In this study, the participants involved in this study were (1) junior high school mathematics teachers; (2) grade VIII junior high school students in one of the public junior high schools in Indramayu Regency. In addition, there are three methods of collecting data in this study, namely observation, documentation, tests, which were analyzed using qualitative and quantitative data analysis. Qualitative data analysis using Miles and Huberman (2014) modification consists of data collection, data reduction (data reduction), data display (data display), and conclusion drawing (verification). The statistical test used in this study used an independent t-test. The results of this study conclude that the 6E I3DGM design can improve students' 3D geometric thinking skills. This is because students (1) can activate students' prior knowledge; (2) can relate previous knowledge with prior knowledge; (3) can explore 3D geometry problems; (4) can facilitate the process of constructing new concepts of 3D geometry into students' memory; (5) able to elaborate 3D geometry knowledge acquired in other contexts; (6) can evaluate the acquired knowledge in order that the 3D geometry knowledge possessed by students is stored in cognitive structures for a long period of time.Keywords: 6E instructional 3D geometry model, 3D geometry thinking skills, junior high school students.DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp45-56
The Impact of 3D Geometry Assisted 6E Instructional Model to Improve 3D Geometry Thinking Skills of Junior High School Students Sudirman, Sudirman; Kusumah, Yaya Sukjaya; Martadiputra, Bambang Avip Priatna
Jurnal Pendidikan MIPA Vol 23, No 1 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to reveal the impact of the 6E Instructional 3D geometry model (6E I3DGM) design in improving students' 3D geometric thinking skills. The approach in this study uses a mixed approach. The reason for choosing this approach is that researchers want to get a more comprehensive understanding of this research problem. In this study, the participants involved in this study were (1) junior high school mathematics teachers; (2) grade VIII junior high school students in one of the public junior high schools in Indramayu Regency. In addition, there are three methods of collecting data in this study, namely observation, documentation, tests, which were analyzed using qualitative and quantitative data analysis. Qualitative data analysis using Miles and Huberman (2014) modification consists of data collection, data reduction (data reduction), data display (data display), and conclusion drawing (verification). The statistical test used in this study used an independent t-test. The results of this study conclude that the 6E I3DGM design can improve students' 3D geometric thinking skills. This is because students (1) can activate students' prior knowledge; (2) can relate previous knowledge with prior knowledge; (3) can explore 3D geometry problems; (4) can facilitate the process of constructing new concepts of 3D geometry into students' memory; (5) able to elaborate 3D geometry knowledge acquired in other contexts; (6) can evaluate the acquired knowledge in order that the 3D geometry knowledge possessed by students is stored in cognitive structures for a long period of time.Keywords: 6E instructional 3D geometry model, 3D geometry thinking skills, junior high school students DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp45-56
Supporting Proportional Reasoning Through Technology Integration in Mathematics Learning Lutfi, Ahmad; Nurjanah, Nurjanah; Martadiputra, Bambang Avip Priatna; Jupri, Al
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 1 (2024): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10166

Abstract

This study aims to analyze the role of technology in facilitating the development of students' proportional reasoning skills in mathematics learning. This study used the systematic literature review method with a qualitative approach. Documents on the Scopus database were analyzed according to the research objectives using the PRISMA 2020. Thematic analysis was applied to all documents included in the search results. The results of this study indicated that there were 18 documents found that addressed the chosen topic-first in 2006, with 2015 being the most productive year discussing this topic. The technologies used to facilitate the development of proportional reasoning skills are Flash/ActionScript 3 programs-dominated, robotics, web-based learning, interactive touchscreen tablet application (MIT-Ext)-ordered by document quantity, virtual reality (VR), GeoGebra, video games, and augmented reality (AR). Quantitative, qualitative, and mixed-method approaches were used in almost equal parts. Junior high school was the most researched level of this topic, but no research has been conducted at the senior high school level. The most productive country to research this topic was the Netherlands. The results of this study were expected to provide practical benefits for teachers and future research.
Co-Authors Agustyani, Anggit Reviana Dewi Ahbi Mahdianing Rum AHMAD LUTFI Ahmad Lutfi Ahmad Mukhibin, Ahmad Al Jupri Alberta Parinters Makur Arwan Zhagi Asih, Endang Cahya Mulyaning Astri Wahyuni Bambang Cahyono Candraningsih, Yosy Dadang Juandi Darhim Darhim Dejarlo, Jenisus O. Dendy Maulana Gusmawan Dewi Nurmalitasari Dewi Rahmatin Diana, Nana Diory Pribadi Sinaga Sinaga Dwi Agusantia Eka Rosdianwinata Elah Nurlaelah Esterlina Esterlina Eva Dwi Minarti Faizah, Siti Finola Marta Putri Fitriani Agustia Freddy Prasetyo Gusni Satriawati, Gusni Hastri Rosiyanti Hidayat, Abas Husty Serviana Husain Ikbal Pauji Ilham Muhammad Imelda Verina Irmasari - Isnawan, Muhamad Galang Jajang Rahmatudin Jarnawi Afgani Dahlan Kartika Yulianti Kurnia Putri Sepdikasari Dirgantoro Kusnandi Kusnandi Kusnandi Kusnandi, Kusnandi Kusumah, Yaya S Ma'ulfi Kharis Abadi Marchy, Febrinna Marjud, Fujiama Martina Mery Yohanna Limbong Meicindy Jeny Klorina Muhaimin, Lukman Hakim N. Nurjanah Naila Ratu Dianti Nanang Priatna Nar Herrhyanto Naser, Abdurrahman Do. Muhamad Nurjanah, Nurjanah Onesimus Laia, Harun Pahmi, Samsul Pauzan, Muh Primadiana, Anneke Putri, Maria Rosari Sulistyo Rachmi Dwiyati Rahmatudin, Jajang Ratni Purwasih, Ratni Ratu Sarah Fauziah Iskandar Riki Andriatna Rini Marwati Riyan Hidayat Rodríguez-Nieto, Camilo Andrés Rr Kuntie Sulistyowaty Rusyid, Husnul Khatimah Sartika, Nenden Suciyati Shafira, Syifa Siska Firmasari Sri Asnawati, Sri Sudirman Sudirman Sudirman Sudirman Suhendra Suhendra Suparman Suparman Suparman Suparman Suparman Suparman Suparman Suparman, Suparman Sutihat Sutihat Tatang Herman, Tatang Tresna Nur’aviandini Tri Nopriana Tri Nopriana Tri Nopriana, Tri Turmudi Wahyudin Wahyudin Widyastuti Widyastuti Yaya S Kusumah Yaya S. Kesumah Yaya S. Kusumah Yaya S. Kusumah Yaya Sukjaya Kusumah Yumiati Zafrullah, Zafrullah Zul Jalali Wal Ikram