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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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Transforming Mathematics Teaching Skills’ Pre-Service Teachers Using Digital Project Learning Satriawati, Gusni; Darhim, Darhim; Asih, Endang Cahya Mulyaning; Martadiputra, Bambang Avip Priatna
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 3 (2025): Edumatica: Jurnal Pendidikan matematika (Desember 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i3.46574

Abstract

Technological Pedagogical Knowledge (TPK) is a skill that combines pedagogical and technological competencies to support teachers' professionalism in teaching mathematics in the era of digitalization. The purpose of this study is to determine the enhancement of TPK skills among Pre-Service Mathematics Teachers (PSMTs) who studied using a Digital Project Learning (DPL) approach compared to those who learned using a conventional approach. The research method used was an experiment with a posttest-only control group design. The research was conducted in the mathematics education study program at UIN Syarif Hidayatullah Jakarta during the 2023/2024 academic year, with the research sample comprising students from two classes enrolled in Mathematics Learning Strategy (MLS) courses. Seventy-two students enrolled in a mathematics learning strategies course were divided into an experimental group (n=34) and a control group (n=38). The instrument used in this study is a rubric-based observation sheet to assess students' TPK. The results showed that students in the experimental class had better TPK skills compared to PSMTs in the control class. This can be seen in the skills for designing learning and teaching, and in the diversity of technology use. Therefore, DPL is efficacious in improving the TPK skills of PSMTs.
Studi kasus analisis kemampuan pemecahan masalah matematis ditinjau dari peningkatan self-efficacy Putri, Maria Rosari Sulistyo; Martadiputra, Bambang Avip Priatna
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 6 (2025): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v8i6.25050

Abstract

Problem solving abilities can help students to improve their analytical power and help them to apply mathematics to various situations. Students who have good intentions in learning tend to be more diligent and tenacious in understanding and solving mathematical problems, even difficult mathematical problems. This is related to the affective aspect of students, namely self-efficacy. This research uses a qualitative approach and data collection techniques are carried out through filling out self-efficacy questionnaires, problem solving ability tests, and interviews. The results of this research are that students with a high level of self-efficacy have a fairly high level of problem solving ability even though not all indicators have been met, students with low and medium levels of self-efficacy have a low level of problem solving ability with only one or two indicators being met fulfilled.
Plugged versus Unplugged Activities within Problem-based Learning for Computational Thinking Skills: A Meta-Analytic Review Suparman; Dadang Juandi; Turmudi; Bambang Avip Priatna Martadiputra
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6958

Abstract

The integration of technology in 21st-century education brings considerable advantages, particularly through "plugged" activities within problem-based learning (PBL) frameworks to enhance computational thinking (CT) skills. However, the impact of plugged activities in PBL on CT skills development has shown inconsistency. Additionally, how do plugged activities compare with unplugged activities within PBL for optimizing CT skills? This study addresses this question by comparing the effects of plugged and unplugged activities integrated into PBL on students' CT skills. A meta-analysis was conducted on 17 empirical studies published between 2011 and 2023, which produced 31 effect sizes in g units and included data from 1,376 students. Using the Q Cochrane and Z tests, facilitated by the Comprehensive Meta-Analysis (CMA) software, the data were analyzed to determine these effects. The findings showed that, descriptively, plugged activities in PBL (g = 0.818; p < 0.05) had a stronger effect on enhancing CT skills than unplugged activities (g = 0.649; p < 0.05). Statistically, sufficient evidence indicated that plugged activities within PBL are more effective than unplugged activities for improving students’ CT skills. Therefore, educators, including teachers and lecturers, may consider using plugged activities as part of a PBL framework to support the development of CT skills in students.
Operationalizing didactical situation-based online learning to support eighth-grade students’ mathematical reasoning and understanding in geometry: Participatory design research Sudirman; Rodríguez-Nieto, Camilo Andrés; Hidayat, Riyan; Isnawan, Muhamad Galang; Pauzan, Muh; Yumiati; Martadiputra, Bambang Avip Priatna; Faizah, Siti
Journal on Mathematics Education Vol. 17 No. 1 (2026): 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.v17i1.pp43-68

Abstract

Mathematics education continues to encounter enduring challenges in fostering students’ mathematical reasoning and conceptual understanding, particularly in geometry, where learning frequently remains procedural and empirically driven. This study reports a participatory design research (PDR) project that operationalized a Didactical Situation–Based Online Learning (DS-OL) approach to enhance eighth-grade students’ mathematical reasoning (MR) and understanding (MU) in the topic of lines and angles. The research involved 120 students and 16 mathematics teachers, implemented through four iterative PDR phases: co-exploration, co-design, iterative implementation, and collaborative analysis. Diagnostic findings from the co-exploration phase indicated a predominance of instrumental understanding and empirically or authority-based reasoning, informing critical design decisions. During the co-design phase, principles from the Theory of Didactical Situations were transformed into online learning components structured around action, formulation, validation, and institutionalization, and were iteratively refined across two implementation cycles. Across these cycles, significant improvements were observed in students’ MR and MU, including marked pre–post gains (mean scores increasing from 65.00 to 83.79; Cohen’s d = 2.60) and shifts toward more deductive reasoning and relational understanding. Framed within a design-based epistemology, these findings are interpreted as design-supported enhancements rather than evidence of causal effectiveness. The study contributes to design-based knowledge by articulating empirically grounded principles for operationalizing didactical situations within online geometry learning environments.
Mathematics anxiety in schools: An analysis of causes and possible strategies based on evidence from teachers and students Primadiana, Anneke; Martadiputra, Bambang Avip Priatna; Herman, Tatang
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4171

Abstract

Mathematics anxiety is a psychological condition that affects students’ learning processes and is characterized by feelings of anxiety, tension, or fear when dealing with mathematics. This study aims to analyze the causes of students’ mathematics anxiety and identify possible strategies to address it based on evidence from students and teachers. This research employed a qualitative approach with a case study design, supported by descriptive data from a mathematics anxiety questionnaire. The participants were 39 students from Class XI F at SMAN 17 Bandung, with six students selected for interviews based on their anxiety levels. Data were collected through the Mathematics Anxiety Rating Scale (MARS) questionnaire, semi-structured interviews with students and teachers, and classroom observations. The questionnaire data were analyzed descriptively, while interview and observation data were analyzed thematically. The results showed that 66.67% of students experienced moderate anxiety, 25.64% experienced low anxiety, and 7.69% experienced high anxiety. The dominant indicator was cognitive disturbance at 59%, followed by negative attitudes toward mathematics at 58% and somatic symptoms at 54%. The factors causing mathematics anxiety included internal factors, such as insufficient mastery of prerequisite material, learning style, and fear of making mistakes, as well as external factors, such as fast-paced learning, curriculum pressure, peer competition, and parental expectations. The possible strategies to reduce mathematics anxiety include cognitive support through self-regulated learning and heterogeneous group learning, emotional support through positive affirmation and collaborative learning, and pedagogical adaptations through multimodal learning, remedial instruction, and constructivist approaches. These findings highlight the importance of integrating psychological and pedagogical support to reduce mathematics anxiety in school mathematics learning.
ANALISIS BERPIKIR KRITIS SISWA SEKOLAH DASAR DALAM OPERASI HITUNG TIGA DIGIT: STUDI FENOMENOLOGI DESKRIPTIF Cahyono, Bambang; Dahlan, Jarnawi Afgani; Martadiputra, Bambang Avip Priatna
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i2.10664

Abstract

Critical thinking is an essential skill that needs to be developed from the elementary school level, particularly in mathematics learning. This study aims to describe the critical thinking experiences of elementary school students in solving three-digit arithmetic operations through a descriptive phenomenological approach. The phenomenological approach was employed to understand the meaning of students' lived experiences in thinking and solving mathematical problems. Data were collected through a mathematical critical thinking test and analyzed using phenomenological reduction, description of experiential essence, and interpretation of meaning. The results indicate that students demonstrated various forms of critical thinking, including understanding arithmetic operations, performing logical reasoning, and evaluating correctness through mathematical justification. However, some students still exhibited intuitive reasoning or reasoning based on non-mathematical contexts. This study concludes that reflective awareness and the ability to articulate mathematical reasoning are central to critical thinking among elementary school students. These findings suggest that mathematics learning in elementary schools should be redirected from procedural approaches toward reflective practices that provide students with opportunities to express, question, and evaluate their reasoning meaningfully. ABSTRAK Berpikir kritis merupakan kemampuan esensial yang perlu dikembangkan sejak jenjang sekolah dasar, khususnya dalam pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan pengalaman berpikir kritis siswa sekolah dasar dalam menyelesaikan operasi aritmetika tiga digit melalui pendekatan fenomenologi deskriptif. Pendekatan fenomenologi digunakan untuk memahami makna pengalaman hidup siswa dalam berpikir dan memecahkan masalah matematika. Data dikumpulkan melalui tes berpikir kritis matematis dan dianalisis menggunakan reduksi fenomenologis, deskripsi esensi pengalaman, serta interpretasi makna. Hasil penelitian menunjukkan bahwa siswa mengalami berbagai bentuk berpikir kritis, meliputi pemahaman operasi aritmetika, penalaran logis, serta evaluasi kebenaran dengan justifikasi matematis. Namun, sebagian siswa masih menunjukkan penalaran yang bersifat intuitif atau berbasis konteks non-matematis. Penelitian ini menyimpulkan bahwa kesadaran reflektif dan kemampuan mengartikulasikan penalaran matematis merupakan inti dari berpikir kritis siswa sekolah dasar. Temuan ini mengindikasikan bahwa pembelajaran matematika di sekolah dasar perlu diarahkan dari pendekatan prosedural menuju praktik reflektif yang memberikan ruang bagi siswa untuk mengungkapkan, mempertanyakan, dan mengevaluasi penalarannya secara bermakna.
Diklat kemampuan melek statist's (statistical literacy), penalaran statist's (statistical reasoning), dan berpikir statistis (statistical thinking) Guru SMP/SMA Bambang Avip Priatna Martadiputra
Jurnal Abmas Vol. 10 No. 1 (2010): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v10i1.109

Abstract

Isu tentang berpikir matematis telah banyak dikaji oleh ahli-ahli pendidikan matematika baik di luar maupun di dalam negeri. Sama halnya dengan pendidikan matematika, dalam pendidikan statistika juga sedang ramai dibicarakan tentang isu tentang melek statistis (statistical literacy); penalaran statistis (statistical reasoning), dan berpikir statistis (statistical thinking). Akan tetapi di Indonesia isu ini belum banyak dikaji. Dari hasil kajian diperoleh gambaran bahwa secara umum kemampuan melek statistis (statistical literacy); penalaran statistis (statistical reasoning), dan berpikir statistis (statistical thinking) guru SMP/SMA masih perlu mendapat perhatian lebih serius dari penentu kebijakan di bidang pendidikan dan harus ditingkatkan agar pembelajaran statistika lebih bermakna bagi siswa. Peningkatan kemampuan guru tersebut dapat dilakukan dengan cara mengikutsertakan guru dalam kegiatan-kegiatan seperti PPM yang dilakukan oleh Dosen, Lesson study, PLPG, dan atau seminar matematika.
Profile of Hard skills and Soft skills of Mathematics Education Students Tri Nopriana; Siska Firmasari; Bambang Avip Priatna Martadiputra
EduMa: Mathematics education learning and teaching Vol. 10 No. 1 (2021)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i1.6460

Abstract

This study analyzes some hard skills (problem-solving abilities, level of logical thinking, and geometric thinking) and soft skills (students' self-concept and mathematical habits of mind) mathematics education students explicitly in the first year. The research method used is descriptive quantitative. From the population of all mathematics education students in the first year, one group of students was selected as a random sample using analysis techniques, data presentation, and conclusion drawing. Based on the research results, mathematics education students' overall ability in the first year is already good. Students were mastering five reasoning on the test of logical thinking (TOLT). It means they have solved problems with reasoning associated with proportional or ratio, control variables, probability,  correlation and combinatorics.  Most students have reached the level of thinking geometry at the analysis stage; that is, students have already understood the properties of concepts or geometry based on informal analysis of parts and component attributes. However, students do not have good soft skills. Even though they have a strong habit of mind, students' self-concept is quite sufficient 
Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis Suparman Suparman; Dadang Juandi; Bambang Avip Priatna Martadiputra
EduMa: Mathematics education learning and teaching Vol. 10 No. 2 (2021)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i2.8958

Abstract

This study aims to investigate and examine PBL treatment duration predicted as a potential factor moderating heterogeneity of students' MCTS. A meta-analysis by selecting the random effect model was employed to conduct this study. Data analysis used the Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) software. A literature search found 220 documents, and the final literature selection established 23 documents in journal articles and 4 documents in proceeding articles indexed by Scopus, Google Scholar, or Web of Science and published in the period of 2013 – 2021. The results revealed that the p-value of the Q statistic related to the factor of PBL treatment duration was less than 0,05 (p = 0,535). It indicates that PBL treatment duration is not a significant factor moderating heterogeneity of students' MCTS. It interprets that the gap of students' MCTS level through PBL is not caused by the treatment duration factor. Furthermore, PBL treatment in the period of 3 – 6 months was more effective to enhance students' MCTS than PBL treatment duration was less than 3 months or more than 6 months. For a further similar meta-analysis study, other researchers should investigate and examine other potential factors such as PBL class capacity and students’ demography that are able to moderate heterogeneity of students’ MCTS
Autonomous Learning In Mathematics Statistical Learning Materials For Junior High School Students Jajang Rahmatudin; Yaya S Kusumah; Bambang Avip Priatna
EduMa: Mathematics education learning and teaching Vol. 14 No. 1 (2025)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v14i1.18441

Abstract

This study investigates students' learning autonomy in mathematics education, recognizing its importance in fostering critical thinking, problem-solving, and lifelong learning skills. A descriptive qualitative method was used to explore the level of independence among junior high school students in Cirebon Regency. The research involved 33 students who completed a learning independence questionnaire consisting of 30 items covering 8 indicators, such as initiative, responsibility, self-regulation, and goal-setting. Data were analyzed using a percentage formula to interpret student responses. The findings show that two indicators scored below the minimum sufficient level, indicating a lack of independence in certain aspects of learning. The remaining indicators met the sufficient criteria. Overall, the average percentage of student learning independence was 64.63%, which falls into the "sufficient" category. In terms of individual classification, 3 students demonstrated good independence, 22 were categorized as sufficient, 6 as poor, and 2 as very poor. These results suggest that while most students show a moderate level of autonomy, there remains a significant need for improvement. Teachers should implement learning strategies that promote self-directed learning and internal motivation to enhance students’ autonomy, particularly in mathematics, where independent learning is key to mastering complex concepts
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