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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 Eduma : Mathematics Education Learning and Teaching Edumatsains Al-Jabar : Jurnal Pendidikan 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) Range : Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 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
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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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.
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.
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 Candraningsih, Yosy Dadang Juandi Darhim Darhim Dejarlo, Jenisus O. Dendy Maulana Gusmawan Dewi Rahmatin 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 Hidayat, Abas Husty Serviana Husain Ilham Muhammad Imelda Verina Irmasari - Isnawan, Muhamad Galang Jarnawi Afgani Dahlan Kusnandi Kusnandi Kusnandi Kusnandi, Kusnandi Kusumah, Yaya S 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 Putri, Maria Rosari Sulistyo Rachmi Dwiyati Rahmatudin, Jajang Ratni Purwasih, Ratni Ratu Sarah Fauziah Iskandar Rini Marwati Riyan Hidayat Rodríguez-Nieto, Camilo Andrés Rr Kuntie Sulistyowaty Rusyid, Husnul Khatimah Sartika, Nenden Suciyati 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 Turmudi Turmudi Wahyudin Wahyudin Yaya S. Kesumah Yaya S. Kusumah Yaya S. Kusumah Yaya Sukjaya Kusumah Yumiati Zafrullah, Zafrullah