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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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ANALISIS BERPIKIR KRITIS SISWA SEKOLAH DASAR DALAM OPERASI HITUNG TIGA DIGIT: STUDI FENOMENOLOGI DESKRIPTIF Bambang Cahyono; Jarnawi Afgani Dahlan; Bambang Avip Priatna Martadiputra
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.
A digital mathematical storytelling framework for supporting students' mathematical literacy: A systematic literature review Amalia, Rizki; Herman, Tatang; Jupri, Al; Martadiputra, Bambang Avip Priatna
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): 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.v9i2.32258

Abstract

Despite increasing attention to mathematical literacy, mathematics instruction remains largely procedural and often fails to connect mathematical concepts with meaningful real-life contexts. This study aimed to synthesise existing evidence and propose a Digital Mathematical Storytelling (DMS) framework for supporting students' mathematical literacy through a Systematic Literature Review (SLR). A SLR was conducted in accordance with the PRISMA 2020 guidelines. From an initial pool of 186 records, 28 studies met the inclusion criteria and were analysed using thematic synthesis. The analysis involved extracting study characteristics, conducting open coding, identifying recurring pedagogical patterns, and synthesising these patterns into higher-order themes. The synthesis resulted in a DMS framework comprising three interconnected dimensions: narrative construction, mathematical inquiry, and reflective engagement. These dimensions collectively provide a pedagogical pathway that supports students in formulating, employing, and interpreting mathematics in authentic contexts, consistent with the OECD mathematical literacy framework. Unlike previous studies that have examined storytelling, inquiry, or reflection separately, the proposed framework integrates these three pedagogical dimensions into a coherent approach for supporting students' mathematical literacy. The framework contributes both theoretically, by providing an integrated conceptual foundation for DMS, and practically, by guiding the design of literacy-oriented mathematics instruction and informing future empirical research.
Assessing the Quality of Mathematics Test─ Enumeration Rules to Measure Students’ Computational Thinking Skills Suparman Suparman; Dadang Juandi; Turmudi Turmudi; Bambang Avip Priatna Martadiputra; Nana Diana
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.109581

Abstract

Computational thinking (CT), one of the most fundamental thinking processes, empowers students in solving mathematical complex problems. In fact, most of Indonesian students, particularly in senior high school, yet have poor CT skills in mathematics. The quality of mathematics test can be one of the potential predictors to describe students’ CT skills accurately. The test, however, which involves enumeration rules as a content to measure Indonesian students’ CT skills relatively has not been existing. A cross-sectional study using descriptive-quantitative method was used to design and produce a qualified mathematics test to measure students’ CT skills. Three mathematical-essay problems were assessed by four experts in mathematics education, and administrated to 35 eleventh-grade students at a public senior high school in Bandung city. A number of quantitative analyses, such as Aiken’s V, Kendall’s W test, Pearson correlation, Cronbach alpha, discrimination index, and difficulty index were applied to assess the test’s quality. Results of this study showed high content and construct validity through expert assessment, as well as strong criterion-related validity based on student performance. High reliability was confirmed through Cronbach’s alpha, indicating consistent results across all test items. In addition, item analysis revealed very good discrimination indices and recommended difficulty levels, ensuring the test effectively differentiates student skills. The test provides a model for educators and curriculum designers in mathematics education seeking to improve classroom assessments, particularly in assessing students’ CT skills.
Mathematics anxiety in schools: An analysis of causes and possible strategies based on evidence from teachers and students Anneke Primadiana; Bambang Avip Priatna Martadiputra; Tatang Herman
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.
Co-Authors Agustyani, Anggit Reviana Dewi Ahbi Mahdianing Rum AHMAD LUTFI Ahmad Lutfi Ahmad Mukhibin, Ahmad Al Jupri Alberta Parinters Makur Anneke Primadiana 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 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 Nana Diana Nanang Priatna Nar Herrhyanto Naser, Abdurrahman Do. Muhamad Nenden Suciyati Sartika Nurjanah, Nurjanah Onesimus Laia, Harun Pahmi, Samsul Pauzan, Muh Putri, Maria Rosari Sulistyo Rachmi Dwiyati Rahmatudin, Jajang Ratni Purwasih, Ratni Ratu Sarah Fauziah Iskandar Riki Andriatna Rini Marwati Riyan Hidayat Rizki Amalia Rodríguez-Nieto, Camilo Andrés Rr Kuntie Sulistyowaty Rusyid, Husnul Khatimah 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