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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Elemen Math Didactic: Jurnal Pendidikan Matematika Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Beta: Jurnal Tadris Matematika JURNAL MATHEMATIC PAEDAGOGIC Indonesian Journal of Mathematics Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Gema Wiralodra Jurnal ABDINUS : Jurnal Pengabdian Nusantara Madaniya Journal of Didactic Mathematics These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Journal of Mathematics Instruction, Social Research and Opinion Edumatica: Jurnal Pendidikan Matematika Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Science Education and Cultural Studies Polyhedron International Journal in Mathematics Education Kreano, Jurnal Matematika Kreatif Inovatif International Journal of Didactic Mathematics in Distance Education Alamtana The International Journal of Mathematics and Sciences Education Panicgogy International Journal Jurnal Pendidikan MIPA
Isnawan, Muhamad Galang
Universitas Nahdlatul Wathan Mataram, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Utilization of GeoGebra software in mathematics learning: A Literature Systematic Review Seftiana, Gina; Lestari , Nurindah; Isnawan, Muhamad Galang; Rusmayadi, Muh.
Polyhedron International Journal in Mathematics Education Vol. 2 No. 1 (2024): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v2i1.95

Abstract

The research aimed to investigate the utilization of GeoGebra software in mathematics education, focusing on how it is integrated into teaching and learning. Employing a systematic literature review method, this study synthesized findings from various academic sources. The results indicated several significant points regarding GeoGebra's application in education. First, GeoGebra software has been effectively used across various mathematical topics, including geometry, algebra, calculus, and other related areas. Its flexibility makes it a valuable tool for visualizing complex concepts and enhancing students' understanding. Second, the utilization of GeoGebra spans both high school and college levels, showing its wide acceptance in diverse educational settings. The software has proven beneficial for learners at different academic stages, allowing them to explore mathematical concepts interactively. Third, the use of GeoGebra has demonstrated positive impacts on students' learning outcomes. It enhances engagement, fosters better comprehension of abstract ideas, and significantly improves students' higher-order thinking skills, such as problem-solving, critical thinking, and creative reasoning. Furthermore, the study revealed that GeoGebra had been widely used in various regions of Indonesia, particularly in the western parts, indicating growing interest in integrating ICT tools in mathematics education. Teachers and educators in these regions have adopted the software to facilitate more dynamic and interactive learning environments. In conclusion, the findings of this study highlight the effectiveness of GeoGebra in improving students' learning outcomes and mathematical thinking skills. Its potential for fostering a deeper understanding of mathematics and enhancing cognitive abilities makes it a valuable resource for educators.
Implementation of a hybrid mathematics module to minimize students’ learning obstacles when interpreting fractions Isnawan, Muhamad Galang; Belbase, Shashidhar; Yanuarto, Wanda Nugroho
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9555

Abstract

The COVID-19 pandemic forced a sudden shift to emergency remote teaching—commonly referred to as panic-gogy—which exacerbated students’ learning challenges, particularly in mathematics. This study addresses the urgent need for responsive instructional designs by integrating parental insights into the learning process. Framed within the didactical design research (DDR) methodology, this study aimed to develop an alternative learning approach to reduce obstacles in students’ understanding of fractions during panic-gogy. Participants included 56 junior high school students (aged 13–18) and 71 parents (aged 35–50) from a school in Indonesia. Data were collected using a fraction concept test, semi-structured interviews, a hybrid mathematics module, and documentation analysis. Thematic qualitative analysis was conducted with the aid of NVivo 12. Results revealed that students struggled with interpreting the meaning of fractions, often due to inadequate teacher explanations. Parental feedback emphasized a strong preference for face-to-face instruction, even when delivered via online platforms. The hybrid mathematics module, designed in response to these findings, successfully integrated contextual problem situations to support the construction of fractional meaning and reduce learning barriers. This study contributes to the body of knowledge by highlighting the value of involving parents in instructional design and demonstrating how hybrid modules can mediate learning in crisis contexts. The findings have implications for developing resilient educational strategies in future disruptions.
Significance and Process of Fraction Concept Comprehension: A Study of Learning Constraints from the Perspective of Mathematics Instructors Naif Mastoor Alsulami; Muhamad Galang Isnawan
Panicgogy International Journal Vol. 1 No. 1 (2023): PIJ
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v1i1.37

Abstract

Conversion of mixed numbers into improper fractions was one of the challenging formulaic issues in fraction learning that posed problems in education. However, there were not many studies investigating this conversion. Furthermore, few studies have attempted to provide solutions regarding this conversion issue. Therefore, this study aimed to identify the learning constraints students experienced when converting mixed numbers into improper fractions and offer alternative solutions to minimize these learning obstacles. The research design used to achieve this goal was didactical design research (DDR). DDR was chosen as it employed the identified learning constraints to develop didactic designs in fraction learning. Participants in this study were mathematics teachers aged 26, with less than five years of teaching experience. The primary instrument in this research was the researcher, using several supplementary tools such as a fraction comprehension test, interview guidelines, and didactic designs. Data were subsequently analyzed using qualitative data analysis. The research findings revealed that students were indicated to encounter learning obstacles of an epistemological nature, as they seldom initiated learning with real-life problems. The proposed solution in the didactic design was using problems as initial situations in learning, which would then be responded to by students in the form of didactic conditions. The recommendation offered in this study is implementing the didactic design itself.
Hybrid didactic design in mathematics learning on fraction: A hermeneutic phenomenology Ahmad Muzaki; Ita Chairun Nissa; Sri Yuliyanti; Masjudin; Muhamad Galang Isnawan
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27602

Abstract

Although many studies have involved fractions in the elementary school curriculum, research on this topic at the junior high school level has been limited, particularly in identifying the factors causing student learning difficulties and designing alternative didactic approaches to overcome these challenges. Therefore, this study aimed to investigate these aspects. Hermeneutic phenomenology was used in this study. The participants in this research were students from a junior high school in Lombok, Indonesia, consisting of 29 eighth-grade students (aged 14-18), most of whom were female and from the Sasak ethnic group. Instrument, such as fraction operation tests, in-depth interview guidelines, and a hybrid didactic design for mathematics learning. Data related to learning difficulties were analyzed using a thematic analysis approach with NVivo-12 software. The study's findings revealed that students' low ability to operate integers, especially multiplication and division, was a primary factor in learning difficulty. The hybrid mathematics learning design sequence consists of three stages. The first stage encompasses several activities, namely Let’s Guess and Let’s Read. The second stage involved activities like Let’s Search, Let’s Discuss, and Let’s Conclude. The third stage comprised activities of Let’s Practice and Self-Reflection.
Didactic design for learning social arithmetics based on islamic values at MTS Mu’allimat NW Anjani Isnaini, Syifa'atul; Isnawan, Muhamad Galang; Shantika, Evana Gina
International Journal of Mathematics and Sciences Education Vol. 1 No. 2 (2023): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v1i2.44

Abstract

This study aimed to compile a didactic design on social arithmetic material based on learning obstacles and learning trajectories experienced by students when learning the concept. The research method used was a Didactical Design Research (DDR) method with data collection techniques, namely observation, interviews, and learning obstacle tests. The first step in this study was to identify learning obstacles by testing learning obstacle instruments on grade VIII A students, with a total of 18 MTs Mu'allimat NW Anajani students who had received and learned the material. Before the learning obstacle test, researchers first examined the composition of the selected material, namely social arithmetic, in existing source books. Identified, the next step was the preparation of a didactic design with the use of learning theories that were in accordance with the expectations of obstacles when the learning obstacle test could be overcome or reduced. The didactic design that had been prepared was then implemented for grade VIII A students, with a total of 18 MTs Mu'allimat NW Anajani students in the even semester.
How is telegram virtual teaching assistant for math lessons? A Systematic Literature Review Wahyuni, Ema Linda; Dewi, Aprianah Puspa Sari; Rizal, Moh.; Isnawan, Muhamad Galang; Fakhrurrozi , Imam
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.90

Abstract

Telegram has significant potential as a virtual teaching tool in mathematics education due to its various advantages over other applications. This study aims to identify, review, and evaluate relevant research on the use of Telegram in mathematics learning, using the Systematic Literature Review (SLR) method. The process involves several stages: a) problem formulation, where the researchers define the problem to be explored in depth based on the selected topic, and b) applying the PRISMA approach for article screening. The initial search yielded 5,205 relevant articles. The findings indicate that Telegram users can leverage various advanced features to support their daily activities, including in education. One standout feature is Telegram BOT, which has been proven to effectively respond to user queries and commands, as shown in the study by Soeroso, Afrianto, Mayangsari, and Taali (2017). The implications of this research suggest that Telegram holds great potential as an interactive learning tool, particularly in supporting virtual mathematics instruction. Furthermore, Telegram's adaptability and ease of use make it an accessible option for teachers and students. Future studies are encouraged to explore its integration with other educational technologies to enhance learning outcomes.
Analisis Hambatan Belajar Mahasiswa dalam Perkalian Pecahan: Sebuah Studi Hermeneutics Phenomenology di Perguruan Tinggi Muhamad Galang Isnawan; Naif Mastoor Alsulami; Muh. Rusmayadi; Samsuriadi Samsuriadi; Sudirman Sudirman; Wanda Nugroho Yanuarto
Edumatica : Jurnal Pendidikan Matematika Vol 13 No 1 (2023): Edumatica: Jurnal Pendidikan Matematika (April 2023)
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.v13i01.24190

Abstract

Multiplication of fractions is one of the operations on fractions that tends to be easy, but it becomes a problem for students. Only a little previous research has examined the multiplication of fractions and the factors that cause this problem at the tertiary level. This study aims to describe the factors that cause problems in terms of the types of learning barriers that students experience. The research design is hermeneutics phenomenology. The participants in this study were 15 students aged 18-25 years, 7 boys and 8 girls, 9 students majoring in natural sciences during high school, and 6 students from social studies majors. The researcher is the main instrument, with a fraction multiplication test consisting of 2 questions developed by NCTM and a semi-structured interview guide as an additional instrument. Data is processed using NVivo-12-assisted thematic analysis to simplify the coding process. The study revealed that students experienced more learning difficulties when working on non-routine fraction multiplication problems. For routine problems, students experience learning difficulties with the type of ontogenic obstacle that is psychological (not careful). For non-routine problems, students experience learning barriers with epistemological types because they rarely work on word problems, as well as ontogenic obstacles that are conceptual and psychological.
Pembelajaran Pola Bilangan di SMP: Sebuah Aktivitas Lesson Study Berbasis Didactical Design Research Muhamad Galang Isnawan; Naif Mastoor Alsulami; Ebenezer Bonyah; Jenisus O. Dejarlo; Sudirman Sudirman
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 1 (2024): Edumatica: Jurnal Pendidikan Matematika (April 2024)
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.v14i01.28645

Abstract

Number patterns were one of the mathematical concepts that were studied in junior high school. This concept was useful, but students tended to experience problems when learning it. Quite a lot of research has studied number patterns, but not many have attempted to study alternative solutions to optimize problem-solving abilities and learning motivation, especially using lesson study activities based on didactical design research. Therefore, this research aimed to optimize students’ problem-solving abilities and learning motivation with the preparation of didactic designs through lesson study activities. This research was conducted at a private junior high school in Mataram, Indonesia. Participants in this research were ten class VIII students (six boys and four girls). The researcher was the main instrument, with several additional instruments, such as learning design, observation sheets on problem-solving abilities and learning motivation, as well as documentation studies. The data were analyzed using qualitative data analysis. The research results revealed that the number pattern learning design was able to optimize problem-solving abilities and student learning motivation. Several factors that caused these positive results were the existence of contextual problems as trigger situations in learning and learning activities adapted to students’ hobbies. The recommendation from this research was that learning design should be prepared using didactical design research based on lesson study.
Eksplorasi Kebutuhan Perkuliahan Kalkulus pada Kelas Kolaboratif: Apakah Integrasi Virtual Reality Berbasis Etnomatika Diperlukan? Farid Gunadi; Muhamad Galang Isnawan; Muh. Rusmayadi; Farah Heniati Santosa; Luthfiyati Nurafifah; Diki Mulyana; Naif Mastoor Alsulami
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 2 (2024): Edumatica: Jurnal Pendidikan matematika (Agustus 2024)
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.v14i2.35707

Abstract

Integral calculus is an important course, but it often becomes a problematic phenomenon for students, even in collaborative learning settings. Various types of research have been conducted to examine this phenomenon, one of which is phenomenology. The purpose of this study is to analyze the experiences of students in collaborative integral calculus courses. The study involved two program chairs, two lecturers, and nineteen prospective mathematics teachers from programs in Indramayu and Mataram, Indonesia. The main instrument in this study was the researcher, supported by additional tools such as program observation sheets, lecturer interview guides, and student questionnaires. The research data were analyzed using thematic analysis. The findings revealed several challenges in the course, such as students' lack of readiness for online learning and visualization, the short duration of discussion videos that were not yet linked to real-world contexts, and unstable internet connections. Although the outcomes of collaborative learning have not surpassed those of conventional methods, there are several advantages, such as students being able to replay discussion videos and gain new peers. This study recommends that collaborative learning should utilize virtual reality based on ethnomathematics, increase the number of discussion videos, and strengthen students' prerequisite knowledge to better meet the needs in integral calculus courses.
Strategies to Minimize Students’ Learning Obstacle in Fractions: A Grounded Theory Muhamad Galang Isnawan; Didi Suryadi; Turmudi Turmudi
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

: Fractions are a fundamental mathematical concept that is quite important for life. However, the existing facts prove that fraction concepts in mathematics are a problem that has become a learning obstacle for students in schools. Therefore, this study aims to find alternative strategies to minimize the learning obstacle. The researcher then used a grounded theory design to find this strategy. Researchers also combined research design with phenomenology to find the core categories. Researchers used systematic analysis (open, axial, and selective), combined with thematic analysis with NVivo-12. The analysis results revealed that ontogenic in the form of participants were unable to simplify, determine equivalent fractions, and carelessness was the most significant learning obstacle. The strategy obtained was the use of a didactic design based on a didactical situation in collaboration with didactical design research, which would minimize student learning barriers on fractions. Keywords: fractions, learning obstacle, grounded theory, phenomenology, didactical situation. DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp87-99
Co-Authors Abdul Aziz Abdul Gafar Ahmad Muzaki Ainiyah, Raodatul Almazroei, Essa Eqal Aloisius Loka Son Alsulami, Naif Mastoo Alsulami, Naif Mastoor Ardi Dwi Susandi Arief Budi Wicaksono Bambang Triaji Belbase, Shashidhar Burhanudin Burhanudin Camilo Andrés Rodríguez-Nieto Dewi, Aprianah Puspa Sari Didi Suryadi Didi Suryadi Didi Suryadi Didin Hadi Saputra Diki Mulyana Ebenezer Bonyah Elita Maydasari Evana Gina Shantika Fakhrurrozi , Imam Farah Heniati Santosa Farah Heniati Santosa, Farah Heniati García-García, Javier Gunadi, Farid Imam Pakhrurrozi, Imam Indrawati Indrawati Indrawati Indrawati Isnaini, Syifa'atul Istiqomah, Sucita Annisa Belia Ita Chairun Nissa Jenisus O. Dejarlo KETUT SUKARMA . Kurniatika, Kurniatika Kuswara, R. Didi Kuswara, Raden Didi Lailatul Hidayah Lale Yaqutunnafis Lestari , Nurindah Lily Aulin Assya Lume Lume Lume Lume, Lume Luthfiyati Nurafifah M Nasuhi M Nurdin Masjudin Meiyanti Widyaningrum Moh. Rizal, Moh. Mufida Mufida Muh Pauzan Muh Rusmayadi Muhammad Halqi Muhammad Madani MUHIBBAN, MUHIBBAN Mulyana, Diki Naif Mastoor Alsulami Naif Mastoor Alsulami Nurafifah, Luthfiyati Pochulu, Marcel David Rosyadi Runisah, Runisah Rusmayadi, Muh. Safitri, Noviana Safitri, Widya Sani Sahmin, Sahmin Samsul Bahri Samsul Bahri Samsuriadi Samsuriadi Samsuriadi Samsuriadi, Samsuriadi Seftiana, Gina Sri Supiyati, Sri Sri Yuliyanti Sudirman Sudirman Sudirman Syarifuddin Syarifuddin Turmudi Turmudi Turmudi Wahyuni, Ema Linda Wanda Nugroho Yanuarto Wina Rosida Ariska Zainudin Zainudin