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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 Advanced Sciences and Mathematics Education 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 Journal on Mathematics Education
Isnawan, Muhamad Galang
Universitas Nahdlatul Wathan Mataram, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry 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 Physics Social Sciences Other

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Eksplorasi Kebutuhan Perkuliahan Kalkulus pada Kelas Kolaboratif: Apakah Integrasi Virtual Reality Berbasis Etnomatika Diperlukan? Gunadi, Farid; Isnawan, Muhamad Galang; Rusmayadi, Muh.; Santosa, Farah Heniati; Nurafifah, Luthfiyati; Mulyana, Diki; Alsulami, Naif Mastoor
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.
Optimizing students’ mathematical problem-solving abilities through geoboard-assisted didactic design on triangular number pattern material Isnawan, Muhamad Galang; Sudirman, Sudirman; Sukarma, I Ketut; Wahyuni, Fitry; Alsulami, Naif Mastoor
Journal of Didactic Mathematics Vol 4, No 3 (2023): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v4i3.2073

Abstract

The research aimed to optimize students’ mathematical solving abilities through the implementation of a didactic design developed based on lesson study activities on triangular number patterns. The research design used was didactical design research. Participants in the study were 10 students (12–15 years old) at a junior high school in Mataram, Indonesia. The researcher was the main instrument, with several additional instruments, one of which was the didactic hypothesis design. The data were analyzed using qualitative analysis. The research results revealed an increase in students’ mathematical problem-solving abilities during the implementation of didactic design on triangular number pattern material. However, the increase that occurred was less than optimal. This increase resulted from the didactic design encouraging students to use Quizizz, geoboards, and inspirational videos to solve problems. However, when watching inspirational videos and Quizizz, there were problems, such as an unstable internet connection, so activities that should have been done in groups were done collectively for one class.
Significance and Process of Fraction Concept Comprehension: A Study of Learning Constraints from the Perspective of Mathematics Instructors Alsulami, Naif Mastoor; Galang Isnawan, Muhamad
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.
Pengolahan Hasil Asesmen dan Penyusunan Rapor untuk Sekolah Penggerak Isnawan, Muhamad Galang; Samsuriadi, Samsuriadi; Bahri, Samsul; Shantika, Evana Gina; Indrawati, Indrawati; Lume, Lume; Burhanudin, Burhanudin
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 7 No 2 (2023): Volume 7 Nomor 2 Tahun 2023
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v7i2.19082

Abstract

Sekolah Penggerak are schools that are required to implement the Kurikulum Merdeka. One obstacle that Sekolah Penggerak experienced in implementing the Kurikulum Merdeka is the low competence of school principals and teachers in compiling and processing assessment results and report cards. Workshops are a relatively effective way of developing the competence of school principals and teachers. Therefore, this service aims to strengthen the competence of school principals and teachers regarding assessments and report cards through workshop activities. The workshop was also chosen because it involves direct interaction with participants through relevant worksheets. The participants of the workshop were eighteen people consisting of three junior high school principals, three high school principals, six teachers of the junior high school, and six teachers of the high school who were members learning committee. Workshop activities are carried out for eight lesson hours using worksheets from the government. Data were analyzed using qualitative data analysis. The dedication results show that the workshop activities are going well, especially the discussion activities. Although, the time allocation for activities tends to be more. In general, each school has been able to prepare assessments well, although it is still constrained in making criteria for achieving learning objectives. In addition, the assessment editor designed by the school still needs to be more optimal because there are still schools that compile an assessment rubric for that section. Likewise, when processing the assessment results, it was found that schools needed to be able to formulate a formula to determine student scores. In contrast to the previous results, when participants compiled report cards, information was obtained that all schools could prepare report cards properly, including in compiling descriptions related to student competency achievements.
Pola Pembelajaran Epistemik Terintegrasi STEAM+X dalam Pembelajaran Rasio Isnawan, Muhamad Galang; Zulhidayati, Indah; Jannah, Siti Wardatul; Mahirudin, Mahirudin; Lidaini, Lidaini
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.v15i3.48090

Abstract

The concept of ratio is a fairly important mathematical concept, but it remains a persistent challenge for students. Therefore, this study aimed to optimize 3D representation skills and learning drive by developing epistemic learning patterns integrated with STEAM+X. X referred to aspects of history, culture, and architecture. The research design used was design-based research. Participants in this study consisted of 21 stakeholders in the field of education (teachers, school principals, and academics). The instruments used were a phenomenological questionnaire to explore the causes of students experiencing problems and an integrated STEAM+X ELP module to optimize student competence. The data were analyzed using a combination of thematic analysis and qualitative data analysis. The results revealed that there were five factors that caused low levels of both competencies, namely identity and orientation crisis, spatial experience deficit, motivation and engagement crisis, pedagogical mismatch, and ecosystem limitations. The solutions offered were a student-centered approach, technology and innovation, active and experiential learning, and ecosystem support. All of these components were represented in the form of an integrated STEAM+X ELP module, with the main activity referring to the Subak Lingsar miniature project. Subak Lingsar was chosen because it could support student learning of ratios, such as scale and the rate of change of water flow, as well as comparisons of value and inverse value. This study recommended that the module be implemented in the context of ratio learning by testing its impact on students’ 3D representation abilities and learning drive in schools.
MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés; Susandi, Ardi Dwi; Isnawan, Muhamad Galang; Pauzan, Muh
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36805

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.
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.
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Mery Noviyanti; Sudirman Sudirman; Thesa Kandaga; Sendi Ramdhani; Muhamad Galang Isnawan
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.840

Abstract

Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
STEAM+X in Mathematics Education: A Systematic Literature Review Muhamad Galang Isnawan; Marcel David Pochulu; Javier García-García; Naif Mastoor Alsulami; Sudirman Sudirman
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.451

Abstract

This study analyses how the STEAM+X framework has been implemented in mathematics education. The “X” component represents additional disciplines beyond the traditional STEAM fields, such as culture, history, and architecture. The systematic literature review (SLR) follows the PRISMA protocol. The initial search returned 350,190 documents, but only one article met the rigorous inclusion criteria focused explicitly on STEAM+X in mathematics education. This finding underscores the topic’s novelty and the need for further research. The selected study highlights the integration of geometry, digital and physical technologies (e.g., GeoGebra, AR/VR, 3D printing), and educational levels, including high school and teacher education. The analysis reveals limited implementation across countries and a lack of diversity in content areas. These results call for expanded investigations into STEAM+X practices incorporating broader mathematical domains, varied cultural contexts, and more inclusive educational levels.
Parents and viewpoints: online learning during the Covid-19 pandemic Muhamad Galang Isnawan; Essa Eqal Almazroei; Evana Gina Shantika; Indrawati; Muh. Rusmayadi; Samsuriadi
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.3

Abstract

Parents play an important role during online learning during the Covid-19 Pandemic. However, there are still not many studies that examine parents' perspectives regarding online learning. Therefore, this study aims to examine the perspective of parents regarding the problems experienced by students during online mathematics learning. Participants in this study were 47 parents of students whose ages ranged from 35 to 50 years. The instrument used was an interview guide in the form of a semi-structured interview. Data were analyzed using NVivo-12-assisted thematic analysis. The results of the study show that parents think students have problems in terms of low understanding of math material and children learning less than optimally while at home. However, some parents also revealed that there were no obstacles during online learning during the Pandemic. The results of this study then recommend that parents immediately provide information to the teacher when they find that children cannot solve problems and parents cannot help children in solving these math problems.
Co-Authors Abdul Aziz Abdul Gafar Addul Aziz Aditya Purnama Ahmad Muzaki Ainiyah, Raodatul Almazroei, Essa Eqal Aloisius Loka Son Alsulami, Naif Mastoo Alsulami, Naif Mastoor Aprianah Puspa Sari Dewi Ardi Dwi Susandi Arief Budi Wicaksono Bambang Avip Priatna Martadiputra cakrawala Bambang Triaji Belbase, Shashidhar Bonyah, Ebenezer Burhanudin Burhanudin Dejarlo, Jenisus O. Denilsón Andrés Silgado-Tuñón Didi Suryadi Didi Suryadi Elita Maydasari Ema Linda Wahyuni Essa Eqal Almazroei Evana Gina Shantika Faizah, Siti Farah Heniati Santosa Farah Heniati Santosa, Farah Heniati Gunadi, Farid I Ketut Sukarma Imam Fakhrurrozi Imam Pakhrurrozi, Imam Indrawati Indrawati Indrawati Isnaini, Syifa'atul Istiqomah, Sucita Annisa Belia Jannah, Siti Wardatul Javier García-García Kurniatika, Kurniatika Kuswara, R. Didi Lailatul Hidayah Lale Yaqutunnafis Lestari , Nurindah Lidaini Lidaini Lidaini, Lidaini Lily Aulin Assya Lume, Lume M Nurdin Mahirudin, Mahirudin Marcel David Pochulu Masjudin, Masjudin Mega Fatimah Rosana Meiyanti Widyaningrum Mery Noviyanti Moh. Rizal Moh. Zaenudin Dedi Ismatullah Mufida Mufida Muhammad Halqi Muhammad Madani MUHIBBAN, MUHIBBAN Mulyana, Diki Naif Mastoor Alsulami Nasuhi, Nasuhi Nissa, Ita Chairun Nurafifah, Luthfiyati Pauzan, Muh Riska Juniar Suprihatin Riyan Hidayat Rodríguez-Nieto, Camilo Andrés Ronaldo Rafael Olivero-Acuña Rosyadi Runisah, Runisah Rusmayadi, Muh Safitri, Noviana Safitri, Widya Sani Sahmin, Sahmin Salman Salman Samsul Bahri Samsuriadi Samsuriadi Samsuriadi Samsuriadi, Samsuriadi Saputra, Didin Hadi Seftiana, Gina Sendi Ramdhani Siti Maemunah Sri Supiyati, Sri Sri Yuliyanti Sudirman Sudirman Sudirman Sudirman Susi Sulasti Syarifuddin Syarifuddin Thesa Kandaga Turmudi Wanda Nugroho Yanuarto Wina Rosida Ariska Yumiati Zainudin Zainudin Zulhidayati, Indah