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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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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
STEAM+X in Mathematics Education: A Systematic Literature Review Isnawan, Muhamad Galang; Pochulu, Marcel David; García-García, Javier; Alsulami, Naif Mastoor; 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.
Didactical design for online learning in ordering fractions Isnawan, Muhamad Galang; Alsulami, Naif Mastoor
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7653

Abstract

During COVID-19, various obstacles were experienced during learning, including in learning mathematics. Learning had to be carried out online. Therefore, learning designs were also attempted to be made online. The learning design in this research was prepared using didactical design research. Participants in this research were 29 students at one of the junior high schools in Indonesia. The researcher was the main instrument in this research, along with several additional instruments, such as the fraction sequence test, interview guide, and online learning design. The data were analyzed using thematic analysis and qualitative analysis. The research results revealed that the factor that caused students to experience obstacles in ordering fractions was due to students’ low prerequisite knowledge regarding LCM (conceptual ontogenic obstacle). The online learning design offered then facilitated students to solidify their understanding of LCM before entering the core learning activities. Online learning design was also developed using the theory of didactical situations. After implementation, information was obtained that the learning obstacles experienced by students had no longer reappeared. Therefore, learning in schools should ensure that students have a good understanding of the prerequisites before starting the core learning activities.
Online didactical design for subtraction fractions: A didactical design research through lesson study activities Kuswara, R. Didi; Almazroei, Essa Eqal; Isnawan, Muhamad Galang
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7772

Abstract

The COVID-19 pandemic disrupted educational practices worldwide, posing significant challenges for students, particularly in mastering foundational mathematical concepts such as fraction subtraction. In response to the urgent need for effective remote learning strategies, this study aimed to develop and implement an online didactic design to reduce student learning obstacles. Employing a Didactical Design Research (DDR) approach, the design process was supported by lesson study activities at each developmental phase to ensure instructional quality. Participants included 56 students from grades VII and VIII (ages 13 to 18). The researcher served as the primary instrument, supported by additional tools including a fraction test, interview guide, documentation study, and the online didactic design itself. Thematic analysis was used to identify learning barriers, while qualitative analysis assessed the effectiveness of the design implementation. Findings revealed that during the pandemic, students experienced both ontogenic and epistemological learning obstacles in subtracting fractions. However, after the online didactic design was introduced and implemented, these learning barriers were no longer evident. Remaining difficulties were attributed to internal, non-instructional factors, such as limited personal study time, rather than issues related to instructional delivery.  This study contributes to the field of mathematics education by providing an empirically grounded model for designing online instruction that addresses specific learning barriers. The findings underscore the importance of aligning didactic design with student learning needs, especially in crisis contexts, and highlight the potential of structured online approaches to support equitable mathematics learning.
MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto; Ardi Dwi Susandi; Muhamad Galang Isnawan; Muh Pauzan
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.
GeoFun App: The Interactive Android-Based Learning Media in Curved Surface Geometry Learning Halqi, Muhammad; Istiqomah, Sucita Annisa Belia; Supiyati, Sri; Isnawan, Muhamad Galang; Alsulami, Naif Mastoor
Jurnal Pendidikan MIPA Vol 26, No 3 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i3.pp2043-2062

Abstract

This study aims to develop Android-based learning media on the topic of curved surface geometry, named GeoFun App. The research method was a development research using the ADDIE model design. Participants in this study were ninth-grade students and mathematics teachers at one of the Islamic Junior High Schools (Madrasah Tsanawiyah) in East Lombok Regency, Indonesia, as well as two experts. The instruments used were media and material validation sheets, teacher and student response questionnaires, and learning outcome tests. Application validity analysis was conducted using Aiken’s V scale and the Likert scale. Absolute evaluation was used to test practicality, while the N-Gain method was applied to assess effectiveness. The research findings showed that the GeoFun App media met the validity criteria, with a validity score of 0.869 (material experts) and 0.844 (media experts), categorized as very valid. It achieved a practicality score of 60% from teachers (practical category) and 94.48% from students (very practical category). The result demonstrated an N-Gain of 76.3% and was categorized as effective. The GeoFun App possessed several unique superior characteristics, such as engaging assessments (quizzes, tests, and games), facilitating online and face-to-face learning, and integrating religious aspects (the use of Shalawat Nahdlatin and prayers on the initial display, as well as learning etiquette). Therefore, this study concluded that the GeoFun App met the criteria of validity, practicality, and effectiveness, as it was tailored to student needs and learning difficulties and was Android-based, making it familiar to students. The GeoFun App thus provides an alternative that teachers can use to optimize students’ mathematical competence in learning curved surface geometry. This study recommends that future research continue to enhance the application's compatibility so that it can be used on lower Android versions. Keywords: ADDIE model, curved surface geometry, GeoFun App.
Peningkatan Kompetensi Pedagogi dan Profesional Guru Melalui Kegiatan Lesson Study for Learning Community (LSLC) Kuswara, Raden Didi; Isnawan, Muhamad Galang; Lume, Lume; Ainiyah, Raodatul; Kurniatika, Kurniatika; Safitri, Noviana
Alamtana: Jurnal Pengabdian Masyarakat UNW Mataram Vol 4 No 3 (2023): Edisi Desember 2023
Publisher : LPPM UNIVERSITAS NAHDLATUL WATHAN MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jaltn.v4i3.1795

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi pedagogik dan profesional guru melalui kegiatan lesson study for learning communitu (LSLC). Implemantasi LSLC dilakukan dengan metode koordinasi dengan mitra untuk penentuan sekolah/madrasah sasaran, in class training (ICT) atau pembekalan peserta sebelum pelaksanaan Lesson study (LS), on job training (OJK) yakni pelaksanaan LS di setiap sekolah mitra yang terdiri dari empat tahapan; plan, do, see, dan redesign pada tiga matapelajaran; Matematika, IPA Terpadu, dan Bahasa Inggris, terakhir analisis hasil refleksi dari keseluruhan kegiatan LS dan tindak lanjut program. Berdasarkan hasil dari observasi selama berjalannya siklus LS dan refleksi setalah pelaksanaan siklus LS, didapatkan bahwa guru secara nyata terlihat adanya peningkatan motivasi disebabkan karena secara kolaboratif merancang, melakukan, megobservasi, dan meredesain pembelajaran. Selai itu analisis NGain pretes-postes menunjukkan adanya pengaruh LS terhadap kompetensi guru. nilai rata-rata kompetensi profesioanl 0,3147; nilai tersebut berada di rentang 0,3 sampai dengan 0,7; artinya LSLC berpengaruh terhadap kemampuan profesional guru dan tergolong ke dalam kategori sedang, sedangkan analisis kompetensi pedagogik 0,9722 dan nilainya lebih besar dari 0,7; artinya bahwa LSLC memiliki pengaruh dengan kategori tinggi terhadap pedagogik guru. Berdasarkan uraian hasil tersebut dapat disimpulkan bahwa kegiatan LSLC berdampak positif terhadap kompetensi pedagogik dan profesional guru
Pengembangan Komunitas Belajar pada Sekolah Penggerak di Kabupaten Sumbawa Isnawan, Muhamad Galang; Alsulami, Naif Mastoo; Syarifuddin, Syarifuddin; Samsuriadi, Samsuriadi; Sukarma, I Ketut
Alamtana: Jurnal Pengabdian Masyarakat UNW Mataram Vol 5 No 2 (2024): Edisi Agustus 2024
Publisher : LPPM UNIVERSITAS NAHDLATUL WATHAN MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jaltn.v5i2.2163

Abstract

Pembentukan komunitas belajar adalah salah satu kewajiban yang harus dilakukan oleh Sekolah Penggerak untuk mengoptimalkan Implementasi Kurikulum Merdeka. Belum banyak kegiatan pengabdian yang fokus pada pengembangan komunitas belajar sehingga tujuan dari pengabdian ini adalah untuk mengembangkan komunitas belajar pada Sekolah Penggerak Angkatan 2 di Kabupaten Sumbawa. Metode yang digunakan dalam kegiatan pengabdian ini adalah in-service training program dengan menggunakan pendekatan asset-based community development. Alur pembelajaran yang digunakan adalah MERRDEKA. Hasil pengabdian mengungkapkan bahwa komunitas belajar sudah mampu berjalan dengan baik dan berkembang secara optimal. Selain itu, komunitas belajar memperoleh pemahaman baru tentang konsep empat pilar dalam mengembangkan komunitas belajar, yaitu visi, misi, nilai, dan tujuan bersama.
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