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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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Optimizing Transdisciplinary Epistemic Knowledge Through STEAM+X-Integrated Epistemic Learning Patterns in Mathematical Comparison Muhamad Galang Isnawan; R. Didi Kuswara; Salman Salman; Lidaini Lidaini; Naif Mastoor Alsulami
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1318

Abstract

Low transdisciplinary epistemic knowledge is one of the problems in mathematical comparison learning. Therefore, this study aims to optimize this competency through the development of a teaching module based on epistemic learning patterns integrated with STEAM+X. This study used a design-based research design. The instruments used were a practical problem questionnaire, a transdisciplinary epistemic knowledge test, and a teaching module. The participants were 36 people, consisting of 15 students (aged 13–15 years) and 21 educational stakeholders (teaching experience 0–25 years). Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using the Wilcoxon Signed Rank Test. The results revealed that identity and orientation crises, lack of spatial experience, pedagogical mismatches, and ecosystem limitations were the contributing factors to low student competency. The learning principles expected to be optimized were student-centered learning, technology integration, and learning ecosystem support. ELP-STEAM+X-AI was then implemented because it aligned with the previous principles. The study concluded that the learning was able to optimize transdisciplinary epistemic knowledge (Z = -2,96; p = 0,003; and r = 0,76 with large impact) because students were facilitated in constructing mathematical comparison concepts through various STEAM+X-based epistemic activities. This finding recommends that other subjects adopt ELP-STEAM+X-AI to optimize student competency.
Redesigning number pattern instruction: A didactical design grounded in learning obstacle analysis for junior high school students Moh. Zaenudin Dedi Ismatullah; Muhamad Galang Isnawan; Addul Aziz; Sudirman Sudirman; Riska Juniar Suprihatin
Panicgogy International Journal Vol. 3 No. 2 (2025): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v3i2.41

Abstract

The concept of number patterns is an essential prerequisite for arithmetic sequences and series, yet a preliminary study of 15 eighth-grade students at SMP Islam Riyadhussolihin NW Bukit Tengger revealed that most students still experienced learning obstacles when solving problems on even-odd, triangular, square, and rectangular number patterns. This study aimed to identify the types of learning obstacles experienced by students, to design a hypothetical didactical design grounded in these findings, and to examine its effectiveness through classroom implementation. A qualitative approach using Didactical Design Research (DDR)—comprising prospective, metapedadidactic, and retrospective analysis—was employed. Data were collected through a learning-obstacle diagnostic test, classroom observation, and semi-structured interviews with selected students, then analysed using source and method triangulation. The findings revealed that the dominant obstacle was ontogenic-psychological in nature, reflected in students’ carelessness and haste in completing tasks, alongside conceptual obstacles related to the prerequisite concept of even and odd numbers. Based on these findings, a Hypothetical Learning Trajectory (HLT) comprising four sequential didactical situations, anticipated student responses, didactical-pedagogical anticipations, and a Student Worksheet (LKS) was developed. Implementation of the HLT reduced learning obstacles, although new difficulties emerged and were subsequently accommodated through a revised didactical design. This study contributes to enriching Didactical Design Research literature on number patterns while producing a classroom-ready instructional package for secondary mathematics teachers.
Exploring senior high school students’ mathematical critical thinking barriers and self-generated solutions: A hermeneutic phenomenological study Susi Sulasti; Naif Mastoor Alsulami; Muhamad Galang Isnawan; Farah Heniati Santosa; Ronaldo Rafael Olivero-Acuña; Denilsón Andrés Silgado-Tuñón
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.185

Abstract

Critical thinking is a foundational competency for mathematical problem-solving, yet Indonesian students continue to perform below international benchmarks such as PISA and TIMSS. Although prior studies have examined factors associated with weak mathematical critical thinking, few have explored the phenomenon directly through students’ own lived experiences using a hermeneutic phenomenological design, and fewer still have paired thematic analysis with generative artificial-intelligence assistance such as ChatGPT to support systematic coding. This study aimed to identify the factors underlying students’ low critical thinking skills in mathematics learning and to uncover the solutions students themselves proposed to overcome these barriers. A qualitative hermeneutic phenomenological approach was employed, using ChatGPT-assisted thematic analysis across six analytic tables covering factor codes, solution codes, categories, and themes. Participants were ten Grade XII students (nine female, one male; aged 16–17 years) at a public senior high school in West Lombok Regency, Indonesia, selected through purposive sampling because they had been identified as experiencing persistent difficulty with mathematical critical thinking. Data were collected through an open-ended questionnaire and analyzed following six phases of thematic analysis. The findings revealed four major factor themes: difficulty memorizing and understanding formulas, weak habits of critical thinking and information-seeking, suboptimal use of technology, and low internal motivation. Correspondingly, students proposed four solution themes centered on active learning strategies, contextual and reflective learning, educational use of technology, and cultivation of internal motivation. These findings suggest that mathematics teachers should adopt active, contextual, and technology-integrated pedagogies, supported by ongoing professional development, so that critical thinking is nurtured as a core learning outcome rather than a byproduct of content mastery.
Unveiling the roots of students’ low comprehension of quadratic functions: A hermeneutic phenomenological study in a West Lombok junior high school, Indonesia Siti Maemunah; Indrawati Indrawati; Evana Gina Shantika; Muhamad Galang Isnawan; Naif Mastoor Alsulami
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.184

Abstract

Quadratic functions are a core topic in junior high school mathematics, yet many students continue to struggle to master this material. This study explored, in depth, the factors underlying the low comprehension of quadratic functions among eighth-grade students at a public junior high school in West Lombok Regency, Indonesia. A hermeneutic phenomenological design was used to capture students’ lived experiences and interpretations of their learning difficulties, complemented by thematic analysis to identify recurring patterns across responses. Data were collected through an open-ended questionnaire completed by ten purposively selected students and analyzed following Braun and Clarke’s six-phase thematic analysis, assisted by an artificial intelligence tool (ChatGPT) during initial coding and subsequently verified manually by the researchers. The analysis produced ten initial codes, condensed into five categories and, ultimately, four overarching themes: (1) difficulty in understanding basic concepts, (2) lack of participation in learning, (3) less effective teaching methods, and (4) low motivation to learn mathematics. These findings indicate that students’ struggles with quadratic functions stem not merely from the material’s cognitive complexity but from an interplay of cognitive, behavioral, pedagogical, and affective factors. By foregrounding students’ own voices rather than relying solely on achievement scores, this study offers a more holistic understanding of algebra learning difficulties. It recommends that teachers design more contextual, participatory, and enjoyable instructional strategies, supported by visual and concrete media, to strengthen students’ conceptual understanding of quadratic functions and to inform future intervention-based research.
The effect of learning intensity on students’ statistics course scores: A multiple regression approach with Ridge regularization Muh. Rusmayadi; Samsuriadi; Lidaini Lidaini; Muhamad Galang Isnawan; Naif Mastoor Alsulami; Aditya Purnama
Polyhedron International Journal in Mathematics Education Vol. 4 No. 1 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v4i1.294

Abstract

Low achievement in statistics courses is a persistent concern in higher education, yet the contributions of study time and attendance remain underexplored, particularly in Indonesian undergraduate contexts and without correcting for predictor multicollinearity. This study addresses this gap by applying Ridge regularization to estimate the independent effects of daily study hours and attendance rate on statistics course scores among 20 Indonesian undergraduates. Classical OLS assumptions were tested; Ridge regression with Leave-One-Out Cross-Validation was applied when violations occurred. Study hours and attendance jointly explained 97.54% of score variance (R² = 0.975; F = 337.70; p < 0.001); however, severe multicollinearity (VIF = 11.77) destabilized OLS estimates. Ridge regression (λ = 1.0) produced stable coefficients (b₁ = 2.87; b₂ = 0.80) with negligible accuracy loss (R² = 0.974). The near-perfect collinearity of the predictors indicates that study hours and attendance are part of the same underlying construct academic engagement rather than acting through independent pathways. These findings challenge the conventional additive model of learning time and imply that interventions targeting self-regulated learning may be more effective than policies addressing attendance or study time in isolation.
How is telegram virtual teaching assistant for math lessons? A Systematic Literature Review Ema Linda Wahyuni; Aprianah Puspa Sari Dewi; Moh. Rizal; Muhamad Galang Isnawan; Imam Fakhrurrozi
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.
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