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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity MUST: Journal of Mathematics Education, Science and Technology PENDIPA Journal of Science Education Jurnal Pendidikan Matematika Raflesia Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika International Journal of Educational Review Annals of Mathematical Modeling Jurnal Math-UMB.EDU Edumatika Journal of Advanced Sciences and Mathematics Education Journal of Pedagogy and Education Science Annals of Mathematical Modeling International Journal of Trends in Mathematics Education Research (IJTMER) Riemann : Research of Mathematics and Mathematics Education Jurnal Infinity Journal of Education and Science (EDUSAINS) Jurnal Didaktik Matematika JOURNAL of MATHEMATICS SCIENCE and EDUCATION JOURNAL OF MATHEMATICS SCIENCE AND EDUCATION
Wahyu Widada
Doctoral Program In Education, Bengkulu University, Bengkulu
Humanities Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Relationship among Self-Efficacy, Mathematical Concepts Understanding, Creative Thinking Skills, Mathematical Problem-Solving Skills, and Mathematics Learning Outcomes Khathibul Umam Zaid Nugroho; Eddy Izwanto; Wahyu Widada; Norma Alias; Abdurrobbil Falaq Dwi Anggoro; Dewi Herawaty; Rahmat Jumri; Shadaqnas Dewarif Tri Anggoro
Edumatika Vol 6 No 2 (2023): November 2023, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v6i2.3169

Abstract

The proficiency of students in mathematical problem-solving skills is believed to be shaped by factors such as mathematical concepts understanding, creative thinking skills, and self-efficacy. This research endeavors to investigate the interplay among self-efficacy, mathematical concepts understanding, creative thinking skills, problem-solving skills, and mathematics learning outcomes. Employing a survey approach, the study encompasses all ninth-grade students in Central Bengkulu, Bengkulu, Indonesia, with a sample of 100 students selected through proportional stratified random sampling. Data collection involves Likert scale instruments for self-efficacy, along with tests for mathematical concepts understanding, creative thinking skills, and problem-solving skills. Path analysis techniques are applied for data analysis. The findings of the research indicate that mathematical concepts understanding, creative thinking skills, and problem-solving skills collectively exert a positive influence on mathematics learning outcomes. Additionally, it is demonstrated that self-efficacy, understanding mathematical concepts, and creative thinking skills collectively contribute positively to problem-solving skills. Furthermore, the research reveals a direct positive influence of self-efficacy on both mathematical concepts understanding and creative thinking skills.
REVISITING CURRICULUM THEORY: POST-FOUNDATIONAL SHIFTS IN 21ST-CENTURY KNOWLEDGE CONSTRUCTION: A SYSTEMATIC LITERATURE REVIEW Deni Haryadi; Wahyu Widada; Sungkem Tri Wahyuni; Badeni Badeni; Eko Risdianto
International Journal of Educational Review Vol. 8 No. 1 (2026): International Journal of Educational Review, Volume 8, Number 1 (2026)
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v8i1.50020

Abstract

This systematic literature review examines post-foundational shifts in curriculum theory through 13 studies appraised using PRISMA and MMAT 2018. The findings identify four themes: the crisis of foundational curriculum theory; the rise of plural epistemologies; the mediation of knowledge construction through language, power, culture, and digitality; and a synthesised model of curriculum transformation. The study’s novelty lies in integrating decolonial, relational, linguistic, and adaptive debates into one post-foundational framework and proposing a four-movement model that offers a concise conceptual vocabulary for interpreting contemporary curriculum transformation across diverse educational contexts.
Enhancing PISA-like mathematical literacy through deep learning assisted by mathos ai for junior high school students Wahyu Widada; Khathibul Umam Zaid Nugroho; Masri Masri; Abdurrobbil Falaq Dwi Anggoro; Dewi Herawaty; Rahmat Jumri; Shadaqnas Dewarif Tri Anggoro
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25109

Abstract

Based on PISA, Indonesian students' mathematical literacy skills are very low. This study investigates the effectiveness of Mathos AI-assisted deep learning design in improving PISA-like mathematical literacy among junior high school students. Using design research methodology with validation studies approach. Data were collected through pre-test and post-test, classroom observation, interviews, and analysis of student work. The findings revealed significant improvements in students' mathematical literacy, with positive impacts on their motivation and engagement. The integration of Mathos AI facilitates personalized learning and provides valuable insights into students' learning processes. This study contributes to the growing literature on AI-driven educational interventions, which offer practical implications for improving mathematical literacy in real-world classroom settings. The conclusion of this study is that Mathos AI-assisted deep learning is able to improve PISA-like mathematical literacy skills among junior high school students. The integration of AI-based tools in mathematics education can result in improved learning outcomes and student engagement. Further research is needed to explore the long-term effects of AI-based interventions and develop best practices for their implementation.
Bridging the gap between formal structure and cognitive representation: A systematic review of metric space topology learning Jawasi Jawasi; Wahyu Widada; Agus Susanta
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.28807

Abstract

Metric space topology is a foundational yet challenging topic in undergraduate mathematics. This systematic literature review examines how students learn metric space topology by synthesizing research on cognitive processes, learning obstacles, and instructional approaches. Following PRISMA 2020 guidelines, we searched Scopus, Web of Science, and Google Scholar for publications from 2015-2024. Two reviewers independently screened titles, abstracts, and full texts. The final analysis included 38 peer-reviewed articles. Data were extracted using a standardized framework and analyzed through thematic analysis. Four major learning obstacles emerged: challenges in translating intuitive understanding to formal definitions; difficulties in treating mathematical operations as formal objects (within APOS theory); gaps between mathematical terminology and student reasoning (commognitive perspective); and challenges in understanding and constructing proofs. Analysis revealed five phases in typical cognitive development: (1) applying procedures from calculus, (2) becoming aware of underlying structures, (3) developing topological reasoning, (4) integrating formal definitions with examples, and (5) abstract thinking with proof-based reasoning. Findings suggest that instruction may benefit from: connecting formal mathematics to students' existing understanding, providing scaffolded proof instruction, and explicitly developing mathematical language and concepts. These insights may inform course design and pedagogical approaches in advanced mathematics
MATHEMATICAL CERTAINTY IN CONTEMPORARY FORMAL SYSTEMS: A SYSTEMATIC LITERATURE REVIEW OF AXIOMATIC STRUCTURES, PROOF THEORY, LOGICAL ARCHITECTURES, AND COMPUTATIONAL VERIFICATION: Bengkulu, Indonesia and Johor Baru, Malaysia Veggi Yokri; Wahyu Widada; Nurul Astuty Yensy; Norma Alias; Poni Saltifa
Jurnal Math-UMB.EDU Vol. 13 No. 3 (2026): JULY
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mathematical certainty in formal mathematics is commonly associated with the validity, consistency, and correctness of reasoning within explicitly defined formal systems. However, recent developments in axiomatic foundations, proof theory, non-classical logic, and computational verification suggest that certainty is increasingly discussed as a structured and system-relative phenomenon. This study aims to synthesize how mathematical certainty is conceptualized in contemporary literature through axiomatic structures, proof-theoretic mechanisms, logical architectures, and computational verification. A systematic literature review was conducted using the PRISMA framework. Twenty peer-reviewed studies published between 2020 and 2026 and retrieved from the Scopus database were selected based on predefined inclusion and exclusion criteria. Thematic synthesis identified four interrelated dimensions: axiomatic foundations as formal constraints, proof-theoretic mechanisms as procedures for validating derivations, logical architectures as system-relative frameworks of inference, and computational verification as a mechanism for strengthening reproducibility in formal proof validation. The findings suggest that mathematical certainty in the reviewed literature is not treated solely as a fixed metaphysical guarantee, but may be interpreted as a structurally mediated condition supported by coherence, rule-governed derivation, logical validity, and verifiable formalization. This review contributes a conceptual framework for understanding mathematical certainty within contemporary formal mathematical systems while acknowledging the limitations of a Scopus-based corpus. Keywords: Axiomatic Systems, Computational Verification, Formal Logic, Mathematical Certainty, Proof Theory
Probing Deeper Mathematical Conceptual Understanding of PISA-like Uncertainty and Data Wahyu Widada; Khathibul Umam Zaid Nugroho; Dewi Herawaty
Journal of Mathematics Science and Education. Vol 8 No 2 (2025): Penelitian kependidikan Matematika
Publisher : Universitas PGRI Silampari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62112/journalofmathematicsscienceandeducation..v8i2.569

Abstract

This study explores the effectiveness of "verbal probes" through in-depth interviews to uncover students' mathematical conceptual understandings that are not visible from written answers. Using a descriptive qualitative approach, this study analyzed the gap between written answers and verbal comprehension of three students with different skill levels on PISA-like questions themed Uncertainty and Data. The results showed a significant "gap between written answers and verbal comprehension". Students who give incorrect written answers, when interviewed, are able to articulate a deeper conceptual understanding, identify their mistakes, and explain correct procedures regarding the concepts of confidence intervals, exponential growth, and probability. In contrast, students with limited verbal comprehension consistently show reliance on number operations without a conceptual foundation. The study concludes that in-depth interviews are a crucial formative assessment tool to complement traditional methods. This allows educators to accurately diagnose misconceptions and design more holistic and targeted learning interventions.
Refining Proof Construction through SOLO+ Taxonomy and APOS Theory in Real Analysis Wahyu Widada; Badeni; Sulaiman; Khathibul Umam Zaid Nugroho; Dewi Herawaty
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.239

Abstract

The transition from differential calculus to real analysis represents a significant ontological shift for undergraduate mathematics students, often accompanied by difficulties in constructing formal proofs. While existing frameworks broadly categorize imperfect proofs as procedural failures, they lack the diagnostic resolution to capture transitional cognitive states. To address this gap, this study integrates the SOLO taxonomy with APOS theory to analyze the cognitive mechanisms of students' proof construction. Employing a qualitative instrumental case study, data from written tests and task-based interviews were collected from 35 undergraduate students. These participants were purposefully selected because they had completed foundational calculus and logic courses, placing them squarely in the crucial transition stage from computational calculus to axiomatic analysis. The data were analyzed using the Constant Comparative Method. Moving beyond purely narrative descriptions, the empirical findings reveal that a majority of students (63%) operate within transition zones. Specifically, the study introduces two refined transitional states: 34% of the students were identified at the Semi-Relational level, characterized by logical gaps stemming from unstable process internalization, and 29% at the Semi-Extended Abstract level, where students display strong intuition but lack formal rigor due to rigid concept encapsulation. Ultimately, identifying these specific cognitive barriers provides a practical roadmap for educators to design targeted instructional interventions, actively helping students overcome their logical or intuitive hurdles to master formal mathematical proving successfully.
Learning Trajectory Research in Indonesian Realistic Mathematics Education: A Bibliometric Analysis, 2015–2025 Desventri Etmy; Wahyu Widada; Nurul Yensy Astuty
EDUSAINS : Journal of Education and Science Vol. 3 No. 2 (2025): December 2025
Publisher : Yayasan Lembaga Studi Makwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57255/edusains.v3i2.1891

Abstract

Learning trajectory (LT) and Realistic Mathematics Education (RME) are increasingly combined to support progressive concept development through contextual activity, modelling, and anticipated student reasoning. However, the Indonesian literature remains fragmented across topics, educational levels, and methodological traditions, making it difficult to identify the field’s development and underexplored directions. This study maps Indonesian LT research within the RME framework from 2015 to 2025 using bibliometric analysis. Metadata were retrieved from Google Scholar with Publish or Perish version 8. Of 101 initial records, 40 journal articles met the predefined relevance, publication-type, language, time-range, and duplication criteria. Records were cleaned in Mendeley, keywords were standardized, and co-occurrence patterns were analysed using VOSviewer version 1.6.20 with full counting. Publication output increased markedly after 2021 and peaked in 2022. LT, hypothetical learning trajectory (HLT), RME, and design research formed the central thematic structure, with later studies increasingly connected to problem solving, reasoning, communication, representation, and conceptual understanding. Design research remained the predominant methodology, whereas higher-education applications were comparatively limited. The study contributes an evidence-based map of publication growth, thematic evolution, methodological concentration, and research gaps. Future work should broaden database coverage and examine LT-RME designs in university mathematics, particularly abstract domains such as calculus and linear algebra.
Probing Deeper Mathematical Conceptual Understanding of PISA-like Uncertainty and Data Wahyu Widada; Khathibul Umam Zaid Nugroho; Dewi Herawaty
Journal of Mathematics Science and Education. Vol 8 No 2 (2025): Penelitian kependidikan Matematika
Publisher : Universitas PGRI Silampari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62112/journalofmathematicsscienceandeducation..v8i2.569

Abstract

This study explores the effectiveness of "verbal probes" through in-depth interviews to uncover students' mathematical conceptual understandings that are not visible from written answers. Using a descriptive qualitative approach, this study analyzed the gap between written answers and verbal comprehension of three students with different skill levels on PISA-like questions themed Uncertainty and Data. The results showed a significant "gap between written answers and verbal comprehension". Students who give incorrect written answers, when interviewed, are able to articulate a deeper conceptual understanding, identify their mistakes, and explain correct procedures regarding the concepts of confidence intervals, exponential growth, and probability. In contrast, students with limited verbal comprehension consistently show reliance on number operations without a conceptual foundation. The study concludes that in-depth interviews are a crucial formative assessment tool to complement traditional methods. This allows educators to accurately diagnose misconceptions and design more holistic and targeted learning interventions.
Co-Authors A Naashir M Tuah Lubis Abdurrobbil Falaq Dwi Anggoro Abdurrobbil Falaq Dwi Anggoro Abdurrobbil Falaq Dwi Anggoro Agus Susanta Agus Susanta Anak Agung Istri Sri Wiadnyani Ari Suningsih Asti Ariani Azhari MR Badeni Badeni Badeni Berta Panduwinata Bornok Sinaga Deni Haryadi Deny Haryadi Desfa Lusiana Desventri Etmy Dewi Herawaty Dewi Herawaty Dewi Herawaty Dewi Herawaty Dewi Herawaty Dewi Herawaty Dewi Herawaty Dharmayana, Wayan Dwi Yanti Dwi Yanti Eddy Izwanto Eko Risdianto Fenny Aliza Ferinaldi Fizi Herdian Galih Ageng Pambudi Hafizatul Ardy Haji, H Saleh Hakasinawati Hakasinawati Hanifah Hanifah Hardi Tambunan Harmudianto Harmudianto Herawati Herawati Herdi Agustiar Iran Sairan Jawasi Jawasi Keke Berlinda Khathibul Umam Zaid Nugroho Kurniawan Kurniawan M. Ilham Abdullah Maliyo Junizon Masri Masri Melisa Melisa Nadya Sospolita Nilna Ma’Rifah Nirwana Nirwana Noke Hanif Afriani Norma Alias Norma Alias Novia Ayu Lestari Novita Tanti Nur Fitriyana Nurfauziah Nurfauziah Nurul Astuti Yensy Nurul Astuty Yensy Nurul Astuty Yensy Nurul Yensy Astuty Peni Febriani Poni Saltifa Rahmat Jumri Rahmat Jumri Raudya Tuzzahra Reri Seprina Anggraini Sarwoedi Sarwoedi Sarwoedi Shadaqnas Dewarif Tri Anggoro Shadaqnas Dewarif Tri Anggoro Shadaqnas Dewarif Tri Anggoro Siti Aisyah Suharto Suharto Sulaiman Sungkem Tri Wahyuni Syaipul Amri Tanti Novita Veggi Yokri Wayan Gede Wayan Gede Yuni Pusvita Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili Zamzaili