Article Per Year (5 Year)
p-Index From 2021 - 2026
8.36
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All Journal Journal of Education and Learning (EduLearn) Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Edumatsains JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Math Didactic: Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika PRISMA Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika SJME (Supremum Journal of Mathematics Education) JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Jurnal Ilmiah Dikdaya MAJU : Jurnal Ilmiah Pendidikan Matematika Transformasi : Jurnal Pendidikan Matematika dan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika PHI: Jurnal Pendidikan Matematika Jurnal Educatio FKIP UNMA JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian kepada Masyarakat Nusantara Journal of Mathematics Education and Science Jurnal Ilmiah Wahana Pendidikan MATH-EDU: Jurnal Ilmu Pendidikan Matematika Jurnal Didactical Mathematics Prosiding Sesiomadika Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan SJME (Supremum Journal of Mathematics Education)
Adi Ihsan Imami
Universitas Singaperbangsa Karawang
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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Developing ADDIE-Based Animated Mathematics Videos to Enhance Vocational High School Students’ Conceptual Understanding of Circle Geometry Aeryn Meiska Putri Bangun; Ekasatya Aldila Afriansyah; Adi Ihsan Imami
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18193

Abstract

The integration of digital media into mathematics education has become increasingly important for addressing students’ difficulties in understanding abstract mathematical concepts, particularly in geometry topics such as circles. However, mathematics instruction in vocational high schools is still frequently dominated by conventional teaching methods with limited use of interactive learning media. This study aimed to develop and evaluate Canva-based animated mathematics learning videos to enhance students’ conceptual understanding of circles at SMKN 1 Karawang. The research employed a Research and Development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants included 29 students in the experimental class and 15 students in the control class. Data were collected through expert validation sheets, practical questionnaires, observation, and essay-based learning outcome tests. Data analysis involved descriptive percentage analysis, the Shapiro–Wilk normality test, and the Mann–Whitney U test, all conducted in RStudio. The validation results showed that the developed media achieved an overall validity score of 87%, categorized as very valid. The practicality test obtained a score of 76%, indicating that the media was sufficiently practical for classroom use. Furthermore, the effectiveness test revealed a significant difference between the experimental and control groups (W = 357.5, p = 0.0004827 < 0.05), demonstrating that the animated learning videos improved students’ conceptual understanding of circles. The findings indicate that Canva-based animated videos can serve as valid, practical, and effective interactive learning media for supporting mathematics instruction in vocational education contexts
Mapping Epistemological Obstacles in Junior High School Students' Statistical Word-Problem Solving: A Systematic Literature Review Aeryn Meiska Putri Bangun; Adi Ihsan Imami; Rina Marlina
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18712

Abstract

Statistical word problems require students to integrate conceptual understanding, procedural competence, and computational skills to interpret and represent data meaningfully. However, the epistemological obstacles underlying students' difficulties in solving such problems remain fragmented across individual studies. This study aimed to synthesize empirical evidence on the epistemological obstacles experienced by junior high school students in statistical word-problem solving and to examine the relationships among conceptual, procedural, and operational obstacles. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature published between 2019 and 2026 was identified through Google Scholar, ERIC, and Garuda. After applying predefined eligibility criteria and quality assessment procedures, 24 empirical studies were included in the qualitative synthesis. Data were analyzed using qualitative content analysis and thematic synthesis. The review identified three dominant categories of epistemological obstacles. Conceptual obstacles were the most prevalent, appearing in 20 studies, followed by procedural obstacles in 17 studies and operational obstacles in 14 studies. The synthesis further revealed that these obstacles formed a progressive and interconnected pattern. Incomplete conceptual understanding constrained students' procedural decision-making, while procedural deficiencies subsequently increased the likelihood of operational errors during statistical problem solving. These findings suggest that students' statistical learning difficulties should be understood as an integrated system of epistemological obstacles rather than isolated categories of error. The review proposes a progressive framework of epistemological obstacles and highlights the importance of strengthening conceptual understanding through contextualized learning, multiple representations, and formative assessment to support meaningful statistical reasoning.
Self-Regulated Learning in Mathematics Education: A Systematic Review of Its Contribution to Mathematical Competencies and Learning Outcomes Atilla Divani Davel; Adi Ihsan Imami; Alpha Galih Adirakasiwi
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.19032

Abstract

Self-regulated learning (SRL) is widely recognized as an essential factor in mathematics learning; however, empirical evidence remains fragmented across mathematical competencies, educational contexts, and dimensions of self-regulation, limiting a comprehensive understanding of its role in mathematics education. This systematic literature review synthesizes empirical evidence to examine the contribution of SRL to mathematics learning, identify the mathematical competencies most consistently associated with SRL, and characterize the dominant dimensions of students’ self-regulation. Following the PRISMA guidelines, 20 empirical studies published between 2021 and 2025 were systematically selected and synthesized using narrative thematic analysis. The findings consistently demonstrate positive associations between SRL and mathematics achievement, reasoning, creative thinking, conceptual understanding, and problem-solving performance. Planning, goal setting, self-monitoring, and self-evaluation emerged as the most prominent dimensions of SRL, whereas learning initiative was identified as the least developed aspect across the reviewed studies. Beyond supporting academic performance, the synthesis indicates that SRL functions as an integrated regulatory mechanism through which cognitive, metacognitive, motivational, and behavioral processes collectively foster higher-order mathematical thinking. These findings provide a broader conceptual understanding of the role of SRL in mathematics education and offer an evidence-based foundation for designing instructional practices that explicitly cultivate students’ self-regulatory capacities while informing future research on technology-enhanced and context-sensitive mathematics learning.
Higher-order thinking research in mathematics education: a bibliometric mapping analysis Hendra Kartika; Teruni Lamberg; Hanifah Nurus Sopiany; Adi Ihsan Imami; Lessa Roesdiana; Alpha Galih Adirakasiwi
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.22088

Abstract

This study presents a bibliometric analysis of research on higher-order thinking skills (HOTS) in mathematics education. The objectives are to examine publication distribution and identify leading journals, authors, institutions, and countries. Data were retrieved from the Scopus database and analyzed using VOSviewer software. A total of 104 articles published between 2004 and 2022 were reviewed. Various visual representations, including graphs, tables, charts, and maps, were used to present the findings. The results show that HOTS research in mathematics education is closely associated with problem-solving, mathematics learning, and assessment. Eurasia Journal of Mathematics, Science, and Technology Education emerged as the most prominent journal, while Universiti Teknologi Malaysia was identified as the most influential institution, with Malaysia playing a significant role in this research domain. These findings provide a comprehensive overview of the research landscape and offer directions for future studies in mathematics education. Based on these results, suggestions for future research are proposed.
Co-Authors Aat Juatiningsih lestari Utami Aditya, Muhammad Surya Aeryn Meiska Putri Bangun Afrina Zikria Agis Yusup Safari Agung Prasetyo Abadi Agung Prasetyo Abadi Agustiana, Eka Agustina Sulistia Ningsih Alpha Galih Adirakasiwi Alpha Galih Adirakasiwi Amalia Angguni, Aufa Azzahra Anis Sulistyowati Annisa Uswatun Hasanah Apriliantin Fitri Pratiwi Ardiyanti, Yusi Arnita, Eka Ayu Putri ASIH ASIH Asih Asih Atilla Divani Davel Attin Warmi Attin Warmi ATTIN WARMI Aulia, Intan Aziza, Asya Khaula Azka Khairun Nisa Subandi CICI FEBRIANTI Dewi Anjani Dian Pebriana Dori Lukman Hakim Dyah Haerunnisa Ekasatya Aldila Afriansyah Ela Nurlaela Elisahaya Elisahaya Fahrul Purnama fahrurozie augustian Fauziah Apriyani Febriyanti, Fitria Firmansyah , Dani Fitriana Listanti Gita Meidina Khoerunnisa Gita Permanasari Hana Lastiar Olivia Sagala hanifah hanifah Hanifah Nurus Sopiany Harti, Siti Astria Hendra Kartika Idris Ibrahim, Mohammad Azka Indra Budiman Indra Budiman Intan komalasari Intan Nuraini Irrene Inayati Akbar Hajj Jovita Gabriella Juliyantini Rahayu Karina Chintya Lestari Kartika , Hendra Karunia Eka Lestari Latifah Darojat Lessa Roesdiana LISNA AGUSTINA Machruf, Awalludin Masfufah, Zahroh Aulia'ul Maulidya Rahmah Yunita Merlina Dwi Astuti Mila Kamilah Mokhammad Ridwan Yudhanegara Muhammad Fauzan Darus Muhammad Surya Aditya NUR SITI KOMARIAH Nurdin, Ashilah Sakinah Nurul Fatimah Nurul Wafa Pebriana, Dian Putri Agustina Putri, Vella Amalia Rafiq Zulkarnaen Ratna Wulansari Reika Destriana Reika Faladilla Wahyudin Reisya Rahma Nabilah Rikayanti, Rikayanti Rina Marlina Rina Marlina Rivqy Ramadhani Putra Dipha Roesdiana, Lessa Sisien Elsa Nadia Siti Astria Harti Sutirna Syaifudin Hamdi Ubaidillah Teruni Lamberg Widiastuti, Sinta Witri Mulyanti Witri Yeni Nuraeni Zahra Nur Kamilah Zahwa Khafidhatul Khusna