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All Journal Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) REFLEKSI EDUKATIKA Jurnal Elemen Edumatsains POLYGLOT MaPan : Jurnal Matematika dan Pembelajaran JOHME: Journal of Holistic Mathematics Education Journal of Honai Math PEDAGOGIK : JURNAL PENDIDIKAN Teorema: Teori dan Riset Matematika Jurnal Basicedu DIDAKTIKA : Jurnal Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika de Fermat : Jurnal Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Range : Jurnal Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Pendidikan MIPA Journal on Mathematics Education
Soesanto, Robert Harry
Universitas Pelita Harapan
Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Constructing mathematical bitterness scale related to teacher factor Dirgantoro, Kurnia Putri Sepdikasari; Soesanto, Robert Harry; Yanti, Yanti
Jurnal Elemen Vol 10 No 2 (2024): May
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i2.25508

Abstract

Mathematical bitterness is one of the critical factors influencing students’ mathematical performance, highlighting the need for further action to address its impact.  However, there has been no instrument thus far that can identify mathematical bitterness, particularly one caused by teacher treatment. This research, therefore, aims to construct an instrument to identify the presence of mathematical bitterness. This research involved 307 senior high school and undergraduate students, who were given and responded to a set of 30 questions. The data were then analyzed using confirmatory factor analysis (CFA) through IBM SPSS 20. Confirmatory factor analysis grouped the items into six dimensions (indicators) of mathematical bitterness. Each indicator shows a high Cronbach Alpha result, indicating strong validity in each group of indicators. Overall, the constructed instrument demonstrates strong validity and reliability. This instrument has been successfully constructed and statistically tested, thus making it readily available for use by other scholars interested in investigating mathematical bitterness on a broader scale.
Upaya Membangun Kedisplinan melalui Media Wordwall dalam Pembelajaran Daring pada Siswa Sekolah Dasar Sinaga, Yunita Margareta; Soesanto, Robert Harry
Jurnal Basicedu Vol. 6 No. 2 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i2.1617

Abstract

Sikap indisipliner siswa merupakan salah satu masalah yang timbul akibat dari kemajuan teknologi pada pembelajaran daring. Ditemukan beberapa bentuk sikap indisipliner siswa berdasarkan pengamatan yang dilakukan di salah satu sekolah di Jakarta pada kelas 3 SD yang ditunjukkan dengan tidak menaati peraturan yang berlaku di kelas selama pembelajaran daring. Dalam mengatasi hal tersebut, media pembelajaran berbasis teknologi menjadi salah satu upaya membangun kedisiplinan siswa. Dengan demikian, tujuan penulisan ini adalah untuk mendeskripsikan upaya membangun kedisiplinan melalui media wordwall dalam pembelajaran daring pada siswa kelas 3 SD. Mengacu pada metode yang digunakan yakni deskriptif kualitatif, penerapan media wordwall memberi dampak pada perilaku siswa. Siswa menjadi lebih teratur dan terbiasa patuh akan peraturan sehingga menghasilkan kebiasan baik yang pada akhirnya membentuk karakter disiplin. Penerapan media wordwall merupakan cerminan dari sikap bertanggung jawab atas perintah Tuhan untuk mengelola segala sesuatu termasuk teknologi dengan bijaksana. Oleh karena itu, kiranya media wordwall dapat digunakan secara maksimal karena fitur-fitur­ yang menarik sudah tersedia dan tidak memungut biaya apapun.
PENINGKATAN MINAT BELAJAR SISWA PADA PEMBELAJARAN MATEMATIKA MELALUI PEMANFAATAN WORDWALL [INCREASING STUDENTS' INTEREST IN LEARNING MATHEMATICS THROUGH THE USE OF WORDWALL] Harefa, Alwin Dwi Sastra Kelana; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol. 8 No. 2 (2024): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v8i2.7882

Abstract

Creating individuals with competitive abilities in today’s era can begin by integrating technological advancements into education. This process will be effective when students have an interest in both the learning process and the technology currently integrated. However, research data from a Christian high school in Jakarta shows low student interest in learning. This issue can be addressed through the teacher's efforts to provide learning that fosters student interest by utilizing the Wordwall technology application, studied through a descriptive qualitative research method. The research results indicate an increase in students' interest in learning across all indicators in this study: student attention, engagement in learning, and enjoyment in participating in lessons. This research underscores the importance of the role of Christian teachers in guiding students through learning with the use of Wordwall. Christian teachers are called to guide students in their learning, which includes fostering students' interest in learning and producing students capable of competing in the current era as part of their responsibility in fulfilling God's work. The researcher suggests that teachers should assess students’ readiness to learn, check their understanding after explaining material, and select suitable challenge designs on Wordwall that match the difficulty level of questions being asked. In this way, students can demonstrate an increased interest in learning.BAHASA INDONESIA ABSTRACT: Menciptakan manusia yang memiliki daya saing pada masa era ini dapat dimulai dari mengintegrasikan perkembangan teknologi pada pendidikan. Proses ini akan efektif saat siswa memiliki minat belajar terhadap pembelajaran serta teknologi yang telah diintegrasikan saat ini. Namun, data penelitian di salah satu SMA Kristen di Jakarta menunjukkan rendahnya minat belajar siswa. Permasalahan ini dapat dijawab melalui upaya guru dalam memberikan pembelajaran yang mampu meningkatkan minat belajar siswa dengan memanfaatkan aplikasi teknologi yakni Wordwall dalam pembelajaran yang dikaji menggunakan metode penelitian kualitatif deskriptif. Hasil penelitian menunjukkan adanya peningkatan minat belajar siswa yang meliputi setiap indikator minat belajar pada penelitian ini yakni perhatian siswa, keterlibatan pada pembelajaran, serta perasaan senang mengikuti pembelajaran. Melalui penelitian ini, peran guru Kristen dalam menuntun siswa pada pembelajaran dengan memanfaatkan Wordwall sangat penting. Guru Kristen dipanggil untuk menjadi penuntun siswa dalam belajar, termasuk mengembangkan minat belajar siswa serta menghasilkan siswa-siswa yang mampu bersaing pada perkembangan masa sekarang sebagai bentuk tanggung jawab akan karya Allah. Saran yang dapat diberikan oleh peneliti yaitu guru harus mengetahui kesiapan belajar siswa, serta pemahaman siswa setelah menjelaskan materi serta perlu untuk memilih desain tantangan yang terdapat pada Wordwall sesuai tingkatan soal yang akan ditanyakan. Dengan demikian, siswa dapat menunjukkan peningkatan minat belajar.
Investigation of numeracy proficiency levels among elementary students through the PEMANTIK assessment tool Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
Journal of Honai Math Vol. 7 No. 1 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i1.521

Abstract

Mathematics education is critical in nurturing a wide range of cognitive abilities, particularly numeracy skills, which are essential for students’ everyday lives. This study aimed to systematically evaluate the numeracy levels of elementary students at Lentera Harapan School (LHS) in Indonesia using the PEMANTIK assessment tool. A cross-sectional design with a phenomenological approach was applied, encompassing 4,279 students from Grades 1 to 6. The assessment tool comprised a numeracy test accessed through PEMANTIK, and the resulting data were analyzed using descriptive statistical techniques to map numeracy levels across different grades. Findings revealed that students in Grade 3 and above faced significant challenges in developing numeracy skills. The study also highlighted LHS's commitment to implementing evidence-based practices and pedagogical strategies to help teachers support students' numeracy skill development.
Indonesian students’ perceptions towards AI-based learning in mathematics Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari; Priyanti, Neng
Journal on Mathematics Education Vol. 13 No. 3 (2022): 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.v13i3.pp531-548

Abstract

The pandemic has indeed provided students and teachers worldwide with the experience of technology-infused teaching. Even though the pandemic is almost over, the utilization of technology in mathematics education is still needed and inseparable. Relying on cross-sectional design and phenomenological approach, this research investigates senior high school students' perceptions towards AI-based learning, particularly about their understanding and suggestions towards AI-based learning in mathematics in the context of post-pandemic. The participants of the study were 107 students coming from several islands in Indonesia, ranging from grade 10-12, with an age interval of 15-18 years old. The instruments used were the questionaries with open-ended questions in Microsoft forms distributed to mathematics teachers in several WhatsApp groups. The data were then analyzed through a multistage descriptive and pattern coding process. The findings showed that students need to be facilitated with AI, which can display understandable visualization and provide guidance to solve mathematical problems. It is expected that the present study's findings offer researchers in Indonesia and abroad to disseminate and/or implement AI learning in the form of Intelligent Tutoring Systems.
Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa Melalui Penerapan Pendekatan Problem Solving Polya Sil Gretzia Wolori; Robert Harry Soesanto
RANGE: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2023): RANGE Juli 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v5i1.3524

Abstract

Pengembangan kemampuan pemecahan masalah menjadi salah satu hal yang hendak dicapai dari pembelajaran dalam bidang matematika. Faktanya, di salah satu sekolah di Jakarta Barat, kemampuan pemecahan masalah matematis siswa masih rendah. Berdasarkan identifikasi masalah ini, maka paper ini ditulis dengan tujuan untuk menjelaskan upaya meningkatkan kemampuan pemecahan masalah matematis siswa kelas 9 melalui penerapan pendekatan problem solving Polya. Metode yang digunakan yaitu kualitatif deskriptif. Secara garis besar penerapan pendekatan ini dimulai dengan tahap pendahuluan, pengembangan, penerapan, hingga penutup. Kemudian lebih spesifik lagi, pada saat menyelesaikan masalah matematis digunakan langkah-langkah menurut Polya. Setelah penerapan pendekatan ini didapati bahwa kemampuan pemecahan masalah matematis siswa menjadi meningkat. Ini terlihat berdasarkan peningkatan presentase terpenuhinya setiap indikator kemampuan pemecahan masalah pada saat pengerjaan soal. Saran kepada pelaku pendidik yang hendak membahas topik yang serupa yaitu penerapan pendekatan problem solving Polya, adalah dapat memberi latihan soal masalah matematis yang lebih variatif.
STIMULUS KEAKTIFAN SISWA MELALUI PENERAPAN MEDIA INTERAKTIF PADA PEMBELAJARAN MATEMATIKA SECARA DARING [STIMULATING THE ACTIVENESS OF STUDENTS THROUGH THE IMPLEMENTATION OF INTERACTIVE MEDIA IN ONLINE MATHEMATICS LEARNING] Manoi, Gledis; Soesanto, Robert Harry
JOHME: Journal of Holistic Mathematics Education Vol. 6 No. 1 (2022): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v6i1.4602

Abstract

The activeness of students is important and fundamental to support the effectiveness of online mathematics learning. However, the reality shows that students often lack courage and enthusiastism in asking and answering questions, conveying understanding, and being less involved in doing assignments. Some of these indicate that students are less active in learning mathematics online. One of the efforts that teachers can make is through the application of various interactive media. Therefore, this paper aims to review and examine the implementation of various interactive media as an effort to stimulate the activeness of the students in online mathematics learning. Using descriptive qualitative research methods, it is evident that the implementation of various interactive media can enourage students to be active in online mathematics learning. The implementation of  various interactive media make students pay attention, so they can be encouraged to be actively involved in the learning process. Thus, students can be led to maximaze themselves in every opportunity to glorify God, including in the mathematics learning process. In the application of interactive media, teachers are advised to record every development of student responses for the improvement and development of interactive media.BAHASA INDONESIA ABSTRACT: Keaktifan siswa menjadi hal penting dan mendasar yang dapat menunjang keefektifan pembelajaran matematika secara daring. Namun, kenyataan menunjukkan bahwa siswa sering kurang berani dan antusias dalam bertanya, menjawab, menyampaikan pemahaman, serta kurang terlibat dalam mengerjakan tugas. Beberapa hal tersebut menunjukkan bahwa siswa kurang aktif dalam pembelajaran matematika secara daring. Salah satu upaya yang dapat dilakukan guru dalam mendorong keaktifan siswa adalah melalui penerapan media interaktif yang bervariasi. Olehnya tulisan ini bertujuan meninjau dan mengkaji penerapan media interaktif sebagai upaya yang dapat menstimulus keaktifan siswa pada pembelajaran matematika secara daring. Melalui metode kualitatif deskriptif, diketahui bahwa penerapan media interaktif yang bervariasi dapat mendorong siswa menjadi aktif dalam pembelajaran matematika secara daring. Media interaktif yang bervariasi menarik perhatian siswa sehingga mendorong siswa terlibat aktif dalam pembelajaran. Dengan demikian, siswa dapat dituntun untuk memaksimalkan diri dalam setiap kesempatan untuk memuliakan Allah, termasuk dalam pembelajaran matematika. Dalam penerapan media interaktif, guru disarankan mencatat setiap perkembangan respon siswa guna perbaikan dan pengembangan media interaktif.
UPAYA GURU DALAM MENGATASI KEBINGUNGAN SISWA MENGGUNAKAN METODE CERAMAH PLUS TANYA JAWAB DALAM PEMBELAJARAN DARING Olang, Jemry Bernabas; Soesanto, Robert Harry
DIDAKTIKA Vol 16 No 2 (2022)
Publisher : Fakultas Tarbiyah Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/didaktika.v16i2.1960

Abstract

The COVID-19 pandemic requires teachers to conduct online learning. Monotonous online learning using the lecture method causes a lack of interaction between teachers and students, causing confusion. Thus we need a method that can facilitate the teacher to explain the material by involving students in learning. Thus, researchers use the lecture method plus question and answer as one way to overcome student confusion in online learning. In conducting research, researchers use descriptive qualitative methods that emphasize literature review. Giving the lecture method plus question and answer to overcome student confusion is a form of teacher responsibility to God. Through the provision of this method the teacher can show his dedication to God by being responsible for overcoming students' confusion. The lecture plus question and answer method can overcome student confusion by providing space for students to ask questions or express their confusion in both synchronous and asynchronous learning. Researchers suggest teachers to continue to encourage students not to feel ashamed and afraid to be considered stupid when students express their confusion. The teacher must also give appreciation in the form of applause, words of praise, and so on as a form of motivation to students so that they can express their confusion.Keywords: confusion, responsibility, lecture method plus question and answer
Unravelling Affective Mathematical Disposition: Its Role in Strengthening Numeracy Among Pre-Service Mathematics Teachers Soesanto, Robert Harry; Dirgantoro, Kurnia Putri Sepdikasari
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.pp1323-1341

Abstract

This study investigates the relationship between affective mathematical disposition (MD) and numeracy among pre-service mathematics teachers in Indonesia. The research examines explicitly how different dimensions of MD influence students' numeracy skills. A total of 237 participants took part in a semester-long numeracy enrichment program, followed by a numeracy assessment and an MD questionnaire based on Beyers' seven affective dimensions. Using multiple linear regression analysis, the findings indicate that MD significantly affects numeracy (p = 0.018), with an adjusted R-squared value of 0.571, indicating that 57.1% of the variance in numeracy scores can be explained by MD. Notably, the dimensions "Nature in Mathematics" (β = 0.584, p = 0.033) and "Mathematics Self-Concept" (β = 0.612, p = 0.016) exhibit significant positive influences on numeracy. Highlighting the role of conceptual understanding and self-perception in mathematical learning. These results align with the program’s design, which emphasized conceptual understanding and reflective self-assessment elements directly tied to both dimensions. However, other dimensions, including "Usefulness," "Worthwhileness," "Sensibleness," "Attitude," and "Math Anxiety," did not show significant effects. This may be due to participants' shared perceptions as mathematics teacher candidates, resulting in low variability on those dimensions, or due to possible mediation effects (e.g., motivation) that were not examined in this study. The findings suggest that interventions aiming to strengthen numeracy should focus on enhancing students’ understanding of mathematical structures and fostering a strong self-concept as mathematics learners. This study contributes to mathematics education by highlighting the specific affective dimensions that most directly relate to numeracy, providing a nuanced perspective for teacher educators seeking to balance cognitive and affective development in their curriculum.   Keywords: mathematical disposition, affective domain, numeracy, pre-service mathematics teachers, mathematics education.
Tracing the Mathematical Literacy of Prospective Teachers: Teaching Readiness in the Modern Era Dirgantoro, Kurnia Putri Sepdikasari; Jupri, Al; Soesanto, Robert Harry
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9436

Abstract

Mathematical literacy is increasingly recognized as a crucial competency for individuals in navigating real-world problems. However, there remains a gap in understanding how well prospective teachers—future facilitators of learning—possess and apply this competency. This study aims to explore the mathematical literacy levels of prospective teachers and examine their readiness to teach in the context of 21st-century education. A qualitative descriptive approach was employed, involving 241 prospective teachers in many fields as participants. Data were collected using a mathematical literacy test based on four core domains—Numbers and Their Operations, Algebra, Geometry and Measurement, and Data Analysis and Probability—along with an open-ended questionnaire to gain deeper insights into participants' perspectives. The results revealed that the overall mathematical literacy level was relatively low, with an average score of 44.69 out of 100. The highest achievement was found in the domain of Numbers and Their Operations, followed by Data Analysis and Probability, then Algebra, with Geometry and Measurement as the lowest-performing domain. Despite acknowledging the importance of mathematical literacy, many students still face difficulties applying their knowledge to real-life contexts. These findings underscore the urgency to reevaluate teacher education curricula, particularly in systematically integrating mathematical literacy development across relevant courses. Strengthening these aspects may enhance teaching readiness and support prospective teachers in fostering literacy-based learning in future classrooms.
Co-Authors Asihlya Sandu Bermuli, Jessica Elfani Bernardinus Dickson Carnegie Maloring Danang Setyadi Desri Kristina Silalahi Destya Waty Silalahi, Destya Waty Dylmoon Hidayat Friskilia Maharani Harefa, Alwin Dwi Sastra Kelana Helti Lygia Mampouw Jacob Stevy Seleky Johanes Pardamean Saragih Simarmata Kartono - Kartono, Kartono Kurnia Putri Sepdikasari Dirgantoro Manoi, Gledis Oce Datu Appulembang, Oce Datu Olang, Jemry Bernabas Priyanti, Neng R. H. Yanti Silitonga R. H. Yanti Silitonga Sarwuna, Yostinawely Shiela Gunawan Sil Gretzia Wolori Silitonga, R. H. Yanti Sinaga, Yunita Margareta Sitorus, Monika Yosevin Tanti Listiani, Tanti Thamsir, Thalia Wardani Rahayu Wilfridus Beda Nuba Dosinaeng Yanti Yanti Yanti Yubali Ani, Yubali Yunita Margareta Sinaga