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<![CDATA[THE PROCESS OF CONCEPTUALIZATION IN SOLVING GEOMETRIC-FUNCTION PROBLEMS ]]>
<![CDATA[Masta Hutajulu]]>;
<![CDATA[Krisna Satrio Perbowo]]>;
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Eva Dwi Minarti]]>;
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ Jurnal Infinity Vol 11 No 1 (2022): VOLUME 11, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v11i1.p145-162
<![CDATA[Functional analysis has been of interest and the thinking of students should be prepared. Â Analyzing the process of conceptualizing geometric function problem solving based on the dimensions of cognitive processes and knowledge was the purpose of this study. The subjects of this study were three students selected purposively from one of the secondary schools in Indonesia. Exploration of these studies with constant comparative techniques. The results of the data analysis show that the cognitive processes that operate and the knowledge applied by students focus on the conceptualization of algebraic representations. Based on the conceptualization process, students' conceptual systems are still fragmented because of the problem of the relationship between the concept and the basis of its relationship. As a result, procedural knowledge is more dominant.]]>
<![CDATA[Menentukan Jarak pada Ruang Dimensi Tiga dengan Analisis Vektor ]]>
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2017: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[This article is a study on the ways of vector concepts to determine the distance in three-dimensional space. Typically, mathematics learning has introduced three-dimensional to students at the middle school. These three-dimensional learning during ordinary was implemented by based on spatial ability, both conventional and computer-assisted learning. Student spatial intelligence is different clearly. Based on the result of several studies in the literature, especially for female students has shown that they were difficulties in the mathematical spatial problem so that there was an imbalance of learning achievement, and vector concepts can be used to help. The purpose of this article is knowing how to determine of geometrical measure on the solid using vector concepts. Vector concepts in this study as one of all of counting alternative by students high school who have spatial difficulties. Vector concepts that be used like orthogonal projection and vector in the direction normal to the plane. Using the vector concepts because of solid like cube can be drawn on three-dimensional of coordinate. On the other hand, the spatial relation like points, lines, and planes was studied in vector analysis. Using of vector concepts, student’s three-dimensional learning would not involve much of spatial ability, but student’s ability in mathematical count would have been more.]]>
<![CDATA[The reflective factors of students’ determination for effective learning in higher education ]]>
<![CDATA[Yundayani, Audi]]>;
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v3i2.40
<![CDATA[Promoting self-determination was identified as facilitating access to effective learning in higher education contexts. However, amidst the competitive educational climate and various contemporary educational issues, there remained a gap in understanding the factors influencing its implementation. This study explored the factors that reflected students' self-determination for effective learning. This quantitative study involved two hundred and eighty-five participants from private universities. Data were collected using a questionnaire containing twenty-three statement items to measure students' determination in their learning, and then the data were analyzed using exploratory and confirmatory factor analysis. The study revealed six factors of student determination for effective learning. They were learning control and flexibility, learning strategy development, academic ability and engagement, academic progress and evaluation management, perception of the academic environment, and collaboration and social engagement. These factors need to be considered in developing strategies and educational interventions that are truly efficient, as in a teaching scenario, to facilitate students' self-determination performance and promote academic success and student well-being.]]>
<![CDATA[Reframing multifaceted roles of teachers through developing educational research method design: design-based classroom action research ]]>
<![CDATA[Yundayani, Audi]]>;
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed ]]>
Publisher : <![CDATA[Nashir Al-Kutub Indonesia ]]>
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DOI: 10.59965/ijmsed.v2i2.134
<![CDATA[The central concern in educational research was determining which model of a teacher's multiple roles was preferable. In the general debate on this issue, precise positions were frequently adopted. The research examined this central question and the various stances taken within the field of education. Furthermore, the study aimed to develop the design-based classroom action research as an educational research method design. Researchers synthesized qualitative research to interpret the multiple roles of teachers, which were strongly linked to their professionalism through the development of DCAR. This qualitative study gathered data through (1) focus group discussions (FGD) and (2) expert judgment. The application of the ADDIE development model—comprising analysis, design, development, implementation, and evaluation—was initiated, but the process ended during the development phase with the inclusion of an expert design evaluation. The findings from the needs analysis indicated that teacher professional development programs should focus on (1) enhancing teaching skills and knowledge, (2) improving the teacher's ability as a course designer, and (3) nurturing research skills. In response, researchers introduced DCAR as a research method design that combined the roles of course designer and classroom action researcher. Additionally, expert judgment recommended DCAR as an alternative research method design suitable for educational research. These findings highlighted the expansion of the teacher professional development model as a tool for creating a comprehensive profile of a professional teacher.]]>
<![CDATA[Targeted Digital Outreach-Based Socialization: A Strategy to Enhance Students' Understanding of the Study Program's Academic Vision ]]>
<![CDATA[Alghadari, Fiki]]>;
<![CDATA[Pasaribu, Feri Tiona]]>;
<![CDATA[Fitriani, Silvia]]>
<![CDATA[ Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 1 (2025): 2025 May Edition ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor ]]>
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DOI: 10.32938/jpsh.v4i1.9307
<![CDATA[Promoting lifelong learning opportunities for all was part of the Sustainable Development Goal 4 program. However, transitioning from student to alumni was not always easy. To align students' academic activities with the academic vision of the study program, targeted digital outreach was conducted using videos sent through dominant social media platforms, to improve students' understanding of the program's academic vision. A total of 75 and 46 students participated in the social media survey and understanding test, respectively. The effectiveness of the socialization was evaluated based on student engagement, analysing video performance through social media analytics and measuring improvements in understanding. Results showed a surge in views at specific durations, with students re-watching the video links sent via WhatsApp or Instagram. Additionally, there was a significant improvement in students' understanding of the academic vision, categorized as moderate. Thus, targeted digital outreach-based socialization effectively enhanced students' understanding, though content presentation needed optimization. A collaborative approach was also necessary for broader video distribution.]]>
<![CDATA[Efektivitas Pendekatan Somatik, Audio, Visual, Dan Intelektual Dalam Meningkatkan Hasil Belajar Pecahan ]]>
<![CDATA[., Tajudin]]>;
<![CDATA[Alghadari, Fiki]]>;
<![CDATA[Hamid Rifki, Ahmad Jauhari]]>
<![CDATA[ Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 6 No. 2 (2016): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES) ]]>
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DOI: 10.23969/pjme.v6i2.2653
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui efektif atau tidaknya pendekatan somatik, audio, visual, dan intelektual (SAVI) dalam meningkatkan hasil belajar pecahan. Fokus penelitian pada perbedaan hasil belajar matematika siswa yang dengan pendekatan SAVI dan pendekatan konvensional. Penelitian ini dengan metode kuantitatif, quasi eksperimen, dan disain kelompok kontrol hanya postes. Teknik pengumpulan data dengan instrumen tes berbentuk uraian yang telah memenuhi uji validitas dan reliabilitas. Subjek penelitian adalah siswa sekolah dasar yang dipilih secara purposive sampling. Analisis data hasil belajar menggunakan uji perbedaan rata-rata dua kelompok pembelajaran atau uji-t. Hasil penelitian menunjukan bahwa hasil belajar siswa kelompok pendekatan SAVI lebih baik dari pada siswa kelompok pendekatan Kvsl. Pendekatan SAVI efektif dalam meningkatkan hasil belajar matematika siswa khususnya hasil belajar pecahan. Pendekatan SAVI merupakan salah satu alternatif pembelajaran matematika.]]>
<![CDATA[The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking ]]>
<![CDATA[Triyono, Ageng]]>;
<![CDATA[Kusuma, Arie Purwa]]>;
<![CDATA[Alghadari, Fiki]]>;
<![CDATA[Wibowo, Teguh]]>;
<![CDATA[Marhaeni, Nafida Hetty]]>;
<![CDATA[Adnan, Mazlini]]>
<![CDATA[ Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/ijome.v7i1.1391
<![CDATA[The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.]]>
<![CDATA[Keterlibatan berpikir siswa: Status “ada” dalam pembelajaran ]]>
<![CDATA[Alghadari, Fiki]]>;
<![CDATA[Sudirman, Sudirman]]>;
<![CDATA[Kurniasi, Eka Rachma]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 1 (2022): Technology-based and intercultural contexts-based learning for the students' en ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v1i1.5
<![CDATA[Kurikulum pendidikan telah beberapa kali mengalami perubahan karena tuntutan perkembangan ilmu pengetahuan dan kebutuhan masa depan. Di setiap perubahan, siswa tetap dituntut untuk terus-menerus menggenerasi pengetahuan. Dalam pembelajaran, perkembangan ilmu pengetahuan dan teknologi telah meningkatkan peran siswa dan sekaligus mengurangi peran guru. Tulisan ini merangkum bagaimana proses belajar yang sampai dengan menggenerasi pengetahuan baru dan tetap menyesuaikan pada konteks perubahan. Belajar lebih baik jika melibatkan aspek kognitif dan metakognitif, serta mengoptimalisasi fungsi pikiran sadar dan bawah sadar. Berpikir, memfungsikan scaffolding, dan menerapkan pembelajaran yang mempersempit zone of proximal development (ZPD) adalah proses dalam rangka mendekatkan diri sampai sedekat mungkin dengan pengetahuan baru. Upaya itu disebut dengan keterlibatan. Berpikir termasuk bentuk keterlibatan dan status keberadaan, seperti: clarification, assessment, inference, dan strategies, untuk tujuan membentuk organisasi tubuh informasi melalui pemaknaan data dan kemudian memprosesnya ke dalam belief system sehingga menjadi pengetahuan.]]>
<![CDATA[Latent factors of elementary school students' self-control in online learning ]]>
<![CDATA[Kurniawan, Dedy]]>;
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 2 No. 1 (2023): Factors Influencing Student Learning and Academic Performance Dynamics ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v2i1.14
<![CDATA[Online learning during the pandemic has been a contributing factor to learning loss. However, for students who possess self-control, their learning outcomes still fall within the good category. This research aims to analyze the latent factors of self-control among elementary school students in the context of online learning. This study applied coding analysis, exploratory and confirmatory factor analysis. It involves 6th-grade students (N=24) purposively selected from one elementary school in the Tanjungpandan district for the coding analysis study, resulting in 84 responses that formed 16 codes for designing the students' self-control instrument model. Additionally, 4th to 6th-grade elementary school students (N=146) from four districts in Belitung, Bangka Belitung, Indonesia were randomly selected for the factor analysis study to construct latent factors based on the 16 formed codes. The data for the coding analysis and factor analysis were collected through online surveys. The coding analysis survey used open-ended questions, while the factor analysis survey used items designed on a Likert scale with a response model based on the degree of "alwaysness". The results of the coding analysis have been presented. The factor analysis yielded two latent factors, each constructed from 6 and 10 codes, respectively. The findings of this research reveal the results of the reduction technique applied to each set of 6 and 10 codes into self-control factors in online learning, namely: (1) productive learning habits, and (2) effective learning strategies. These two factors can be considered for students' self-control during online learning.]]>
<![CDATA[Analysis of the Skills Process of Students with Dyscalculia in Special Schools (SLB) in Constructing Knowledge Based on Ethnomathematics ]]>
<![CDATA[Hasiibunnisa, Hasna]]>;
<![CDATA[Kamid, Kamid]]>;
<![CDATA[Alghadari, Fiki]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
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DOI: 10.58421/misro.v4i4.834
<![CDATA[Learning difficulties in understanding and achieving success in mathematics were identified among students, including dyscalculia, a condition characterized by an inability to perform arithmetic due to disturbances in the central nervous system. This learning disorder results in a less optimal process of constructing knowledge. This study aims to analyze the process skills of students with dyscalculia in constructing ethnomathematics-based knowledge. The research employed a descriptive qualitative method, in which data were collected from ethnomathematics-based test items and interviews. The study was conducted at a Special School (SLB) in Jambi City with 2 students with dyscalculia. The findings show that dyscalculic students' process skills have not been fully optimal across most skill indicators. The use of ethnomathematics-based test items only assisted students with counting activities. Both students demonstrated assimilation in the observing and counting stages, but failed to determine relationships between the problem and prior information. In the stages of classifying, collecting, and analyzing data, predicting, measuring, and interpreting data, most activities were carried out through accommodation. Additionally, both students were unable to conduct experiments and communicate their results independently. Overall, students with dyscalculia relied more on accommodation in their thinking.]]>
