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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan Pedagogia: Jurnal Pendidikan Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika POLYGLOT Wacana Akademika : Majalah Ilmiah Kependidikan PRISMA Formatif: Jurnal Ilmiah Pendidikan MIPA Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara de Fermat : Jurnal Pendidikan Matematika Range : Jurnal Pendidikan Matematika Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Journal of Instructional Mathematics SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Abdimas Prakasa Dakara International journal of education and learning International Journal of Educational Innovation and Research Inovasi Matematika (Inomatika) Journal of Mathematics Instruction, Social Research and Opinion Brillo Journal Jurnal Pengabdian Sains dan Humaniora Journal of Social Outreach Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Eureka: Journal of Educational Research International Journal of Science Education and Cultural Studies Journal of Learning and Technology Indonesian Journal of Mathematics Education IndoMath: Indonesia Mathematics Education Prosiding Temu Ilmiah Nasional Guru Kanigara Jurnal Infinity The International Journal of Mathematics and Sciences Education Media Pendidikan Matematika
Fiki Alghadari
Unknown Affiliation
Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Analysis of the Skills Process of Students with Dyscalculia in Special Schools (SLB) in Constructing Knowledge Based on Ethnomathematics Hasna Hasiibunnisa; Kamid Kamid; Fiki Alghadari
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.834

Abstract

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.
Failures of Mathematical Creative Thinking in Solving Three-Variable Linear Equation Systems Viewed from Self-Regulation Rina Puspitasari; Nizlel Huda; Fiki Alghadari
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.934

Abstract

This study aims to analyze the failure of students’ mathematical creative thinking abilities in solving systems of linear equations in three variables (SPLTV) problems based on their level of self-regulation. Mathematical creative thinking is an essential higher-order skill, yet many students struggle to generate ideas, apply flexible strategies, and elaborate solutions when solving complex problems. This research employed a qualitative descriptive approach involving students categorized into high, medium, and low self-regulation levels. Data were collected through creative thinking tests, self-regulation questionnaires, and semi-structured interviews. The analysis focused on identifying patterns of failure across indicators of creative thinking, including fluency, flexibility, originality, and elaboration. The results indicate that students with low self-regulation tend to fail at planning problem-solving strategies, monitoring solution steps, and evaluating results, leading to incomplete or incorrect solutions. Students with moderate self-regulation partially fulfill creative thinking indicators, while those with high self-regulation demonstrate better control of their thinking processes, though some difficulties remain in originality and elaboration. These findings highlight the critical role of self-regulation in supporting students’ mathematical creative thinking and provide implications for designing instructional interventions to reduce learning failure in SPLTV topics.
EFEKTIVITAS STRATEGI HEURISTIK DECOMPOSING RECOMBINING DAN WORKING BACKWARDS TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS MURID SMP Lachmi Susmita Ramadani; Fiki Alghadari; Ade Kumalasari
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.10045

Abstract

The low level of mathematical problem-solving skills among junior high school students necessitates effective heuristic-based instructional strategies. This quasi-experimental study, employing a pretest-posttest two-group design, aimed to compare the effectiveness of the Decomposing-Recombining (DR) and Working Backwards (WB) approaches on Linear Equations and Inequalities in One Variable. The research sample consisted of 49 eighth-grade students (DR: N=24, WB: N=25) in Muaro Jambi, selected through purposive sampling. Instruments included mathematical problem-solving tests and instructional observation sheets. Results indicated that the DR approach met all effectiveness criteria, achieving a post-test mean score of 78.47 and a high-category improvement (N-Gain significantly exceeding 0.70, p < 0.05). Conversely, the WB approach only reached a moderate improvement with a post-test mean of 53.72. The Mann-Whitney U test confirmed a significant difference in effectiveness between the two groups (Z = -4.091, p < 0.001), with the DR approach consistently outperforming WB in enhancing problem-solving abilities. This study concludes that the DR approach is a more effective explicit instructional strategy for strengthening students' conceptual and procedural mathematical structures. ABSTRAK Rendahnya kemampuan pemecahan masalah matematis murid SMP memerlukan alternatif strategi pembelajaran berbasis heuristik yang efektif. Penelitian quasi-experiment dengan pretest-posttest two-group design ini bertujuan membandingkan efektivitas pendekatan Decomposing-Recombining (DR) dan Working Backwards (WB) pada materi persamaan dan pertidaksamaan linear satu variabel (PLSV & PTLSV). Sampel penelitian terdiri dari 49 murid kelas VIII (DR: N=24, WB: N=25) di Muaro Jambi yang dipilih melalui purposive sampling. Instrumen penelitian meliputi tes kemampuan pemecahan masalah dan lembar observasi aktivitas pembelajaran. Hasil analisis menunjukkan bahwa pendekatan DR memenuhi seluruh kriteria efektivitas dengan skor rata-rata post-test sebesar 78,47 dan peningkatan (N-Gain) pada kategori tinggi (median signifikan dari 0,70, p < 0,05). Sebaliknya, pendekatan WB hanya mencapai peningkatan kategori sedang dengan rata-rata post-test 53,72. Uji Mann-Whitney U mengonfirmasi perbedaan signifikan efektivitas antar kedua kelompok (Z = -4,091, p < 0,001), di mana pendekatan DR secara konsisten mengungguli WB dalam meningkatkan kemampuan pemecahan masalah. Penelitian ini menyimpulkan bahwa pendekatan DR lebih efektif sebagai strategi instruksional eksplisit untuk memperkuat struktur konseptual dan prosedural matematis murid SMP.
Eksplorasi Kemampuan Berpikir Metaforis Matematis Siswa dalam Pembelajaran Creative Problem Solving Annisa Latifah; Syaiful Syaiful; Fiki Alghadari
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18543

Abstract

Mathematical metaphorical thinking ability is essential for students to transform abstract concepts into more concrete ideas, thereby facilitating in-depth understanding and connections between mathematical topics. This research aims to explore of mathematical metaphorical thinking ability of eighth-grade students when they engage in the Creative Problem Solving (CPS) learning process. The CPS model was chosen because its structured thinking stages especially the Idea Finding phase are expected to trigger a strong divergence thinking process in metaphor formation. This study used a qualitative approach with eighth-grade students as the purposefully selected subjects. Data were collected through a mathematical metaphorical thinking ability test instrument followed by semi-structured interviews to identify the level and type of metaphors used. The results of the analysis show that the CPS learning environment successfully activated and mapped the use of various mathematical metaphors in students. Students who showed high metaphorical ability tended to construct more original and relational metaphors, which played an important role in complex problem-solving. Conversely, students with moderate ability mostly used conventional or functional-structural metaphors to clarify initial understanding. The conclusion of this study confirms that the integration of CPS is an effective strategy for identifying and honing the potential for mathematical metaphorical thinking in junior high school students, providing a basis for improving mathematics teaching strategies centered on creativity.
LANGUAGE ACQUISITION STRATEGY INVENTORY FOR AUTONOMOUS LEARNERS: DISPLAYING STUDENTS' ACADEMIC WRITING SKILLS THROUGH BLENDED LEARNING [INVENTARIS STRATEGI PEMBELAJARAN BAHASA UNTUK PEMBELAJAR MANDIRI: MENUNJUKKAN KEMAMPUAN MENULIS AKADEMIK SISWA MELALUI PEMBELAJARAN BLENDED] Audi Yundayani; Hanna Sundari; Fiki Alghadari
Polyglot Vol 22 No 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i1.10225

Abstract

The pedagogical implementation of blended learning, which advances students' autonomous learning and mastery, shapes academic writing performance in higher education. Nevertheless, more study is needed to examine how autonomous learning and language acquisition strategies affect college students' academic writing products in blended learning settings. The current study examines the academic writing performance of students in language learning and autonomous learning strategies they employed through blended learning. This is a mixed-method research design which twenty-seven students in higher education participated in this study. They were evaluated using questionnaires on autonomous learning and strategy inventory language learning and writing tests. The study found that the academic writing scores of the participants ranged from 50.5 to 96, which was indicative of low autonomy. A range of 51 to 94.5 scores suggests that learners are highly autonomous. In addition, 39.51% of participants preferred memory strategies, 14.81% preferred compensatory strategies, and 2.47% preferred cognitive strategies. In the study, 11.11% of participants implemented affective strategies, 4.94% employed social strategies, and 27.16% employed metacognitive strategies. Moreover, the study found the preferred strategies employed by participants to develop their academic writing skills through varying engagement and retention strategies related to language knowledge, which, in turn, influence their academic writing performance. It is essential to take these preferences into account when creating a language learning strategy inventory for English academic writing courses in higher education, as this will foster autonomous learning. Additionally, the development of engaging blended learning activities is expected to enhance students’ academic writing skills. Abstrak Bahasa Indonesia Implementasi pedagogis pembelajaran campuran, yang mendorong pembelajaran mandiri dan kemampuan mahasiswa, memengaruhi kinerja penulisan akademik di perguruan tinggi. Namun, diperlukan penelitian lebih lanjut untuk mengkaji bagaimana pembelajaran mandiri dan strategi akuisisi bahasa memengaruhi produk penulisan akademik mahasiswa dalam lingkungan pembelajaran campuran. Penelitian ini mengkaji kinerja penulisan akademik mahasiswa dalam pembelajaran bahasa dan strategi pembelajaran mandiri yang mereka terapkan melalui pembelajaran campuran. Metode penelitian campuran dilakukan dengan melibatkan 27 mahasiswa dengan menggunakan kuesioner tentang pembelajaran mandiri, inventaris strategi pembelajaran bahasa, dan tes menulis. Temuan penelitian menunjukkan bahwa peserta umumnya menunjukkan tingkat otonomi belajar yang rendah dalam proses penulisan artikel akademik mereka. Selain itu, ditemukan preferensi yang bervariasi terhadap strategi pembelajaran bahasa, dengan kecenderungan yang jelas terhadap penggunaan strategi berbasis memori dibandingkan dengan strategi kognitif, sosial, atau afektif. Pola ini menunjukkan bahwa peserta lebih mengandalkan strategi yang melibatkan retensi informasi daripada strategi yang mendorong interaksi, refleksi, atau regulasi emosional dalam proses penulisan. Selain itu, penelitian ini menemukan strategi yang disukai oleh peserta dalam mengembangkan keterampilan menulis akademik mereka melalui berbagai strategi keterlibatan dan retensi yang berkaitan dengan pengetahuan bahasa, yang pada gilirannya mempengaruhi kinerja menulis akademik mereka. Penting untuk mempertimbangkan preferensi belajar mahasiswa saat mengembangkan rencana pembelajaran menulis akademik bahasa Inggris di perguruan tinggi, karena hal ini akan mendorong pembelajaran mandiri. Selain itu, pengembangan aktivitas pembelajaran campuran yang menarik diharapkan dapat meningkatkan keterampilan menulis akademik mahasiswa.
EKSPLORASI STRATEGI KOGNITIF SISWA SMA DALAM BERPIKIR GEOMETRI PADA FUNGSI INVERS Khoiriyah, Laurin Wijayanti; Alghadari, Fiki; Arisha, Bella
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2550

Abstract

Mathematics learning is expected to develop students' geometric thinking skills and cognitive strategies, but in fact, these skills are still relatively low, especially in the material of functions. This study aims to analyze students' cognitive strategies in solving inverse function problems in terms of the Van Hiele geometric thinking level. This study uses a qualitative approach with a descriptive research type. The subjects of the study consisted of eleventh grade students selected based on Van Hiele's thinking levels from level 0 to level 3. Data were collected through tests, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results of the study show that students' cognitive strategies differ at each Van Hiele thinking level. Students at the low level tend to use simple procedures and are not yet able to explain concepts in depth, while students at the high level are able to use systematic strategies, analyze conceptual relationships, and provide logical reasons for solving inverse function problems. Differences in geometric thinking abilities also affect students' cognitive strategies in solving problems. Therefore, learning is needed that can train students to think gradually so that geometric thinking abilities develop more optimally
ANALISIS KEMAMPUAN BERPIKIR GEOMETRI SISWA SMA PADA KOORDINASI REPRESENTASI SIMBOLIK DAN GRAFIK FUNGSI KUADRAT BERBANTUAN GEOGEBRA Josia Rolando; Fiki Alghadari; Bella Arisha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50265

Abstract

This study aims to analyze senior high school students’ geometric thinking ability in coordinating symbolic and graphical representations of quadratic functions assisted by GeoGebra. The research employed a qualitative approach with a case study design. The subjects were 30 students of Grade X Phase E1 at SMA Negeri 8 Muaro Jambi in the second semester of the 2025/2026 academic year. Data were collected through a geometric thinking ability test, semi-structured interviews, and documentation. The research instruments were validated by two experts in mathematics education before being used in the data collection process. The data were analyzed qualitatively through data reduction, data display, and conclusion drawing, while data credibility was ensured through technique triangulation. The findings showed that students’ geometric thinking ability varied across Van Hiele levels. Five students were at Level 0 or visualization, 14 students were at Level 1 or analysis, three students were at Level 2 or abstraction, and eight students were at Level 3 or deduction. Most students were at the analysis level, indicating that they were able to identify several properties of quadratic function graphs but had not fully explained the relationship between symbolic and graphical representations systematically. GeoGebra supported students in visualizing the relationship between quadratic equations and parabolic graphs dynamically. Therefore, the higher the students’ geometric thinking level, the better their ability to coordinate symbolic and graphical representations of quadratic functions.
Reframing multifaceted roles of teachers through developing educational research method design: design-based classroom action research Audi Yundayani; Fiki Alghadari
International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i2.134

Abstract

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.
Co-Authors ., Tajudin Abdul Hakim Ma’ruf Abdul Halim Abdullah Ade Kumalasari Adnan, Mazlini Ageng Triyono Agus Sulaeman Al Afgoni, Harun Aloisius Loka Son Andi Ahmad Annisa Latifah Arie Purwa Kusuma Audi Yundayani Bayu Jaya Tama Bejo Sutrisno Bella Arisha Bella Arisha Bella Arisha, Bella Bete, Hendrika Budi Eka Dharma Dedy Kurniawan Eka Rachma Kurniasi Eva Dwi Minarti Fatimah Layba Ibrahim Feri Tiona Pasaribu Frimadhona Syafri Genç, Murat Hamid Rifki, Ahmad Jauhari Hanna Sundari Hasna Hasiibunnisa Heni Nurhaeni Hevitria Hevitria Irzy Lil Iman Javier García-García Josia Rolando K Kustantini Kamid, Kamid Khoiriyah, Laurin Wijayanti Krida Singgih Kuncoro Krisna Satrio Perbowo Kurniasi, Eka Rachma Lachmi Susmita Ramadani Masta Hutajulu Mazlini Adnan Ma’ruf, Abdul Hakim Meilidiya Fuziani Nafida Hetty Marhaeni Neng Nurwiatin Nizlel Huda Nugraheny, Devita Cahyani Nurimani, Nurimani Nurina Kurniasari Rahmawati Nurul Hidayah Pitriyana, Sisi Rina Puspitasari Ronaldus Ariyanto Jelahu Rosilawati, Rosilawati Saparuddin Saparuddin Silvia Fitriani Siti Nurhaliza Sri Adi Widodo Sudirman Sudirman Sudirman Suyanto Syafa&#039;at Ariful Huda Syaiful Syaiful Teguh Wibowo Tri Rahayu Tri Rahayu Utami, Purwani Puji Vioreza, Niken Wahyu Hidayat Wulandari Wulandari Yuni, Yatha Zahratul Didiniyah