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All Journal International Journal of Evaluation and Research in Education (IJERE) Prosiding Seminar Nasional MIPA AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) Pendidikan Matematika Jurnal Pelangi AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH HISTOGRAM: Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Mathematics Education Pendas : Jurnah Ilmiah Pendidikan Dasar Teorema: Teori dan Riset Matematika Lectura : Jurnal Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal EDUTECH Undiksha Jurnal Pendidikan Matematika (JPM) Delta: Jurnal Ilmiah Pendidikan Matematika SEPREN: Journal of Mathematics Education and Applied Jurnal Riset Pembelajaran Matematika Sekolah Mosharafa: Jurnal Pendidikan Matematika Journal La Edusci Continuous Education : Journal of Science and Research JagoMIPA: Jurnal Pendidikan Matematika dan IPA Edumatika Jurnal Didactical Mathematics Rangkiang Mathematics Journal Euclid JNPM (Jurnal Nasional Pendidikan Matematika) TOFEDU: The Future of Education Journal Jurnal Edukasi dan Penelitian Matematika Jurnal Infinity Mathematics Education Journal Journal on Mathematics Education Jurnal Didaktik Matematika
Yulyanti Harisman
Master Of Mathematics Education, Padang State University, Padang, Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PROFESIONALISME (BELIEF DAN ATTITUDE) GURU MATEMATIKA SEKOLAH MENENGAH ATAS TERHADAP TECHNOLOGY DALAM PEMBUATAN E-COMIC MATEMATIKA Yulyanti Harisman; Fitrani Dwina; Minora Longgom Nasution; Hafizatunnisa; Pipin Sumarni; Hamdani Syaputra
Euclid Vol 10 No 4 (2023)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v10i4.566-574

Abstract

Keyakinan dan sikap guru terhadap teknologi menjadi profesionalisme guru yang diamati pada penelitian ini. Pixton menjadi aplikasi yang digunakan dalam pembuatan e-comic matematika. Penelitian ini merupakan penelitian survei untuk melihat ketertarikan guru terhadap aplikasi pixton dalam pembuatan e-comic matematika. Dua puluh guru matematika Sekolah Menengah Pertama (SMA) dari  8 Sekolah berbeda dipilih sebagai subjek penelitian. Pada awal penelitian guru diberikan pelatihan tentang bembuatan e-comic dengan aplikasi Pixton. Pelatihan dilaksanakan selama empat hari. Saat pelatihan guru direkam, diamati, dan diwawancarai. Diperoleh 97% keyakinan guru terhadap aspek budaya teknologi dalam mebuat e-comic dan 92% kebermanfaatan e-comic bagi siswa. Selain  itu, 95% guru memberikan perhatian yang baik dan 92% memberikan partisipasi yang baik selama pelatihan.
Peran Berhitung Primitif dalam Pembentukan Sistem Numerik Awal Arba'Anur, Enysa; Harisman, Yulyanti
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 5 No. 1 (2025): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v5i1.1183

Abstract

Pada zaman primitif perhitungan telah digunakan dengan menggunakan cara sederhana. Pada artikel ini membahas mengenai peran penting berhitung primitif dalam membentuk sistem numerik awal yang menjadi dasar perkembangan matematika modern. Penelitian ini bertujuan untuk memahami bagaimana metode berhitung sederhana yang digunakan oleh masyarakat awal, dengan menggunakan alat sederhana seperti jari, batu, tulang hewan, ataupun lempengan yang terbuat dari tanah sebagai representasi angka yang dapat berkontribusi terhadap evolusi sistem bilangan. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi literatur atau penelitian kepustakaan, dengan mengumpulkan dan meninjau literatur dari perpustakaan digital, jurnal online, dan database akademik yang kredibel seperti Google Scholar yang berkaitan dengan sejarah matematika dan sistem berhitung tradisional. Analisis data dilakukan dengan membandingkan berbagai sumber untuk mengidentifikasi pola dan perkembangan dalam penggunaan alat dan simbol numerik diperadaban kuno. Hasil penelitian menunjukkan bahwa berhitung primitif memainkan peran penting dalam transisi menuju sistem numerik yang lebih kompleks, termasuk pengguanan simbol dan sistem bilangan yang lebih maju. Penelitian ini juga menunjukkan bagaimana berhitung primitif memberikan fondasi bagi perkembangan sistem matematika yang digunakan hingga saat ini.
Analytical rubrics for mathematical representation behaviour assessment: Development, validation, and cross-cultural application Harisman, Yulyanti; Asra, Aqilul; Hafizatunnisa; Elniati, Sri; Adnan, Mazlini
Journal on Mathematics Education Vol. 16 No. 4 (2025): 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.v16i4.pp1137-1166

Abstract

Mathematical representation plays a pivotal role in students’ understanding, reasoning, and problem-solving processes. Despite its centrality in mathematics education, systematic approaches to assessing representational behavior remain limited, particularly within diverse cultural and curricular contexts. Existing assessment practices often emphasize cognitive outcomes, overlooking affective, psychomotor, and meta-representational dimensions that shape students’ mathematical understanding. Addressing this gap, the present study developed and validated an analytical rubric designed to assess mathematical representation behavior comprehensively across these four domains. Grounded in the Educational Design Research (EDR) framework, the rubric was constructed through four iterative stages—reflection, recording, grouping and naming, and application. Six mathematics education experts from Indonesia and Malaysia participated in the validation process, while empirical data were collected from 42 undergraduate students who had completed a geometry course. The analysis revealed strong content validity, with Aiken’s V coefficients ranging from 0.78 to 0.93 and full expert agreement, confirming the rubric’s clarity and relevance in evaluating representational behaviors. The rubric categorized student performance into three levels—Eikasia, Dianoia, and Intellectus—providing a nuanced diagnostic framework for assessing students’ mathematical representation. This study contributes to the field by introducing a cross-culturally grounded assessment tool that integrates cognitive, affective, psychomotor, and meta-representational perspectives. The findings highlight the rubric’s potential as both a formative and diagnostic instrument, enhancing the precision of assessment and offering insights for improving mathematics instruction and future digital-based evaluation practices.
Assessing Middle School Students' Grasp of Definitions and Postulates in Euclid's Elements Volume I Yulyanti Harisman; Cindy Eka Selvia; Hamdani Syaputra
Didaktik Matematika Vol 12, No 1 (2025): April 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v12i1.36125

Abstract

Euclid's Elements is a 13-volume textbook in mathematics and geometry written by the Greek mathematician Euclid in Alexandria, Egypt, in the early 3rd century B.C. and first published in 1482 AD in Europe. This book is a collection of definitions, postulates, theorems, and mathematical proofs of these propositions. This research aims to provide a glimpse of the history of Euclid's Elements and to determine the understanding level of junior high school students on the definition and postulates of Euclid's Elements. This research is qualitative research using literature review and case study methods. The case study was conducted on eight junior high school students, six female and two male. The instruments used in this research were analysis of several journals/articles and open interviews by asking several questions related to the definition and postulates of Euclid's Elements Volume I. The data analysis used in this research was meta-analytic and thematic. The results of this research provide information about the history of Euclid's Elements at a glance and the extent to which junior high school students know and understand the definitions and postulates contained in Euclid's Elements Volume I.
Innovative Digital Pedagogies in Mathematics and Science Learning Sry Wahyuni Zandri; Arnelis; Suherman; Yuliyanti Harisman; Yerizon
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.11390

Abstract

This study reviews innovative digital pedagogies integrated into mathematics and science classrooms, focusing on tools such as virtual simulations, dynamic geometry software, augmented reality, mobile applications, flipped classrooms, and intelligent tutoring systems. The purpose is to examine their impact on student engagement, conceptual understanding, and pedagogical effectiveness. Findings indicate that these digital tools enhance interactivity and learner autonomy, promote deeper conceptual understanding through visualization and feedback, and increase student motivation and participation. Adaptive technologies that provide personalized feedback show promise in matching the effectiveness of human tutoring. However, technology alone does not guarantee improved learning outcomes; effective integration requires intentional pedagogical design aligning content, pedagogy, and technology. Challenges include infrastructure limitations and educational inequity, particularly in under-resourced regions. Additionally, a shift in the teacher’s role toward facilitator and designer of learning experiences is critical.
Using AI for the Personalization of Mathematics and Science Education in Students Titin Mardianingsih; Dony Permana; Armiati; Yulyanti Harisman
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12557

Abstract

This research review explores the role of artificial intelligence (AI) in personalizing mathematics and science education to enhance student learning experiences and outcomes. The study synthesizes current research to examine how AI-driven technologies—such as adaptive learning systems, intelligent tutoring, and real-time feedback mechanisms—support individualized instruction aligned with students’ learning styles, paces, and cognitive needs. Findings indicate that AI significantly improves engagement, conceptual understanding, and problem-solving skills by leveraging data analytics and machine learning to deliver tailored content. These systems are grounded in established educational theories, including Mastery Learning and the Zone of Proximal Development. However, challenges remain, including unequal access to technology, algorithmic bias, data privacy concerns, and limited teacher preparedness, which hinder equitable implementation. The review also identifies gaps in longitudinal and context-specific research, particularly in under-resourced educational settings. The study concludes that while AI holds transformative potential for STEM education, its effective integration requires ethical design, inclusive policies, teacher training, and pedagogical alignment. For sustainable impact, AI should be implemented as a supportive tool within human-centered educational frameworks rather than a standalone solution.
Analysis of Challenges and Solutions to Students' Understanding of Mathematical Concepts in Algebra Material from Gender Perspective Fionda Febrila Calista; Ahmad Fauzan; Armiati Armiati; Yulyanti Harisman
Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i1.2960

Abstract

Algebra is one of the crucial topics in mathematics. However, many students struggle to master algebra concepts. If this is left unchecked, it will have a negative impact on the students' future. Students will have difficulty following mathematics lessons at higher levels, because algebra is the foundation of many advanced mathematical concepts. This research aims to conduct a case study on the understanding of mathematical concepts from a gender perspective and a literature review to determine the challenges and solution approaches to the understanding of mathematical concepts among middle school students in algebra. The methods applied are Systematic Literature Review (SLR) and case study research. The research results show that female students' understanding of algebra concepts is very good. Female students can explain examples and algebraic operations well and correctly. However, male students do not master the material well because they often make mistakes in algebraic operations. The main cause of the low understanding of algebra concepts among students is their inability to connect formulas and concepts with practical applications, lack of student engagement in the learning process, insufficient interactive learning media, and inadequate teaching methods. The proposed solutions are the use of more engaging and interactive media, the implementation of active and collaborative learning methods, and the utilization of technology in education.
Optimizing Cognitive Engagement in Probability Theory: The Integration of Plotagon Animation and PBL-Based Google Sites for Vocational Students Nurhafizah Hayati; Yulyanti Harisman; Ahmad Fauzan; Suherman
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14390

Abstract

This study aims to develop a mathematics teaching module based on Problem-Based Learning (PBL) supported by Google Sites and Plotagon to enhance vocational high school students’ mathematical problem-solving skills. The research employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed module integrates contextual problems aligned with vocational technology programs and is delivered through an interactive web platform and animated learning videos. Data were collected through expert validation sheets, teacher and student response questionnaires, observation sheets, and problem-solving ability tests. The results showed that the module achieved a high level of validity in terms of content, instructional design, language, and media aspects. The practicality evaluation indicated that the module was easy to use, engaging, and effective in facilitating student learning activities. Furthermore, the effectiveness analysis demonstrated a significant improvement in students’ mathematical problem-solving skills after the implementation of the module. These findings suggest that the integration of PBL with digital platforms such as Google Sites and Plotagon provides an innovative and effective learning environment, particularly for vocational education contexts. Therefore, the developed module is feasible to be implemented as an alternative instructional resource to support mathematics learning and enhance students’ higher-order thinking skills.
Teachers' Beliefs and Attitudes Toward TPACK-Oriented Technology Integration for Quality Education: Developing Genially-Based Mathematics Learning Materials Fitrani Dwina; Ayuni Kemala Safira; Widya Darwin; Yulyanti Harisman; Hafizatunnisa; Pipin Sumarni; Minora Longgom Nasution; Mazlini Adnan
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14473

Abstract

This study examines the beliefs and attitudes of high school mathematics teachers toward TPACK-oriented technology integration through the development of interactive teaching materials using Genially in Pesisir Selatan Regency. TPACK orientation is positioned as the foundation for integrating technological knowledge and mathematical content knowledge in the development of digital teaching materials. The study used a survey method with twenty mathematics teachers as participants. Data were collected through belief questionnaires, attitude questionnaires, and structured interviews to explain the reasons behind the questionnaire responses. Belief indicators include teachers' views on learning and knowledge for learning related to technology engagement. Attitude indicators include familiarity, interest, efforts to seek help when experiencing difficulties with features, and the desire to use Genially to support students' mathematical problem-solving during learning. The results showed very high acceptance of the use of technology, especially the Genially application (94–95% agreement on key indicators). Interviews confirmed that Genially's visual interactivity helps teachers explain abstract concepts and relate the material to real-life contexts, but internet stability and initial design time remain obstacles. These findings support Quality Education (SDG 4) by strengthening teachers' readiness to integrate technology in mathematics learning.
Deep Learning Applications in STEM Education: A Systematic Review of Pedagogical Innovations in Numeracy and Science Learning Mira Sudiarti; Yulyanti Harisman
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14846

Abstract

This research examines the application of Deep Learning (DL) technologies in mathematics and science education, focusing on technological approaches, pedagogical integration, and educational impacts. Following PRISMA 2020 guidelines, 225 studies published between January 2020 and February 2026 were analyzed from Scopus, Web of Science, PubMed, and SINTA databases. Results indicate that Convolutional Neural Networks (34.2%) and Recurrent Neural Networks/Long Short-Term Memory models (28.9%) dominate STEM applications, primarily implemented through Intelligent Tutoring Systems and adaptive learning platforms. Pedagogically, DL tools align predominantly with adaptive learning (38.7%) and inquiry-based approaches (34.2%). Evidence suggests positive impacts on learning outcomes (82.7% of studies reported significant improvements) and Higher-Order Thinking Skills, particularly critical thinking and problem-solving. However, implementation challenges persist, including technical infrastructure limitations (41.3%), data privacy concerns (36.9%), and insufficient teacher readiness (29.8%). This review concludes that while Deep Learning offers transformative potential for personalized STEM education, successful integration requires addressing ethical considerations, developing explainable AI systems, and enhancing educator preparation. Future research should prioritize longitudinal studies and equitable access to ensure DL technologies genuinely enhance rather than hinder mathematics and science learning experiences.
Co-Authors Abdur Rahman As’ari Adnan, Mazlini Ahmad Fauzan Ahmad Fauzan Ahmad Fauzan Ahyu Rahmah Aisya Arfah Ali Asmar Ali, Fitrah Hanifa Alisya Putri Chania Alya, Aisyah Amiruddin, Mohd Hasril Ana Shalvia Anepa Anepa Angli Afrinaldi Anisyah Pratiwi Putri Anna Cesaria Anny Sovia Anny Sovia Anny Sovia Arba'Anur, Enysa Armiati Armiati Armiati Arnelis Arnellis Asdamayanti, Nurul Asep Amam Asiah Nurke Asra, Aqilul Atus Amadi Putra Ayuni Kemala Safira Azra Triyana Yusuf Az’zahra, Amelia Boriboon, Gumpanat Cindy Eka Selvia Delsi K Delsi K Denisha Aprilia Charles Devina Shafira Maharani Dewi Soleha Dewi Yuliana Fitri Dhiya Harisa Tri Shandi Dhorys Ratna Anggelia Dhorys Ratna Anggelia Difa Aziza Dina Citra Resmi Dinovia Fannil Kher Dony Permana Dwi Tari Aprila Dwina, Fitrani Dwita Elfri Mayani Edwin Musdi Elda Rahmadhana Elfisa Delfia Andesta Elita Jamaan Elita Zusti Djamaan Elita Zuzti Jamaan Elniati, Sri Fanny Rahmatina Rahim Fatkhi Fairuz Zahira Fazri Zuzano Febrian Belia Bangga Fernanda Ariska Fionda Febrila Calista Fitrah Hanifa Ali Fitrani Dwina Fitrani Dwina Fitri Fauziyyah Fitria Handayani Fridgo Tasman Fridgo Tasman Gusnia Syafrina Gusri Susanti Habibah, Marsha Hafizatunnisa Hafizatunnisa Hafizatunnisa Hafizatunnisa Hafizatunnisa, Hafizatunnisa Hamdani Syaputra Hamdani Syaputra Hamdani Syaputra Hamdani Syaputra Hanif Mutia Pratiwi Helda Syamsuarni Heru Marhen Holyness Nurdin Singadimedja Husna Husna I Arnawa I Made Arnawa Ida Ayu Putu Sri Widnyani Ida Faridawati Iis Harmailia Ika wahyuni Ilham Zhahri Iqbal Taufik Irni Wahyuni Jamaan, Elita Zuzti Juandika, Suci Julayfah Irina Nasution Junia Wahyuna Kariza MZ Karman La Nani Kelly Angelly Hevardani Khairani Khairani Khairani Khairani Khairul Zaky Kusnandi Kusnandi Laksono Trisnantoro Lina Afrona Lisdiani Pamio Lita Lovia Lukman Harun Maharani Desvera Putri Maharani, Devina Shafira Mai Yun i Putri Marsha Habibah Marsha Habibah Marwia Tamrin Bakar Maulani Meutia Rani Mazlini Adnan Melda Fauziah Melisa M.Pd. Melisa Melisa Melisa Melsa Agusri Minora Longgom Minora Longgom Nasution Minora Longgom Nasution Minora Longgom Nasution Mira Sudiarti Mirna Mohd Hasril Amiruddin Mohd Hasril Amiruddin Mohd Hasril Amiruddin Muchamad Subali Noto Muhammad Nabil Muhammad Subhan Muhammad Subhan Mukhni Mukhni Mulia Suryani Mutiara Nelisa Nadira, Khaisa Alifa Nadiyatul Ghina Natasya Pratiwi Nauli, Novia Neldiana, Resmila Neza Nurvatjri Nilawasti ZA Nisa, Sahrun Nova Widia Arif Novelia Mayang Sari Nur ꞌAzizah Nurfadillah Nurfadillah Nurhafizah Hayati Nurhamidah Nurhamidah Pipin Sumarni Pipin Sumarni Putri Sania Putri, Anisyah Pratiwi Putri, Sri Adinda Rahima Rahima Rahmadhana, Elda Rahmati kaWahyu Rahmi Rahmi Reasty Amanda Renaya Dwi Septiani Rendy B. Suharsono Resmi Darni Reza Yuwandra Rika Saswita Rina Busrina Sari Rina Gusliani Riska Riska Ronal Rifandi Rully Charitas Indra Prahmana Saddam Al Aziz Sahrun Nisa Sarah Fadiya Sefna Rismen Sergia, Yana Sesma Yunita Setiyani Shinta Sari Siska Elda Siska Furnanda Sri Sumarwati Sri Widiawati Sry Wahyuni Zandri Suci Mistika Sari Suherman Suherman Suherman Suherman Suherman Suherman Suherman Suherman, Suherman Sumarwati Sumarwati Sumarwati Susmarni Susmarni Syamsiar, Syamsiar Syaputra, Hamdani Sya’bani, Febrina Teti Indriyeni Titi Sartika Titin Mardianingsih Tuti Azizah Ulfa Ikhwani Amir Villia Anggraini Wahyu Hidayat Wahyu Hidayat Wahyuni, Irni Widya Darwin Widya Novita Sari Yarman Yarman Yasri, Muradhatul Aina Yasser Arafat Yaya Sukjaya Kusumah Yerizon Yerizon Yerizon Yerizon Yerizon Yerizon Yola Vitriani Yongki Martem Sadri Zakia Oktaviarla Zulfaneti Zulfaneti Zulfitri Aima