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All Journal CAUCHY: Jurnal Matematika Murni dan Aplikasi Jurnal Fourier Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan International Journal on Emerging Mathematics Education JKPM (Jurnal Kajian Pendidikan Matematika) GERVASI: Jurnal Pengabdian kepada Masyarakat Literasi : Jurnal Ilmu Pendidikan Jurnal Pengembangan Pembelajaran Matematika International Journal of Educational Management and Innovation (IJEMI) Jurnal Ilmiah Matematika International Journal on Education Insight Journal of Fundamental Mathematics and Applications (JFMA) Bulletin of Applied Mathematics and Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education Polynom: Journal in Mathematics Education
Burhanudin Arif Nurnugroho
Universitas Ahmad Dahlan
Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Describing remote learning at Neutron Yogyakarta tutoring institution Maretha, Dinda Genius Anggun; Mahmudah, Faisa Nirbita; Ahlam, Muhammad Naufal Husni; Putra, Rofiif Mahardhika; Nurnugroho, Burhanudin Arif
International Journal on Education Insight Vol. 2 No. 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1838.398 KB) | DOI: 10.12928/ijei.v2i2.5528

Abstract

This study aims to describe the activities of remote learning at the tutoring institution (Lembimjar) Neutron Yogyakarta. This research was conducted at the head office of Lembimjar Neutron Yogyakarta using descriptive qualitative research methods. The subjects in the study were staff and teachers who were involved in remote learning. Data collection techniques through direct observation and unstructured interviews. The implementation of remote learning is carried out by collaborating with interactive live streaming learning through Zoom Meetings and programmatic consultation. Activities for remote learning as a form of adaptive learning during the COVID-19 pandemic.
Analyzing students’ errors in solving HOTS mathematics problems based on Newman theory Melania, Tika Eri; Nurnugroho, Burhanudin Arif
International Journal on Education Insight Vol. 4 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v4i2.9321

Abstract

This research is motivated by the existence of the 2013 curriculum, students are required to have the ability to solve problems independently. In supporting this, the strategy in the 2013 curriculum is learning to apply HOTS type questions. This is also applied in the Muhammadiyah Boarding School Pleret. However, when students worked on HOTS questions, it was seen that students still made many mistakes in working on HOTS questions. This study aims to: (1) Know the types of errors made by students of class XI MBS Pleret in solving Higher Order Thinking Skills (HOTS) Mathematics questions based on Newman's error analysis (2) Know the factors that cause errors in class XI MBS Pleret students in solving problems Higher Order Thinking Skills (HOTS) Mathematics. This type of research is descriptive qualitative. The subjects of this study were students of class XI MBS Pleret, while the object of this research was HOTS (High Order Thinking Skill) type questions. Data collection methods are conducting tests and interviews with students. The instruments used in this study were test questions, interviews and documentation. The analytical method used in this study is data reduction, data presentation, and drawing conclusions. The results of this study were (1) Types of errors made by students of class XI MBS Pleret in solving HOTS questions on trigonometry equation material based on Newman's error analysis consisting of reading errors, understanding errors, transformation errors, skills errors, and errors in writing the final answer. Based on the student error percentage table, the most students made mistakes in the process skills of 98.8% and the errors in writing the final answer was 98.8%. Then for the transformation error of 90.4%, the error in understanding is 67.3% and the smallest error is a reading error which is 66.67%. (2) The causal factors are that students do not know the α symbol (reading errors), students are not used to writing and are known and asked questions other than story questions (comprehension errors), students forget the formula to work on HOTS questions (transformation errors), the result of previous mistakes students made process skill errors and mistakes in writing the final answer.
Integration of Intended Learning Outcomes (ILO) and Course Learning Outcomes (CLO) Real Analysis: An Evaluative Study in the Framework of Outcome-Based Education Nurnugroho, Burhanudin Arif; Arfinanti, Nurul
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026): in press
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14967

Abstract

Background. Outcome-Based Education (OBE) requires strong alignment between Intended Learning Outcomes (ILOs) and Course Learning Outcomes (CLOs) to ensure that graduate competencies are systematically achieved. This study evaluates the extent to which ILO–CLO integration is realised in the Real Analysis course of the Mathematics Education Study Programme.  Methods. Using a descriptive evaluative approach, data were obtained through analysis of Semester Learning Plans (SLPs), assessment instruments, student learning outcomes, and interviews with course lecturers. Using assessment data, curriculum documents, and cognitive-level analysis, the study finds that ILO achievement is generally high, with most indicators exceeding 70%.  Results. CLO performance shows a varied pattern: students demonstrate strong mastery in Sub-CLO 01 and Sub-CLO 04, particularly in topics with clear procedural structure, such as real number construction and basic calculus. However, achievement in Sub-CLO 03, which covers limits and continuity, remains moderate, indicating difficulties in higher-order reasoning aligned with the expected C5 cognitive level. These results reveal a gap between intended evaluative competencies and the predominantly procedural nature of current assessments.  Conclusion. The study recommends integrating more authentic, conceptual, and reasoning-based evaluation methods—such as project or portfolio assessments—to better support deep learning and reflective mathematical thinking.
Analisis Kebutuhan Pengembangan Multimedia Pembelajaran Berbasis Augmented Reality Untuk Mengembangkan Keterampilan Berpikir Komputasi Cahdriyana, Rima Aksen; Nurnugroho, Burhanudin Arif
Literasi: Jurnal Ilmu Pendidikan Vol. 14 No. 1 (2023)
Publisher : Universitas Alma Ata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/literasi.2023.14(1).9-14

Abstract

Jeda waktu antara paparan representasi yang berbeda (dari konkret ke simbolik) akibat penggunaan media konkret/maniputaif dapat menyebabkan kesulitan siswa dalam memahami materi. Begitu juga dengan beban kognitif yang dialami siswa saat menggunakan multimedia berbasis komputer, jauh lebih besar dibandingkan jika siswa menggunakan media Augmented Reality (AR). Penelitian ini bertujuan untuk mendeskripsikan kebutuhan yang diperlukan dalam pengembangan multimedia pembelajaran matematika berbasis AR untuk mengembangkan keterampilan berpikir komputasi siswa. Penelitian ini menggunakan metode deskriptif dengan jenis penelitian survei pendidikan. Subjek penelitian terdiri atas 11 guru matematika di Provinsi Daerah Istimewa Yogyakarta. Instrumen yang digunakan adalah angket analisis kebutuhan yang terdiri atas 13 pertanyaan. Pengolahan data dilakukan dengan mengumpulkan jawaban subjek dari pengisian angket melalui google form, menghitung persentase jawaban, menganalisa hasil persentase jawaban, dan menarik kesimpulan. Hasil dari penelitian ini menunjukkan (1) sebagian besar guru sering mengalami kesulitan dalam membelajarkan materi bangun ruang sisi datar; (2) sebagian besar guru menemukan bahwa siswanya mengalami kesulitan dalam mempelajari materi bangun ruang sisi datar; (3) sebagian besar guru matematika belum pernah menggunakan multimedia pembelajaran berbantuan Augmented Reality; (4) sebagian besar guru belum mengajarkan matematika dengan mempertimbangkan keterampilan di era 4.0; (5) sebagian besar guru belum pernah menggunakan aplikasi AR berbasis keterampilan berpikir komputasi; dan (6)  semua guru matematika sangat membutuhkan inovasi multimedia pembelajaran untuk mengajarkan materi bangun ruang sisi datar dengan Augmented Reality. Berdasarkan hasil tersebut, dapat ditarik kesimpulan perlunya pengembangan multimedia pembelajaran berbasis Augmented Reality pada materi bangun ruang sisi datar untuk mengembangkan salah satu keterampilan di era 4.0 yaitu keterampilan berpikir komputasi.Kata Kunci: Augmented Reality, Berpikir Komputasi, Matematika, Multimedia
Developing PBL-based worksheet to foster self-confidence and problem-solving skills in learning transformation geometry Nurhidayanti, Santi; Nurnugroho, Burhanudin Arif
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.15532

Abstract

This research aims to develop a valid and practical Problem-Based Learning (PBL) student worksheet to facilitate them fostering their self-confidence and problem-solving skills in learning transformationa geometry. Using the ADDIE model, this research involved 20 ninth-grade students of a private junior high school in Yogyakarta to learn the concepts of reflection and rotation using the worksheet. The worksheet integrates PBL syntax, self-confidence descriptors, and Polya's problem-solving indicators. The validation by experts and teachers yielded an average score of 90.36% (very high), while the students’ response on the worksheet practicality yielded an averagfe scores of 90% (small group) and 88.75% (large group). The scores mark a very practical indicator of the worksheet. The existence this worksheet enriches the best practices of the efforts to foster self-confidence and problem-solving skills among students.
Co-Authors A. Zulijanto Afit Istiandaru Afit Istiandaru, Afit Ahlam, Muhammad Naufal Husni Andriyani Andriyani Dian Ariesta Yuwaningsih Haryadi Ida Ma'rifah Khoirunisa, Zahro Lolita Lolita Mahmudah, Faisa Nirbita Maretha, Dinda Genius Anggun Melania, Tika Eri Nurhidayanti, Santi Nurul Arfinanti Puguh Wahyu Prasetyo, Puguh Putra, Rofiif Mahardhika Rima Aksen Cahdriyana Rima Aksen Cahdriyana Rima Aksen Cahdriyana Rizky, Muhammad Rafi Fajar Rostien Puput Anggoro Rully Charitas Indra Prahmana Rusmining Rusmining Setyawan, Fariz Sholiha, Diniar Mar’atus Supama Supama Uha Isnaini Uswatun Khasanah