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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 Limits: Journal of Mathematics and Its Applications 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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THE NEED FOR PROBLEM-BASED LEARNING MEDIA THAT IS ORIENTED TO IMPROVE STUDENTS' MATHEMATICAL LITERACY AND SELF-EFFICACY Rizky, Muhammad Rafi Fajar; Nurnugroho, Burhanudin Arif; Andriyani, Andriyani
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.30573

Abstract

Mathematical literacy and student self-efficacy need to be considered because mathematical literacy skills are very important for students to possess and self-efficacy is needed so that students can have confidence in themselves to achieve academic goals. The purpose of this study is to find out what learning media is suitable to be applied to Mathematics Education students, Mercu Buana University Yogyakarta. In addition, this study also aims to determine the level of mathematical literacy and self-efficacy of Mathematics Education students at Mercu Buana University Yogyakarta. The research design used in this study is quantitative descriptive research. Data collection was carried out using questionnaire and test techniques. The instruments used in this study are preliminary study questionnaires, self-efficacy questionnaires, mathematical literacy test questions, The data analysis techniques used in this study are qualitative data analysis with the stages of analysis are: (1) Data Reduction; (2) Data Presentation; and (3) Conclusion Drawn. The procedure for this research includes 3 stages, namely the initial stage, the implementation stage, and the final stage. The results of this study show that there is a need for problem-based learning e-module learning media that is oriented to improve mathematical literacy and student self-efficacy. This can be seen in the results of the study which show that the level of mathematical literacy and self-efficacy still needs to be improved. In addition, students' interest in e-modules is also the basis for students' needs for e-modules. This can illustrate that the e-module is a learning medium that is suitable to be applied to Mathematics Education students, Universitas Mercu Buana Yogyakarta. Suggestions for further research are the need to develop problem-based learning e-modules to improve students' mathematical literacy and self-efficacy
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.
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 Nurul Arfinanti Puguh Wahyu Prasetyo, Puguh Putra, Rofiif Mahardhika 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