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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edumatsains PAEDAGOGIA Formatif: Jurnal Ilmiah Pendidikan MIPA Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Gema Wiralodra Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Journal of Instructional Mathematics JES-MAT (Jurnal Edukasi dan Sains Matematika) Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Science Education and Cultural Studies JNPM (Jurnal Nasional Pendidikan Matematika) Polyhedron International Journal in Mathematics Education Jurnal Infinity
Sudirman
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Chemistry Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Other

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Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study Sudirman Sudirman; Javier García-García; Camilo Andrés Rodríguez-Nieto; Aloisius Loka Son
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p215-232

Abstract

Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.
Ways of thinking 3D geometry: exploratory case study in junior high school students Sudirman, Sudirman; Andrés Rodríguez-Nieto, Camilo; Bongani Dhlamini, Zwelithini; Singh Chauhan, Alok; Baltaeva, Umida; Abubakar, Abdulhalim; O. Dejarlo, Jenisus; Andriani, Mela
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.5

Abstract

Each student has their own characteristics and way of doing 3D geometric thinking. The way of thinking that students do influences the resulting understanding of the concept of 3D geometry. Therefore, this study aims to investigate students' geometric thinking based on the level of achievement of students in completing the 3D geometric thinking ability test (3D GTA). This study uses an exploratory case study design. The participants who voluntarily participated were 33 junior high school students (14 boys, 19 girls) in one of the schools in Indramayu Regency, Indonesia. Data obtained from the process of observation, tests, interviews, and documentation were analyzed qualitatively using Atlas. ti 8 software. The findings revealed that students with low 3D GTA achievements experienced difficulties in representing and calculating the surface area and volume of 3D shapes. In addition, students with moderate 3D GTA achievements experienced difficulties in representing 3D shapes but were able to translate 2D shapes from 3D shapes. Furthermore, students with high 3D GTA achievements experienced difficulties in calculating the surface area and volume of 3D shapes, but were able to use appropriate formulas and were able to interpret the comparisons of 3D geometric shapes well. The results of this study have implications for helping teachers identify student characteristics in understanding the concept of 3D geometry and connections with 2D geometry.
Integrating cultural contexts into mathematics: effects of culture-based worksheets on students’ mastery of geometric transformations Khairunnisa, Ika Aulia; Mairing, Jackson Pasini; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Polyhedron International Journal in Mathematics Education Vol. 3 No. 1 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i1.167

Abstract

The integration of cultural elements into the learning process, particularly in mathematics, served as a strategic approach to create a contextual and engaging classroom environment. The use of Student Worksheet played a significant role in enhancing students’ comprehension of the subject matter and improving their academic performance. This research aimed to examine the effect of implementing culture based worksheet featuring the Mandau Talawang Dance of the Dayak Tribe in Central Kalimantan on students’ learning outcomes in the topic of geometric transformations. The research employed a quasi-experimental design, specifically using the one group pre-test and post-test design. Quantitative methods were used to analyze the data, applying statistical tests such as the shapiro-wilk test, the paired sample t-test, and the N-Gain Score. The participants consisted of 15 ninth grade students. The findings indicated that the data followed a not normally distributed, with significance levels of 0.013 for the pre-test and 0.002 for the post-test. The average N-Gain score showed a notable improvement in learning outcomes, reaching a high category score of 0.7829. Furthermore, the hypothesis testing using the Wilcoxon Signed Rank Test  confirmed the acceptance of H1, with a significance value of 0.000 (p < 0.05), demonstrating that the culture based worksheet had a statistically significant positive effect on students’ learning outcomes. Integrating culture-based worksheets into classroom mathematics instruction fostered students' awareness of local cultural heritage, enhanced their mathematical abilities, and improved their learning outcomes.
MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto; Ardi Dwi Susandi; Muhamad Galang Isnawan; Muh Pauzan
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36805

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.
Co-Authors Abubakar, Abdulhalim Aloisius Loka Son Andrés Rodríguez-Nieto, Camilo Andriani, Mela Ardi Dwi Susandi Arie Purwa Kusuma Baltaeva, Umida Bambang Avip Priatna Martadiputra cakrawala Bayu Jaya Tama Bete, Hendrika Bongani Dhlamini, Zwelithini Camilo Andrés Rodríguez-Nieto Damayanti Lestari, Wiwit Denni Ismunandar Didik Triyono Fiki Alghadari Fitriyani Fitriyani Gunadi, Farid Isnawan, Muhamad Galang Jackson Pasini Mairing, Jackson Pasini Jarnawi Afgani Dahlan Javier García-García Jenisus Dejarlo Kartini Kartini Karunia Tumba Sanda Pakabu Khairunnisa, Ika Aulia Lily Aulin Assya Luthfiyati Nurafifah Mela Andriani Muh Pauzan Nandang Nasir Nasir O. Dejarlo, Jenisus Rasilah, Rasilah Rizkiah Nurul Fitriani Rodríguez-Nieto, Camilo Andrés Ronaldus Ariyanto Jelahu Rosyadi Runisah, Runisah Singh Chauhan, Alok Sri Adi Widodo Syafa&#039;at Ariful Huda Taufan, Mochammad Thesa Kandaga Topik Ilham ULFHA RACHMAWATI Yaya Sukjaya Kusumah Yossa Giovani Vianto