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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edumatsains PAEDAGOGIA Formatif: Jurnal Ilmiah Pendidikan MIPA Pendas : Jurnah Ilmiah Pendidikan Dasar Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Gema Wiralodra Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Journal of Didactic Mathematics Journal of Instructional Mathematics Jurnal Pengabdian Kepada Masyarakat Patikala JES-MAT (Jurnal Edukasi dan Sains Matematika) Journal of Advanced Sciences and Mathematics Education Journal of Mathematics Instruction, Social Research and Opinion International Journal of Science Education and Cultural Studies JNPM (Jurnal Nasional Pendidikan Matematika) Indonesian Journal of Early Childhood Educational Research Polyhedron International Journal in Mathematics Education International Journal of Didactic Mathematics in Distance Education Jurnal Infinity The International Journal of Mathematics and Sciences Education
Sudirman
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences 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.
The effect of project-based STAD cooperative learning on students’ mathematical literacy viewed from learning independence in linear programming Hartono, Eko; Huda, Nizlel; Sudirman, Sudirman
Journal of Didactic Mathematics Vol 6, No 1 (2025): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i1.2632

Abstract

This study aims to determine the differences in mathematical literacy abilities between students at SMAN 17 Tebo taught using the Project-Based STAD Cooperative Learning Model and those taught using the conventional learning model, examine whether students with high learning independence taught using the Project-Based STAD Model have better mathematical literacy abilities than students with low learning independence taught using the conventional model, and identify the interaction between the Project-Based STAD Model and learning independence on students' mathematical literacy abilities. This research employs a quasi-experimental design with a population of 112 eleventh-grade students at SMAN 17 Tebo, with the sample randomly selected from two classes. The research instruments include a mathematical literacy test, a learning independence questionnaire, and an observation sheet on the implementation of the learning model. Data were collected through essay tests and analyzed using two-way ANOVA. The results indicate that the Project-Based STAD Cooperative Learning Model significantly improves students' mathematical literacy abilities compared to the conventional learning model, learning independence influences mathematical literacy, with students who have high learning independence performing better, and there is an interaction between the Project-Based STAD Model and learning independence in enhancing students' mathematical literacy abilities.
STEAM+X in Mathematics Education: A Systematic Literature Review Isnawan, Muhamad Galang; Pochulu, Marcel David; García-García, Javier; Alsulami, Naif Mastoor; Sudirman, Sudirman
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.451

Abstract

This study analyses how the STEAM+X framework has been implemented in mathematics education. The “X” component represents additional disciplines beyond the traditional STEAM fields, such as culture, history, and architecture. The systematic literature review (SLR) follows the PRISMA protocol. The initial search returned 350,190 documents, but only one article met the rigorous inclusion criteria focused explicitly on STEAM+X in mathematics education. This finding underscores the topic’s novelty and the need for further research. The selected study highlights the integration of geometry, digital and physical technologies (e.g., GeoGebra, AR/VR, 3D printing), and educational levels, including high school and teacher education. The analysis reveals limited implementation across countries and a lack of diversity in content areas. These results call for expanded investigations into STEAM+X practices incorporating broader mathematical domains, varied cultural contexts, and more inclusive educational levels.
Visualizing geometry: exploring the role of geogebra-assisted 6E-IM model in enhancing students’ spatial abilities Prasetya, Natan; Gorky Sembiring, Maximus; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.176

Abstract

Students’ spatial visualization ability is a key component in understanding geometry, yet many students exhibit suboptimal performance in this area. This study aimed to (1) evaluate the quality of the Geogebra-assisted 6E-IM learning model, (2) examine its effect on students' spatial visualization ability, and (3) describe students' ability levels after receiving the intervention. A sequential explanatory mixed-methods design was used. The independent variable was the Geogebra-assisted 6E-IM model, while the dependent variable was students’ spatial visualization ability. A total of 60 students participated, with 30 assigned to the experimental group and 30 to the control group. Data were collected through tests, interviews, and questionnaires. Quantitative results showed that students in the experimental group significantly outperformed the control group (p < 0.05), indicating a positive effect of the Geogebra-assisted 6E-IM model on spatial visualization ability. Qualitative analysis revealed that students with high ability met all spatial visualization indicators; those with moderate ability met two indicators, while those with low ability met only one. These findings demonstrate that the integration of Geogebra in the 6E-IM learning model can effectively enhance students’ spatial visualization skills in geometry. This study contributes to the development of innovative, technology-integrated instructional strategies in mathematics education.
Students' mathematical critical thinking skill: An exploration case study when using argumentation-based learning Susandi, Ardi Dwi; Sudirman, Sudirman
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v%vi%i.547

Abstract

Background: Critical thinking skills are essential in addressing the learning challenges faced by students in the 21st century. To foster these skills effectively, it is necessary to adopt specific instructional approaches that enhance students’ mathematical critical thinking within the classroom setting.Aims: This study aims to investigate students’ critical thinking abilities in mathematics during the implementation of the Argumentation-Based Learning Process (ABLP) in classroom instruction.Methods: A qualitative case study design was employed, involving 30 eighth-grade students from an A-accredited school in Indonesia. Data sources included ABLP-based worksheets, audio recordings of student group discussions, and interview transcripts. The collected data were analyzed using a triangulation strategy to ensure accuracy, and peer reviews were conducted to validate the findings. The analysis focused on identifying indicators of critical thinking skills at each stage of the ABLP model.Results: The results show that students demonstrated various levels of critical thinking throughout the ABLP stages. However, not all students consistently met the predetermined indicators at each stage of the process. Despite these variations, the findings suggest that ABLP can be an effective pedagogical approach to foster students’ critical thinking in mathematics.Conclusion: This study concludes that ABLP offers meaningful opportunities for students to develop critical mathematical thinking and should be considered as a strategy in mathematics instruction.
PENGARUH MODEL PEMBELAJARAN BERBASIS PROYEK BERBANTUAN VIDEO PEMBELAJARAN TERHADAP KEMAMPUAN NUMERASI DALAM PEMBELAJARAN MATEMATIKA Dayat Mardiana; Lukman Nulhakim; Sudirman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.31845

Abstract

This study aims to determine students' mathematical numeracy abilities before and after the implementation of the Project Based Learning (PjBL) learning model assisted by learning video media. This type of research is experimental research with a quantitative approach. The research sample used was Class V-B students of SDN 1 Giriharja, Cipanas District, consisting of 25 students and taken using saturated sampling techniques. This study used a data collection technique, namely a written test in the form of a mathematical numeracy ability test sheet. Data analysis used a t-test. The results of the study showed that (1) Mathematical numeracy abilities before the implementation of the PjBL learning model assisted by learning video media were included in the moderate category based on the results of the mathematical numeracy ability pre-test with an average of 23.00. (2) Mathematical numeracy abilities after the implementation of the PjBL learning model assisted by learning video media were included in the moderate category based on the results of the mathematical numeracy ability post-test with an average of 80.60. (3) There was a significant influence of the implementation of the PjBL learning model assisted by learning video media on students' mathematical numeracy abilities based on the results of statistical tests that showed a Sig. value. 0.000 < 0.05 with a significance level of 5%. Thus, it can be concluded that the implementation of the Project Based Learning learning model assisted by learning video media has an effect on students' mathematical numeracy abilities.
Students lived experiences with technology in mathematics learning: a hermeneutic phenomenological study in Indonesian secondary education Anisa, Siti; Ginashantika, Evana; Sudirman, Sudirman; Olivero-Acuña, Ronaldo Rafael
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.180

Abstract

This hermeneutic phenomenological study explores the lived experiences of ten Grade XI students in a private secondary school in West Lombok, Indonesia, regarding technology use in mathematics learning. Through open-ended and closed questionnaires analyzed using Braun and Clarke's six-phase thematic analysis, four primary themes emerged: understanding mathematics, motivation and learning interest, impact on learning outcomes, and learning accessibility. Findings reveal that technology plays a paradoxical role in mathematics education, simultaneously enhancing conceptual understanding through interactive visualizations while being unable to fully replace adaptive teacher explanations. Students reported increased engagement and improved academic performance, yet also experienced challenges including digital distractions and decreased intrinsic motivation. Accessibility benefits were offset by persistent digital equity issues affecting students with limited technological resources. These findings support a complementary integration approach where technology enhances rather than replaces traditional pedagogical methods. The study contributes nuanced insights into how Indonesian secondary students interpret and experience technology-mediated mathematics learning, providing empirical evidence for educators and policymakers to design more effective, equitable, and meaningful technology integration strategies in mathematics education.
Geometry from coastal life: A grounded theory of primary students’ 3D geometry understanding in Northern Coastal West Java Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.813

Abstract

Background: Although three-dimensional (3D) geometry is an essential component of the elementary school mathematics curriculum, research exploring how students develop spatial understanding of 3D geometric objects in authentic learning contexts remains limited. Furthermore, the challenge of bridging visual, verbal, and manipulative representations persists as a major gap in the literature.Aims: This study aims to address this gap by examining the process through which elementary students develop conceptual understanding of 3D geometry using a grounded theory approach.Method: The study was conducted at a public elementary school in Indramayu Regency, West Java, Indonesia. A total of 26 students (20 female and 6 male, aged 11–12) voluntarily participated. Data were collected through 3D geometric visualization tests and in-depth interviews focusing on students' thought processes in imagining, comparing, and manipulating spatial forms. Data analysis followed the three stages of grounded theory methodology: open coding, axial coding, and selective coding, to construct a theory grounded in empirical data.Results: The findings reveal that students’ understanding of 3D volume is still in a transitional stage, moving from concrete experiences to formal mathematical representations. Familiar local contexts alone were found insufficient to bridge spatial understanding without adequate visual and pedagogical support. Major obstacles included conceptual misconceptions, procedural errors, limited visualization skills, and reliance on teacher assistance.Conclusion: The core category, “multiple representations as a bridge to spatial understanding,” underscores the importance of integrating concrete visualization, verbal description, and mathematical symbolism in geometry instruction. This study suggests that teachers should design instructional strategies that systematically combine visual media, concrete manipulatives, and verbal approaches. Such integration is crucial to ensure that local contexts effectively serve as a bridge between real-world experiences and abstract mathematical understanding.
Co-Authors Abubakar, Abdulhalim Aloisius Loka Son Alsulami, Naif Mastoor Andrés Rodríguez-Nieto, Camilo Andriani, Mela Angelia, Inge 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 Camilo Andres Rodriguez-Nieto Damayanti Lestari, Wiwit Dayat Mardiana Denni Ismunandar Didik Triyono Dyana Astuti Eko Hartono, Eko Endang Wahyuningrum Erlinda, Rosni Fiki Alghadari Fitriyani Fitriyani García-García, Javier Ginashantika, Evana Gorky Sembiring, Maximus Gunadi, Farid Himphinit, Musakkid Indrawati Indrawati Isnawan, Muhamad Galang Jackson Pasini Mairing, Jackson Pasini Jarnawi Afgani Dahlan Javier García-García Jenisus Dejarlo Jusniani, Nia Kartini Kartini Kartono Kartono Karunia Tumba Sanda Pakabu Khairunnisa, Ika Aulia Khalid, Nursyahidah binti Lily Aulin Assya Linawati Linawati Lukman Nulhakim Luthfiyati Nurafifah Mela Andriani Mery Noviyanti Monike, Rismun Sufia Mustapa, Noviana mustikaningsih, Dian Nandang Nasir Nasir Natan Prasetya Nizlel Huda O. Dejarlo, Jenisus Olivero-Acuña, Ronaldo Rafael Pochulu, Marcel David Prasetya, Natan Puspitasari, Kristanti Ambar Rakha Pradestya Rasilah, Rasilah Rauhun, Siti Rizkiah Nurul Fitriani Rodríguez-Nieto, Camilo Andrés Ronaldus Ariyanto Jelahu Rosyadi Runisah, Runisah Samsul, Bahri Sembiring, Gorky Sendi Ramdhani Singh Chauhan, Alok Siti Aisyah Siti Anisa Sri Adi Widodo Susandi, Ardi Syafa&#039;at Ariful Huda Syarah, Erie Siti Taufan, Mochammad Thesa Kandaga Thesa Kandaga Topik Ilham ULFHA RACHMAWATI Yaya Sukjaya Kusumah Yossa Giovani Vianto Yumiati Yumiati