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All Journal Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edumatsains Al-Jabar : Jurnal Pendidikan Matematika 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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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.
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.
Pelatihan dan Pendampingan Strategi Pembelajaran Literasi Numerasi Bagi Guru Sekolah Dasar untuk Menghadapi Tantangan Kurikulum Merdeka Susandi, Ardi; Sudirman, Sudirman; Wahyuningrum, Endang; Jusniani, Nia; Yumiati, Yumiati; Mustikaningsih, Dian
Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 5 No. 2 (2025): Jurnal PkM PATIKALA
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia/Education and Talent Development Center of Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/patikala.v5i2.3777

Abstract

The low achievement of numeracy literacy among Indonesian students, as reflected in the results of the National Assessment and the Programme for International Student Assessment (PISA), presents a serious challenge in improving the quality of basic education. This condition demands the strengthening of teacher competencies so that they are able to design numeracy literacy learning that is more meaningful, contextual, and relevant to students' needs. The Independent Curriculum places numeracy mastery as one of the key competencies that teachers must have to support student learning outcomes. In response to this need, the Community Service Program (PKM) was designed with three main objectives, namely: (1) deepening teachers' understanding of the concept of numeracy literacy and its relevance in the Independent Curriculum; (2) developing teachers' skills in designing and implementing innovative numeracy literacy learning strategies; and (3) improving teachers' ability to utilize technology, such as learning applications and digital resources to support the learning process. Activities are carried out through training methods, intensive mentoring, and direct classroom practice involving 20 teachers of SDN Pondok Cabe Udik 01 as active participants. During the process, participants received conceptual materials, guidance on developing teaching materials, and supervision of their implementation in the field. The results of the activity showed significant improvements in understanding the concept of numeracy literacy, creativity in learning strategies, and skills in utilizing educational technology. In conclusion, this PKM program effectively improves teacher competency in numeracy literacy and has the potential to become a training model that can be replicated in various educational institutions..
The PENGEMBANGAN BAHAN AJAR IPAS TERINTEGRASI MODEL RADEC DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA SEKOLAH DASAR: Penelitian Pengembangan Erlinda, Rosni; Angelia, Inge; Sudirman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31200

Abstract

ABSTRACT Education in 21st century must be able to produce the next generation that have critical thinking skill to solve their problem in the daily life. Knowledge and technology develop quickly, that why the government make changes in education. One of the changes that the government do is adjust curriculum with the progress of time. The changes of curriculum requires teacher to prepare teaching activities that suitable with student’s needs. At this time, we need generation that have critical thinking, independent, creative, and can fulfill their own daily life. Because of that, the teacher must be able to prepare teaching material to support curriculum, student’s need. The teaching material model RADEC one of the way to improve students critical thinking. It’s support the students participate active in the class activities. The purpose of the research is to develop IPAS teaching material integrated model RADEC to improve student’s critical thinking. The research is research dan development (R&D). The steps of development is 4-D model, the steps are define, design, develop, dan disseminate. The research get quantitative and qualitative data. Quantitative is gotten from observations and interview. On the other hand, qualitative data is gotten form students responses, teachers responses, validator, learning outcomes, critical thinking students skill. The research show that development of teaching material model RADEC can increase student’s critical thinking Key words : Teaching Material, Model RADEC, Critical Thinking
Scaling Early Childhood Digital Practices Through a Design-Based Implementation Research Model in Rural Ecosystems Syarah, Erie Siti; Puspitasari, Kristanti Ambar; Aisyah, Siti; Mustapa, Noviana; Sudirman, Sudirman; Linawati, Linawati; Khalid, Nursyahidah binti; Himphinit, Musakkid
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15911

Abstract

This study examines how a design-based implementation research (DBIR) approach can accelerate developmentally appropriate digitalization in early childhood education within a rural village ecosystem. We co-designed, piloted, and iteratively refined a practice-proximal package, professional learning and coaching, a contextualized digital lesson bank, implementation tools (rubrics/SOPs), and organizational supports, delivered through a stepped-wedge rollout across six ECE centers (310 children; 34 staff). Mixed methods integrated repeated surveys/logs, structured classroom observations and artefact audits, and interviews/FGDs; instruments covered teacher outcomes, classroom processes, center-level implementation outcomes, and system supports. Quantitatively (n=18 teachers), teachers strongly endorsed play-based pedagogy and age-appropriate management and reported high confidence to blend traditional–digital approaches, while routine device/app use and simple media creation were lower, indicating an enactment fluency gap. Qualitatively, key barriers were limited devices/media, uneven digital skills, and device-related classroom management; children’s engagement was predominantly positive. Triangulation suggests two proximal mechanisms, motivation and procedural clarity, by which coaching and SOPs (rotation/transition) convert enthusiasm into on-task behavior. Findings yield a feasible pathway for scale: prioritize shared-device solutions and offlineable media, intensify practice-based coaching on two workflow “kernels,” and institutionalize leadership-backed routines. Future work will test dose–response and moderation using longitudinal mixed-effects models and center-level interrupted time series to assess sustainment and generalizability.   
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 Bonyah, Ebenezer Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Damayanti Lestari, Wiwit Dayat Mardiana Dejarlo, Jenisus O. 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 Ibrahim, Anzzal 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 Nandang 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 Rosyadi, Rosyadi Runisah, Runisah Samsul, Bahri Sari Muliawanti Sembiring, Gorky Sembiring, Maximus 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