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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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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.   
Enhancing mathematical communication and learning independence through learning cycle 6E model with dynamic geometry software: A study of vocational high school students Mustikaningsih, Dian; Yumiati, Yumiati; Sudirman, Sudirman
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.262

Abstract

Mathematical communication ability and learning independence are essential 21st-century competencies that remain underdeveloped in vocational mathematics education, where students often perceive mathematics as irrelevant to their careers. This quasi-experimental study investigated the effectiveness of integrating the Learning Cycle 6E model with Dynamic Geometry Software (GeoGebra) in improving these competencies among vocational high school students. Sixty-nine tenth-grade students from the Marketing Skills Program were assigned to experimental (n=35) and control (n=34) groups through random sampling. The experimental group received instruction using the six-phase Learning Cycle 6E model (engage, explore, explain, elaborate, evaluate, extend) integrated with GeoGebra, while the control group received conventional expository instruction. Data were collected through mathematical communication tests and learning independence questionnaires administered as pretest and posttest. Normalized gain (N-Gain) analysis was employed to measure improvement effectiveness. Results demonstrated that the experimental group achieved significantly higher improvement in mathematical communication ability (N-Gain = 0.62) compared to the control group (N-Gain = 0.44), representing a 40.9% advantage. Similarly, learning independence improved significantly more in the experimental group (N-Gain = 0.51) versus the control group (N-Gain = 0.26), nearly doubling the control group's gain. Statistical analyses confirmed both differences were significant (p < 0.05) with large effect sizes. These findings provide empirical evidence that integrating constructivist pedagogy with dynamic technology effectively enhances both cognitive and metacognitive competencies in vocational mathematics education, offering a practical framework for revitalizing mathematics instruction to meet contemporary educational demands and career-relevant applications.
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Noviyanti, Mery; Sudirman, Sudirman; Kandaga, Thesa; Ramdhani, Sendi; Isnawan, Muhamad Galang
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.v5i2.840

Abstract

Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
Effectiveness of ChatGPT-integrated discovery learning on mathematical literacy in three-variable linear equation systems: A quasi-experimental study Monike, Rismun Sufia; Sudirman, Sudirman; Kandaga, Thesa; Rodríguez-Nieto, Camilo Andrés
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v3i1.13157

Abstract

This quasi-experimental study investigated the effectiveness of ChatGPT-integrated discovery learning on high school students' mathematical literacy in three-variable linear equation systems, while examining the moderating role of self-efficacy. Eighty tenth-grade students from a public high school in Indonesia were assigned to either an experimental group receiving ChatGPT-supported discovery learning instruction or a control group receiving conventional instruction, with mathematical literacy assessed through problem-solving tests and self-efficacy measured using validated questionnaires. Statistical analyses using non-parametric tests, including Wilcoxon Signed Rank Test, Mann-Whitney U Test, and Rank-Based ANCOVA, revealed that the experimental group achieved significantly higher post-test scores (M=79.25, SD=8.42) compared to the control group (M=65.30, SD=9.18), yielding a large effect size (d=1.24, p<.001) that substantially exceeded typical outcomes reported in meta-analyses of computer-assisted mathematics instruction. Contrary to established theoretical frameworks positing strong relationships between self-efficacy and mathematics achievement, this study found that self-efficacy neither significantly predicted mathematical literacy (F=3.171, p=.083, η²=.077) nor interacted with the learning model, suggesting that ChatGPT's pedagogical benefits operated uniformly across students with varying confidence levels. These findings suggest that ChatGPT functioned as adaptive conversational scaffolding that provided immediate formative feedback, facilitated metacognitive engagement through dialogic prompting, and generated multiple mathematical representations to support conceptual understanding. The null self-efficacy effect may indicate that robust AI scaffolding serves as an external compensatory mechanism that equalizes learning opportunities by reducing students' dependence on internal confidence judgments, thereby contributing novel theoretical insights into the conditional nature of motivational constructs in AI-mediated learning environments and offering practical implications for implementing conversational AI in mathematics education.
Phenomenological exploration of low conceptual understanding in mathematical story problem-solving among Indonesian Junior High School Students Rauhun, Siti; Indrawati, Indrawati; Samsul, Bahri; Sudirman, Sudirman; Olivero-Acuña, Ronaldo Rafael
International Journal of Mathematics and Sciences Education Vol. 3 No. 2 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i2.186

Abstract

Mathematical story problems present persistent challenges for students worldwide, yet little research explores how students with low conceptual understanding subjectively experience these difficulties. This phenomenological study investigated the lived experiences of 15 Indonesian Grade VIII students (ages 13-15) with low conceptual understanding in mathematical story problem-solving. Using open-ended questionnaires and reflexive thematic analysis, we explored students’ perceptions and challenges in a private junior high school in West Lombok Regency, Indonesia. Three interconnected themes emerged: (1) Internal Psychological Barriers—mathematics anxiety, fixed mindset beliefs, and internalized failure attributions; (2) Cognitive and Linguistic Challenges—difficulties in text comprehension, mathematical representation, strategic knowledge, and multi-step reasoning; and (3) Glimpses of Interest—unexpected positive affective responses to story contexts despite struggles. Findings reveal that low conceptual understanding is not a unitary cognitive deficit but a complex, multi-dimensional phenomenon involving cognitive, affective, linguistic, and motivational dimensions. Students experience multiple, compounding obstacles while carrying emotional burdens that further impede learning. By centering student voice, this study illuminates subjective realities that quantitative achievement data alone cannot capture. Implications suggest effective interventions must comprehensively address conceptual skills, affective barriers, linguistic demands, and motivation simultaneously. For Indonesian contexts, findings call for reconsidering traditional approaches prioritizing procedural fluency over conceptual understanding and student wellbeing. This research advances phenomenological methodology in mathematics education and provides actionable insights for developing responsive, equity-oriented instruction.
Analysis of Students' Mathematical Reasoning in Triangles by Learning Style Preferences Rakha Pradestya; Sudirman Sudirman; Ardi Dwi Susandi
Journal of Instructional Mathematics Vol. 5 No. 2 (2024): Mathematics Education: Psychology, Teaching, Curriculum, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v5i2.2120

Abstract

This study analyzes students' mathematical reasoning abilities concerning triangles and special lines, considering their individual learning styles. The qualitative case study was conducted at Khalifah Boarding Junior High School, involving three grade VIII students representing visual, auditory, and kinesthetic learning styles. The selection of these students was based on their learning style preferences identified through a questionnaire. Data collection included mathematical ability tests and interviews, which were then analyzed by triangulating answer sheet observations and interview findings. Initial data revealed a distribution of 50% visual learners, 42% auditory learners, and 8% kinesthetic learners. Subjects were purposively selected based on the highest scores in each learning style group. The subjects demonstrated differences in understanding and approaching problem-solving, influenced by their learning styles. This study highlights specific challenges and recommendations for each subject, emphasizing the importance of a tailored learning approach to improve mathematical understanding and problem-solving skills. The research underscores the significance of recognizing and accommodating diverse learning styles to optimize students' academic achievements in mathematics.
Design of 6E-Instructional Model Assisted by GeoGebra Media in Improving Students' Mathematical Visual Spatial Ability on the Topic of Prism Natan Prasetya; Maximus Gorky Sembiring; Sudirman Sudirman
Journal of Instructional Mathematics Vol. 6 No. 1 (2025): Contemporary Perspectives on Mathematics Teaching, Learning, and Technology
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i1.2341

Abstract

Students’ mathematical visual-spatial ability is crucial for understanding geometry. However, its suboptimal level calls for quality learning. The purpose of this study was to test the quality of the Geogebra-assisted 6E-Instructional Model (6E-IM) on students' spatial visual ability; test the effect of Geogebra-assisted 6E-IM on spatial visual ability; and describe students' spatial visual ability after receiving the Geogebra-assisted 6E-IM model. This study used an embedded design. The Geogebra-assisted 6E-IM model (independent variable) was measured through interviews, while spatial visual ability (dependent variable) was assessed using questionnaires. The results showed that the geometry learning instrument with the 6E-IM learning model assisted by Geogebra was in the very good category with a score of 92%, and positively affected students' visual-spatial abilities. Description of students' spatial visual ability involving 2 students in each category, in the high category, met all indicators of spatial visual ability; students with moderate spatial visual ability met two indicators of spatial visual ability; and students with low spatial visual ability met one indicator of spatial visual ability. The results of this study are expected to be Geogebra integrated 6E-IM Design can be used by teachers to improve students' visual spatial abilities.
Development of Problem-Based E-Worksheet Assisted by GeoGebra to Improve Numeracy Literacy and Student Learning Activeness in Junior High School Dyana Astuti; Yumiati; Sudirman
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6944

Abstract

This research aims to develop a problem-based electronic worksheet (E-Worksheet) assisted by GeoGebra to enhance students' numeracy literacy and learning activeness in junior high school. The development procedure follows the ADDIE model, including analysis, design, development, implementation, and evaluation stages. Validation by experts shows the E-Worksheet is very feasible to use, with an average validation score of 4.46 out of 5. Practicality is confirmed through positive responses from teachers and students, scoring above 4.5. Effectiveness testing through a quasi-experimental design indicates a significant improvement in students’ numeracy literacy and learning activeness when using the developed E-Worksheet compared to the control group. These findings suggest that the developed E-Worksheet can be a valuable learning resource to improve mathematical literacy and student engagement in learning.
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 Andres Rodriguez-Nieto Camilo Andrés Rodríguez-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