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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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Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Mery Noviyanti; Sudirman Sudirman; Thesa Kandaga; Sendi Ramdhani; Muhamad Galang Isnawan
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.
GEOMETRY INSTRUCTION BASED ON THE 5E LEARNING CYCLE WITH DGS INTEGRATION TO ENHANCE STUDENTS’ SPATIAL SKILLS Prasetya, Natan; Sembiring, Maximus Gorky; Sudirman, Sudirman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.13172

Abstract

Students’ mathematical visual-spatial ability is a key component in understanding geometry, and students need to master this skill. However, the level of students' mathematical visual-spatial ability is less than optimal, so quality learning is necessary. 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 independent variable in this study was the Geogebra-assisted 6E-IM, and the dependent variable was spatial visual ability. The variables of the 6E-IM learning model assisted by Geogebra were measured using interviews, while visual spatial abilities were measured 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%. The 6E-IM learning model assisted by Geogebra had a positive effect on 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.
Reconstructing mathematical success in post-pandemic learning environments: An intensive single-case study using grounded theory coding techniques Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30838

Abstract

Purpose: This study aims to examine how successful mathematics learning is constructed through the dynamic interaction of affective dispositions, cognitive-metacognitive strategies, socio-pedagogical scaffolding, resilience, and epistemological flexibility within post-pandemic online learning environments. Method: An intensive single-case study design was employed, utilizing in-depth interviews with a student and three mathematics teachers as the primary data collection instrument. Data were systematically analyzed through open, axial, and selective coding procedures adapted from grounded theory. Findings: Four interrelated conceptual models emerged from the analysis: (1) the Ecosystemic Formation of Sustainable Learning Identity, (2) the Adaptive Academic Reconstitution Model, (3) Learning Ecosystem Support as an Adaptive Developmental System, and (4) the Adaptive Transitional Learning Ecosystem Model. Collectively, these models reconceptualize mathematical success not as a discrete performance outcome, but as an ecosystemic and developmentally sequenced achievement requiring coherent integration of internal identity formation, strategic regulatory capacity, and adaptive ecosystem support. Significance: These findings carry substantial implications for the development of post-pandemic pedagogical frameworks, advocating for holistic and identity-constitutive approaches that extend beyond mere content remediation in online mathematics education.
Effects of a TPACK-based online didactic design on university students’ statistical literacy: A quasi-experimental study Kartono Kartono; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 1 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i1.1103

Abstract

Background: Students in distance statistics courses often achieve lower learning outcomes compared to those in face-to-face settings. Although the Technological Pedagogical Content Knowledge (TPACK) framework has been widely applied in technology-integrated instruction, limited empirical evidence clarifies whether prior mathematical knowledge (PMK) moderates its effectiveness in asynchronous online statistics learning. Aim: This study examined the effectiveness of a TPACK-based online tutorial design in improving students’ statistical literacy and investigated the moderating role of PMK. Methods: A quasi-experimental design involved 170 distance education students (experimental n = 85; control n = 85) classified into low, medium, and high PMK levels. The experimental group participated in a 12-session TPACK-based online tutorial with periodic webinar integration, while the control group received conventional online instruction. Statistical literacy was measured using post-test and normalized gain scores and analyzed through two-way ANOVA and simple effects tests. Results: The analysis revealed a significant main effect of tutorial design (ηp² = .102–.116), indicating higher achievement among students receiving TPACK-based instruction. PMK showed a stronger main effect (ηp² = .215–.230), suggesting substantial differences in performance across readiness levels. A significant interaction effect demonstrated a threshold pattern. Students with medium and high PMK obtained significantly higher post-test scores and normalized gains in the experimental group, while students with low PMK showed no statistically significant differences between tutorial designs. The magnitude of learning gains increased consistently from low to high PMK categories, confirming that instructional benefits intensified alongside mathematical readiness. Conclusion: The effectiveness of TPACK-based online tutorials depends on students’ prior mathematical knowledge. Instructional advantages are pronounced for learners with adequate foundational skills but limited for those with low readiness. These findings emphasize the need for adaptive support mechanisms to ensure that technology-integrated instruction produces equitable outcomes in distance statistics education.
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'at Ariful Huda Syarah, Erie Siti Taufan, Mochammad Thesa Kandaga Thesa Kandaga Topik Ilham ULFHA RACHMAWATI Yaya Sukjaya Kusumah Yossa Giovani Vianto Yumiati Yumiati