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All Journal Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Edumatsains JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika 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 Range : Jurnal Pendidikan Matematika Journal of Didactic Mathematics Jurnal Mandala Pengabdian Masyarakat Mosharafa: Jurnal Pendidikan Matematika Bima Abdi: Jurnal Pengabdian Masyarakat Journal of Instructional Mathematics Jurnal Pengabdian Kepada Masyarakat Patikala JES-MAT (Jurnal Edukasi dan Sains Matematika) Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 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 Indonesian Educational Research Journal International Journal of Didactic Mathematics in Distance Education Jurnal Infinity The International Journal of Mathematics and Sciences Education Panicgogy International Journal
Sudirman
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Mathematical Critical Thinking and Learning Experiences of Junior High School Students: A Preliminary Needs Assessment for FJIMEC–GeoGebra–Scratch Model Development Ardi Dwi Susandi; Yumiati Yumiati; Endang Wahyuningrum; Sudirman Sudirman; Nia Jusniani; Hasan Basri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20378

Abstract

Despite decades of curriculum reform, persistent gaps in Indonesian mathematics education remain. Students are taught mathematics formally, yet consistently fail to demonstrate higher-order reasoning abilities. Both national and international assessments confirm that mathematical critical thinking skills encompassing the ability to evaluate arguments, investigate claims, and draw logical conclusions remain a critical weakness, particularly at the junior high school level. This situation is further compounded by the minimal use of digital technologies such as GeoGebra and Scratch in everyday classroom instruction. This study conducted a preliminary investigation into the mathematical critical thinking abilities and mathematics learning experiences of Grade VIII students in Cirebon Regency (West Java) and Pamekasan Regency (East Java), serving as the empirical foundation for the development of the FJIMEC (Focusing, Justifying, Investigating, Messaging, Evaluating, Concluding) instructional model integrated with GeoGebra and Scratch. Using a convergent parallel mixed-methods design, the study involved 128 students and four mathematics teachers. The critical thinking test results were concerning: mean scores of 41.2 for Cirebon and 39.8 for Pamekasan, with 84.4% of students falling in the low category. The weakest indicators were Evaluating and Concluding. The Mann-Whitney U test revealed no significant between-region difference (p = 0.412), indicating a systemic deficit. Questionnaire analysis revealed low technology utilization (M = 2.43/5.00) and high mathematics anxiety. These findings provide preliminary empirical support for developing a FJIMEC–GeoGebra–Scratch instructional model.
Enhancing mathematical communication and learning independence through learning cycle 6E model with dynamic geometry software: A study of vocational high school students Dian Mustikaningsih; 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.
Integrating Dynamic Geometry Software into the 6E Instructional Model to Enhance Students’ Mathematical Communication Skills and Learning Autonomy Dian Mustikaningsih; Yumiati Yumiati; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10412

Abstract

The integration of technology into mathematics instruction is increasingly acknowledged as a means to foster 21st-century competencies, particularly mathematical communication and independent learning. This study investigates the effects of the 6E instructional model combined with Dynamic Geometry Software (DGS) on these two aspects. A quasi-experimental design was conducted with tenth-grade students from a vocational school in Sukoharjo, Central Java. The sample included 35 students in the experimental group and 34 students in the control group, selected randomly. Mathematical communication was measured using essay-based pre- and post-tests, while learning autonomy was assessed through questionnaires administered before and after the intervention. Normality and homogeneity tests using Kolmogorov–Smirnov and Levene’s confirmed the assumptions for parametric analysis. Data were analyzed using the Independent Sample T-test. Results indicated that significance values for both mathematical communication and learning autonomy were below 0.05, showing statistically significant differences between groups. The experimental group achieved an average post-test score of 82.40, higher than the control group’s 74.24, indicating improved mathematical communication under the 6E model with DGS integration. Similarly, the experimental group’s average final questionnaire score of 105.11 exceeded the control group’s 90.38, reflecting greater learning autonomy. These findings demonstrate that embedding GeoGebra within the 6E instructional model substantially enhances students’ ability to articulate mathematical ideas and promotes independent learning. The study provides empirical support for technology-enhanced learning designs in mathematics education, highlighting their potential to strengthen key competencies and contribute to more effective instructional practices.
Scaling Early Childhood Digital Practices Through a Design-Based Implementation Research Model in Rural Ecosystems Erie Siti Syarah; Kristanti Ambar Puspitasari; Siti Aisyah; Noviana Mustapa; Sudirman Sudirman; Linawati Linawati; Nursyahidah binti Khalid; Musakkid Himphinit
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.   
Connection ethnomathematics and ethnomodeling in the bocah sukerta traditional ceremony, Indonesia Sudirman Sudirman; Ebenezer Bonyah; Jenisus O. Dejarlo; Runisah Runisah; Nandang Nandang; Rosyadi Rosyadi; Mochammad Taufan; Anzzal Ibrahim
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.21872

Abstract

This research aims to identify and reveal the connection between ethnomathematics and ethnomodeling in Indonesia’s bocah sukerta traditional ceremony. An ethnographic design was used to reveal the research objectives. The participants involved in this research were the ceremony leader and bocah sukerta. Next, the data obtained from interviews and observations were analyzed using the content analysis method. The research results reveal that the ethnomathematics connection is reflected in weighting activities (weighing objects, calculating total weight, making comparisons, and balancing weights) and the shape of the scales (the basic shape represents 2D geometry, and the frame shape represents 3D geometry). This research also concludes that the ethnomodeling connection produces mathematical understanding, especially in arithmetic operations, weight measurements, weight conversions, mathematical equations, basic statistics, Cartesian coordinates, the center point of a square, and determining a pyramid’s distance, length, and area. Furthermore, this research concludes that the relationship between ethnomathematics and ethnomodeling in the bocah sukerta traditional ceremony can be used to construct didactic designs for square material volumes and rectangular pyramids.
Phenomenological exploration of low conceptual understanding in mathematical story problem-solving among Indonesian Junior High School Students Siti Rauhun; Indrawati Indrawati; Bahri Samsul; Sudirman Sudirman; Ronaldo Rafael Olivero-Acuña
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.
Contextual learning integrated with gamification: Effects on mathematical connection ability and learning motivation in ratio and proportion Nurmiati Nurmiati; Endang Wahyuningrum; Sudirman Sudirman; Tán Lì Nà
International Journal of Mathematics and Sciences Education Vol. 4 No. 1 (2026): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v4i1.309

Abstract

Mathematical connection ability remains a persistent weakness among Indonesian junior secondary students, with diagnostic data from SMP Negeri 2 Kaloran, Temanggung Regency, Indonesia showing that 74–81% of Grade 7 students failed to meet minimum competency on ratio and proportion across two academic years. Compounding this problem, classroom observations indicated chronically low learning motivation among the same cohort. This study examined whether contextual learning integrated with gamification (CTL+Gamification), delivered through the Wayground platform, could address both deficits simultaneously. A quasi-experimental design with nonequivalent control groups was employed, involving 56 Grade 7 students (experimental n = 27; control n = 29) selected through multi-stage cluster random sampling in Temanggung Regency. The experimental group received six sessions embedding ratio and proportion content in locally meaningful contexts, tobacco farming, coffee yield, and map scale, while the control group received conventional expository instruction. Mathematical connection ability was assessed using a validated seven-item essay test (Aiken’s V = 0.83; α = 0.84), and learning motivation using a 25-item ARCS-based questionnaire (α = 0.87). Independent-sample t-tests and two-way ANOVA revealed that the experimental group significantly outperformed the control group in mathematical connection ability (t = 3.542, p = .001, d = 0.97) and learning motivation (t = 2.201, p = .032, d = 0.59), while the instructional model × motivational level interaction was nonsignificant (F = 1.306, p = .280). These findings suggest that contextually grounded, gamified instruction can strengthen both cognitive and affective outcomes, offering a locally adaptable model for mathematics teaching under Kurikulum Merdeka.
Geometry Representation Abilities: What is The Impact of Using The 6E-Instructional Model Integrated with Augmented Reality? Sudirman Sudirman; Ardi Dwi Susandi
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.83957

Abstract

 This research aims to analyze the impact of the 6E-Instructional Model Integrated Augmented Reality in improving students' 3D geometric representation abilities. A type of quasi-experimental design, one group pretest-posttest, is used for objective research of answers. The subjects of this research were 8th-grade students at a private school in Indramayu Regency, Indonesia, totaling 288 students divided into eight classes. Based on this number, one class of class VIII B was selected as the research sample. Furthermore, the research instrument uses a geometric representation ability test. In addition, the data obtained from the test results were analyzed using the paired sample t-test. The research concluded that AR technology can be integrated into constructivist learning, including 6E Instructional Mode. Furthermore, based on the paired sample t-test, it was concluded that using 6E-IM integrated AR increased the 3D geometric representation abilities of class VIII students in one of the private schools in the Indramayu Regency. Therefore, this research provides a foundation for advanced learning in mathematics, especially regarding integrated technology and learning models.
GEOMETRY INSTRUCTION BASED ON THE 5E LEARNING CYCLE WITH DGS INTEGRATION TO ENHANCE STUDENTS’ SPATIAL SKILLS Natan Prasetya; Maximus Gorky Sembiring; 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.
Adaptive learning systems in mathematics education: An integrated bibliometric mapping and systematic literature review Suci Nurhayati; Sudirman Sudirman; Kartono Kartono; Camilo Andrés Rodríguez-Nieto
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp20-46

Abstract

Research on adaptive learning systems (ALS) in mathematics education has increased substantially in recent years; however, existing studies remain fragmented across system types, educational levels, and implementation contexts. Most prior reviews have focused either on technological characteristics or learning outcomes, providing limited insight into how adaptive learning systems are systematically implemented and synthesized within mathematics education. Addressing this gap, this study examines adaptive learning systems in mathematics education through an integrated bibliometric mapping and systematic literature review. A systematic literature review was conducted and reported in accordance with PRISMA guidelines to identify, screen, and select relevant studies from major academic databases. Bibliometric mapping analysis using VOSviewer was then employed to explore publication trends, keyword co-occurrence, and thematic structures within the selected literature. The findings indicate that adaptive learning systems generally contribute positively to mathematics learning outcomes; however, their effectiveness is closely associated with pedagogical integration and teacher preparedness rather than technological sophistication alone. A phased implementation pattern is observed, beginning with teacher-led enhancement approaches and progressing toward more technology-mediated models. While AI-based systems demonstrate strong potential, moderately complex adaptive systems appear more feasible for institutions with limited resources. These findings highlight the importance of pedagogical readiness in the adoption of adaptive learning systems and suggest directions for future research, particularly in underrepresented educational levels.
Co-Authors Addul Aziz Aloisius Loka Son Ananda, Refisa Angelia, Inge Anzzal Ibrahim Ardi Dwi Susandi Ardi Susandi Arie Purwa Kusuma Bahri Samsul Bambang Avip Priatna Martadiputra Bambang Avip Priatna Martadiputra cakrawala Bayu Jaya Tama Benilda María Cantillo-Rudas Bete, Hendrika Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Camilo Andrés Rodríguez-Nieto Damayanti Lestari, Wiwit Dayat Mardiana Denni Ismunandar Dharmendra Kumar Yadav Dian Mustikaningsih Didik Triyono Dyana Astuti Ebenezer Bonyah Edi Supriyadi Eko Hartono, Eko Endang Wahyuningrum Erie Siti Syarah Erlinda, Rosni Evana Ginashantika Fiki Alghadari Fitriyani Fitriyani Gunadi, Farid Hasan Basri I Made Sulandra Idah Noviyanti Indrawati Indria Yulizarti Irena Puji Luritawaty Isnawan, Muhamad Galang Jackson Pasini Mairing, Jackson Pasini Jarnawi Afgani Dahlan Javier García-García Jaya, Fitra Jenisus Dejarlo Jenisus O. Dejarlo Jenisus O. Dejarlo Kartini Kartini Kartono Kartono Karunia Tumba Sanda Pakabu Khairunnisa, Ika Aulia Lily Aulin Assya Linawati Linawati Lukman Nulhakim Lutfiah Lutfiah Luthfiyati Nurafifah Marcel David Pochulu Mela Andriani Meri Meri Mery Noviyanti Moh. Zaenudin Dedi Ismatullah Monike, Rismun Sufia Muhammad Daut Siagian Muhammad Eko Budi Rismanto Muhammad Faiz Fadillah Musakkid Himphinit Mustapa, Noviana Naif Mastoor Alsulami Nanda Fitri Nur Rohmah Nandang Nasir Nasir Natan Prasetya Nia Jusniani Nizlel Huda Nurmiati Nurmiati Nursyahidah binti Khalid Prasetya, Natan Puspitasari, Kristanti Ambar Rabiatul Adawiyah Rakha Pradestya Rasilah, Rasilah Riska Juniar Suprihatin Riyan Hidayat Riyan Hidayat Rizkiah Nurul Fitriani Rodríguez-Nieto, Camilo Andrés Rokhiyah, Isti Ronaldo Rafael Olivero-Acuña Ronaldo Rafael Olivero-Acuña Ronaldus Ariyanto Jelahu Rosyadi Runisah, Runisah Sari Muliawanti Sari Wardani Simarmata Sembiring, Gorky Sembiring, Maximus Gorky Sendi Ramdhani Siti Aisyah Siti Anisa Siti Faizah Siti Rauhun Sri Adi Widodo Sri Tatminingsih Suci Nurhayati Sucipto Sucipto Suharli Suharli Syafa&#039;at Ariful Huda Tán Lì Nà Taufan, Mochammad Thesa Kandaga Thesa Kandaga Tommy Tanu Wijaya Topik Ilham Udan Kusmawan ULFHA RACHMAWATI Valeria Yekti Kwasaning Gusti Vivi Rindastri Yaya Sukjaya Kusumah Yossa Giovani Vianto Yumiati Yumiati