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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

Author-ID : 2827329

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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Redesigning number pattern instruction: A didactical design grounded in learning obstacle analysis for junior high school students Moh. Zaenudin Dedi Ismatullah; Muhamad Galang Isnawan; Addul Aziz; Sudirman Sudirman; Riska Juniar Suprihatin
Panicgogy International Journal Vol. 3 No. 2 (2025): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v3i2.41

The concept of number patterns is an essential prerequisite for arithmetic sequences and series, yet a preliminary study of 15 eighth-grade students at SMP Islam Riyadhussolihin NW Bukit Tengger revealed that most students still experienced learning obstacles when solving problems on even-odd, triangular, square, and rectangular number patterns. This study aimed to identify the types of learning obstacles experienced by students, to design a hypothetical didactical design grounded in these findings, and to examine its effectiveness through classroom implementation. A qualitative approach using Didactical Design Research (DDR)—comprising prospective, metapedadidactic, and retrospective analysis—was employed. Data were collected through a learning-obstacle diagnostic test, classroom observation, and semi-structured interviews with selected students, then analysed using source and method triangulation. The findings revealed that the dominant obstacle was ontogenic-psychological in nature, reflected in students’ carelessness and haste in completing tasks, alongside conceptual obstacles related to the prerequisite concept of even and odd numbers. Based on these findings, a Hypothetical Learning Trajectory (HLT) comprising four sequential didactical situations, anticipated student responses, didactical-pedagogical anticipations, and a Student Worksheet (LKS) was developed. Implementation of the HLT reduced learning obstacles, although new difficulties emerged and were subsequently accommodated through a revised didactical design. This study contributes to enriching Didactical Design Research literature on number patterns while producing a classroom-ready instructional package for secondary mathematics teachers.

Contextual teaching and learning assisted by E-modules: Enhancing mathematical communication ability and learning motivation on the Pythagorean Theorem Meri Meri; Endang Wahyuningrum; Sudirman Sudirman; Ebenezer Bonyah
Panicgogy International Journal Vol. 4 No. 1 (2026): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v4i1.313

This study examined the effect of Contextual Teaching and Learning (CTL) assisted by an electronic module (e-module) on Grade VIII students’ mathematical communication ability and learning motivation in the Pythagorean Theorem. A quantitative quasi-experimental approach with a Nonequivalent Control Group Design involved 64 students at SMP Negeri 08 Tanjung Jabung Barat, Indonesia, divided equally into experimental and control classes (n = 32 each). The experimental class received e-module-assisted CTL across eight meetings, while the control class received conventional instruction. Data were collected using a mathematical communication essay test and a 32-item motivation questionnaire, both demonstrating high reliability (Cronbach’s alpha = 0.917 and 0.881). Baseline testing indicated no significant differences between groups in communication ability or motivation. After treatment, the experimental class achieved a significantly higher mathematical communication mean (82.42) than the control class (70.31), t(62) = 6.16, p < 0.0001, with a large effect (d = 1.54). A Mann–Whitney U test also showed significantly higher motivation in the experimental class (median = 88.00) than the control class (median = 78.00), Z = 6.87, p < 0.0001, r = 0.86. The experimental class also demonstrated substantially greater gains in both outcomes across the intervention period overall. These findings indicate that e-module-assisted CTL effectively enhances students’ mathematical communication ability and learning motivation, providing a practical technology-integrated alternative for junior secondary mathematics instruction.

Designing a STEM-PjBL E-Module to Foster Mathematical Representation Ability and Habits of Mind: Evidence from a Secondary School Field Trial Muhammad Faiz Fadillah; Yumiati Yumiati; Sudirman Sudirman; Ronaldo Rafael Olivero-Acuña
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.155

A critical gap persists in Indonesian mathematics education: no e-module currently in use simultaneously targets both mathematical representation ability and Habits of Mind (HoM) through a physics-engineering context. This study aimed to develop and validate a STEM-PjBL mathematics e-module for Grade XI students built around a through-truss bridge design challenge. Using Thiagarajan’s 4D model, the module was developed and reviewed by three domain experts (content, media, language), then piloted in 2026 with 25 Grade XI students in Jakarta using a one-group pretest-posttest design. Data were collected through expert validation sheets, a mathematical representation test (α = 0.8604), a practicality questionnaire (α = 0.9637), and a post-intervention HoM questionnaire (α = 0.9286); all student instrument items were statistically valid. Expert validation yielded a composite score of 84.47% (content: 73.91%; media: 92.60%; language: 86.90%). Field trial results showed statistically significant improvement in representation ability (t = 22.305, p < 0.0001; N-Gain = 0.35, classified as moderate gain by Hake’s criterion), with 56% of students reaching the individual mastery threshold (KKTP ≥ 65). Post-intervention HoM averaged 69.32% and practicality 70.23%. Correlation analyses revealed meaningful associations among all three outcomes: HoM–representation (r = 0.682), practicality–representation (r = 0.740), and HoM–practicality (r = 0.898). The module is statistically effective and validly designed, though adaptive scaffolding is needed for students with low entry-level competence. Limitations include the absence of a control group, a single-site sample, and the post-only HoM measurement design.

Critical review: the effectiveness of student teams-achievement divisions vs numbered heads together cooperative learning in improving students' mathematical critical thinking abilities Suharli Suharli; Udan Kusmawan; Sudirman Sudirman
Gema Wiralodra Vol. 15 No. 1 (2024): Gema Wiralodra
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/gw.v15i1.695

This research aims to analyze the differences in critical mathematical thinking abilities who receive cooperative learning in the Student Teams-Achievement Divisions (STAD) type and those who undertake the cooperative learning process in the Numbered Head Together (NHT) type. This research design uses a quasi-experimental design. Apart from that, the population in this study were all students of the Taliwang State 1 Middle School West Sumbawa, while the sample was taken in two classes randomly from 18 existing classes (class VIII 3 and class VIII 4). Experimental class 1 consists of 32 people, while experimental class 2 consists of 32 people, so the total is 64 people. Data obtained from thinking ability tests were analyzed univariately, bivariate, and multivariate. The results of the univariate analysis show that the majority of respondents in Experiment 1 were male, 16 females, 16 people each (50%), the majority were of medium ability, 21 people (65.6%), then the High category was 7 people (22%) and the low category as many as 4 people (12.5%), while the majority of respondents in Experiment 2 were 17 people (53.1%) women while 15 people (47%) were men with 17 people (53.1%) in the medium category. High 9 people (28.1% and Low category 6 people (18.7%). Furthermore, the results of bivariate analysis showed that there were differences in students' mathematical critical thinking abilities between experimental class 1 and experimental class 2, while the significant value for the group category was 0.007, this means that there are differences in students' mathematical critical thinking abilities based on the categories of high, medium and low ability students. The results of the multivariate analysis show that the mathematical critical thinking abilities of students who received STAD-. type cooperative learning has a higher increase than students who receive NHT-type cooperative learning.

Developing Papuan cultural contextual E-Module learning devices in linear programs to improve students' mathematical problem-solving skills Karunia Tumba Sanda Pakabu; Sudirman Sudirman; Thesa Kandaga; Camilo Andrés Rodríguez-Nieto; Jenisus O. Dejarlo
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.107

Using e-modules in learning has improved students' mathematical problem-solving abilities. However, the design of e-modules that integrate local culture is still rarely developed. This study aims to create a contextual e-module that reflects the culture of the Papuan community at State Vocational School I Agribusiness and Agrotechnology Nduga. This study used research and development (R&D) methods with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants in this study included material, language, media experts, teachers, and eleventh-grade students. Qualitative data were collected through respondent suggestions, and quantitative data were obtained through validation questionnaires and student testing. The analysis results showed that the Papuan cultural contextual e-module was valid, with percentages of 77.33% from material experts, 73.33% from language experts, and 68.88% from media experts. Teacher and student responses showed excellent practicality, with averages of 93.33% from teachers and 85.28% from students. In addition, the pre-test and post-test results showed a significant improvement in students' mathematical problem-solving abilities, with the KKM achievement level reaching 95.5% and a significance value (Sig. 2-tailed) < 0.001. Therefore, the contextual e-module based on Papuan culture can be an effective supplementary teaching material in mathematics learning, especially in linear programming material.

Visualizing geometry: exploring the role of geogebra-assisted 6E-IM model in enhancing students’ spatial abilities Natan Prasetya; Maximus Gorky Sembiring; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
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

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 lived experiences with technology in mathematics learning: a hermeneutic phenomenological study in Indonesian secondary education Siti Anisa; Evana Ginashantika; Sudirman Sudirman; Ronaldo Rafael Olivero-Acuña
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

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.

Conceptual Knowledge through Instruction Interactive Teaching Materials Integrated Augmented Reality Sudirman Sudirman; Irena Puji Luritawaty; Ebenezer Bonyah
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1957

Konsep luas permukaan dan volume 3D merupakan salah satu konsep penting untuk membangun pengetahuan matematis lainnya yang lebih aplikatif. Namun, siswa kesulitan dalam memahami konsep tersebut. Perlu adanya teknologi yang dapat membantu siswa, misalnya Augmented Reality (AR). Penelitian ini bertujuan mengungkap peningkatan pemahaman konsep luas permukaan dan volume prisma melalui Instruction Interactive teaching materials integrated Augmented reality (I-ITMIAR). Desain penelitian yaitu exploratory case study terhadap 32 siswa dan satu guru matematika di salah satu sekolah menengah pertama di Kabupaten Indramayu. Data penelitian diperoleh dari wawancara, observasi, dan tes. Data dianalisis secara kualtiatif menggunakan analisis konten dan statistik deskriptif. Hasil penelitian menunjukkan penggunaan AR memberikan peningkatan signifikan dalam pemahaman siswa terhadap konsep-konsep geometri, khususnya luas permukaan dan volume prisma. Melalui visualisasi tiga dimensi yang dihasilkan, siswa dapat melihat dan berinteraksi dengan model prisma secara real-time. Penggunaan AR dapat menjadi alat bantu efektif umeningkatkan pemahaman konsep. The concept of 3D surface area and volume is one of the important concepts for building other more applicable mathematical knowledge. However, students have difficulty in understanding the concept. There needs to be technology that can help students, such as Augmented Reality (AR). This study aims to reveal the increase in understanding of the concept of surface area and volume of prisms through Instruction Interactive teaching materials integrated Augmented reality (I-ITMIAR). The research design is an exploratory case study of 32 students and one mathematics teacher at a junior high school in Indramayu Regency. Research data were obtained from interviews, observations, and tests. Data were analyzed qualitatively using content analysis and descriptive statistics. The results showed that the use of AR provided a significant increase in students' understanding of geometric concepts, especially the surface area and volume of prisms. Through the resulting three-dimensional visualization, students can see and interact with the prism model in real-time. The use of AR can be an effective tool to improve conceptual understanding.

Deep Learning Method with Generative Artificial Intelligence Gen-AI: Mathematics Education Students' Experiences in Developing Critical Thinking Skills Edi Supriyadi; Farid Gunadi; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 2 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i2.39467

The integration of Generative Artificial Intelligence (GenAI) in higher education has triggered a significant transformation in the mathematics learning paradigm, particularly in the interaction of students with complex materials. Therefore, this study aimed to explore in depth the role of GenAI in facilitating deep learning, developing critical thinking skills, and identifying the ethical challenges faced by student mathematics teachers. A total of 22 students who actively integrated various GenAI tools to complete structured assignments over a semester were analyzed using a qualitative, phenomenological design. Data were collected through reflective semi-structured interviews and systematically examined using the thematic analysis method with the aid of ATLAS.ti software to map the interrelationships between developing phenomena. The results showed that GenAI served as an effective scaffolding tool, supporting deep learning by providing interactive discussion spaces and instant feedback. Furthermore, the AI system's limitations in accuracy and potential for information hallucinations served as cognitive stimuli that compelled students to conduct independent verification and intensive logical evaluation of each solution generated. This phenomenon indicated that interaction with AI strengthened critical thinking skills when the technology was positioned as a cognitive partner. Even though the risk of learning dependency was identified, students’ critical awareness as future teachers mitigated the negative impacts through a mindful learning method. As a practical implication, teachers were advised to obtain instructional designs that explicitly integrated critical validation activities into every use of technology to maintain the intellectual independence of students.

Mathematical critical thinking with GeoGebra-assisted CORE learning: Does students’ self-confidence matter? Rabiatul Adawiyah; Sudirman Sudirman; Idah Noviyanti; Javier García-García
Polyhedron International Journal in Mathematics Education Vol. 4 No. 2 (2026): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Mathematical critical thinking is a central twenty-first-century competency, yet it remains underdeveloped in many mathematics classrooms, particularly in visually demanding topics such as geometric transformations. This study examined differences in students’ mathematical critical-thinking scores by instructional model and self-confidence level. A quasi-experimental, nonequivalent posttest-only design was used with 72 Grade 11 students (36 experimental and 36 control) at a public senior secondary school in Riau, Indonesia. The experimental group received four sessions using the Connecting, Organizing, Reflecting, and Extending (CORE) model integrated with GeoGebra, whereas the control group received expository instruction. Data were collected using a six-item essay test and an 18-item self-confidence questionnaire and analyzed using a two-way analysis of variance. Posttest scores differed significantly by instructional model, F(1, 66) = 68.25, p < .001, ηp² = .51, and self-confidence level, F(2, 66) = 26.94, p < .001, ηp² = .45. The interaction was not statistically significant, F(2, 66) = 0.94, p = .394, ηp² = .03. Within the limits of a short, single-school, posttest-only study, the findings indicate that the GeoGebra-assisted CORE model was associated with higher mathematical critical-thinking scores across the observed self-confidence 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'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

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