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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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Cognitive barriers and Universal Design for Learning support in understanding number concepts in students with intellectual disabilities Lutfiah Lutfiah; Sudirman Sudirman; Endang Wahyuningrum; Benilda María Cantillo-Rudas
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 | DOI: 10.59965/pijme.v4i2.319

Abstract

Although Universal Design for Learning (UDL) is widely used to support inclusive instruction, how its principles respond to interacting cognitive barriers during number-concept learning remains insufficiently understood. This study examined the barriers experienced by students with intellectual disabilities and how visual media-assisted UDL supported their understanding. An exploratory qualitative multiple-case study involved three students with moderate intellectual disabilities at an inclusive junior high school in Tangerang City, Indonesia. Data comprised classroom observations, interviews with students and supporting informants, student worksheets, and learning documentation. Analysis followed the interactive model of Miles, Huberman, and Saldaña, combining data condensation, data display, and conclusion drawing and verification with source and method triangulation. Four interrelated themes emerged: limited working memory and attention, difficulty understanding abstract concepts, limited generalization, and reliance on concrete representations. Across the cases, multiple means of representation supported connections between quantities and numerals; multiple means of action and expression allowed students to demonstrate understanding through pointing, matching, and manipulating objects; and multiple means of engagement helped sustain participation through focused tasks and guidance. Difficulties persisted when representations changed or concrete support was reduced. These findings suggest that UDL provided a framework for matching instructional support to individual learning demands rather than eliminating cognitive barriers. The account is context-bound and does not establish causal effects or generalizable improvement.
Ethnomathematics of sacred movement: Modelling the spatial geometry of Tawaf and Saʿi through the extended theory of mathematical connections Naif Mastoor Alsulami; Muhamad Galang Isnawan; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
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 | DOI: 10.59965/pijme.v4i2.335

Abstract

Ethnomathematics research has largely examined static artifacts such as buildings, ornaments, and textiles, while patterned human movement has received little attention. This study analyzed the spatial-geometric and kinematic structure of tawaf and saʿi, the two movement-based pillars of umrah, using the Extended Theory of Mathematical Connections (ETMC) within an emic–etic–dialogical (ethnomodelling) framework. Official manasik guidebooks, scholarly texts, and publicly available visual records were analyzed through document and visual content analysis in three phases: emic description of the prescribed rules, etic geometric and kinematic modelling, and dialogical coding of the connections between them. Tawaf was modelled as a positively oriented closed path with winding number seven around a non-circular convex obstacle formed by the Kaʿbah and Ḥijr Ismāʿīl; by Steiner’s formula, the length of each circuit grows linearly with distance from the Kaʿbah, L(r) = PK + 2πr, regardless of the building’s exact shape. Saʿi was modelled as a reversible open path in which the ritual rule of ending at Marwah follows from the parity of seven one-way passages. The shared emic counting unit, shawṭ, denotes a full period in tawaf but a half period in saʿi. Raml and harwalah add piecewise-uniform motion that supports graphs of motion, distance–displacement reasoning, and an optimization model. All three ETMC categories and all seven intra-mathematical connection types were identified. The study extends ethnomathematics to collective ritual movement, offers a replicable procedure for grounding models in emic rules, and proposes a learning trajectory for geometry education in Islamic schools.
Pelatihan dan Pendampingan Strategi Pembelajaran Literasi Numerasi Bagi Guru Sekolah Dasar untuk Menghadapi Tantangan Kurikulum Merdeka Ardi Susandi; Sudirman Sudirman; Endang Wahyuningrum; Nia Jusniani; Yumiati Yumiati; Dian Mustikaningsih
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 (ETDC 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..
Pelatihan dan Pendampingan Strategi Pembelajaran Mendalam (Deep Learning) untuk Meningkatkan Kompetensi Metode Mengajar Guru Madrasah Ibtidaiyah dalam Implementasi Kurikulum Merdeka Ardi Dwi Susandi; Sudirman Sudirman; Nia Jusniani; Yumiati Yumiati; Endang Wahyuningrum; Muhammad Eko Budi Rismanto; Hasan Basri
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 4 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/ba-jpm.v6i4.5171

Abstract

Kurikulum Merdeka menuntut guru untuk menerapkan pembelajaran yang berpusat pada siswa, namun sebagian besar guru Madrasah Ibtidaiyah (MI) El-Ziyan Serua, Bojongsari, Kota Depok masih mengajar secara konvensional dan belum memahami strategi pembelajaran mendalam (deep learning) sebagai pendekatan untuk mendorong siswa berpikir kritis dan kreatif. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi pedagogik 28 peserta (27 guru dan 1 kepala sekolah) MI El-Ziyan dalam merancang dan menerapkan strategi pembelajaran mendalam sesuai Kurikulum Merdeka. Kegiatan ini dilaksanakan pada tanggal 30 Juni 2026. Metode pelaksanaan meliputi tujuh tahap, yaitu identifikasi kebutuhan, pelatihan konsep pembelajaran mendalam dan keterampilan abad ke-21, lokakarya penyusunan perangkat pembelajaran (Capaian Pembelajaran, Alur Tujuan Pembelajaran, dan Modul Ajar), pelatihan teknologi pembelajaran, simulasi mengajar (microteaching), pendampingan implementasi di kelas melalui kajian pembelajaran (lesson study), serta evaluasi dan keberlanjutan program. Efektivitas kegiatan diukur menggunakan tes pemahaman konsep dan angket kepuasan peserta. Hasil tes evaluasi terhadap 28 peserta menunjukkan capaian pemahaman konsep yang tinggi, dengan rata-rata skor 9,18 dari 10 (91,8%) pada aspek pembelajaran mendalam, pembelajaran berbasis proyek dan masalah, teknik kooperatif Think-Pair-Share dan Jigsaw, serta prinsip asesmen formatif-sumatif, disertai kemampuan menyusun modul ajar dan media pembelajaran interaktif. Angket kepuasan menunjukkan respons yang sangat positif pada enam aspek yang dievaluasi, dengan proporsi peserta yang menyatakan puas atau sangat puas berkisar 95,0–100,0%. Kegiatan ini terbukti membantu meningkatkan kepercayaan diri dan kompetensi guru dalam mengimplementasikan Kurikulum Merdeka serta berpotensi direplikasi di madrasah lain.
From gong to geometry: Developing and testing Gameland, a Javanese gamelan-based digital worksheet for Grade 5 plane figures Nanda Fitri Nur Rohmah; I Made Sulandra; Sudirman Sudirman; Dharmendra Kumar Yadav
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 | DOI: 10.59965/pijme.v4i2.329

Abstract

Plane-geometry instruction in Indonesian elementary schools often relies on printed worksheets with limited cultural relevance or support for independent learning. This design and development study created Gameland, an Android-based digital worksheet integrating Javanese gamelan instruments and carving motifs into geometry tasks, and evaluated its validity, practicality, and effectiveness for Grade 5 students’ conceptual understanding and self-directed learning (SDL). Following ADDIE, six requirements informed the application’s navigation and interface. Features included culturally contextualized materials, videos, enrichment quizzes, and five tiered quiz levels with worked explanations. Content and media experts rated Gameland valid (79.60% and 68.75%), while six students rated it very practical (88.50%). Their feedback informed readability revisions. A quasi-experimental non-equivalent control-group trial compared Gameland with printed worksheets in two intact classes (n = 22 each). Pretest scores did not differ significantly (p = .439). The experimental class showed higher normalized gains (0.62 versus 0.40; p < .001, d = 2.21), particularly among students with lower initial scores, and higher post-intervention SDL (79.91 versus 67.45; p < .001, d = 1.96). These findings support Gameland’s validity, practicality, and potential educational value. However, the non-randomized, single-school design limits causal inference and generalizability, requiring further confirmation through stronger research designs conducted across diverse school settings.
An AI-Assisted ELP–STEAM+X Workflow for Designing Contextualized Mathematics Instructional Materials Sudirman Sudirman; Tommy Tanu Wijaya; Camilo Andrés Rodríguez-Nieto; Riyan Hidayat; Muhamad Galang Isnawan; Mery Noviyanti; Bambang Avip Priatna Martadiputra; Siti Faizah; Muhammad Daut Siagian
Online Learning In Educational Research (OLER) Vol. 6 No. 4 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i4.1333

Abstract

Teacher-led development of contextualized mathematics materials may be supported by generative artificial intelligence (AI), but evidence of independent teacher autonomy and student learning requires careful distinction from workshop output. This participatory design-based study describes an AI-assisted instructional-material workflow integrating Epistemic Learning Patterns (ELP), a local-context STEAM+X design orientation, and the onlinemath.id platform in West Lombok, Indonesia. Twenty-eight teachers participated in a facilitated, one-day workshop. Evidence consisted of a two-rater quality appraisal of one purposively selected Grade V worksheet, post-workshop teacher questionnaires and reflections, and initial platform records. The platform summary reported 62 course uploads; 44 students enrolled in courses associated with workshop teachers, 34 of whom had verified identifiers. The selected triangle-area worksheet scored 62.5/64 (97.7%) on the study rubric. Post-workshop self-efficacy averaged 4.19/5, and 24/28 teachers (86%) expressed an intention to share the approach. Among verified students, 32/34 completed a Module 1 quiz, and 30/34 (88.2%) received full marks. These findings support the feasibility and perceived acceptability of a scaffolded design process and document immediate platform use. They do not establish independent teacher autonomy, causal learning benefits, or sustained conceptual understanding. Further research should evaluate systematically sampled products, independent teacher performance, verified cultural specificity, and validated student outcomes.
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