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Mega Teguh Budiarto

Universitas Negeri Surabaya

Author-ID : 2838066

Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Examining undergraduate students' abstraction of conic sections in a dynamic geometry environment Dintarini, Mayang; Fuad, Yusuf; Budiarto, Mega Teguh
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp717-734

In solid geometry, the concept of conic sections plays an important role in teaching graphs such as parabolas, ellipses, and hyperbolas to undergraduate students in Mathematics Education. It is understood that the abstraction process in mastering conic sections is strongly needed. This study examines the abstraction process of conic sections among third-year undergraduate Mathematics Education students (4 males and 21 females) at Universitas Muhammadiyah Malang (UMM), Indonesia. The data was collected by analyzing students' responses in a 60-minute diagnostic test using the Abstraction in Context (AiC) framework. The test consists of 3 questions, validated by 2 Professors of UMM (average score = 4.14) and 2 lecturers (average score = 4.04). The results showed that 1 male and 11 female students did not reach the construction stage of AiC. Subsequently, a student with a low diagnostic test score and the least completion of AiC stages was observed further through an interview. This student passed through all stages of abstraction with the help of DGE. We also underscored undergraduates' challenges in this process, particularly in visualizing conic section objects, spatial thinking, and employing appropriate mathematical signs. Based on these findings, further research with a broader sample is needed to explore diverse abstraction processes.

The potential problem to explore students’ functional thinking in mathematical problem-solving Tarida, Luthfiana; Budiarto, Mega Teguh; Lukito, Agung
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp275-298

Many studies have reported that functional thinking plays a crucial role in mathematical problem-solving, particularly in fields requiring analytical reasoning, such as maritime studies. However, existing research has yet to comprehensively explore the specific task characteristics that effectively stimulate functional thinking in mathematical problem-solving, particularly among maritime students who must apply these skills in solving safety-of-life problems at sea. Addressing this gap, the present study investigates the potential of mathematical tasks in fostering functional thinking among second-semester students enrolled in the Deck Officer Program in Indonesia. The study involved three students with different mathematical abilities, who were given problem-solving tasks. Their responses were observed, recorded, and analyzed based on their written work. The findings reveal that non-routine problems involving functional situations—where students generalize relationships between varying quantities to determine function rules—effectively promote functional thinking. This is evidenced by the emergence of key functional thinking components, including problem identification, data representation, pattern recognition, covariational and correspondence relationships, and the evaluation of generalization rules. These results contribute to the development of research instruments in mathematics education and provide valuable insights for researchers and educators seeking to enhance functional thinking through task design.

Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach Budiarto, Mega Teguh; Fuad, Yusuf; Sahidin, Latief
Mathematics Education Journal Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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In learning geometry, the discussion about the definition of quadrilateral is a material that is difficult and not easily taught by the teacher. This study aims to explore the teacher's specialized content knowledge about square. This is a descriptive-qualitative research. The process of selecting subjects begins with searching prospective subject data according to the level of the teacher through a portfolio of 82 teachers in South East of Sulawesi: (33 First Teachers, 33 Young Teachers, and 16 Intermediate Teachers). The research subjects consisted of three teachers, namely: First Teacher, Young Teacher dan Intermediate Teacher with score > 50. Data were taken using vignette. The results show that there is a difference when the teacher is asked to define a square with when given a definition of a square. First Teacher is accurate when given a square definition with the symmetry and diagonal axis attributes; the side attribute is not accurate in giving arguments to the square definition. Young Teacher is inaccurate when given the definition of a square with side and angle attributes; accurate with symmetry and diagonal axis attributes; but it is not accurate when given a square definition. Regarding attributes of side; Intermediate Teacher revealed that the side and angle attributes are inaccurate but accurate with the symmetry and diagonal axis attributes but do not appear / are not used when asked to define a square. Specialized content knowledge First Teacher is better because it has been able to reconstruct concepts from a square, but Young Teacher and Intermediate Teacher are still influenced by concept images and figural concepts. DOI: https://doi.org/10.22342/jpm.15.2.11653.1-22

Spatial Thinking in Conic Sections: A Study of Undergraduate Mathematics Students by Sex and Spatial Category Dintarini, Mayang; Budiarto, Mega Teguh; Fuad, Yusuf
Mathematics Education Journal Vol. 19 No. 2 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Spatial thinking plays an important role in solving conic section problems. When students encounter problems involving shapes like parabolas, ellipses, and hyperbolas, they need not only grasp the algebraic representations but also visualize how a plane intersects a cone in three-dimensional space. Unlike previous studies that focused on psychometric tasks disconnected from classroom content, this study integrates spatial thinking directly into mathematical problem-solving, specifically in conic sections. The study examines undergraduate students' spatial thinking skills on conic sections, based on spatial thinking categories and sex differences. Twenty-five undergraduate students (4 males and 21 females) from the Mathematics Education Department at Universitas Muhammadiyah Malang, enrolled in an analytical geometry course and participated in a spatial thinking test. Additionally, four students (2 males and 2 females), representing both high and low spatial thinking abilities, were interviewed to provide deeper insights into students' spatial thinking. The results show that students with high spatial thinking abilities demonstrated strong mental visualization skills but had minor difficulties and errors in representing detailed components. Moreover, students with lower spatial thinking abilities have difficulties in visualizing complex objects and often misinterpret spatial representations. Furthermore, male students provided limited written explanations of spatial object characteristics, whereas female students faced difficulties in accurately drawing 3D spatial objects but compensated with effective 2D representations and verbal explanations. In conclusion, the findings show that the difficulties of spatial thinking are influenced by spatial thinking categories and gender differences, offering rich information to design more effective mathematics learning.

Profil Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Matematika Ditinjau dari Jenis Kelamin Kharisma Isrozia Kusumawardhany; Mega Teguh Budiarto; Raden Sulaiman
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.452

The purpose of this research is to describe the profile of students' creative thinking in solving math problems in terms of gender. This type of research is a qualitative descriptive research. The subjects in this study were one male student and one female student. The two subjects had high and equal mathematical abilities. The research results obtained in this study were (1) The creative thinking profile of male students in solving math problems, namely at the (read and explore) stage of understanding the problem, the male subject found important elements in the problem including elements that were known and asked . After knowing what was asked in the question, the subject also knew and explained verbally every element of the information that was known and what was asked had a relationship. At the (select a strategy) stage of choosing a solution strategy, the male subject knows the various ideas used in solving TPM and can explain well the reasons for using these ideas so that this fulfills the flexibility indicator. At the (solve the problem) stage of carrying out problem solving, the male subject put forward various strategies used in solving the problem, namely by combining the rules of subtraction with multiplication of integers and using a number line. After knowing the ideas and strategies used, the subject implements these ideas and strategies in solving TPM problems so that this shows that the subject meets the indicators of fluency and novelty. At the (review and extend) stage of checking the answers again, the male subject verbally said that the solution to the problem was correct by checking the answers. The strategy used in checking answers with the rules of integer arithmetic operations is to see the results of changes in the temperature of each city and to make a number line so that in this case it meets the indicators of flexibility (flexibility) and fluency (fluency).

Relationships between teacher’s instructional strategies and their knowledge: A study of seventh-grade mathematics teachers Masduki, Masduki; Suwarsono, Suwarsono; Teguh Budiarto, Mega
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 3 July 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i3.4742

Many studies showed that teachers' knowledge of instructional strategies is related to another component of pedagogical content knowledge. However, studies on teachers' reasons for choosing their instructional strategies still need to be reported. Three mathematics teachers were investigated using a case study research design. The data were gathered through two semi-structured interviews, pre- and post-observation, as well as observations. Pre-observation interviews explored teacher's knowledge of instructional strategies (KIS) based on their experiences or knowledge. Meanwhile, the post-interview investigated teachers' reasons for choosing instructional strategies based on the observations. Five to ten lesson hours were allocated to observe the teachers' activities in learning on the topic of linear equations and inequalities of one variable. A cross-case analysis was performed to compare the teachers' KIS and their reasons for choosing instructional strategies in teaching practice. The findings showed that lecturing, questioning, and solving problems are the most dominant strategies used by teachers. Only one teacher used group discussion in her teaching activities. The finding also indicates that the knowledge of the student's understanding, curriculum, beliefs, and teaching context are factors that influence teachers in choosing instructional strategies. In addition, the reasons for choosing those strategies are varied.

Epistemic actions in proving two-triangle problems by considering mathematical reading and writing ability Setianingsih, Rini; Budiarto, Mega Teguh; Jamil, Anis Farida
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp479-496

Mathematical abstraction is essential in constructing mathematical concepts, particularly in proof. The RBC+C epistemic actions—recognizing, building-with, constructing, and consolidating—are key cognitive processes in proof construction. However, the impact of mathematical reading and writing abilities on these processes remains unexplored. This study investigates how students’ mathematical reading and writing abilities affect their epistemic actions when proving the congruence of two triangles. This qualitative research adopts a case study design involving three undergraduate students who have completed a geometry course. The participants were selected based on their reading and writing proficiency levels: high, moderate, and low. Data were collected through reading and writing assessments, proof-solving tasks, and semi-structured interviews. The analysis follows the RBC+C framework to identify patterns in students’ cognitive process during proof construction. Findings reveal that students with high mathematical reading and writing abilities demonstrate a more structured proof strategy, effectively recognizing key properties, building logical connections, and constructing valid arguments. High-proficiency students also exhibit flexibility in using both geometric and algebraic approaches in proving. In contrast, students with lower reading and writing abilities struggle with symbolic representation, logical coherence, and notation consistency, leading to incomplete or incorrect proofs. Moreover, consolidation of mathematical ideas, such as reusing known theorems and revisiting proof steps, occurs more frequently in high-achieving students, enabling deeper conceptual understanding. This study highlights the critical role of mathematical literacy in the proof process. It suggests that strengthening reading and writing instruction in mathematics education can enhance students’ ability to construct rigorous proofs. The findings contribute to the development of instructional strategies that integrate mathematical literacy into proof-based learning, ultimately fostering students’ reasoning and problem-solving skills in mathematics.

EFIKASI DIRI SISWA LAKI-LAKI SMP ETNIK BUGIS DALAM MENYELESAIKAN MASALAH MATEMATIKA Alam, Syamsu; Budiarto, Mega Teguh; Siswono, Tatag Yuli Eko
Pedagogy: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2022): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v7i1.1796

Self efficacy merupakan keyakinan seseorang mengenai kemampuannya untuk berhasil mencapai harapan tertentu dalam penyelesaian tugas dan tujuan. Siswa yang memiliki efikasi diri tinggi akan mampu mencapai tujuan tertentu. Tujuan penelitian ini adalah untuk mengeksplorasi efikasi diri siswa laki-laki etnik Bugis dalam menyelesaikan masalah matematika. Penelitian ini menggunakan masalah aljabar yang berbentuk kontekstual dari budaya etnik bugis. Data diperoleh dari 25 siswa kelas VII SMP Negeri 1 Mare, Kabupaten Bone, Sulawesi-Selatan, Indonesia, dipilih 1 siswa untuk diwawancarai berdasarkan etnik dan jenis kelamin. Kredibilitas data diperiksa melalui triagulasi waktu, pengecekan teman sejawat, dan kecukupan referensial. Selanjutnya, analisis data dilakukan melalui tahap reduksi data, penyajian data, penarikan kesimpulan, dan verifikasi data. Efikasi diri siswa laki-laki yaitu memiliki keyakinan terhadap kemampuanya dapat menyelesaikan tugas matematika yang sulit; memiliki kekuatan keyakinan yang kuat, karena memiliki kesiapan, pengalaman yang mendukung disertai dengan komitmen untuk menyelesaikan tugas pemecahan masalah; dan memiliki keyakinan terhadap kemampuannya dalam menyelesaikan tugas pemecahan masalah matematika dengan konteks serupa ataupun berbeda. Selain itu, efikasi diri pada siswa laki-laki relevan dengan aspek budaya etnik bugis yaitu manyameng kininnawa, mappasitinaja, malempu, magetteng, macca, dan warani.

Ethnomathematics exploration of Panataran Temple and its implementation in learning Munthahana, Jayanti; Budiarto, Mega Teguh
Indonesian Journal of Science and Mathematics Education Vol. 3 No. 2 (2020): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v3i2.6718

Mathematics and culture are inherently interconnected, with cultural heritage playing a vital role in shaping national identity and pride. Understanding the mathematical concepts embedded in cultural artifacts enhances meaningful learning and helps preserve local traditions. This study explored the ethnomathematical elements found in Panataran Temple and examined how these mathematical concepts can be integrated into learning to promote mathematical understanding and cultural appreciation. This study employed a qualitative research design with an ethnographic approach using observation, interviews, literature review, and documentation. Data validity was ensured through triangulation. The research identified mathematical concepts embedded in architectural structures, such as Bale Agung, Pendhopo Teras, Angkatahun Temple, Naga Temple, Induk Temple, and the Palah Inscription. Additionally, it examined cultural aspects related to technology, religion, art, language, and social organization. The findings reveal the presence of mathematical elements, including cuboids and quadrilateral prisms, numerical systems, geometric transformations, and probability. These elements serve as tangible learning resources applicable across various educational levels. The study concludes that integrating ethnomathematics into mathematics education enhances students' conceptual understanding while fostering cultural awareness. Its implications highlight the significant role of cultural heritage in mathematics education, promoting meaningful learning and cultural preservation amid the challenges of the disruptive era.

The Application of Ethnomathematics in Numeracy Literacy Perspective: A Literature Review Munthahana, Jayanti; Budiarto, Mega Teguh; Wintarti, Atik
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 2 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i2.17546

Numerical literacy skills in Indonesia remain inadequate, despite these skills being critical for problem-solving. This study aims to review recent ethnomathematics research in the context of numeracy literacy. The design of this study was a literature review using a qualitative descriptive analysis method, with fifteen accredited Sinta, Scopus, and international proceedings related to the use of ethnomathematics in the context of numeracy literacy. The data collection technique employed was a literature study. The results of this study show that the ethnomathematics context in Indonesia can be determined through indicators of mathematical activity and sub-elements in a social-cultural system. These concepts include numbers, geometry, measurement, algebra, data, and uncertainty. The results of numeracy literacy were found to vary in various studies. Thus, applying ethnomathematics can be an alternative to classroom learning to measure students' numeracy literacy abilities. This measurement can be used as a suggestion for further research.

Co-Authors A. Fuad Abd Al-Baqie AGUNG LUKITO Agung Lukito Agus Prasetyo Kurniawan Al-Baqie, A. Fuad Abd Amirah Amirah Anggietyas Damaningrum ANGGRIYANI RUDIN, MARIA Anis Farida Jamil Anis Fauziana Anis Fauziana ANNISA DWI KURNIAWATI Ariesta Kartika Sari Ariesta Kartika Sari Arwanto Arwanto Atik Wintarti Atik Wintarti, Atik Baehaqi Bakhrul Ulum Bongtiwon, Daisy Mae R. Bonyah, Ebenezer BUDI LESTARI, LULUK Dewi Safina Dhiajeng Wulandari DIAH KUSUMAWARDANI, HARNUM Dikey Putra Utama Dilla Dwi Cahyani Dwi Nikmatul Masrukha EKA DIA DARA, RADHIFA Erica Dian Pertiwi Fauziana, Anis Firdaus, Andi Mulawakkan Genata Vidya Wardani Hodiyanto, Hodiyanto I Ketut Budayasa Ika Kurniasari Ika Kurniasari Indah Prasetya Ningsih Ismail Ismail, Ismail Isnaindah Jasmine Pertiwi Jayanti Munthahana Kharisma Isrozia Kusumawardhany KHUSNAWIYATI, WAHYU Kim, Jeonghyeon Kistatuhu, Nurul Wahidatul Kukuh Widodo Kukuh Widodo Kusumawardhany, Kharisma Isrozia Latief Sahidin Latifah, Nadia Lestari, Dinar Dwi Putri Manuharawati Mardiyah, Umi Rif?atul Masduki Masriyah MASRIYAH Masriyah Mayang Dintarini MIFTAHUL FAUZI, MOHAMMAD Mochamad Fachrul Rozi Mohamad Gufron mokhammad aby hasan MUFIDAH, ITSNA Munthahana, Jayanti Nila Kartika Sari Nina Prihartiwi Novita Purnamasari Supahmi NUR FITRIANA, EKA Nurul Nofi Aini Pardosi, Romario Petrus Pradnyo Wijayanti Rachmaniah Mirza Hariastuti Raden Sulaiman Raden Sulaiman RADEN SULAIMAN Rahaju, Endah Budi RAHMITA, FIKI Ratih Puspasari Renova Mirojul Lail Riky Prasetia Wijaya Rini Setianingsih Rini Setianingsih Rini Setyaningsih Robbi Nur Mulyo roby zulianto Rooselyna Ekawati RUDIANTO ARTIONO, RUDIANTO Sahidin, Latief Sari, Nila Kartika Seftyana Ayu Susanti Setianingsih, Rini Setyo Hartanto Siolimbona, Dedi Rahman Sisva Lestari Mangiri Siti Khabibah Siti Khabibah Sofro, A'yunin Sriantini, Ari St. Suwarsono SULTHON AFIFUDDIN, AHMAD Susanah SUSANAH Susanti, Gemi Susanti, Seftyana Ayu Suwarsono Suwarsono Syamsu Alam SYAMSU ALAM Tarida, Luthfiana Tatag Yuli Eko Siswono Tonra, Wilda Syam Utama, Dikey Putra WAHIDATUL HASANAH, NUR WIHDATUN NAFIIN, MUHAMMAD Winda Putri Ayu Kusuma Wurdani Winda Syam Tonra Wiryanto Wiryanto Wiryanto Wiryanto Wiwik Handayani Yusuf Fuad YUSUF FUAD

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