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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Emerging Science Journal PAEDAGOGIA International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika JIIP (Jurnal Ilmiah Ilmu Pendidikan) Range : Jurnal Pendidikan Matematika Southeast Asian Mathematics Education Journal Mosharafa: Jurnal Pendidikan Matematika Journal Evaluation in Education (JEE) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Dedikasi untuk Negeri Jurnal Pendidikan Terapan Indonesian Science Education Journal (ISEJ) Jurnal Infinity Journal on Mathematics Education Research
Kusnandi Kusnandi
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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How ICT Supports the Mathematical Problem-Solving Learning Process of Secondary School Students: A Systematic Literature Review Ahmad Dzulfikar; Turmudi Turmudi; Tatang Herman; Kusnandi Kusnandi
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1649

Abstract

Purpose of the study: This study aims to systematically examine the role of Information and Communication Technology (ICT) in supporting students’ mathematical problem-solving processes at the secondary school level. It addresses the current gap in the literature by providing a focused synthesis of how ICT is utilized in mathematics education to enhance students’ problem-solving abilities. Methodology: A Systematic Literature Review was conducted following the PRISMA protocol. Articles were sourced from reputable databases, such as Scopus, Taylor & Francis Online (Tandfonline), and Education Resources Information Center (ERIC). Through a rigorous selection process based on relevance and quality criteria, 25 peer-reviewed articles published within the past ten years were analyzed and synthesized. Main Findings: The review reveals that ICT is widely employed to improve the quality of instruction and students’ problem-solving skills in mathematics. ICT supports learning across various topics such as geometry, calculus, and algebra, mainly through visualization tools and interactive simulations. Furthermore, ICT serves multiple roles: as a medium for ICT-assisted instruction, a complement to instructional materials, a platform for online learning, an assessment tool and a resource for student-directed learning, and as an adaptive and diagnostic learning systems. Novelty/Originality of this study: This study contributes a focused and systematic analysis of how ICT specifically enhances mathematical problem-solving at the secondary level, a perspective that has been underrepresented in existing reviews. By identifying the specific functions and impacts of ICT in this context, the study lays the groundwork for future research and development of ICT-based pedagogical strategies in mathematics education.
The Improvement of Mathematical Creative Thinking Abilities Based on Self-Confidence Category in Senior High School Students Hayati Ramadhani Putri; Kusnandi Kusnandi; Hayati Ramadhani Putri; Kusnandi Kusnandi; Al Jupri
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.6

Abstract

The development of mathematical creative thinking abilities has become an essential focus in 21st-century education, yet students’ performance in this area remains relatively low, particularly when influenced by affective factors such as self-confidence. This study aims to examine the effectiveness of the Treffinger learning model, assisted by GeoGebra, in improving students’ mathematical creative thinking abilities, and to analyze differences in improvement across self-confidence categories (high, medium, and low). The research employed a quantitative quasi-experimental design with a pretest–posttest non-equivalent control group design. The study was conducted with senior high school students, where the experimental class received Treffinger learning assisted by GeoGebra, while the control class received conventional instruction. Data were collected through tests of mathematical creative thinking ability and a self-confidence questionnaire and analyzed using normalized gain and inferential statistical tests. The results revealed that the improvement in students’ mathematical creative thinking abilities in the experimental class was significantly greater than in the control class across all self-confidence categories. These findings indicate that the Treffinger model, assisted by GeoGebra, is effective in enhancing both the cognitive and affective aspects of learning. Therefore, integrating innovative learning models and technology is recommended to foster students’ creative thinking and support their self-confidence in learning mathematics.
Local Instruction Theory Linear Inequality of One Variable Based on RME to Cultivate Students’ Mathematical Communication Iryana Muhammad; Al Jupri; Kusnandi; Siti Fatimah
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.v8i1.10325

Abstract

Mathematical communication is a fundamental competency that allows students to interpret, represent, and convey mathematical ideas effectively. This study aims to examine the achievement of students' mathematical communication skills through the application of Local Instructional Theory (LIT) to one-variable linear inequality material within the framework of Realistic Mathematics Education (RME). The research uses a design research approach carried out through two teaching experiments, namely TE-1 with 31 students and TE-2 with 26 students at one of the junior high schools in Lhokseumawe. The results showed a significant increase from TE-1 to TE-2 in three indicators of mathematical communication ability, namely: (1) describing graphs into mathematical sentences (58% → 77%); (2) describe or explain mathematical ideas in writing (45% → 96%); and (3) expressing the situation into mathematical language or symbols and developing a solution strategy (39% → 77%). This increase is influenced by the revision of the learning design, which is carried out cyclically and reflectively, so that students better understand the context of the problem, can reflect on the thinking process, and convey solutions mathematically. These findings provide the implication that LIT-based learning design with an RME approach can be a practical reference for teachers and curriculum developers in designing learning activities that systematically and contextually encourage students' mathematical communication skills. This research also affirms the potential of design research in developing local instructional theories that bridge theoretical insights with classroom learning practices.
Mathematical Reasoning Analysis Based on Students’ Emotional Stability Wulan Resti Oktaviani; Darhim Darhim; Nurjanah Nurjanah; Kusnandi Kusnandi
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.90291

Abstract

High school students enter adolescence, a period full of challenges, including changes in their physical, emotional, cognitive, social, and behavioral aspects. The inability to adapt to these changes often leads to problems. Therefore, problem-solving skills are necessary. This study explores the relationship between students' emotional stability and their mathematical reasoning abilities. The research aims to understand how variations in emotional stability impact the cognitive process involved in mathematical reasoning. A descriptive qualitative approach was used to examine the mathematical reasoning abilities of twelfth-grade students in Bandung. Participants were selected using purposive sampling based on specific criteria related to their emotional stability and reasoning abilities. The instruments included a mathematical reasoning test and an emotional stability questionnaire measured on a Likert scale. The results indicate that students with high emotional stability demonstrate very good mathematical reasoning abilities, meeting all relevant indicators. In contrast, students with medium emotional stability show good reasoning skills, meeting three to four indicators. Students with low emotional stability, however, fall into the poor category, meeting only one or two indicators. These findings suggest that emotional stability significantly influences students' ability to reason mathematically. The study recommends that educators create engaging and supportive learning environments to enhance students' emotional stability and, consequently, their mathematical reasoning abilities. Training programs for students with low emotional stability are advised to help them focus better and improve their cognitive abilities. Future research should further investigate the interplay between emotional stability and mathematical reasoning across different subjects and educational levels to develop more effective educational strategies.
PENDAMPINGAN PEMBELAJARAN DENGAN ALAT PERAGA MENARA HANOI UNTUK MENUMBUHKAN KECERDASAN LOGIS-MATEMATIS WARGA BELAJAR PAKET B Muhammad Awaludin Nasution; Mutiara Pertiwi; Azela Fitri; Alfi Syahraini; Surya Kurniawan; Kusnandi Kusnandi; Kartika Yulianti
Jurnal Dedikasi untuk Negeri Vol 4, No 1 (2025): Jurnal Dedikasi untuk Negeri (JDN)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/jdn.v4i1.3178

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk menumbuhkan kecerdasan logis-matematis warga belajar di salah satu Pusat Kegiatan Belajar Masyarakat (PKBM) di Kabupaten Bandung Barat, Provinsi Jawa Barat. Kegiatan ini dilatarbelakangi oleh hasil observasi bahwa pembelajaran matematika paket B belum mengoptimalisasikan media dalam proses belajarnya termasuk alat peraga. Hal ini disebabkan karena media belum terfasilitasi dengan baik, padahal belajar matematika dengan alat peraga dapat menumbuhkan tantangan bagi pembelajar termasuk alat peraga menara hanoi. Pengabdian terdiri dari beberapa tahapan yaitu observasi, pelaksanaan, dan evaluasi. Dalam pelaksanaan kegiatan warga belajar dibagi menjadi tiga kelompok dan mencoba mencari langkah minimum perpindahan dan menganalisis strategi yang harus digunakan untuk mencapai tujuan. Berdasarkan hasil angket kecerdasan logis-matematis didapatkan bahwa menara hanoi dapat menumbuhkan kecerdasan logis-matematis lebih dari 70% warga belajar, sehingga dapat dikatakan bahwa alat peraga ini cocok digunakan untuk menumbuhkan kecerdasan logis matematis dalam proses pembelajaran khususnya pada materi pola bilangan. This community service activity aims to foster the logical-mathematical intelligence of learning residents at one of the Community Learning Activity Centers (PKBM) in West Bandung Regency, West Java Province. This activity was motivated by the observation that package B mathematics learning had not optimized the media in the learning process, including teaching aids. This is because the media has not been well facilitated, even though learning mathematics with visual aids can create challenges for students, including the Hanoi tower props. The service consists of several stages: observation, implementation, and evaluation. In carrying out the activity, students are divided into three groups and try to find the minimum steps of movement and analyze the strategies that must be used to achieve the goal. Based on the results of the logical-mathematical intelligence questionnaire, it was found that the hanoi tower can foster logical-mathematical intelligence of more than 70% of the learning population, so it can be said that this teaching aid is suitable for growing logical-mathematical intelligence in the learning process, especially in number pattern material.
Trends in Research on Self-Efficacy in Mathematics Education: A Bibliometric Analysis for 2013–2025 Nike Astiswijaya; Turmudi Turmudi; Kusnandi Kusnandi; Dadang Juandi
ISEJ : Indonesian Science Education Journal Vol. 7 No. 3 (2026): June-September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i3.2288

Abstract

Self-efficacy has been one of the most widely used psychological constructs in mathematics education research for over three decades. However, the development of research, the intellectual structure of the field, and its relationship to learning approaches and mathematical competence have not been comprehensively developed. This study aims to analyze publication trends, thematic structures, and identify research gaps regarding self-efficacy in mathematics education. The study uses a bibliometric approach to 3,096 Scopus Open Access documents from 2013–2025 that have been screened to ensure their relevance to the field of education. The analysis was conducted using Bibliometrix (R) to broadcast publication performance and VOSviewer to map the co-word network. The results show sharp and consistent growth (Annual Growth Rate 20.47%), with Frontiers in Psychology as the most published platform (197 documents) while EURASIA Journal of Mathematics, Science and Technology Education remains the most relevant core journal for the mathematics education audience specifically. The co-word mapping identified four thematic clusters—self-efficacy, mathematics teaching and achievement; health and behavior; clinical education and medical competence; as well as procedures and pilot studies. However, the most pedagogically significant finding is the lack of explicit integration between self-efficacy, team-based learning, and mathematical communication in the context of statistics education: combined phrases such as ‘collaborative learning in statistics’ and ‘communication skills in mathematics’ were completely absent (n = 0) among all the documents analyzed, while the individual terms rarely appeared alongside self-efficacy. This finding confirms that research interventions that integrate collaborative learning with self-efficacy strengthening in statistics courses—particularly in higher education contexts that are still underrepresented in the global literature such as Southeast Asia—represent a pressing research agenda and have the potential to make significant pedagogical contributions to the teaching of mathematics and statistics in higher education.
An exploration of students beliefs and self-confidence in constructing mathematical proofs Hermanto; Kusnandi; Al Jupri; Darhim
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4230

Abstract

The ability to construct mathematical proofs is one of the essential competencies in mathematics learning at the university level. Understanding the process of constructing mathematical proofs cannot be achieved solely through cognitive aspects, but also requires attention to students’ affective aspects. This study aims to examine affective aspects in the form of students’ beliefs and self-confidence in constructing mathematical proofs. The study employed a qualitative approach with a case study design. The research subjects were 42 second-semester students at a public university in Indonesia who had completed a Number Theory course. Data were collected through a written test consisting of mathematical proof problems and semi-structured interviews. For in-depth analysis, three students were purposively selected to represent variations in the mathematical proof construction process. Data analysis was conducted using a descriptive qualitative method by examining students’ beliefs and self-confidence during the process of constructing mathematical proofs. The results show that students’ beliefs can be classified into three categories based on each proof construction process they performed. In addition, students’ self-confidence is also grouped into three categories, ranging from confidence associated with reaching answers quickly despite being incorrect, to confidence demonstrated through the ability to explain and defend the proof construction process in a coherent and convincing manner. These findings emphasize the important role of affective aspects, in addition to cognitive aspects, in understanding students’ behavior in constructing mathematical proofs.
Analysis of Numeracy Ability and Mathematical Anxiety of Junior High School Students Maisaroh Tamrin; Al Jupri; Kusnandi Kusnandi
Southeast Asian Mathematics Education Journal Vol 16, No 1 (2026)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v16i1.523

Abstract

Numeracy refers to an individual's ability to apply mathematical knowledge in everyday life to solve problems, analyse situations, and evaluate the results of their solutions. This study aims to assess the level of numeracy, mathematical anxiety, and the relationship between these two factors among grade IX junior high school students. The methodology employed is a case study with a qualitative approach. The subjects include 32 grade IX students from a junior high school in Bandung who have studied the topic of flat-sided solid figures. Data collection involved test techniques for numeracy assessments and non-test methods, including mathematical anxiety questionnaires and interview guidelines. The findings indicate that most students' numeracy abilities fall within the moderate range and that they experience moderate levels of mathematical anxiety. Students with low levels of mathematical anxiety demonstrated strong numeracy ability, as evidenced by meeting nearly all indicators of numeracy ability. Students exhibiting moderate mathematical anxiety displayed varying levels of numeracy, meeting 1 to 3 indicators of numeracy ability. In contrast, students with high levels of mathematical anxiety struggled with low numeracy ability, achieving only 1 or none of the numeracy indicators. These findings suggest the importance of integrating strategies that address both cognitive and emotional aspects of mathematics learning. Teachers are encouraged to design instructional approaches that reduce students’ mathematical anxiety while simultaneously strengthening their numeracy ability.
Pedagogical Agents in Mathematics Education (1999–2025): A Bibliometric Analysis of a Field Shifting Toward Large Language Models Fadhil Zil Ikram; Kusnandi
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1200

Abstract

Purpose: This study maps the scientific landscape of pedagogical agents in mathematics education (1999–2025) to characterize its developmental trajectory, key actors and intellectual foundations, and thematic structure, and to locate mathematics learning within the broader pedagogical-agents paradigm. Methods: A corpus of 133 Scopus-indexed documents was analyzed with Biblioshiny and VOSviewer, combining performance analysis (production, citation impact, sources, authors, affiliations, countries) and science mapping (keyword co-occurrence at a minimum threshold of three, thematic mapping, and overlay visualization). Findings: The field shows an annual growth rate of 11.25%, far above the global-science baseline of 4%. Knowledge production concentrates in three institutional clusters (Lund University, Carnegie Mellon, UMass Amherst), with international co-authorship at 19.55%, below the cross-disciplinary average. Pedagogical agents anchor the field, with an intellectual base in cognitive principles of learning-by-teaching, while Large Language Models emerged as a converging keyword after 2022. Author-keyword co-occurrence resolved eight clusters dominated by general instructional-technology and AI motor themes, with mathematics learning fragmented across three clusters in a marginal, basic-theme position an application context rather than an epistemic core. Research Implications: Findings highlight open positioning opportunities for new entrants, guide developers integrating LLMs into established pedagogical-agent architectures, and signal to policymakers the need for broader institutional participation. Originality: This is the first bibliometric mapping specifically targeting the pedagogical-agents and mathematics-education intersection, documenting continuity in the paradigm shift from classical to LLM-based agents. As the corpus is drawn from a single database, it should be read as a Scopus-bounded, English-leaning view rather than an exhaustive census.
Validity of Flip PDF Based E-Modules as Learning Media on Cube and Cuboid Materials Lucky Heriyanti Jufri; Didi Suryadi; Kusnandi Kusnandi; Turmudi Turmudi
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.965

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui validitas e-modul Berbasis Flip PDF sebagai Media Pembelajaran Untuk Melatih Kemampuan Literasi Matematis Siswa Pada Materi Kubus dan Balok dilihat dari validitas sistem operasi, validitas isi, validitas bahasa dan desain. Penelitian ini menggunakan jenis penelitian Research and Development (R&D) yang mengacu pada model pengembangan Plomp yang terdiri atas 3 (tiga) tahapan, yaitu tahap preliminary research (fase investigasi awal), tahap prototyping phase (pembuatan dan pengembangan prototipe) dan tahap assesment phase (fase penilaian). Namun artikel ini hanya membahas sampai tahapan prototyping phase. Instrumen yang digunakan adalah lembar validasi, angket dan wawancara. Berdasarkan hasil validasi menunjukkan bahwa E-modul Interaktif yang dikembangkan memperoleh persentase rata-rata 87,5% untuk validitas sistem operasi termasuk kategori sangat valid, 80% untuk validitas isi termasuk kategori sangat valid, 90% untuk validitas bahasa termasuk kategori sangat valid dan 85,9 % untuk validitas desain termasuk kategori sangat valid untuk digunakan sebagai media pembelajaran untuk melatih kemampuan literasi matematis siswa. Abstract This research aims to determine the validity of the Flip PDF-based e-module as a learning medium for training students' mathematical literacy skills in cube and block material in terms of operating system validity, content validity, language validity and design. This research uses the Research and Development (R&D) type of research which refers to the Plomp development model which consists of 3 (three) stages, namely the preliminary research stage (initial investigation phase), the prototyping phase (prototype creation and development) and the assessment phase (assessment phase). However, this article only discusses the prototyping phase. The instruments used were validation sheets, questionnaires and interviews. Based on the validation results, it shows that the Interactive E-module developed obtained an average percentage of 87.5% for operating system validity including the very valid category, 80% for content validity including the very valid category, 90% for language validity including the very valid category and 85 .9% for design validity is in the very valid category for use as a learning medium to train students' mathematical literacy skills.
Co-Authors A Kausar Ahbi Mahdianing Rum Ahmad Dzulfikar Alfi Syahraini Aristika, Ayu Azela Fitri Bambang Avip Priatna Martadiputra cakrawala Dadang Juandi Darhim Darhim Dayana Sabila Husain Didi Suryadi Dwi Agusantia Elah Nurlaelah Fadhil Zil Ikram Fatimah, Siti Freddy Prasetyo Hayati Ramadhani Putri Hayati Ramadhani Putri Hermanto Imelda Verina Iryana Muhammad Karso Karso Kartika Yulianti Kusnandi Kusnandi Legina Alma Rija Sidabutar Lucky Heriyanti Jufri Maisaroh Tamrin Meicindy Jeny Klorina Muchamad Subali Noto Muhammad Awaludin Nasution Mutiara Pertiwi Nike Astiswijaya Nur Hijjah Arigawati Nurjanah, Nurjanah Surya Kurniawan Tatang Herman, Tatang Turmudi Tyas Dwi Nurta Marwinda Wulan Resti Oktaviani Yaya Sukjaya Kusumah Yulyanti Harisman