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All Journal Jurnal Pendidikan Matematika Journal of Education and Learning (EduLearn) Edumatsains JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) PRISMA JPMI (Jurnal Pendidikan Matematika Indonesia) JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Journal of Authentic Research on Mathematics Eduacation (JARME) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) JPMI (Jurnal Pembelajaran Matematika Inovatif) PHI: Jurnal Pendidikan Matematika Jurnal Educatio FKIP UNMA BERNAS: Jurnal Pengabdian Kepada Masyarakat Journal Mathematics Education Sigma [JMES] Pedagogy : Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Prosiding Sesiomadika Journal of Mathematics Instruction, Social Research and Opinion Radian Journal: Research and Review in mathematics Education Polinomial : Jurnal Pendidikan Matematika J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Jurnal Pengabdian Pada Masyarakat JME (Journal of Mathematics Education) AB-JME: Al-Bahjah Journal of Mathematics Education International Journal of Didactic Mathematics in Distance Education Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan
Hanifah Nurus Sopiany
Universitas Singaperbangsa Karawang
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Extraneous Cognitive Load as a Moderator of the Correlation Between Mathematical Literacy and Mathematical Reasoning in Indonesian Junior High School Mathematics Putri Nur Aeni; Hanifah Nurus Sopiany; Nur Azizah
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18674

Abstract

Mathematical literacy and mathematical reasoning are widely recognized as essential competencies for meaningful engagement with mathematics; however, the cognitive conditions shaping their relationship remain insufficiently understood. Drawing on Cognitive Load Theory, this study examined the association between mathematical literacy and mathematical reasoning and investigated whether Extraneous Cognitive Load (ECL) significantly moderates this association among Indonesian junior high school students. A quantitative ex post facto correlational design was employed involving 275 eighth-grade students selected through proportionate stratified random sampling. Data were collected using a mathematical literacy test, a mathematical reasoning test, and an ECL questionnaire adapted from the Cognitive Load Component Questionnaire. The data were analyzed using descriptive statistics, simple linear regression, and Moderated Regression Analysis (MRA). The findings revealed a significant positive association between mathematical literacy and mathematical reasoning, with mathematical literacy explaining 18.2% of the variance in mathematical reasoning (R² = .182). After the inclusion of Extraneous Cognitive Load and the interaction term, the explained variance increased to 19.4% (R² = .194), representing a modest increase in explanatory power (ΔR² = .012). Although ECL did not show a significant direct association with mathematical reasoning, the interaction between mathematical literacy and ECL was statistically significant and negative (β = −0.371, p = .048), indicating that higher levels of ECL were associated with a weaker positive association between mathematical literacy and mathematical reasoning. These findings provide empirical evidence that the association between mathematical literacy and mathematical reasoning varies according to students' perceived levels of Extraneous Cognitive Load and highlight the importance of fostering mathematical literacy while minimizing unnecessary extraneous cognitive demands to better support students' mathematical reasoning
Procedural Dominance in Students’ Reasoning on the Limit Definition: Insights from a Ways of Thinking Framework Aditya Prihandhika; Hanifah Nurus Sopiany
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.776

Abstract

This study explores university students’ ways of thinking about the limit concept in differential calculus and uncovers how they construct the meaning of the limit definition through their reasoning. Data were collected from 28 students in mathematics education at a university in West Java, Indonesia, through written tasks and semi-structured interviews. Thematic analysis identified dominant reasoning patterns, revealing that 71% of students exhibited procedural reasoning, 18% demonstrated conceptual reasoning, and 11% displayed formal reasoning. Based on a systematic data reduction process, these patterns were categorized into procedural, conceptual, and formal ways of thinking, and six representative participants were purposively selected for in-depth analysis. The findings show that students predominantly exhibited procedural reasoning, relying heavily on algorithmic manipulation and symbolic recall rather than conceptual understanding or formal justification. This pattern indicates that many students have not yet internalized the formal meaning of the limit definition, resulting in mechanical rather than reflective reasoning. These findings highlight the need for instructional designs that promote conceptual reflection and formal reasoning in calculus learning, enabling students to move beyond procedural competence toward a more integrated understanding of the limit concept.
DEVELOPMENT OF INTERACTIVE PBL-BASED E-LKPD TO ENHANCE MATHEMATICAL LITERACY ON ARITHMETIC SEQUENCES AND SERIES Elina Hasna Fauziya; Hanifah Nurus Sopiany
JME (Journal of Mathematics Education) Vol 11, No 2 (2026): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i2.2806

Abstract

 This study developed an interactive electronic student worksheet (E-LKPD) based on Problem-Based Learning (PBL) to enhance Grade X students' mathematical literacy on arithmetic sequences and series and evaluated its validity, practicality, and effectiveness. The study employed research and development using the ADDIE model. Three material experts and three media experts assessed product validity, two mathematics teachers and 36 students assessed practicality, and 36 students completed mathematical-literacy pretests and posttests. Material validity covered content eligibility, presentation, and language, whereas media validity covered visual design, technical quality, and alignment with learning. Practicality was examined through teacher ratings of learning design, visual communication, and benefits and student ratings of cognitive, affective, and conative responses. The product achieved material- and media-validity scores of 98% and 93%, respectively. Teacher and student practicality scores were 90% (very practical) and 79% (practical). The mean mathematical-literacy score increased from 30.58 to 78.36, with an N-Gain of 0.69 (moderate) and a significant paired-samples t-test result (p .001). Therefore, the interactive PBL-based E-LKPD is valid, practical, and effective for supporting mathematical literacy on arithmetic sequences and series.
Developing a Mathematical Literacy-Based E-Worksheet Integrating the Ciletuh Geopark for Scale and Ratio Learning Farhah Syadidah; Sutirna Sutirna; Hanifah Nurus Sopiany
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18819

Abstract

Mathematical literacy enables students to formulate, employ, and interpret mathematics in authentic situations; however, learning on scale and ratio often remains dominated by procedural instruction with limited connections to real-world contexts. This study aimed to develop a mathematics-literacy-based Electronic Student Worksheet (E-LKPD) that integrates the Ciletuh-Palabuhanratu UNESCO Global Geopark as an authentic learning environment for teaching scale and ratio in junior secondary mathematics. A Research and Development (R&D) approach employing the ADDIE model was adopted through five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants comprised expert validators, one mathematics teacher, and Grade VII students of MTs Ikhwatul Iman. Data were collected through semi-structured interviews, expert validation questionnaires, classroom observations, and student response questionnaires, and were analyzed descriptively to evaluate the feasibility and practicality of the developed instructional product. The findings indicate that the E-LKPD satisfied the predetermined criteria of feasibility and practicality, demonstrating strong instructional quality, contextual relevance, usability, and positive student acceptance during classroom implementation. The developed learning activities systematically engaged students in formulating, applying, and interpreting mathematics through authentic, context-based tasks derived from the Ciletuh Geopark, while the interactive digital environment supported structured engagement with proportional reasoning and scale concepts. These findings demonstrate that integrating authentic environmental contexts, mathematical literacy processes, and digital instructional design within a single instructional framework provides a feasible and practical approach to contextual mathematics learning. The developed E-LKPD therefore offers a pedagogically grounded digital learning resource that supports instruction oriented toward mathematical literacy in junior secondary mathematics
Higher-order thinking research in mathematics education: a bibliometric mapping analysis Hendra Kartika; Teruni Lamberg; Hanifah Nurus Sopiany; Adi Ihsan Imami; Lessa Roesdiana; Alpha Galih Adirakasiwi
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.v20i2.22088

Abstract

This study presents a bibliometric analysis of research on higher-order thinking skills (HOTS) in mathematics education. The objectives are to examine publication distribution and identify leading journals, authors, institutions, and countries. Data were retrieved from the Scopus database and analyzed using VOSviewer software. A total of 104 articles published between 2004 and 2022 were reviewed. Various visual representations, including graphs, tables, charts, and maps, were used to present the findings. The results show that HOTS research in mathematics education is closely associated with problem-solving, mathematics learning, and assessment. Eurasia Journal of Mathematics, Science, and Technology Education emerged as the most prominent journal, while Universiti Teknologi Malaysia was identified as the most influential institution, with Malaysia playing a significant role in this research domain. These findings provide a comprehensive overview of the research landscape and offer directions for future studies in mathematics education. Based on these results, suggestions for future research are proposed.
Pengembangan Multimedia Pembelajaran dengan Konteks Arsitektur Rumah Adat Sunda pada materi Kekongruenan dan Kesebangunan Mukhtarotul Najiba; Hanifah Nurus Sopiany; Septiani Yugni Maudy
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 4 No. 1 (2026): AB-JME Vol. 4 No.1 2026
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v4i1.1144

Abstract

A preliminary study indicated that students still struggle to grasp the concepts of congruence and similarity because instruction has not sufficiently linked the material to real-life contexts. Limitations regarding visual aids also meant teachers had to spend time manually drawing geometric shapes, while students' knowledge of traditional Sundanese houses remained limited. This study aimed to develop mathematics learning multimedia contextualized around traditional Sundanese house architecture that is valid, practical, and has a potential impact on students' conceptual understanding. The study employed the Research and Development method using the 4D model, comprising the define, design, develop, and disseminate stages. Research instruments included validation sheets for content, media, and language experts; a student response questionnaire; and pre-test and post-test questions. Product assessment involved four teachers and seven lecturers as validators, while trials involved 50 seventh-grade students—10 in the limited trial and 40 in the field trial. The results showed that the multimedia achieved validity scores of 92.50% from content experts, 96.43% from media experts, and 91.67% from language experts. Practicality ratings reached 91.88% in the limited trial and 87.72% in the field trial. The average student score rose from 45.75 on the pre-test to 71.63 on the post-test; thus, the multimedia was deemed highly valid, highly practical, and capable of positively influencing students' understanding of mathematical concepts.
Co-Authors Adelia Prihartini Adi Ihsan Imami Aditya Prihandhika Alpha Galih Adirakasiwi Amelia Rahmah Adhyan Anik Yuliani Anis Khairunnisa Hakim Annisa Kurniawati Ardiyanti, Yusi Azmi, Saffira Nurul Bagariang, Sri Lestari Darso Sugiono Dewi Badriyah Dori Lukman Hakim Elina Hasna Fauziya Farhah Syadidah Fidia Puspa Azzahra Firmansyah , Dani hanifah hanifah Hendra Kartika Indra Budiman Ipah Syarifatul Hijjah Iyan Rosita Dewi Nur Kartika , Hendra Lessa Roesdiana Mokhammad Ridwan Yudhanegara Mukhtarotul Najiba Nashrulloh, Akhmad Alif Nizar Mahar Dhika Ismail Nur Azizah Puspita Novitasari, Kurnelia Putri Nur Aeni Putri Yudha, Nabilah Shafa Ratnasari Meliana Rika Mulyati Mustika Sari Rikayanti, Rikayanti Rina Marlina Rosidah Rosidah Rosidah Septiani Yugni Maudy Siti Badriyah Sonia, Yuni Susilawati, Siska Sutirna Teruni Lamberg Wahyudiniar, Via WANDA EKA HARDINI Wida Rahayu Yadav, Dharmendra Kumar Zulnaidi, Hutkemri