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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Matematika Journal of Education and Learning (EduLearn) Pharmaciana: Jurnal Kefarmasian Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Mutiara Medika: Jurnal Kedokteran dan Kesehatan Science and Technology Indonesia Union: Jurnal Ilmiah Pendidikan Matematika REiD (Research and Evaluation in Education) Jurnal Surya Medika Jurnal Berkala Kesehatan JPKMI (Jurnal Publikasi Kesehatan Masyarakat Indonesia) Journal of Mathematics and Mathematics Education (JMME) Procediamath Media Ilmu Kesehatan Theorems (The Original Research of Mathematics) Malikussaleh Journal of Mathematics Learning (MJML) SJME (Supremum Journal of Mathematics Education) Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Jurnal Didactical Mathematics Jurnal Penelitian Pembelajaran Matematika Sekolah Jurnal Ners An-Nadaa: Jurnal Kesehatan Masyarakat Jurnal Educatio FKIP UNMA BERNAS: Jurnal Pengabdian Kepada Masyarakat Southeast Asian Mathematics Education Journal Community Empowerment Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Jurnal Neuroanestesi Indonesia Makara Journal of Technology Progressive of Cognitive and Ability Journal of Research in Science and Mathematics Education INCOME: Indonesian Journal of Community Service and Engagement Indonesian journal of teaching and learning International Journal of Contemporary Studies in Education JNPM (Jurnal Nasional Pendidikan Matematika) International Journal of Mathematics and Mathematics Education (IJMME) Journal of Community Service (JCOS) Journal of Literature Language and Academic Studies (J-LLANS) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Infinity International Journal of Applied Learning and Research in Algebra International Journal of Geometry Research and Inventions in Education Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Mathematics Education Journal SJME (Supremum Journal of Mathematics Education) Eduma : Mathematics Education Learning and Teaching
Nia Kania
Universitas Majalengka, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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WORKSHOP KONVERSI PENELITIAN MENJADI BUKU ISBN Zaenal Arifin; M. Arif Hakim; Nia Kania
Journal of Community Service (JCOS) Vol. 2 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jcos.v2i1.1408

Abstract

Pengabdian ini menganalisis efektivitas workshop konversi penelitian menjadi buku ber-ISBN bagi 24 peserta dari kalangan dosen, guru, dan peneliti. Menggunakan pendekatan mixed-method dengan desain pre-test/post-test, hasil menunjukkan peningkatan signifikan (p<0,05) pada pemahaman struktur buku akademik (effect size r=0,6) dan prosedur pengajuan ISBN. Data kuantitatif mengungkap capaian konkret berupa 9 draft naskah selesai (37,5%) dan 15 proposal lengkap (62,5%), sementara analisis kualitatif melalui wawancara mendalam mengidentifikasi faktor pendukung utama berupa metode pembelajaran kolaboratif dan studi kasus multidisiplin. Temuan ini konsisten dengan teori experiential learning Kolb dan model communities of practice Wenger dalam konteks pengembangan kapasitas penulisan akademik. Studi juga mengungkap tantangan spesifik yang dihadapi masing-masing profesi, termasuk kebutuhan adaptasi materi untuk konteks pembelajaran (guru) dan teknis penerbitan (peneliti). Rekomendasi kebijakan mencakup pengembangan model pelatihan diferensiasi berdasarkan profil peserta, sistem pendampingan berkelanjutan, serta integrasi dengan skema insentif institusi. Keterbatasan studi terletak pada ukuran sampel dan durasi observasi yang relatif singkat, sehingga memerlukan penelitian lanjutan dengan cakupan lebih luas dan periode evaluasi yang lebih panjang. Hasil penelitian ini memberikan kontribusi praktis bagi pengembangan program peningkatan kapasitas penulisan buku akademik di Indonesia.
Historical Mathematical Learning Framework: A Theory-Building Conceptual Model for Advancing Conceptual Understanding, Mathematical Reasoning, and Scientific Literacy Melis Rosdiani; Yusup Maulana; Angra Meta Ruswana; Nia Kania; Ebenezer Bonyah
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ij-cse.v5i2.2376

Abstract

Purpose – Although the educational value of the history of mathematics is widely recognized, previous studies have primarily treated it as contextual enrichment rather than as a foundation for learning theory. Consequently, the epistemic processes through which historical mathematical development contributes to contemporary mathematics learning remain insufficiently understood. This study developed the Historical Mathematical Learning Framework (HMLF) as a theory-building conceptual model explaining how the historical evolution of mathematics supports conceptual understanding, mathematical reasoning, and scientific literacy. Methodology – A theory-building conceptual review was conducted through a systematic literature search of Scopus and Google Scholar. Relevant publications were synthesized using iterative conceptual synthesis and constant comparative analysis, focusing on mathematical developments in Ancient India, the Islamic Golden Age, and the Renaissance. Findings – The review identified epistemic reconstruction as the fundamental process underlying the historical evolution of mathematical knowledge. Five interconnected cognitive mechanisms emerged: conceptual abstraction, algorithmic structuring, symbolic generalisation, representational coordination, and evidence-based reasoning. These mechanisms were integrated into HMLF, providing an explanatory framework linking historical epistemic development with constructivism, sociocultural learning, multiple representation theory, and inquiry learning. Novelty – This study introduces epistemic reconstruction as a new theoretical construct, integrates five historically grounded cognitive mechanisms into a unified framework, and proposes HMLF as a theory-building model connecting the historical evolution of mathematics with contemporary learning theory. Significance – HMLF repositions the history of mathematics from contextual enrichment to an epistemic foundation for learning, offering a theoretically grounded basis for curriculum innovation, instructional design, teacher education, and future empirical validation.
The Impact of the Discovery Learning Model on Mathematical Communication Skills and Study Habits of Junior High School Students Iva Faridayanti; Anton Nasrullah; Amat Hidayat; Nia Kania
Indonesian Journal of Teaching and Learning (INTEL) Vol. 4 No. 1 (2025)
Publisher : Edupedia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/intel.v4i1.1330

Abstract

This study investigates the impact of the discovery learning model on students' mathematical communication skills and learning habits in junior high school. Motivated by low mathematical communication abilities and limited use of varied teaching methods, this research aims to assess learning outcomes, the effect of discovery learning, and students' study habits. Using an experimental design (One Group post-test design), 26 seventh-grade students from SMP Negeri 2 Cinangka were selected via simple random sampling. Data were collected through a mathematical communication skills test (5 questions) and a learning habits questionnaire. Prerequisite tests (normality and homogeneity) and hypothesis testing (Independent Sample t-test) were conducted for analysis. Results revealed that the experimental class achieved an average mathematical communication score of 66.83, compared to 60.00 in the control class. Hypothesis testing showed a significant effect (p = 0.04 < α = 0.05). Additionally, the learning habits questionnaire indicated a 65% positive response. The findings demonstrate that the discovery learning model significantly enhances students' mathematical communication skills and fosters strong study habits. This study highlights the effectiveness of discovery learning in improving educational outcomes and suggests its potential for broader application in mathematics education.
Mapping Students' Errors in Mathematical Problem Solving Through the SOLO Taxonomy: A Qualitative Research Design Nia Kania; Mira Sagita; Muhammad Azam; Yasir Yasir; Yeni Dwi Kurino; Suci Trian Meliana; Rismayani Rismayani; Zaenal Arifin
International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i2.2170

Abstract

Purpose – Mathematical problem solving in Basic Mathematics requires first-year university students to interpret information, select relevant concepts, apply algebraic procedures, and justify conclusions coherently. However, students’ incorrect or incomplete responses cannot be adequately interpreted through right-or-wrong scoring alone. This study aims to analyse first-year students’ errors in transforming equations into the standard form of quadratic equations using the Structure of Observed Learning Outcomes (SOLO) Taxonomy. Methodology – This study employed a descriptive qualitative approach. The data were obtained from a representative written response produced by a first-year university student enrolled in a Basic Mathematics course. The student’s solution was analysed by identifying the location of errors, classifying the types of errors, and mapping the structural quality of the response into SOLO levels: prestructural, unistructural, multistructural, relational, and extended abstract. Findings – The findings show that the student demonstrated meaningful but inconsistent algebraic understanding. The student correctly transformed some equations into standard quadratic form and identified the coefficients (a), (b), and (c). However, errors occurred in expansion, sign manipulation, simplification, and algebraic justification. The overall response was classified as multistructural with emerging relational characteristics, indicating that the student used several relevant procedures but did not consistently integrate them into a coherent and accurate solution. Novelty – This study contributes an integrated analytical framework that combines error analysis and the SOLO Taxonomy to interpret both the types of mathematical errors and the structural quality of students’ responses. Significance – The findings may assist Basic Mathematics lecturers in designing diagnostic feedback, assessment rubrics, and instructional interventions that support students’ transition from procedural performance to relational understanding.
Pendampingan Pembelajaran Literasi-Numerasi Siwa Berbasis Permainan Edukatif Nia Kania; Iik Nurhikmayati; Isma Nurhasanah; Aulia Nisa Trisna Ihsani; Khairunnisa Khairunnisa
Journal of Community Service (JCOS) Vol. 4 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jcos.v4i2.2423

Abstract

Rendahnya kemampuan literasi dan numerasi masih menjadi tantangan dalam pembelajaran di sekolah, terutama pada aspek pemahaman bacaan, penalaran, dan penyelesaian masalah kontekstual. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kemampuan literasi dan numerasi siswa melalui pendampingan berbasis permainan edukatif di SMP Islam Asy Syafi'iyyah. Program dilaksanakan menggunakan pendekatan partisipatif dan kolaboratif yang melibatkan guru sebagai mitra dalam setiap tahapan kegiatan. Pelaksanaan program meliputi sosialisasi, pelatihan fasilitator dan guru pendamping, pelaksanaan pretest, implementasi permainan edukatif, pendampingan pembelajaran, posttest, serta evaluasi dan refleksi bersama. Media yang digunakan meliputi kartu literasi, kartu angka, board game, ular tangga literasi–numerasi, dan kuis kelompok yang dipadukan dengan lembar kerja peserta didik. Hasil kegiatan menunjukkan bahwa program berhasil meningkatkan rata-rata kemampuan literasi sebesar 28,8% dan numerasi sebesar 30,7%, melampaui target peningkatan yang ditetapkan. Hasil observasi juga menunjukkan bahwa 87% siswa terlibat aktif selama proses pembelajaran. Selain meningkatkan hasil belajar, kegiatan ini menghasilkan luaran berupa paket permainan edukatif beserta panduan implementasi yang diserahkan kepada sekolah mitra sebagai upaya menjamin keberlanjutan program. Dengan demikian, pendampingan berbasis permainan edukatif terbukti mampu menciptakan pembelajaran yang lebih aktif, menyenangkan, dan bermakna serta berkontribusi terhadap penguatan kemampuan literasi dan numerasi siswa.
Mapping Undergraduate Students' Misconceptions and Their Developmental Trajectory in Fundamental Concepts of Complex Analysis Rika Septianingsih; Arcat; Jajang Rahmatudin; Nia Kania; Lilis Marina Angraini; Tasya Indri Rangkuti
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2347

Abstract

Purpose: Conceptual understanding is fundamental in Complex Analysis because students must coordinate algebraic, geometric, and polar representations to construct advanced mathematical concepts. However, existing studies have primarily focused on identifying students' errors rather than explaining how misconceptions develop across interconnected concepts. This study aimed to map undergraduate students' misconception profiles and identify the developmental trajectory of misconceptions in fundamental Complex Analysis concepts. Methodology: A descriptive qualitative approach was employed involving nine mathematics education students who had completed a Complex Analysis course. Data were collected through an open-ended diagnostic test and analyzed using open, axial, and selective coding. Findings: The findings revealed that the most frequent misconception occurred in the application of De Moivre's Theorem (66.7%), followed by the polar form (55.6%), argument and argument in polar form (44.4%), analyticity of complex functions (44.4%), and complex number representation and the Cauchy–Riemann equations (33.3%). Significance: The analysis suggested a hierarchical pattern in students' misconceptions, beginning with complex number representation and extending to argument, polar form, De Moivre's Theorem, and analytic functions. This pattern indicates a possible developmental trajectory of misconceptions across interconnected concepts. These findings suggest a possible developmental trajectory of misconceptions and provide implications for designing instruction that emphasizes conceptual connections and the coordination of multiple mathematical representations.
Co-Authors Aep Saepudin Aep Sunendar Agung Ary Wibowo, Agung Ary Agus Suhendar, Agus Akhmad Gazali Alexandro, Garry Amat Hidayat Anggraini, Farida Anggun Apriliani Angra Meta Ruswana Annaba, Aziz Anton Nasrullah, Anton Apriliani, Anggun Arcat Ariani, Risna Aulia Nisa Trisna Ihsani Azis, Rizal Azma Rosida, Azma Azmiyannoor, Muhammad Betty Kusumaningrum Bonyah, Ebenezer Budiwinata, Winardi Dadang Juandi Dadang Juandi Dede Eti Nurhasanah Devi, Wivina Riza Dewi Fitriyani Dian Ana Mutriqah Didi Suryadi Didik Priyandoko Ebenezer Bonyah Ebenezer Bonyah Edi Hartoyo Eka Yudha Rahman Eko Suhartono Elah Nurlaelah Elah Nurlaelah Elis Rosmawati Elsayed, Ebrahim E. Erik Santoso Erik Santoso Ermina Istiqomah, Ermina Esabilita, Monica Fahdyanoor, Fahdyanoor Fath, Tri Putra Nuur Fatharoni, Gusti Dicky Febriana Kristanti Ferit Gí¼rbí¼z Fitria Sulistyowati Fitriani, Cut Florence Kyaruzi Florence M. Kyaruzi Gürbüz, Ferit Hadiprasetyo, Dhanar Septyawan hanipah, Hani Harapan Parlindungan Ringoringo, Harapan Parlindungan Hardyan Sauqi Hariri, Dewi Damayanti Haryanti, Yuyun Dwi Hendriyanto, Agus Herawati , Herawati Hilda Mahmudah Huldani Huldani Ida Ayu Putu Sri Widnyani Iik Nurhikmayati Iik Nurhikmayati, Iik Ilham Muhammad Isma Nurhasanah Istiqamah, Ermina Istiqamah Iva Faridayanti Jajang Rahmatudin Jarnawi Afgani Dahlan Julia, Rida Khairunnisa Khairunnisa Krida Singgih Kuncoro Krida Singgih Kuncoro Kyaruzi, Florence Larsari, Vahid Norouzi Lilis Marina Angraini M. Arif Hakim M. Gilar Jatisunda Mahmudah, Hilda Mardini, Heni Melis Rosdiani Mijani Rahman, Mijani Mira Sagita Mohamad Gilar Jatisunda Mohammad Bakhriansyah Mohammad Rudiansyah Muhammad Abdan Shadiqi Muhammad Azam Muthia Elma Nelly Al Audhah Nila Nirmalasari, Nila Noor, M. Hafidhuddin Noor, Meitira Syahadatina Nunuy Ratnawulan Nunuy Ratnawulan Oski Illiandri Perdias, Antonio Poerwosusanta, Hery Pratama, Muhammad Noor Aditya Pratiwi, Amalia E. Rachman, M. Fathur Rahma, Aulia Rampun, Erdina L.A. Ratnawulan, Nunuy Rika Septianingsih Rismawati, Silvyra Rismayani Rismayani Roselina Panghiyangani Sabrina, Adilah Hafizha Nur Sanyoto, Didik Dwi Silvia Kristanti Tri Febriana Skripsiana, Nika Sterina Sri Asnawati, Sri Suci Trian Meliana Sudianto Sudianto Sudianto, Sudianto Suhana, Nono Sutapa, Hendra Tasya Indri Rangkuti Tri Nopriana, Tri Triawanti Triawanti Triawanti Umar, Nasir Vahid Norouzi Larsari Vici Suciawati WAHYU WIDOWATI Wibawa, Fayza Sandya Yasir Yasir Yaya S. Kusumah Yaya S. Kusumah Yeni dwi Kurino Yonanda, Devi Afriyuni Yulizar, Deddy Rasyidan Yusup Maulana Zaenal Arifin Zaenal Arifin Zaenal Arifin Zaenal Arifin Zaenal Arifin Zaenal Arifin Zainal Abidin Zairin Noor