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KOMPARASI MOTIVASI BELAJAR MAHASISWA PENGGUNA CHATGPT DAN GEMINI DALAM PEMECAHAN MASALAH KRITIS KREATIF MATEMATIS Lukman Jakfar Shodiq; Sasi Ramadhani; Weni Ayu Ningsih; Sayyidatul Muaffah; Titin Rindiani
SIGMA Vol. 11 No. 2 (2026): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

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Penelitian ini bertujuan untuk meneliti perbandingan motivasi belajar matematika antara mahasiswa pengguna ChatGPT dan Gemini, serta untuk mengeksplorasi perbedaan dampak antara kedua teknologi kecerdasan buatan tersebut dalam memfasilitasi penyelesaian masalah kritis kreatif matematis. Penelitian ini menggunakan metode kuantitatif komparatif dengan 42 responden mahasiswa Program Studi Pendidikan Matematika yang kemudian dilanjutkan dengan pendekatan kualitatif untuk 2 subjek terpilih. Instrumen penelitian berupa kuesioner dan wawancara semi-terstruktur berbasis masalah matematika umum, kritis, dan kreatif. Teknik analisis data meliputi uji prasyarat, uji hipotesis (Independent Sample T-Test), serta analisis deskriptif kualitatif. Hasil uji prasyarat menunjukkan data berdistribusi normal dan memiliki varians homogen. Hasil uji Independent Sample T-Test diperoleh nilai signifikansi 0,337 (> 0,05). Disimpulkan bahwa tidak ada perbedaan motivasi belajar matematika antara mahasiswa pengguna ChatGPT dan Gemini. Penggunaan AI berdampak kurang maksimal pada dua aspek motivasi (interest dan confidence). Mahasiswa cenderung menggunakan AI hanya untuk mencari solusi instan dari masalah kritis-kreatif matematis. Hasil penelitian juga menunjukkan kedua platform memberikan dukungan yang sebanding bagi mahasiswa dalam memecahkan berbagai masalah matematika

Analisis Pemahaman Mahasiswa Terhadap Penggunaan Website Lumi Education Moch Fauzi; Lukman Jakfar Shodiq; Fahmi Abdul Halim
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i1.5267

This study aims to analyze students’ understanding of the use of the Lumi Education website in a Mathematics Learning Media course. A descriptive qualitative approach was employed involving mathematics education students who had used Lumi Education during the course. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed thematically. The findings indicate that students have a fairly good understanding of the technical use of Lumi Education; however, its application in mathematics learning is still mainly limited to content presentation and simple practice activities. The integration of technology with pedagogy and mathematical content has not yet been fully optimized. These results highlight the need to strengthen instructional design that emphasizes pedagogical integration of technology to support more meaningful mathematics learning. Keywords: Student Understanding, Education Lumi Website

Pengambilan Keputusan Instruksional Guru Matematika Dalam Merancang Pembelajaran Daring Materi Himpunan Ainnur Rohmania; Lukman Jakfar Shodiq; Mohammad Ridho’i
Jurnal Axioma : Jurnal Matematika dan Pembelajaran Vol. 11 No. 2 (2026): Juli
Publisher : Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/axi.v11i2.5913

This study aims to analyze the instructional decision-making of two mathematics teachers (one male and one female) in designing online lessons on sets. This qualitative comparative case study was conducted at SMPN 1 Pasirian. Subjects were selected using purposive sampling based on their experience with online teaching, educational background, digital competence, and willingness to participate. Data were collected through semi-structured interviews, virtual classroom observations, and a review of teaching modules, validated through triangulation over a two- week period. Data analysis integrated Braun & Clarke’s Thematic Analysis and Schoenfeld’s Framework through five stages: transcription, coding, theme formation, framework mapping, and verification. The research results revealed differences in instructional decision-making strategies during the stages of generating ideas, clarifying ideas, and assessing the feasibility of ideas. These differences were influenced by variations in participants’ profiles such as teaching experience, age, digital competence, and class characteristics rather than gender alone. Gender was treated as an individual case characteristic, not a primary explanatory variable or basis for generalization. Keywords: Instructional Decision-Making, Online Learning, Set Theory

Joymath Cognitive Behavioral Intervention to Enhance Numeracy Literacy and Mathematical Resilience at At-Tanzil Learning Center: Intervensi Joymath Cognitive Behavioral dalam Peningkatan Literasi Numerasi dan Resiliensi Matematis di Sanggar Belajar At-Tanzil Nafida Hetty Marhaeni; Nanang Khuzaini; Lukman Jakfar Shodiq; Kholis Frendika
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.806

Children of Indonesian migrant workers in Malaysia face dual challenges of limited access to formal education and low numeracy literacy, often compounded by severe math anxiety. This community service program aimed to enhance numeracy literacy and mathematical resilience through an integrative Joymath–Cognitive Behavioral Therapy (CBT) intervention in a non-formal education setting. The implementation adopted a Participatory Action Research (PAR) approach involving 25 students at Sanggar Belajar At-Tanzil, Selangor. The intervention was conducted in three stages: psychological conditioning to reduce baseline anxiety, concept exploration through joyful mathematics games, and cognitive restructuring to address negative self-talk. Program outcomes were assessed using participatory observation, indicators of student engagement, and analysis of students’ worksheets (LKPD). The findings showed promising effectiveness, marked by increased active participation, a shift in students’ self-narratives from helplessness to curiosity, and improved understanding of basic mathematical concepts. Beyond student outcomes, the program strengthened the partner learning center’s capacity by introducing a practical, context-sensitive instructional model that can be sustained in non-formal settings serving vulnerable learners.

Joymath Cognitive Behavioral Intervention to Enhance Numeracy Literacy and Mathematical Resilience at At-Tanzil Learning Center: Intervensi Joymath Cognitive Behavioral dalam Peningkatan Literasi Numerasi dan Resiliensi Matematis di Sanggar Belajar At-Tanzil Nafida Hetty Marhaeni; Nanang Khuzaini; Lukman Jakfar Shodiq; Kholis Frendika
Room of Civil Society Development Vol. 5 No. 1 (2026): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/rcsd.806

Children of Indonesian migrant workers in Malaysia face dual challenges of limited access to formal education and low numeracy literacy, often compounded by severe math anxiety. This community service program aimed to enhance numeracy literacy and mathematical resilience through an integrative Joymath–Cognitive Behavioral Therapy (CBT) intervention in a non-formal education setting. The implementation adopted a Participatory Action Research (PAR) approach involving 25 students at Sanggar Belajar At-Tanzil, Selangor. The intervention was conducted in three stages: psychological conditioning to reduce baseline anxiety, concept exploration through joyful mathematics games, and cognitive restructuring to address negative self-talk. Program outcomes were assessed using participatory observation, indicators of student engagement, and analysis of students’ worksheets (LKPD). The findings showed promising effectiveness, marked by increased active participation, a shift in students’ self-narratives from helplessness to curiosity, and improved understanding of basic mathematical concepts. Beyond student outcomes, the program strengthened the partner learning center’s capacity by introducing a practical, context-sensitive instructional model that can be sustained in non-formal settings serving vulnerable learners.

Pengaruh Research Based Learning (RBL) terhadap Motivasi Belajar Statistika Inferensial Mahasiswa Puspitasari, Diana; Yusuf, Muhammad Syaifulloh; Hasan, Nur; Shodiq, Lukman Jakfar
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 4 (2026): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v8i4.27695

Penelitian dilakukan untuk mengkaji sejauh mana motivasi belajar siswa dalam mata kuliah statistika inferensial mengalami perubahan ketika mereka diberi tanggung jawab menyusun artikel ilmiah disertai pengambilan data langsung di lapangan. Pendekatan yang digunakan adalah kuantitatif dengan rencana retrospektif pretest-posttest. Subjek penelitian terdiri dari 22 mahasiswa yang diambil dari populasi sebanyak 50 mahasiswa S1 Pendidikan Matematika STKIP PGRI Lumajang angkatan 2024. Instrumen yang digunakan adalah angket motivasi belajar sebelum dan sesudah tugas penyusunan artikel. Analisis data menggunakan uji Paired Sample T-Test yang sebelumnya telah melalui uji prasyarat normalitas. Temuan penelitian mengungkapkan nilai signifikansi (2-tailed) sebesar 0,002 yang lebih kecil dari 0,05. Sehingga dapat disimpulkan bahwa terdapat perbedaan motivasi belajar yang nyata antara sebelum dan sesudah pemberian tugas lapangan. Peningkatan motivasi ini diduga kuat dipicu oleh pengalaman belajar kontekstual yang memungkinkan siswa melihat relevansi teori statistika dalam memecahkan masalah nyata.

Creative Reasoning in Mathematics Problem Solving: A Systematic Literature Review of Descriptive Content Analysis Using Bibliometrics Buaddin Hasan; Lukman Jakfar Shodiq
Jurnal Ilmiah Pendidikan Profesi Guru Vol. 8 No. 3 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jippg.v8i3.104239

Research on creative reasoning in mathematical problem-solving continues to grow significantly, as evidenced by global trends and the large number of publications identified through bibliometric analysis and the PRISMA systematic review. This study aims to analyze the trends in further research on creative reasoning and to examine aspects of creative reasoning used in mathematical problem-solving. This study employed a library research design using both bibliometric and descriptive approaches. Scientific publications related to creative reasoning served as the data sources. Data were collected through database searches using the string "creative reasoning", resulting in 1769 documents for bibliometric analysis, and 22 articles selected using the PRISMA guidelines as a systematic review instrument. Data analysis methods included bibliometric analysis to identify global trends and descriptive analysis of selected articles through the stages of identification, screening, eligibility, and inclusion. The results indicate that creative reasoning research is a current research trend in various countries and provide information on sources and documents that need to be studied as a basis for creative reasoning in mathematical problem-solving. Furthermore, the creative reasoning aspect of problem-solving is more focused on three components: novelty, plausibility, and mathematical foundation, also known as anchoring. It is concluded that these three aspects can form a more systematic theoretical framework for creative reasoning, with implications for the development of models, operational indicators, and assessment instruments for students' creative reasoning that are more specific, valid, and contextual.

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