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Abi Suwito

Program Studi Pendidikan Matematika Universitas Negeri Jember

Author-ID : 2982403

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Culturally Responsive Teaching: Improving Middle School Numeracy in Linear Functions Brigita Wanda Pangestika; Nurcholif Diah Sri Lestari; Antonius Cahya Prihandoko; Dian Kurniati; Abi Suwito
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1024

The low level of numeracy skills among junior high school students in linear function topics indicates the need for more contextual and meaningful mathematics instruction. This study explores the integration of Culturally Responsive Teaching (CRT) through the incorporation of local Banyuwangi culture as an instructional context to enhance students’ numeracy skills. Local cultural elements such as the Petik Laut tradition, Kawah Ijen tourism, Osing traditional house architecture, and Banyuwangi community economic activities were embedded in learning modules, student worksheets, and numeracy assessment tasks related to linear functions. Employing a research and development approach with a modified 4D model, this study involved eighth-grade students from a junior high school in Banyuwangi. The results indicate that the CRT-based learning materials grounded in Banyuwangi culture met the criteria of validity, practicality, and effectiveness. Furthermore, the implementation resulted in significant improvements in students’ numeracy skills, as indicated by complete learning mastery and moderate to high n-gain scores. These results suggest that positioning local culture as a source of mathematical contexts within a CRT framework not only enhances students’ understanding of linear functions but also fosters more relevant, meaningful, and culturally connected mathematics learning.

Development of STEAM-Based Learning with a Deep Learning Approach to Enhance Critical Thinking Skills on Circle Material Lutfiana Ramadani; Abi Suwito; Susanto Susanto; Arika Indah Kristiana; Frenza Fairuz Firmansyah
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.9750

This study aims to develop STEAM-based mathematics learning tools integrated with a deep learning approach to enhance junior high school students’ critical thinking skills on circle material. The study employed the 4D development model consisting of Define, Design, Develop, and Disseminate stages. The developed products included a Module Implementation Plan (RPM), teaching materials, interactive learning media, Student Worksheets (LKM), and critical thinking assessment instruments. The novelty of this study lies in the systematic integration of STEAM principles and deep learning into all learning components specifically designed for circle material at the junior high school level. The validity of the tools was assessed by expert validators, while practicality was evaluated through observations of learning implementation, student activities, and student responses. Effectiveness was examined using the N-Gain test. The results showed that the developed tools were valid (mean score = 3.76), practical, and effective, with students demonstrating active participation, positive responses, and a moderate improvement in critical thinking skills (N-Gain = 0.60).

Analysis of Students Specializing and Generalizing Thinking in Three-Dimensional Geometry Moh. Fauzi Jamiludin; Abi Suwito; Susanto; Frenza
Jurnal Pendidikan Matematika (JPM) Vol 11 No 1 (2025): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v11i1.23346

This research analyzes the thinking processes of students specializing and generalizing in solving problems related to three-dimensional geometry. The objective of this research is to clearly identify how the cognitive processes of specializing and generalizing assist students in comprehending and solving problems related to three-dimensional geometry. This study employed a descriptive qualitative method to investigate students’ problem-solving processes in three-dimensional geometry. Two ninth-grade students were selected through purposive sampling based on their mathematical abilities. Data were collected through task-based interviews and analyzed using qualitative coding to identify key problem-solving strategies and cognitive processes based on their ability to demonstrate specializing and generalizing thinking. Data were collected through geometry problem-solving tasks and unstructured interviews, and analyzed using Stacey’s cognitive framework of mathematical thinking. The result of study reveal that the students demonstrated two distinct forms of schematic representation in their problem-solving processes. Subject 1 employed a pure schematic representation and subject 2 utilized a mixed schematic representation. These two forms of representation enable students to identify patterns and apply the concepts they have learned in a broader context. The findings indicate that students exhibit distinct cognitive patterns in specializing and generalizing, with a predominant reliance on visual reasoning in spatial geometry problem-solving. While some students transition effectively between these two processes, others face difficulties in generalizing abstract concepts

Developing a Set of Learning Tools Based on Realistic Mathematics Education for Sequences and Series Assisted by MathCityMap in Islamic Boarding School Hanifah Rizki Mubarokah; Didik Sugeng Pambudi; 3Nurcholif Diah Sri Lestari; Dian Kurniati; Abi Suwito
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.200

Mathematics learning is essential for strengthening students’ logical reasoning and numeracy skills, particularly in abstract topics such as sequences and series; however, instructional practices in Islamic boarding schools often remain procedural and insufficiently contextualized, creating a gap between theoretical recommendations of meaningful learning and classroom reality. This study aims to develop and evaluate RME-based learning tools for sequences and series assisted by MathCityMap to determine their validity, practicality, and effectiveness in a pesantren context. The research employed a 4D development model consisting of Define, Design, Develop, and Disseminate stages. Implementation involving an experimental class and a control class, each comprising 34 students. Data were collected through expert validation sheets, observation instruments, questionnaires, interviews, and numeracy pretest-posttest assessments. The results show that all learning tools achieved valid criteria, with average expert scores above 3.75 on a four-point scale. Practicality was confirmed by 95% implementation fidelity, 84.9% active student participation, and highly positive teacher and student responses. Effectiveness testing revealed a moderate N-gain score of 0.65 in the experimental class compared to 0.54 in the control class, with an independent samples t-test indicating a significant difference (Sig. = 0.049 < 0.05). These findings demonstrate that integrating Realistic Mathematics Education with MathCityMap enhances conceptual understanding, engagement, and numeracy achievement in sequences and series learning within Islamic boarding schools.

PENALARAN MATEMATIS MAHASISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA DITINJAU DARI PSIKOLOGI KOGNITIF: SEBUAH SYSTEMATIC LITERATURE REVIEW Randi Pratama Murtikusuma; Susanto Susanto; Abi Suwito
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.9363

This study aims to systematically review preservice teacher mathematical reasoning in solving mathematical problems from a cognitive psychology perspective. A systematic literature review was conducted on indexed journal articles published between 2020 and 2025, resulting in about forty studies relevant to mathematical reasoning, problem solving, proof, and cognitive and affective factors among university students or pre service teachers. Articles were collected from international and national databases using combinations of mathematical reasoning, university students, cognitive psychology, metacognition, beliefs, and habits of mind and then selected through identification, screening, and eligibility stages. The synthesis indicates that students’ mathematical reasoning is generally at a moderate level with weaknesses in generalization and formal proof, while procedural manipulation tends to be stronger. Working memory, metacognition, thinking dispositions, and positive beliefs about mathematics positively correlate with reasoning quality, whereas anxiety and negative beliefs hinder students’ willingness to argue and explore non routine strategies. Several instructional models such as problem based, realistic, cooperative, and reflection oriented learning supported by metacognitive scaffolding are consistently reported to improve mathematical reasoning. This review highlights the need to integrate high level mathematical task design with deliberate management of students' cognitive and affective characteristics in university mathematics education. ABSTRAK Penelitian ini mengkaji secara sistematis penalaran matematis mahasiswa dalam menyelesaikan masalah matematika melalui perspektif psikologi kognitif. Melalui systematic literature review terhadap artikel terindeks tahun 2020–2025, teridentifikasi sekitar empat puluh studi yang membahas penalaran, pemecahan masalah, pembuktian, serta faktor kognitif dan afektif pada mahasiswa atau calon guru. Pencarian dilakukan pada basis data internasional dan nasional menggunakan kombinasi kata kunci mathematical reasoning, university students, cognitive psychology, metacognition, beliefs, dan habits of mind, kemudian diseleksi melalui tahap identifikasi, penyaringan, dan kelayakan. Sintesis temuan menunjukkan bahwa penalaran matematis mahasiswa umumnya berada pada kategori sedang dengan kelemahan terutama pada kemampuan generalisasi dan penyusunan bukti formal, sedangkan kekuatan lebih tampak pada manipulasi prosedural. Faktor seperti memori kerja, metakognisi, disposisi berpikir, dan keyakinan positif terhadap matematika berkontribusi pada kualitas penalaran, sementara kecemasan dan keyakinan negatif cenderung menghambat keterlibatan dan keberanian berargumentasi. Berbagai model pembelajaran berbasis masalah, realistik, kooperatif, dan reflektif yang dipadukan dengan dukungan metakognitif konsisten dilaporkan mampu meningkatkan penalaran matematis. Kajian ini menegaskan perlunya integrasi antara desain tugas matematika tingkat tinggi dan pengelolaan aspek psikologi kognitif mahasiswa dalam pembelajaran di perguruan tinggi.

Pengembangan E-Modul Berbantuan Geogebra pada Materi Transformasi Geometri SMA Budi Wahyu Agung Pramana; Susanto; Abi Suwito; Nurcholif Diah Sri Lestari; Randi Pratama Murtikusuma
GAUSS: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2022)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v5i2.5694

GeoGebra yang valid, praktis, dan efektif. Model pengembangan yang diterapkan merupakan model Thiagarajan (4D) dengan empat tahap yaitu define (pendefinisian), design (perancangan), develop (pengembangan), dan disseminate (penyebaran). Luaran penelitian berupa e-modul yang dapat diakses secara daring di situs web GeoGebra dan secara luring melalui modul berformat pdf atau ggb. Subjek penelitian merupakan peserta didik kelas XI MIPA 1 SMAN 2 Tanggul. Berdasarkan hasil pengembangan diperoleh e-modul yang sangat valid dengan nilai koefisien korelasi sebesar 0,85, memenuhi kriteria kepraktisan dengan tingkat cukup praktis ditinjau dari perolehan skor angket respons peserta didik sebesar 76,88%, dan tergolong dalam kategori efektif dalam meningkatkan pemahaman konsep peserta didik yang ditinjau dari rata-rata N-Gain sebesar 0,48. E-modul yang dikembangkan mampu meningkatkan pemahaman konsep peserta didik pada materi Transformasi Geometri SMA karena kemudahan dalam mengetahui hasil bayangan objek matematika dari suatu transformasi dan kemudahan dalam mengakses.

COGNITIVE ASSESSMENT IN HIGHER EDUCATION: AN ANALYSIS OF LINEAR ALGEBRA MIDTERM EXAM ITEM QUALITY Putri, Reni Albertin; Suwito, Abi; Afifah, Ngizatul; Firmansyah, Frenza Fairuz; Rahmayani, Sekar Ayu; Angrenani, Arin Berliana; Luthfiyah, Ishmah
Jurnal Pendidikan Matematika dan IPA Vol. 17 No. 3 (2026): September 2026 (In press)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar

Cognitive assessment is an important part of learning evaluation, including in linear algebra courses. Essay-type exam questions are one of the instruments often used. However, several studies show that there is a lack of item feasibility studies conducted by teachers. This fact prompted this study, which aimed to determine the quality of midterm exam questions in linear algebra courses as cognitive assessment instruments. The study was conducted on a class of second-semester students in the Mathematics Education study program at the Universitas Jember. This descriptive evaluative design using a mixed-methods approach consisted of three stages: planning, implementation, and conclusion drawing. The research instrument consisted of five descriptive questions on linear algebra along with details of the desired learning outcomes. Based on the research, the researcher concluded that, in general, the five questions had met the minimum requirements in terms of validity, reliability, discriminating power, and difficulty index as cognitive assessment instruments for linear algebra learning. However, the researcher found that the average test results of students were still low. Therefore, the researcher urges further research to be conducted with a focus on improving the cognitive abilities of students in linear algebra courses or research on the development of additional cognitive assessments to better measure the abilities of students in linear algebra courses.

Augmented Reality in Case Method Learning to Improve Geometry Skills Lela Safrida; Abi Suwito; Reza Ambarwati
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3064

Abstrak Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Pembelajaran Case Method berbasis Augmented Reality dan etnomatematika dalam meningkatkan keterampilan mahasiswa geometri. Penelitian ini dikembangkan dengan menggunakan model pengembangan 4-D. Subjek penelitian ini adalah 39 mahasiswa Program Studi Pendidikan Matematika. Metode pengumpulan data menggunakan metode angket dan metode tes dengan instrumen lembar validasi, tes kemampuan geometri, dan angket respon siswa. Hasil analisis Validitas menunjukkan skor rata-rata lembar validasi produk sebesar 3,65. Analisis Praktikalitas menunjukkan skor rata-rata angket respon siswa sebesar 3,49 atau 87% dalam kategori sangat praktis. Hasil Paired Sample T-Test menunjukkan angka yang signifikan antara nilai pretes dan postes dengan nilai signifikansi (2-tailed) ???? = 0,000 < 0,05, sehingga terdapat perbedaan yang signifikan antara nilai prates dan pascates. Perbedaan tersebut terlihat dari nilai rata-rata prates sebesar 31,51 yang meningkat menjadi 45,00 pada pascates. Dapat disimpulkan bahwa produk pengembangan memenuhi kriteria valid, praktis, dan efektif dalam meningkatkan kemampuan berpikir geometri siswa. Abstract This research aims to develop a Case Method learning tool based on Augmented Reality and Ethnomathematics to improve students' geometry skills. This study was developed by using a 4-D development model. The subjects of this study were 39 students of the Mathematics Education Study Program. The data collection method used a questionnaire method and a test method with validation sheet instruments, geometry ability tests, and student response questionnaires. Validity analysis showed an average score of the product validation sheet of 3.65. Practicality analysis showed the average score of the student response questionnaire is 3.49 or 87% in very practical category. The results of the Paired Sample T-Test showed a significant number between the pre-test and post- test values with a significance value (2-tailed) ???? = 0.000 < 0.05, so that there is a significant difference between the pre-test and post-test values. The difference could be seen from the average pre-test value of 31.51 which increased to 45.00 in the post-test. It could be conclude that the development product satisfied the criteria of valid, practical, and effective in improving students' geometry skills.

Kepraktisan dan Keefektifan Penggunaan E-LKPD Konteks Sosial Budaya Berbantuan Workbook GeoGebra terhadap Kemampuan Numerasi Peserta Didik pada Materi Limas Zafar Muhamad Sidik; Susanto Susanto; Abi Suwito; Toto Bara Setiawan; Lela Nur Safrida
Jurnal Tadris Matematika Vol. 6 No. 2 (2023)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2023.6.2.231-244

Numeracy is a person's ability to implement mathematics in the home, work and community environments. This research aims to measure the practicality and effectiveness of using E-LKPD in a socio-cultural context assisted by GeoGebra workbooks in improving students' numeracy skills in pyramid material. The type of research used was a quasi-experiment (Quasi-experiment) with research subjects 21 class VIII students at SMPN 1 Kalisat Jember. The practicality of E-LKPD is assessed from the results of student response questionnaires, while the effectiveness of E-LKPD is assessed from the results of students' numeracy ability tests. The use of E-LKPD is said to be practical if the average percentage of students' questionnaire responses is at least in the practical category, and effective if students' numeracy skills are at least in the medium category. Based on the practicality analysis, the results of the student response questionnaire regarding the use of E-LKPD obtained a percentage of 81.67% or were in the practical category. In addition, the use of E-LKPD shows an increase in students' numeracy skills on all numeracy indicators. This can be seen based on the results of the numeracy ability test which obtained an N-Gain score of 0.51 or at a medium effectiveness level. Therefore, the use of E-LKPD in a socio-cultural context with the help of GeoGebra workbooks is practical and effective for improving students' numeracy skills, especially in learning surface area and volume of pyramids.

Co-Authors 3Nurcholif Diah Sri Lestari Adillia Natasya Saputri Afifah, Ngizatul Aliyah Is Karimah Ambarwati, Reza Angrenani, Arin Berliana Annisa Istiqomah Annizar, Anas Ma'ruf Antonius Cahya Prihandoko Apriyono, Fikri Arika Indah Kristiana Astuti, Noviarini Indah A’yun, Qurrotul Brigita Wanda Pangestika Budi Wahyu Agung Pramana Crismono, Prima Cristi Dewi Izzatus Tsamroh Dian Kurniati Dian Novita Rohmatin Didik Sugeng Pambudi Dika, Johan Wayan Dinar Aulia Wahyuningtyas Dinawati Trapsilasiwi Dinda Rizkina Dwi Susanti Endro Siswantoro Erfan Yudianto Ervin Oktavianingtyas Fahmi, Moh. Abqoriyun Nabighul Farisa Nurillah Fauzi, Amiratul Muhsinah Fina Mifta Vebianti Firdaus, Zuhal Firmansyah, Frenza Fairuz Fitri Annisa Frenza Frenza Fairuz Firmansyah Hanifah Rizki Mubarokah Hasanah, Nur Wahidatul Hikam, Fashia Ikhlasul Jatmiko, Dhanar Dwi Hary Jesi Irwanto, Jesi Johan Wayan Dika Johan Wayan Dika Lela Safrida Lestari, Nurcholif Diah Sri Lia Mabda'ur Rohmah Lioni Anka Monalisa, Lioni Anka Lutfiana Ramadani Luthfiyah, Ishmah Mashudi Mashudi Misbahul Munir Moh. Fauzi Jamiludin Muhammad Farid Fajar Sururi Munawwir, Zainul Murtafiah, Inni Nayyiroh, Zulfi Nurcholif Diah Sri Lestari Nurul Wahidah Nuzula Erlisa Nuraziza Prastika, Sulia Anis Pratiwi, Y. R. Putri, Reni Albertin Randi Pratama Murtikusuma Reza Ambarwati Safrida, Lela Sekar Ayu Rahmayani Shofilah, Dita Ayu Sinta Priciliya Sunardi Sunardi Sunardi sunardi sunardi Sunardi, Sunardi SUSANTO Susanto Susanto Susanto, Susanto Tilawah, Hilwatut Titik Sugiarti Toto Bara Setiawan Ummah, Fina Rohmatul Wibowo, Salnan Sabdo Yeni Ratih Pratiwi Zafar Muhamad Sidik Zahro, Sofhia Ma'rifatuz ZAHRO, SOFHIA MA’RIFATUZ

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