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Abi Suwito

Program Studi Pendidikan Matematika Universitas Negeri Jember

Author-ID : 2982403

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Pengembangan E-Modul Berbantuan Geogebra pada Materi Transformasi Geometri SMA Pramana, Budi Wahyu Agung; Susanto; Suwito, Abi; Lestari, Nurcholif Diah Sri; Murtikusuma, Randi Pratama
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.

PENGEMBANGAN INSTRUMEN LITERASI NUMERASI BERBASIS ETNOMATEMATIKA PERTANIAN BAGI SISWA SEKOLAH DASAR Lela Nur Safrida; Susanto Susanto; Abi Suwito; Reza Ambarwati
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i2.20202

Literasi numerasi merupakan salah satu kemampuan yang diharapkan dimiliki oleh peserta didik. Hasil evaluasi national menunjukkan masih berada pada level cakap. Oleh karena itu, berbagai upaya dilakukan untuk meningkatkan kemampuan literasi numerasi peserta didik. Salah satunya mengintegrasikan budaya dalam Matematika, khususnya instrumen literasi numerasi agar pembelajaran yang lebih efektif dan bermakna. Hal ini disebabkan karena etnomatematika erat dengan kehidupan sehari-hari maupun lingkungan siswa. Penelitian ini bertujuan untuk mengembangkan instrumen berbasis etnomatematika pertanian guna mengeksplorasi kemampuan literasi numerasi siswa. Penelitian ini merupakan penelitian pengembangan yang tahapan penelitian Plom yaitu (1) preliminary research (penelitian awal), (2) prototyping phase (tahap pengembangan), dan (3) assessment phase (tahap asesmen). Adapun subjek uji coba penelitian ini yaitu 29 siswa kelas V SD Muhammadiyah I Jember. Hasil analisis data menunjukkan produk pengembangan berupa instrumen literasi dan numerasi memenuhi kriteria valid dan praktis. Pengembangan instrumen literasi numerasi merupakan salah satu sarana yang mendukung eksplorasi kemampuan literasi numerasi siswa. Kata kunci: literasi, numerasi, etnomatematika, Sekolah Dasar Abstract: Numeracy literacy is one of the abilities that students are expected to have by students. The results of the national evaluation showed that numeracy lieracy was still at a midle level. Therefore, various efforts are made to improve students' numeracy literacy skills. One of them is integrating culture in Mathematics, especially numeracy literacy instrumens so that learning is more effective and meaningful. This is because ethnomathematics is closely related to students' daily life and environment. This research aimed to develop an instrumen based on agricultural ethnomathematics to explore students' numeracy literacy abilities. This research is development research with Plomp research stages, namely (1) preliminary research (initial research), (2) prototyping phase (development stage), and (3) assessment phase (assessment stage). The research subjets are 29 fifth grade students of SD Muhammadiyah I Jember. The results of data analysis show that the development product in the form of literacy and numeracy instrumens meets the criteria of being valid and practical. The development of numeracy literacy instrumens is one means that supports the exploration of students' numeracy literacy abilities. Keywords: literacy, numeracy, ethnomathematics, elementary school

Prilaku Proses Berpikir Menyelesaikan Geometri Pada Konteks Bahasa: Verbalization, Self-Explanation, Oral Description Lutfiyah, Lutfiyah; Susanto, Susanto; Suwito, Abi
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.v11i1.5015

This study aims to describe students’ thinking processes in solving geometry problems through verbal expressions: verbalization, self-explanation, and oral description. The participants were three university students who were asked to work on geometry tasks containing linguistic descriptions. Data were collected through video recordings, students’ written solutions, and think-aloud notes capturing their thinking processes. Data analysis followed three stages: data reduction, data display, and conclusion drawing. The results show that all participants demonstrated strong verbalization skills by restating key information from the problem text and representing it through labels and annotations in their drawings. In the self-explanation aspect, the three students attempted to justify their solution steps through sequences of calculations, although the strategies they used were not entirely accurate. Regarding oral description, all participants were able to describe the triangle structure, point positions, and altitude lines, yet not all of them could consistently connect these visualizations with correct computational procedures. These findings affirm that students’ verbal expressions play an important role in revealing the structure of their thinking processes, especially in geometry problems that require integration between linguistic descriptions and spatial representations. Keywords: Thinking Process, Geometry, Verbalization, Self-Explanation, Oral Description

Pengaruh Bahasa Matematika Terhadap Psikologi Siswa Dalam Proses Pembelajaran: Systematic Literature Review Alvin, Alvian Bagus Agatha; Susanto, Susanto; Suwito, Abi
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.v11i1.5024

This study aims to analyze the influence of mathematical language on students’ psychological conditions in mathematics learning through a Systematic Literature Review (SLR) approach. The review examined articles published between 2015 and 2025 that discussed mathematical language, mathematical communication, and the psychological implications for learners. A total of 10 selected articles were analyzed based on research characteristics, participants, study design, and main findings. The synthesis results indicate that understanding mathematical language has a significant effect on students’ critical thinking skills, problem-solving abilities, and cognitive development. Difficulties in comprehending mathematical symbols, terminology, and structures may trigger anxiety, decreased learning motivation, and mathematics anxiety. Conversely, mastery of mathematical language enhances mathematical communication, academic self-confidence, and emotional intelligence. These findings underscore the importance of employing clear mathematical language, linguistic scaffolding, and adaptive learning strategies to foster positive cognitive and emotional learning experiences. Keywords: mathematical language, students’ psychology

PENALARAN MATEMATIS MAHASISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA DITINJAU DARI PSIKOLOGI KOGNITIF: SEBUAH SYSTEMATIC LITERATURE REVIEW Murtikusuma, Randi Pratama; Susanto, Susanto; Suwito, Abi
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 LKPD Terintegrasi Komik Matematika Berbasis PBL untuk Meningkatkan Kemampuan Representasi Matematis Peserta Didik Rahmayani, Sekar Ayu; Suwito, Abi; Safrida, Lela Nur; Ambarwati, Reza
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 2 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/2bza0548

The purpose of this research is to develop a mathematics comic-integrated Problem Based Learning (PBL) worksheet to enhance eighth-grade students’ mathematical representation ability in solving quadrilateral problems. The type of research used is development research with the aim of producing a particular product that will be tested for validity, practicality and effectiveness, where the development process is described as thoroughly as possible and then evaluated. The development model used is a 4-D model. Student worksheet with a validity value of 4.43, placing it the valid category. In terms practical criteria are declared practical based on the results of student observations, teacher observations and teacher responses which reach good criteria. Student worksheets meet the effective criteria, as shown by (1) based on classical completeness with a score of 83.33%, (2) based on student response questionnaires with an average score of 94.61% and (3) an average N-Gain score of 72.35%, which is a high increase in mathematical representation abilities. The results of the analysis of the experimental class where learning was carried out using studenta worksheet showed that there were 46.67% of students with high representation abilities and 43.33% of students with medium representation abilities and 10% of students with low representation abilities.So, we can conclude that this student worksheet that has been develop classified as valid, practical and effective worksheet. Keyword: PBL, Development, Mathematical Comic, Quadrilateral

Dari Pikiran ke Ucapan: Peran Memori Kerja, Kecemasan Matematika, dan Komunikasi Matematika dalam Pemecahan Masalah Siskawati, Fury Styo; Suwito, Abi; Susanto
Cartesian: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2026): Cartesian Vol. 5 No. 2 April 2026
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v5i2.10837

This study aimed to describe the role of working memory, mathematics anxiety, and mathematical communication skills in mathematical problem solving. This study was based on the view that successful problem solving depended not only on mastery of concepts and procedures, but also on cognitive and affective factors, and students' ability to communicate their mathematical ideas. The used method was a systematic literature review of 20 Scopus-indexed international journal articles discussing the relationship between working memory, mathematics anxiety, mathematical communication, and problem solving. The results of the study indicate that working memory is positively related to mathematical problem solving and mathematical communication skills. Students with high working memory tend to be better able to understand problem texts, retain important information, choose strategies, and re-explain the solution process orally and in writing. Conversely, mathematics anxiety is negatively related to problem solving; high anxiety disrupts working memory function and reduces students' courage to participate in mathematical communication. Overall, mathematical problem solving is simultaneously influenced by working memory, mathematics anxiety, and mathematical communication skills. Therefore, mathematics learning needs to be designed by considering working memory load, anxiety management, and strengthening mathematical communication activities in the classroom.

PENINGKATAN MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN GEOMETRI PYTHAGORAS MELALUI ANALISIS PROBLEMATIKA DAN STRATEGI PERBAIKAN PEMBELAJARAN Adillia Natasya Saputri; Abi Suwito; Frenza Fairuz Firmansyah; Susanto
EDUCATIONAL JOURNAL : General and Specific Research Vol. 5 No. 3 (2026): Educational Journal (General and Specific Research)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20389705

This study aims to analyze the various problems experienced by students in learning geometry and to examine improvement efforts that can enhance students’ learning motivation. Based on the results of the study, it was found that many students experience difficulties in understanding basic geometry concepts. These difficulties are reflected in students’ low ability to recognize shapes, understand relationships between geometric figures, and apply formulas correctly in problem-solving. In addition, students often make errors in using principles and procedures for solving geometry problems. Another dominant difficulty is students’ limited ability to understand word problems, which makes it difficult for them to translate problems into mathematical forms. The factors causing these learning difficulties originate not only from cognitive aspects, but are also influenced by emotional factors, the learning environment, and students’ low motivation in participating in the learning process. Therefore, effective improvement efforts are needed, such as strengthening mathematical communication, implementing active learning methods, and providing opportunities for students to explore and express mathematical ideas independently. With appropriate and engaging learning strategies, students’ learning motivation can increase, leading to a better understanding of geometry concepts and improved learning outcomes.

How do students create and manipulate geometric figures in HOTS-based cuboid problems? Aliyah Is Karimah; Abi Suwito; Reza Ambarwati; Susanto Susanto; Lela Nur Safrida
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 2 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i2.20813

Geometric intuition is a cognitive skill that supports students in solving geometry problems, one of the more challenging branches of mathematics. This study explores students' ability to create and manipulate geometric figures when working on Higher Order Thinking Skills (HOTS) problems involving cuboids. Employing a qualitative descriptive approach, the study involved 29 eighth-grade students. Data were collected through HOTS-based problem-solving tests and validated interview protocols. Students' abilities to mentally construct and transform geometric figures were assessed using two indicators: (1) visualizing shapes based on imagination and (2) generating new geometric configurations. The findings revealed that most students were unaware of alternative geometric forms embedded within the problem context. The study concludes that students across all performance levels, from low to high, demonstrated the ability to visualize shapes based on imagination. However, only students in the medium category were able to generate a new shape in one problem, whereas those in the high category successfully created new shapes in two problems.

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.

Co-Authors Adillia Natasya Saputri Aliyah Is Karimah Alvin, Alvian Bagus Agatha Ambarwati, Reza Annisa Istiqomah Annisa Rahman Navira, Deva Annizar, Anas Ma'ruf Antonius Cahya Prihandoko Apriyono, Fikri 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 Hasanah, Nur Wahidatul Hikam, Fashia Ikhlasul Jamiludin, Moh. Fauzi Jatmiko, Dhanar Dwi Hary Jesi Irwanto, Jesi Johan Wayan Dika Johan Wayan Dika Lestari, Nurcholif Diah Sri Lia Mabda'ur Rohmah Lioni Anka Monalisa, Lioni Anka Lutfiyah Lutfiyah Mashudi Mashudi Misbahul Munir Muhammad Farid Fajar Sururi Munawwir, Zainul Murtafiah, Inni Musbikhin Nafidatun Nikmah Nayyiroh, Zulfi Nur Safrida, Lela Nurcholif Diah Sri Lestari Nurul Wahidah Nuzula Erlisa Nuraziza Pramana, Budi Wahyu Agung Prastika, Sulia Anis Pratiwi, Y. R. Randi Pratama Murtikusuma Reza Ambarwati Safrida, Lela Sekar Ayu Rahmayani Shofilah, Dita Ayu Sidik, Zafar Muhamad Sinta Priciliya Solly Aryza 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 Zahro, Sofhia Ma'rifatuz ZAHRO, SOFHIA MA’RIFATUZ

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