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Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning Mandala, Arif Sapta; Anwar, Lathiful; Sa'dijah, Cholis; Zulnaidi, Hutkemri
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduct research and development (R&D). The participants included six expert validators, two mathematics teachers, and eighteen eighth graders. In addition, the expert validators validated GEMBI AR in terms of quality. The result showed that GEMBI AR was valid as a geometry learning tool. According to the feedback of teachers and students, GEMBI AR was practical for educational purposes since the application positively impacted spatial reasoning. Students' spatial reasoning skills were also enhanced to compare the differences in the pre-test and post-test using Wilcoxon (Z = –3.578, p = 0.000 < 0.05). Meanwhile, the N-Gain score of 0.576, showing moderate improvement, reflected gains in spatial perception, mental rotation, and visualization. These findings suggest that GEMBI AR is a functional and valid educational resource useful for helping students develop geometric spatial reasoning. Thus, geometry learning supported by GEMBI AR has the potential to enhance spatial reasoning in secondary school.

Development of Mathematics E-Modules with Cultural Context to Support Mathematical Literacy A'yun, Rhoro Qurota; Anwar, Lathiful; Kusumasari, Vita
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1139

This research aims to develop a culture-based mathematics E-Module to support students' mathematical literacy in a valid, practical, and effective way. The ADDIE development model was used in this research. Data was collected with validation sheets, response questionnaires, and evaluation questions and analyzed descriptively qualitative and quantitative. The validity of the E-Module, with a validation score of 81.5%, fits the valid criteria. Practicality with a response questionnaire score of 90.49% according to practical criteria. Effectiveness was assessed from student evaluation results with an average percentage of 63.166% according to somewhat effective criteria. The results showed that the E-Module with cultural context is feasible and practical and has a positive impact on improving students' mathematical literacy skills.

Empowering students’ numeracy skills: Mathematics teachers’ perceptions regarding the effectiveness and challenges of Indonesian national curriculum and the programs – A mixed method study Hidayah, Irma Rachmah; Sa'dijah, Cholis; Anwar, Lathiful; Yerizon, Yerizon; Arnawa, I Made
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p163-188

As the Indonesian National Curriculum (INC), the Merdeka curriculum was implemented in response to students' difficulties in comprehending and utilizing basic mathematics, contributing to low numeracy skills. This study investigated mathematics teachers' perceptions in Indonesia concerning the effectiveness of INC and the supporting programs, such as the National Assessment (NA) and Pancasila Student Profile (PSP), in improving students' numeracy skills. It also aimed to identify mathematics teachers' challenges in integrating numeracy skills into the curriculum and these programs. A mixed-method study with a sequential explanatory design was used to achieve this objective. The data collection was carried out through quantitative and qualitative approaches. Closed questionnaires were explicitly used for quantitative data, while open questionnaires and interviews were used for qualitative data. Inferential statistics were used to analyze the quantitative data and a thematic analysis for qualitative data. The quantitative results showed that most teachers positively perceived the effectiveness of INC and the programs in empowering students' numeracy skills. The implementation of INC and PSP significantly influenced the empowerment of numeracy skills. The qualitative analysis provided an in-depth exploration of teachers' perceptions and the challenges faced in promoting numeracy skills in implementing INC and the programs.

Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning Mandala, Arif Sapta; Anwar, Lathiful; Sa'dijah, Cholis; Zulnaidi, Hutkemri
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduct research and development (R&D). The participants included six expert validators, two mathematics teachers, and eighteen eighth graders. In addition, the expert validators validated GEMBI AR in terms of quality. The result showed that GEMBI AR was valid as a geometry learning tool. According to the feedback of teachers and students, GEMBI AR was practical for educational purposes since the application positively impacted spatial reasoning. Students' spatial reasoning skills were also enhanced to compare the differences in the pre-test and post-test using Wilcoxon (Z = –3.578, p = 0.000 < 0.05). Meanwhile, the N-Gain score of 0.576, showing moderate improvement, reflected gains in spatial perception, mental rotation, and visualization. These findings suggest that GEMBI AR is a functional and valid educational resource useful for helping students develop geometric spatial reasoning. Thus, geometry learning supported by GEMBI AR has the potential to enhance spatial reasoning in secondary school.

Empowering students’ numeracy skills: Mathematics teachers’ perceptions regarding the effectiveness and challenges of Indonesian national curriculum and the programs – A mixed method study Hidayah, Irma Rachmah; Sa'dijah, Cholis; Anwar, Lathiful; Yerizon, Yerizon; Arnawa, I Made
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p163-188

As the Indonesian National Curriculum (INC), the Merdeka curriculum was implemented in response to students' difficulties in comprehending and utilizing basic mathematics, contributing to low numeracy skills. This study investigated mathematics teachers' perceptions in Indonesia concerning the effectiveness of INC and the supporting programs, such as the National Assessment (NA) and Pancasila Student Profile (PSP), in improving students' numeracy skills. It also aimed to identify mathematics teachers' challenges in integrating numeracy skills into the curriculum and these programs. A mixed-method study with a sequential explanatory design was used to achieve this objective. The data collection was carried out through quantitative and qualitative approaches. Closed questionnaires were explicitly used for quantitative data, while open questionnaires and interviews were used for qualitative data. Inferential statistics were used to analyze the quantitative data and a thematic analysis for qualitative data. The quantitative results showed that most teachers positively perceived the effectiveness of INC and the programs in empowering students' numeracy skills. The implementation of INC and PSP significantly influenced the empowerment of numeracy skills. The qualitative analysis provided an in-depth exploration of teachers' perceptions and the challenges faced in promoting numeracy skills in implementing INC and the programs.

Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning Mandala, Arif Sapta; Anwar, Lathiful; Sa'dijah, Cholis; Zulnaidi, Hutkemri
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduct research and development (R&D). The participants included six expert validators, two mathematics teachers, and eighteen eighth graders. In addition, the expert validators validated GEMBI AR in terms of quality. The result showed that GEMBI AR was valid as a geometry learning tool. According to the feedback of teachers and students, GEMBI AR was practical for educational purposes since the application positively impacted spatial reasoning. Students' spatial reasoning skills were also enhanced to compare the differences in the pre-test and post-test using Wilcoxon (Z = –3.578, p = 0.000 < 0.05). Meanwhile, the N-Gain score of 0.576, showing moderate improvement, reflected gains in spatial perception, mental rotation, and visualization. These findings suggest that GEMBI AR is a functional and valid educational resource useful for helping students develop geometric spatial reasoning. Thus, geometry learning supported by GEMBI AR has the potential to enhance spatial reasoning in secondary school.

Causes of proof construction failure in proof by contradiction Hamdani, Deni; Purwanto; Sukoriyanto; Anwar, Lathiful
Journal on Mathematics Education Vol. 14 No. 3 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i3.pp415-448

Failure to deduce false suppositions in proof by contradiction is still considered “more difficult” than proving the conditional to in proof by contraposition. This study aims to identify the types of proof construction failures based on the action steps of proof by contradiction, then offer a framework of construction failure hypothesis specifically used in proof by contradiction. The research data were collected and analyzed from the work of students who have agreed to be research participants, a total of 83 students. The results of the analysis of student work successfully identified four types of failures, namely formulating suppositions, constructing and manipulating suppositions, identifying contradictions, and disproving suppositions. These four types of failures then became the material for the development of the hypothesis framework of a failure to construct proof by contradiction, which consists of 17 hypothesis nodes divided into three main hypotheses, namely: operational (action), affective (emotional), and foundational (logical reasoning). The failure hypothesis framework justifies that the sources of the failure of proof construction in proof by contradiction are understanding of the act of producing a proof by contradiction, emotionality towards the coherence of the construction steps, disproving suppositions, beliefs, use of appropriate definitions-theorems and axioms, and cognitive tension in proof by contradiction; and formal logic of the act of producing a proof by contradiction, as well as differences in the underlying logic with other acts.

Adversity quotient of Indonesian prospective mathematics teachers in solving geometry higher-order thinking skills problems Anwar, Lathiful; Sa'dijah, Cholis; Murtafiah, Wasilatul; Huljannah, Miftha
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp79-98

Comprehending and formulating strategies for geometry problems that require higher-order thinking skills (HOTS) is crucial in enhancing mathematics education. This study implements a qualitative case study approach to comprehend how prospective mathematics teachers with varying Adversity Quotients (AQ) solve geometry Higher-Order Thinking Skill (HOTS) problems. We selected 3 participants from 167 Indonesian prospective mathematics teachers to solve the three- and two-dimensional HOTS problems and were invited to an interview session. The three participants represent three types of participants: a climber student (high AQ), a camper student (medium AQ), and a quitter student (low AQ). Our findings show that each student had different responses to deal with the obstacles they faced while solving the problem. The climber student is more adept at solving problems than the camper and quitter students. In addition to identifying specific implications, this study offers a comprehensive understanding of AQ's significant role in solving mathematical problems. This knowledge serves as a concrete foundation for guiding the future advancement of curricula, assessment methods, and instructional approaches in mathematics education, particularly in the field of geometry. This research contributes to enhancing educational practices and policies on a broader scale.

Curriculum and teacher assessment practices in mathematics learning: Alignment with higher order thinking skills in Indonesian secondary schools Zana, Firdha Mahrifatul; Sa'dijah, Cholis; Susiswo; Anwar, Lathiful; Zulnaidi, Hutkemri
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1311-1334

Higher-Order Thinking Skills (HOTS) are an essential element in education that must be integrated into curricula and classroom assessments. In Indonesia, educational initiatives have increasingly emphasized the incorporation of HOTS into both curriculum design and assessment practices. However, prior research has primarily focused on the challenges faced by teachers in developing HOTS-based assessments and aligning their teaching with curriculum demands. This study aims to investigate how the Indonesian mathematics curriculum integrates HOTS and evaluate the alignment between the curriculum objectives and teacher-developed assessments in fostering HOTS. The study employed a descriptive qualitative approach and was conducted in two Indonesian high schools, one located in an urban area and the other in a regional setting. A total of 15 mathematics teachers from grades ten, eleven, and twelve participated in the research. Data collection methods included focus group discussions, document analysis of mathematics assessments, and semi-structured interviews. The analysis employed Anderson and Krathwohl’s Taxonomy to categorize cognitive levels. Findings reveal that the Indonesian Mathematics Curriculum predominantly emphasizes Low-Order Thinking Skills (LOTS), and teacher-developed assessments are largely aligned with these LOTS-focused objectives. Furthermore, even when curriculum indicators aim to target HOTS, teachers often struggle to design assessments that effectively evaluate students’ higher-order cognitive abilities. These findings highlight a significant gap between curriculum goals and the practical implementation of HOTS in assessments. The results provide valuable insights for curriculum developers, suggesting the need for a curriculum redesign that places greater emphasis on HOTS. Additionally, the study underscores the importance of professional development initiatives to equip teachers with the skills necessary to design and implement HOTS-based assessments. This research contributes to advancing educational practices and policies that prioritize the integration of HOTS into teaching and assessment frameworks.

Developing adaptive digital book (ADB) in enhancing students’ numeracy literacy ability Yerizon, Yerizon; Arnellis, Arnellis; Suherman, Suherman; Arnawa, I Made; Sa'dijah, Cholis; Anwar, Lathiful
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p571-586

Numeracy literacy is essential for students to solve interrelated problems across various subjects. However, students' numeracy literacy skills remain low, necessitating innovative learning resources. This research focuses on designing an Adaptive Digital Book (ADB) that is claimed to be valid, practical, and effective in improving students' numeracy literacy. This study adopted a design research approach in the context of development studies, which included two main phases: the preliminary phase and the formative evaluation phase, which included self-evaluation, expert evaluation, and iterative evaluation (one-to-one, small group, and field test). Quantitative and qualitative data were gathered through assessment of numeracy literacy, interviews, and distributing questionnaires. Results showed that ADB is practical and effective in its validity as well as in meeting the requirements of students with different learning needs. The combination of multimedia elements like videos caters to visual and auditory learners, which helps improve their numeracy literacy skills.

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