Article Per Year (5 Year)
p-Index From 2021 - 2026
6.298
P-Index
This Author published in this journals
All Journal Kontinu: Jurnal Penelitian Didaktik Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA E-Dimas: Jurnal Pengabdian kepada Masyarakat HISTOGRAM: Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Indiktika : Jurnal Inovasi Pendidikan Matematika JURNAL PENDIDIKAN TAMBUSAI Teorema: Teori dan Riset Matematika Journal on Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Delta: Jurnal Ilmiah Pendidikan Matematika Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Riset Pembelajaran Matematika PHI: Jurnal Pendidikan Matematika Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Indonesian Journal of Electrical Engineering and Computer Science SEPREN: Journal of Mathematics Education and Applied Eksponen Mosharafa: Jurnal Pendidikan Matematika Integral : Jurnal Penelitian Pendidikan Matematika SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Advanced Sciences and Mathematics Education Jurnal Vokasi Kesehatan Rangkiang Mathematics Journal Jurnal Pendidikan Sang Surya Euclid JNPM (Jurnal Nasional Pendidikan Matematika) Pelita: Jurnal Pengabdian kepada Masyarakat Jurnal Siti Rufaidah Jurnal Pendidikan Guru Profesional
Lukman Harun
Universitas PGRI Semarang
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

Published : 55 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 55 Documents
Search

 2   3   4   5   6 
ANALISIS PROSES BERPIKIR SPASIAL SISWA DALAM MENYELESAIKAN PERMASALAHAN GEOMETRI DENGAN KONTEKS BUDAYA MASJID AGUNG DEMAK Nadia Nur Padmasari; Muhtarom Muhtarom; Lukman Harun
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.10446

Abstract

This research is motivated by the low spatial thinking ability of junior high school students in geometry, especially in visualizing three-dimensional objects and mental manipulation. The focus of the problem is directed at an in-depth analysis of students' spatial thinking processes when solving geometry problems based on the cultural context of the Great Mosque of Demak in terms of Van Hiele's theory. The research method applied is descriptive qualitative through purposive sampling of students who have been previously categorized. The research stages include a geometry ability test on twenty-one students, working on culture-based problems, and semi-structured interview observations. The identification results show eight students with low abilities, eleven with medium abilities, and two with high abilities. The findings reveal significant variations at each cognitive level. Low-ability students were only able to reach the basic visualization stage and experienced obstacles in the aspects of relations and transformation. Medium-ability students showed adequate mastery of visualization and orientation, but were not optimal in reasoning and reflection. In contrast, high-ability students managed to master all spatial indicators comprehensively and optimally. These findings confirm that the level of Van Hiele's geometry ability has a crucial influence on the development of spatial thinking processes in the context of local ethnomathematics. The main conclusion is that the integration of cultural context is able to reveal the depth of mental representation, so that geometric ability becomes the main predictor of success in solving spatial problems logically through a deep and measurable cultural approach in secondary schools. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir spasial siswa SMP dalam geometri, khususnya dalam memvisualisikan objek tiga dimensi dan manipulasi mental. Fokus masalah diarahkan pada analisis mendalam proses berpikir spasial siswa saat menyelesaikan soal geometri berbasis konteks budaya Masjid Agung Demak ditinjau dari teori Van Hiele. Metode penelitian yang diterapkan adalah kualitatif deskriptif melalui purposive sampling terhadap siswa yang telah dikategorikan sebelumnya. Tahapan penelitian meliputi tes kemampuan geometri terhadap dua puluh satu siswa, pengerjaan masalah berbasis budaya, serta observasi wawancara semiterstruktur. Hasil identifikasi menunjukkan delapan siswa berkemampuan rendah, sebelas sedang, dan dua berkemampuan tinggi. Temuan mengungkapkan variasi signifikan pada setiap tingkatan kognitif. Siswa berkemampuan rendah hanya mampu mencapai tahap visualisasi dasar dan mengalami hambatan aspek relasi serta transformasi. Siswa berkemampuan sedang menunjukkan penguasaan visualisasi dan orientasi memadai, namun belum optimal dalam penalaran dan refleksi. Sebaliknya, siswa berkemampuan tinggi berhasil menguasai seluruh indikator spasial secara menyeluruh dan optimal. Temuan ini menegaskan tingkat kemampuan geometri Van Hiele memiliki pengaruh krusial terhadap perkembangan proses berpikir spasial dalam konteks etnomatematika lokal. Simpulan utamanya adalah integrasi konteks budaya mampu mengungkap kedalaman representasi mental, sehingga kemampuan geometri menjadi prediktor utama keberhasilan menyelesaikan masalah ruang secara logis melalui pendekatan budaya yang mendalam dan terukur di sekolah menengah.  
Analysis of Student Needs in Interactive Multimedia-Based Mathematics Learning to Improve Problem-Solving Skills Using the Design Thinking Method Fina Ismatul Uyun; Lukman Harun; Muhtarom Muhtarom
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 1: May 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.1.143-159

Abstract

The main problem in this study is that many students consider mathematics a difficult subject to learn, which results in a lack of student motivation and passive, less participatory mathematics learning between teachers and students. This study aims to explore solutions to problems that arise in mathematics learning through the design thinking method, as outlined by David Kelley, which consists of 5 stages: empathize, define, ideate, Prototype, and test. In this problem exploration, 3 stages are used: empathize, define, and ideate to generate solution ideas from several possible solutions. The study population comprised 25 eighth-grade students and 3 mathematics teachers at SMP Al Islam, Mts Fathul Huda, and SMPN 2 Sayung. Data were collected using a Google Form questionnaire. The results of the data obtained are then analyzed from the empathize to the define stage. The results of this study indicate that the problem-based learning model, supported by GeoGebra and Canva, can improve students' problem-solving abilities. Based on the results of this exploration, researchers developed interactive media using the design thinking method to improve problem-solving abilities.  Keywords: mathematics, interactive media, problem solving
Design of Assessment Instrument for Mathematical Critical Thinking Indicators-Based Essay Questions for Vocational and High School Students Using the Rasch Model Jarot Rudi Hartato; Nizaruddin Nizaruddin; Lukman Harun
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.208-233

Abstract

This research aims to create a measurement tool for Critical Thinking Skills (CTS) in mathematics. The instrument was analysed using the Rasch model. The analysis was conducted to determine the results of the content validity test (item suitability), reliability test, dimensionality test (construct validity), person separation test, and item separation, and to analyse the items' difficulty level. This research uses the R&D model with the 4D model. Data collection methods through interviews with two teachers, literature studies to determine CTS indicators, questionnaire validation of CTS test instruments, and CTS test questions given to students. The sampling technique used was saturated sampling. The indicators of CTS are Interpretation, analysis, evaluation, and inference. The results for each instrument item are valid; construct validity is good, reliability is sufficient, and Cronbach's alpha is 0.68. The results of the person separation analysis show that students are divided into two groups, and item separation shows that the questions are divided into five groups. The measure (logit value) analysis results show that the interpretation indicator question is easy, the analysis indicator question is very difficult, the evaluation indicator question is moderate, and the inference indicator question is difficult. This research fills the literature gap by developing CTS indicator-based instruments validated by the RASCH approach, which has not been widely applied in SMA / SMK. Keywords: Critical Thinking, Test Instrument, Rasch Model
Coordinated multi-battery control for single-stage islanded AC microgrids Adhi Kusmantoro; Lukman Harun
Indonesian Journal of Electrical Engineering and Computer Science Vol 43, No 2: August 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijeecs.v43.i2.pp384-399

Abstract

Reliable power management is essential for islanded AC microgrids integrating photovoltaic (PV) generation and battery energy storage, particularly under variable solar irradiance and load conditions. This paper proposes a coordinated multi-battery control strategy using a single-stage AC-coupled configuration to ensure uninterrupted power supply while improving system reliability. The proposed topology employs two PV arrays: one directly connected to a battery inverter to supply the AC load and another dedicated to battery charging. Four battery units are coordinated through a fuzzy logic controller (FLC), which sequentially regulates battery discharge based on PV generation and load demand. Simulation studies were conducted under two operating scenarios. In the first scenario, at a solar irradiance of 1000 W/m², the PV system generated approximately 1200 W, and the proposed controller maintained power balance as the load demand increased. In the second scenario, when PV output decreased due to reduced solar irradiance or complete source interruption, the FLC coordinated battery operation at 0.07 s, 0.34 s, 0.64 s, and 0.93 s, ensuring continuous power delivery to the load. The simulation results demonstrate that the proposed coordinated control strategy effectively enhances power continuity, operational stability, and energy management in single-stage islanded AC microgrids.
Enhancing Matrix Multiplication Learning in Grade XI: A Design Thinking Approach with Talking Stick and Row-by-Column Techniques Wawan Fauzi; Lukman Harun; Nizaruddin Nizaruddin
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2209

Abstract

Penelitian ini mengungkap penerapan konsep tongkat bicara dan teknik kolom-kali-baris untuk pembelajaran perkalian matriks siswa kelas XI dengan pendekatan desain berpikir. Penelitian kuantitatif deskriptif ini melibatkan guru mata pelajaran dan 32 peserta didik XI F 1 sebagai subjek penelitian. Penelitian ini diawali dengan observasi awal, diikuti dengan pelatihan teknik, metode, dan pendekatan gabungan, dan kemudian penerapan teknik gabungan oleh guru. Metode pengumpulan data dan instrumen yang diterapkan adalah lembar observasi untuk mengamati situasi sebelum dan sesudah guru saat menggunakan teknik, proses, dan pendekatan gabungan yang telah ditentukan. Para peneliti menganalisis data yang terkumpul menggunakan analisis deskriptif kuantitatif untuk mengidentifikasi perubahan yang paling efektif. Hasilnya menemukan bahwa teknik, metode, dan pendekatan gabungan memiliki pembelajaran perkalian matriks yang lebih baik. Kombinasi yang diterapkan menciptakan suasana belajar yang terstruktur dan interaktif untuk mendorong tanggung jawab dan kolaborasi. Para siswa dapat menjelaskan konsep matriks, memberikan solusi, dan berkolaborasi dengan teman sebayanya. Temuan-temuan ini menunjukkan bahwa memadukan konsep tongkat bicara dengan teknik kolom dikalikan baris melalui pendekatan desain berpikir dapat berfungsi sebagai model pedagogis yang efektif untuk meningkatkan keterlibatan siswa, pemahaman konseptual, dan pemecahan masalah kolaboratif dalam pembelajaran perkalian matriks. This research revealed the implementation of the talking-stick concept and column-multiplied-by-row technique for matrix multiplication learning of XI graders with a thinking design approach. This descriptive quantitative research involved the course teacher and 32 learners of XI F 1 as the research subjects. This research began with preliminary observation, followed by training in the combined technique, method, and approach, and then implementation of the combined technique by the teacher. The method of collecting data and the applied instruments were an observation sheet to observe the pre- and post-situations of the teacher while using the predetermined combined technique, process, and approach. The researchers analyzed the collected data using a quantitative descriptive analysis to identify the most effective changes. The results found that the combined technique, method, and approach had better matrix multiplication learning. The applied combination created structured and interactive learning atmospheres to encourage responsibility and collaboration. The students could explain the matrix concept, provide a solution, and collaborate with their peers. These findings suggest that integrating the talking-stick concept with the column-multiplied-by-row technique through a thinking design approach can serve as an effective pedagogical model to enhance student engagement, conceptual understanding, and collaborative problem-solving in matrix multiplication learning.
Co-Authors Achmad Buchori Adhi Kusmantoro Agnita Siska Pramasdyahsari, Agnita Siska Agus Supriyanto Agus Supriyanto Ahmad Nashir Tsalatsa Anisyah Pratiwi Putri Arsy, Cipta Wahyu Widi Aryo Andri Nugroho Asep Amam Ashari, Widya Aulia Asmahani Maulidita Asokawati, Indhi Aunul Ma'bud Aurora Nur Aini Aurora Nur Aini Cahya Aulia Ramadhan Yuwana Darwati Darwati Dewi Wulandari Difa Aziza Dina Prasetyowati Dwi Mayangsari Dwi Tari Aprila Dyaisa Algustavia Sekar Widolaksono Eko Sugiyono Elyna Agus Tina Era Widia Sary Evy Noorhasanah Faradhita, Arlinda Farida Nursyahidah Febrian Murti Dewanto Fina Ismatul Uyun Fitri Novitasari Hartati Hartati Heni Purwati Hiryadi Hiryadi Ida Dwijayanti Iva Desi Ruliani Jarot Rudi Hartato Kartinah Kartinah, Kartinah Khairunnisa Khurniati, Noor Laila Kresni Winanti Kresni Winanti Lianti Lilik Ariyanto Lilik Ariyanto M Syafwani Maharani Desvera Putri Marsha Habibah Marwia Tamrin Bakar Masruhan Mufid Maulina, Via Meinalufi, Yuyun Muchamad Subali Noto Muhammad Hasanul Muna Muhammad Prayito muhtarom Muhtarom Muhtarom Muhtarom Nadia Nur Padmasari Nafiqoh Elsa Kartikaningtyas Natasya Pratiwi Nisrina Fatin Nizaruddin Nizaruddin Nizaruddin Nizaruddin Novia Indriyati Noviana Dini Rahmawati Noviana Dini Rahmawati Nur Istianah Padmi Susilawati Pratiwi, Gita Dian Putri Ayu Trihara Putriana, Difa Rasiman Reasty Amanda Reza Putri Widari rifa'i, irfan Rizky Esti Utami, Rizky Esti Sugiyanti Sugiyanti Sugiyanti Supandi Sutrisno Sutrisno Tauhidah, Nor Isna Tri Widyastuti Wahyu Hidayat Wawan Fauzi Widya Kusumaningsih Wilda Febriana Wijayanti Yanuar Hery Murtianto Yulyanti Harisman