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All Journal Jurnal Daya Matematis AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) JPMI (Jurnal Pendidikan Matematika Indonesia) Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) International Journal of Contemporary Studies in Education Interdisciplinary International Journal of Conservation and Culture
Angra Meta Ruswana
Universitas Galuh
Agriculture, Biological Sciences & Forestry Arts Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS KESULITAN MEMAHAMI KONSEP MATEMATIS SISWA SMP DITINJAU DARI KEMAMPUAN SELF-EFFICACY SISWA Surtinah Surtinah; Angra Meta Ruswana; Sri Solihah
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 3, No 1 (2022): FEBRUARI
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS GALUH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v3i1.6360

Abstract

Tujuan dari penelitian ini adalah untuk mendeskripsikan jenis kesulitan yang dialami siswa dalam memahami konsep pada mata pelajaran matematika tingkat SMP ditinjau dari kemampuan self-efficacy siswa. Metode penelitian yang digunakan adalah metode deskriptif kualitatif. Subjek dalam penelitian ini adalah siswa kelas VIII SMP N yang berada di Kecamatan Padaherang. Teknik pengumpulan data dilakukan dengan menggunakan tes tertulis, angket dan wawancara. Analisis data dilakukan melalui beberapa tahapan yaitu reduksi data, sajian data, dan menyimpulkan data. Hasil dari penelitian ini menunjukkan bahwa: (1) siswa dengan kategori self-efficacy tinggi memiliki kesulitan pemahaman konsep matematis pada indikator menyatakan ulang sebuah konsep dan memberikan contoh dan bukan contoh suatu konsep. (2) siswa dengan kategori self-efficacy sedang memiliki kesulitan pemahaman konsep matematis pada indikator menyatakan ulang sebuah konsep, mengembangkan syarat perlu dan syarat cukup suatu konsep, mengelompokkan suatu objek berdasarkan jenisnya sesuai dengan sifat-sifat tertentu, menyajikan konsep dalam bentuk representasi matematis, menggunakan, memanfaatkan dan memilih prosedur atau operasi tertentu, dan mengklasifikasikan konsep atau algoritma pemecahan masalah. (3) siswa dengan kategori self-efficacy rendah memiliki kesulitan pemahaman konsep matematis pada semua indikator pemahaman konsep.
IMPLEMENTASI MODEL PROBLEM BASED LEARNING BERBASIS WEBSITE GOOGLE SITES UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA Hena Rahmawati; Nur Eva Zakiah; Angra Meta Ruswana
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 10, No 4 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v10i4.27088

Abstract

Latar belakang masalah pada penelitian ini rendahnya kemampuan berpikir kritis matematis siswa. Untuk mengatasi permasalahan tersebut, perlunya menerapkan pembelajaran yang dapat melatih serta mengasah kemampuan berpikir kritis matematis siswa. Tujuan dari penelitian ini untuk mengetahui perbedaan peningkatan kemampuan berpikir kritis matematis siswa antara yang menggunakan model problem-based learning berbasis website google sites dengan model pembelajaran langsung. Metode penelitian yang dipakai adalah metode kuasi eksperimen dengan desain nonequivalent control grup design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Quranic Science Boarding School yang terdiri dari lima kelas, dengan pengambilan sampel menggunakan teknik purposive sampling. Sampel yang terpilih dalam penelitian ini adalah kelas VIII Zainab sebagai kelas eksperimen yang berjumlah 23 siswa dan kelas VIII Mariam sebagai kelas kontrol yang berjumlah 22 siswa. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir kritis matematis. Pokok bahasan dalam penelitian ini adalah bangun ruang sisi datar. Teknik analisis data menggunakan uji t yaitu two Independent Sample T-test equal variance assumed. Hasil penelitian menunjukkan bahwa terdapat perbedaan peningkatan kemampuan berpikir kritis matematis siswa antara yang menggunakan model problem-based learning berbasis website google sites dengan model pembelajaran langsung.
Green STEAM-H pedagogy with eco-mathematical literacy: a developmental framework for sustainability-oriented education Ai Tusi Fatimah; Agus Yuniawan Isyanto; Euis Erlin; Yoni Sunaryo; Lala Nailah Zamnah; Angra Meta Ruswana; Sri Solihah
Interdisciplinary International Journal of Conservation and Culture Vol 3 No 2 (2025): October 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/iijcc.v3i2.5942

Abstract

This study proposes a conceptual framework for Green STEAM-H Pedagogy, integrating Eco-Mathematical Literacy as an approach to sustainability-oriented education. The framework responds to the growing need for educational models that systematically connect sustainability values, interdisciplinary learning, and analytical competencies in addressing complex environmental challenges. It synthesizes three key dimensions: green pedagogy as a value-oriented foundation, STEAM-H (Science, Technology, Engineering, Agriculture, Mathematics, and Health) as an interdisciplinary structure, and eco-mathematical literacy as a central analytical component. The framework is operationalized through a developmental progression consisting of three stages: eco-awareness, eco-integration, and eco-transformation. These stages represent a structured pathway through which learners develop ecological understanding, integrate knowledge across disciplines, and apply their competencies in sustainability-oriented actions. In addition, a pedagogical model is proposed to translate the framework into classroom practice by aligning instructional strategies, learning activities, and expected outcomes. This study contributes to the literature by offering a coherent and operationalizable model that bridges the gap between sustainability theory and educational practice. The framework highlights the role of eco-mathematical literacy in supporting data-driven reasoning and decision-making within interdisciplinary learning contexts. It also provides implications for curriculum development, pedagogy, and assessment in fostering transformative and future-oriented learning.
Historical Mathematical Learning Framework: A Theory-Building Conceptual Model for Advancing Conceptual Understanding, Mathematical Reasoning, and Scientific Literacy Melis Rosdiani; Yusup Maulana; Angra Meta Ruswana; Nia Kania; Ebenezer Bonyah
International Journal of Contemporary Studies in Education (IJ-CSE) Vol. 5 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ij-cse.v5i2.2376

Abstract

Purpose – Although the educational value of the history of mathematics is widely recognized, previous studies have primarily treated it as contextual enrichment rather than as a foundation for learning theory. Consequently, the epistemic processes through which historical mathematical development contributes to contemporary mathematics learning remain insufficiently understood. This study developed the Historical Mathematical Learning Framework (HMLF) as a theory-building conceptual model explaining how the historical evolution of mathematics supports conceptual understanding, mathematical reasoning, and scientific literacy. Methodology – A theory-building conceptual review was conducted through a systematic literature search of Scopus and Google Scholar. Relevant publications were synthesized using iterative conceptual synthesis and constant comparative analysis, focusing on mathematical developments in Ancient India, the Islamic Golden Age, and the Renaissance. Findings – The review identified epistemic reconstruction as the fundamental process underlying the historical evolution of mathematical knowledge. Five interconnected cognitive mechanisms emerged: conceptual abstraction, algorithmic structuring, symbolic generalisation, representational coordination, and evidence-based reasoning. These mechanisms were integrated into HMLF, providing an explanatory framework linking historical epistemic development with constructivism, sociocultural learning, multiple representation theory, and inquiry learning. Novelty – This study introduces epistemic reconstruction as a new theoretical construct, integrates five historically grounded cognitive mechanisms into a unified framework, and proposes HMLF as a theory-building model connecting the historical evolution of mathematics with contemporary learning theory. Significance – HMLF repositions the history of mathematics from contextual enrichment to an epistemic foundation for learning, offering a theoretically grounded basis for curriculum innovation, instructional design, teacher education, and future empirical validation.
Co-Authors Agus Yuniawan Isyanto Ebenezer Bonyah Euis Erlin Fatimah, Ai Tusi Hena Rahmawati Melis Rosdiani Nia Kania Novia Fauziah Rina Nur Anisa Sri Solihah Sri Wahyuni Surtinah Surtinah Tanti Febrianti Yoni Sunaryo Yusup Maulana Zamnah, Lala Nailah