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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Dedikasi Pendidikan Jurnal Inovatif Ilmu Pendidikan Journal of Didactic Mathematics Jurnal Pengabdian kepada Masyarakat Nusantara Jenius: Journal Education Policy and Elementary Education Issues JME (Journal of Mathematics Education) International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) Jurnal Pedagogi dan Inovasi Pendidikan Eduma : Mathematics Education Learning and Teaching
Salido, Achmad
Universitas Sembilanbelas November Kolaka
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementing Differentiated Learning in Inclusive Schools: Challenges and Teacher Practices in Accommodating the Needs of Students with Special Needs Yusuf, Sitihardiyanti; Suparno, Suparno; Chamidah, Atien Nur; Azizah, Nur; Salido, Achmad
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 6 No. 2 (2025): DECEMBER
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v6i2.12508

Abstract

Inclusive education provides opportunities for students with special needs and regular students to learn together in one educational environment. In this context, differentiated learning becomes a strategy that allows teachers to design instruction according to the needs, learning styles, and readiness of both regular and special-needs students. This study aims to identify and gather information on the implementation of differentiated learning in inclusive schools, with an emphasis on teachers' roles in accommodating the needs of students with special needs. The research method used was descriptive qualitative through interviews with inclusive schools in Gorontalo City. The results show that teachers face challenges in differentiating content, processes, and learning products, especially for students with special needs. However, teachers continue to strive to implement various adaptation practices, such as utilizing supporting learning methods and media. This study emphasizes the importance of teachers' roles in implementing differentiated learning to accommodate student diversity in the context of inclusive education.
MATHEMATICAL REPRESENTATION IN PROBLEM-SOLVING: A COMPARATIVE STUDY OF REFLECTIVE AND IMPULSIVE COGNITIVE STYLES Meiliati, Rafika; Salido, Achmad; Aswin, Aswin; Husain, Dayana Sabila; Chairuddin, Chairuddin; Martins, Agus
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13438

Abstract

Mathematical representation is a crucial skill that enables students to express, interpret, and connect mathematical concepts through visual, symbolic, and verbal forms. This study explores the differences in mathematical representation skills between students with reflective and impulsive cognitive styles in solving two-variable linear inequality system problems. Using a qualitative descriptive approach, four high school students were selected based on their cognitive styles through the Matching Familiar Figure Test (MFFT). Data were collected through problem-solving tasks and semi-structured interviews. The findings indicate that reflective students demonstrate strong mathematical representation abilities, particularly in organizing and translating information across visual, symbolic, and verbal representations. They exhibit a structured and analytical approach to problem-solving, ensuring accuracy and coherence in their representations. In contrast, impulsive students struggle with problem organization, symbolic representation, and verbal explanation, often producing incomplete and less structured representations due to their tendency to prioritize speed over accuracy. These results highlight the influence of cognitive style on mathematical representation and suggest the need for tailored instructional strategies. Future research should expand the study to a broader mathematical scope and implement targeted interventions to enhance students' representation skills according to their cognitive characteristics.
APPLICATION OF PROJECT-BASED LEARNING ASSISTED BY MICROSOFT MATHEMATICS TO IMPROVE STUDENTS' MATHEMATICAL REPRESENTATION ABILITY Husain, Dayana Sabila; Meiliati, Rafika; Nuralda, Nuralda; Aswin, Aswin; Salido, Achmad
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14250

Abstract

This study examined the effect of Project-based Learning (PjBL) assisted by Microsoft Mathematics on students’ mathematical representation ability. A quasi-experimental design with a posttest-only control group was employed in two tenth-grade classes at a senior high school in Kolaka Regency. The experimental group received PjBL with Microsoft Mathematics, while the control group was taught conventionally. Data were collected through a representation test, a questionnaire, and an observation sheet, and analyzed using both descriptive and inferential statistics. Results showed that the experimental group achieved a significantly higher mean score (81.17) than the control group (60.19), with a mean difference of 20.99 points (p < 0.05). The questionnaire findings revealed very positive student perceptions, indicating that Microsoft Mathematics was easy to use, helpful in understanding concepts, and improved problem-solving skills, while also fostering interest and independence. Observation confirmed that PjBL was implemented effectively: teachers provided clear guidance, students designed projects, collaborated, and presented outcomes through various representations using Microsoft Mathematics. These findings demonstrate that combining PjBL with technology strengthens students’ mathematical representation ability and enriches learning. The study implies that technology-supported project learning can serve as an effective model for promoting meaningful, engaging, and skill-oriented mathematics education in secondary schools.Penelitian ini mengkaji pengaruh Project-based Learning (PjBL) berbantuan Microsoft Mathematics terhadap kemampuan representasi matematis siswa. Desain penelitian yang digunakan adalah kuasi-eksperimen dengan kelompok kontrol posttest-only pada dua kelas X di salah satu SMA di Kabupaten Kolaka. Kelompok eksperimen mendapatkan pembelajaran PjBL dengan Microsoft Mathematics, sedangkan kelompok kontrol diajar secara konvensional. Data dikumpulkan melalui tes representasi, angket, dan lembar observasi, kemudian dianalisis dengan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh skor rata-rata yang secara signifikan lebih tinggi (81,17) dibandingkan kelompok kontrol (60,19), dengan selisih rata-rata 20,99 poin (p < 0,05). Temuan angket menunjukkan persepsi siswa yang sangat positif, bahwa Microsoft Mathematics mudah digunakan, membantu dalam memahami konsep, meningkatkan keterampilan pemecahan masalah, sekaligus menumbuhkan minat dan kemandirian. Hasil observasi menegaskan bahwa PjBL terlaksana secara efektif: guru memberikan arahan yang jelas, siswa merancang proyek, berkolaborasi, serta mempresentasikan hasil melalui berbagai bentuk representasi dengan Microsoft Mathematics. Temuan ini menunjukkan bahwa menggabungkan PjBL dengan teknologi dapat memperkuat kemampuan representasi matematis siswa dan memperkaya pembelajaran. Penelitian ini menyiratkan bahwa pembelajaran berbasis proyek yang didukung teknologi dapat menjadi model efektif untuk mendorong pendidikan matematika yang bermakna, menarik, dan berorientasi pada keterampilan di sekolah menengah.
Exploring Grade VIII Students' Procedural Skills in Solving Pythagorean Problems Ade Riska Sanjani; Achmad Salido; Akbar Nasrum; Chairuddin Chairuddin; Jahring Jahring; Dian Ulfa Sari
EduMa: Mathematics education learning and teaching Vol. 13 No. 2 (2024)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v13i2.18719

Abstract

This study explores the procedural skills of grade VIII students in solving Pythagorean Theorem problems, focusing on the diversity of problem-solving steps and error patterns that emerge. A descriptive qualitative method was used in this study, with three students selected as subjects based on high, medium, and low levels of mathematical ability. Data were collected through problem-solving tasks and semi-structured interviews to comprehensively understand the students' approaches and strategies. The results showed that students with high procedural skills implemented problem-solving steps in a structured manner, while those with moderate skills often needed to be more consistent in recording critical steps. Students with low skills tended to bypass procedural structures and proceed directly to solutions, leading to a higher rate of errors. Error patterns varied by students' mathematical ability levels: high-ability students made no errors, medium-ability students exhibited errors in illustrations and procedural consistency, and low-ability students struggled with writing expressions and fully implementing steps. These findings emphasize the need for instructional approaches tailored to students' skill levels, such as structured learning and scaffolding, to strengthen procedural skills. A follow-up study with a broader sample is recommended to validate these findings and assess the effectiveness of instructional strategies for enhancing students' procedural skills across various mathematical topics.
Co-Authors Ade Riska Sanjani Agung Prihatmojo, Agung Agustiana Putri , Dya Ayu Akbar Nasrum Amiruddin Takda Ari Wibowo Ariyadi Wijaya Arma Wangsa Aswin Aswin Atien Nur Chamidah Chairuddin Chairuddin Dian Ulfa Sari Febrian , Fadri Firdaus, Andi Mulawakkan Hajra Yansa Haruna, Nana Harlina HARYANTO Husain, Dayana Sabila Irajuana Haidar Jahring Kausar, Aufal Kenedi, Ary Kiswanto Marniati Marniati, Marniati Martins, Agus Meiliati, Rafika Meryana Benly Misu, La Mohamad Salam Naing, Ince Rezky Nur Azizah Nuralda, Nuralda Ode, Windi Saputri Rahman, Gusti Arviana Sanjani, Ade Riska Sari, Dian Ulfa Sari, Dian Ulfa Sarman Sarman sirad, La Ode Sulestry, Andi Indra Suparno Suparno Suritno Fayanto Yusuf, Sitihardiyanti