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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Pengabdian Magister Pendidikan IPA EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Griya Journal of Mathematics Education and Application Jurnal Pengabdian dan Pemberdayaan Nusantara (JPPNu) Rengganis Jurnal Pengabdian Masyarakat Jurnal Pijar MIPA Sigma&Mu: Journal of Mathematics, Statistics and Data Science
Eka Kurniawan
Program Studi Pendidikan Matematika FKIP Universitas Mataram
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Mathematics Physics Public Health Social Sciences

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Desain E-LKPD Berbasis Concept Image Siswa pada Materi Barisan dan Deret Dita Oktavihari; Junaidi Junaidi; Gilang Primajati; M. Gunawan Supiarmo; Eka Kurniawan
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1329

Abstract

This study aims to develop a concept image-based E-LKPD on sequences and series using the ADDIE model.This development research was carried out up to the Development stage, which includes Analysis, Design,and Development. In the analysis stage, learning needs were identified through concept image tests,interviews, and documentation studies. The results of the analysis showed that students still had difficultyin understanding the concepts of sequences and series in depth, differentiating the concepts of sequences andseries, and connecting various mathematical representations. Based on these needs, an E-LKPD was designedthat included problem-oriented activities, pattern exploration, concept construction, concept reflection, andcontextual application. In the development stage, the E-LKPD prototype was compiled and validated bymaterial experts and media experts to assess the feasibility of content, presentation, language, andappearance. The validation results showed that the developed E-LKPD met the valid criteria and was suitablefor use as a supporting teaching material for mathematics learning. The concept image-based E-LKPD isexpected to help students build a better conceptual understanding of sequences and series through theintegration of visual, verbal, numeric, and symbolic representations.
Ethnomathematics in the Calculation of Sasak Traditional Heritage: Identification of the Concepts of KPK and FPB in the Aul and Radd Mechanism Miftahul Makwa; Salwatul Solehah; Eka Kurniawan; Muhammad Turmuzi
Sigma&Mu: Journal of Mathematics Education, Mathematics, Statistics and Data Science Vol. 4 No. 2 (2026): September
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/sigmamu.v4i2.798

Abstract

This study aims to identify and analyze the mathematical concepts contained in the Sasak traditional heritage distribution system in Central Lombok through an ethnomathematical approach. The research uses a descriptive qualitative approach with a focused ethnography. The data was collected through a semi-structured interview with H. Nurul Mustofa as a Religious Stakeholder and Traditional Stakeholder in Penujak Village, West Praya District, Central Lombok Regency on April 12, 2026, as well as a documentation study of faraid books used by the resource persons. The results of the study found seven mathematical concepts that were actually applied: (1) the local numeracy system (sekek, due, three, four, lime) that corresponds to the concept of formal numbers; (2) tiered counting operations (addition, subtraction, division); (3) the concept of fractions with the local terms half/half, three, and four; (4) a 2:1 ratio between male and female heirs; (5) Smallest Commonwealth Multiples (KPK) which are implicitly applied in the aul mechanism when the total share exceeds 100% of the property; (6) Largest Federal Factor (FPB) in the radd mechanism when there is a proportionate return of residual property; and (7) the concept of measurement with are, sack, and hand span units. The inheritance distribution procedure is carried out through six systematic stages. The relationship of formal mathematics to customary practice is analyzed from three dimensions: conceptual correspondence, difference in representation, and pedagogical implications. The findings prove that the KPK and FPB work synergistically in one system, and this mathematical knowledge has great potential to be used as a context for meaningful mathematics learning in accordance with the spirit of the Independent Curriculum.
Analisis Proses Berpikir Matematis Mahasiswa Pada Pembuktian Prinsip Matematika Ketut Sarjana; Ni Made Intan Kertiyani; Ulfa Lu'luilmaknun; Eka Kurniawan; Gilang Primajati
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 2 (2026): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i2.4864

Abstract

Proses berpikir matematis merupakan kemampuan untuk memahami, menganalisis dan menyelesaikan masalah melalui prosedur yang logis. Proses ini menjadi penting karena meningkatkan analisis, logika, memecahkan masalah, mengembangkan kreativitas, meningkatkan komunikasi ataupun meningkatkan dalam menghadapi tantangan khusunya pada pembuktian prinsip matematika.Tujuan penelitian ini adalah untuk menganalisis kemampuan berpikir matematis mahasiswa pada pembelajaran Analisis Riil. Metode yang akan digunakan dalam pencapaian tujuan penelitian ini deskriptif kualitatif. Teknik pengumpulan data menggunakan tes dan wawancara. Tes yang di maksud pada penelitian ini adalah tes untuk melihat kemampuan berpikir matematis mahasiswa, kemudian untuk wawancara untuk mengetahui menggali secara oral kemampuan berpikir matematis mahasiswa. Hasil penelitian menunjukkan bahwa a) Mahasiswa yang dapat menjawab soal dengan benar melewati tahapan entry, attack, dan review dengan maksimal, b) Mahasiswa yang menjawab sebagian benar melewati masa entry dengan baik, tetapi kurang baik dalam melalui tahapan attack dan review, dan c) Mahasiswa yang menjawab salah semua melewati semua tahapan Mason dengan kurang baik.
Co-Authors Alvano Tugas Hendrawan Amrullah Amrullah Amrullah Amrullah Anas Usman Husnuddu’a Aprilia Listiana Aulia Dinda Dwi Kartika Baidowi Baidowi Baiq Ajeng Aprilia Ulymaz Dea Nadia Deni Hamdani Dita Oktavihari Dwi Novitasari Era Wati Sugara Gilang Primajati Gossani Puja Lestari Hana Rippana De Yumaina Harry Soeprianto I Gusti Ayu Sinta Inastuti Junaidi Junaidi Ketut Sarjana Laila Hayati Laila Hayati Lalu Abdal Gaffar M. Adzan Akbar M. Gunawan Supiarmo Manggala Wihasta Jagat Wicaksana Mia Fikjayanti Miftahul Makwa Muhammad Turmuzi Munawarah Munawarah Nani Kurniatai Nani Kurniati Ni Made Intan Kertiyani Ni Made Intan Kertiyani Ni Nyoman Yulia Paicasari Nisa Husniatissibhi Nurbaeti Irmayani Nurul Hikmah Nyoman Sridana Putri Surya Rangga Faradisha Ricky Pramana Setiawan Panie Ridha Surgana Salsabila, Nilza Humaira Salwatul Solehah Siti Aminatin Ayunah Sofie Atma Dwiva Sri Subarinah Sripatmi Sripatmi Sudi Prayitno Syahrul Azmi Tabita Wahyu Triutami Tina Septikayanti Tri Muhammad Rahmatullah Ulfa Lu'luilmaknun Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Wahidaturrahmi, Wahidaturrahmi Wardatul Uyun Yulis Tyaningsih, Ratna Zavira Mardhatillah