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All Journal Jurnal Riset Pendidikan Matematika Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika PRISMA Desimal: Jurnal Matematika Journal of Honai Math Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Prima: Jurnal Pendidikan Matematika Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Abdi Dosen : Jurnal Pengabdian Pada Masyarakat JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) Jurnal Pengabdian kepada Masyarakat Nusantara Aksioma Panrannuangku Jurnal Pengabdian Masyarakat Rengganis Jurnal Pengabdian Masyarakat Edumatika Abimanyu: Journal of Community Engagement Indonesian Journal of Research and Educational Review (IJRER) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Kreatif Online JME (Journal of Mathematics Education) JNPM (Jurnal Nasional Pendidikan Matematika) Abdi Masyarakat UIKA Jurnal Tadris Matematika (JTMT) Jurnal Pendidikan MIPA Journal on Mathematics Education Jurnal Elektronik Pendidikan Matematika Tadulako JME (Journal of Mathematics Education) AKSIOMA Jurnal Didaktik Matematika
Pathuddin
Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Palu, Sulawesi Tengah, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Students’ Numeracy Literacy Skills Based on Severe Mathematics Anxiety and Gender-Role Attributes (Masculine/Feminine): A Qualitative Case Study Aswan, Aswan; Pathuddin, Pathuddin; Ismaimuza, Dasa
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19870

Abstract

This study aims to describe in depth the students’ numeracy literacy abilities with severe mathematical anxiety from a masculine and feminine gender perspective. Severe mathematical anxiety can affect how students think, understand problems, and make decisions in solving mathematical problems. In addition, factors that influence mathematical performance are cognitive and affective patterns. Both of which are more related to gender-role than biological aspects (sex). This study considers gender perspectives, especially masculine and feminine, and it is expected to provide a more comprehensive picture of the diversity of students' numeracy literacy abilities. This study used a qualitative approach with a case study type. The research subjects were selected through purposive sampling, utilizing a case study approach involving two individuals with severe levels of mathematics anxiety, specifically representing masculine (BM) and feminine (BF) gender characteristics. The data collection was carried out through questionnaires, numeracy literacy tests, and in-depth interviews. These data were analyzed using data condensation techniques, data display, and conclusion drawing. The case study results indicate that subjects BM and BF are capable of identifying essential information and understanding the problem context. However, there were differences in the stages of problem solving. BM tends to be able to evaluate the reasonableness of calculation results, while BF is better able to convey logical conclusions and relate the results to the problem context. This finding shows the importance of implementing learning strategies that accommodate differences in student characteristics to improve numeracy literacy skills in the aspect of using mathematical concepts, facts, and procedures.
Efforts to Improve the Ability to Understand Trogonometry Concepts by Implementing the Discovery Learning Model of Students in Class XI SMA IT Persis Palu Sahabudin, Nurfadila; Hadjar, Ibnu; Pathuddin; Fajriani
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v9i2.32452

Abstract

The growing demand for twenty-first century competencies has increased the need for mathematics instruction that promotes conceptual understanding, reflective reasoning, and active student engagement. However, trigonometry learning in many secondary schools remains dominated by procedural instruction and formula memorization, causing students to experience difficulties in understanding conceptual relationships. This study aimed to investigate the implementation of the discovery learning model in improving students’ conceptual understanding of trigonometry among class XI students at SMA IT Persis Palu, Indonesia. The study employed a qualitative-dominant Classroom Action Research design conducted through two iterative cycles consisting of planning, action, observation, and reflection stages. The participants involved 23 students, with three focal informants selected purposively based on preliminary conceptual difficulties. Data were collected through conceptual understanding tests, classroom observations, interviews, field notes, and documentation. The findings revealed substantial improvement in students’ conceptual understanding across all indicators, including the ability to restate concepts, identify conceptual relationships, distinguish examples and non-examples, and apply trigonometric concepts accurately in contextual problem-solving situations. Learning mastery increased progressively until 88.24% of students achieved the minimum competency criterion in Cycle II. The study concludes that discovery learning effectively facilitates conceptual reconstruction, collaborative inquiry, and meaningful mathematical understanding in secondary trigonometry learning. 
An Analysis of Students' Pseudo-Thinking Processes in Solving Algebra Problems from The Perspective of Self-Confidence Nur Rahma; Mubarik; Fajriani; Pathuddin
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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Abstract

This study aims to describe the pseudo-thinking processes of eighth-grade junior high school students in solving algebra problems, as viewed from the perspectives of high, moderate, and low levels of self-confidence. This study was conducted in the eighth grade at SMP Negeri 7 Palu during the 2025/2026 school year. A total of 3 students were selected from a group of 29 students. This research method uses a qualitative approach of a descriptive nature.The researcher employed a self-confidence questionnaire, an algebraic problem-solving test, and interviews. The results indicate that students have high self-confidence in their ability to solve problems correctly and follow problem-solving steps; however, they still struggle to explain their reasoning conceptually, suggesting that their thinking is pseudo-correct. Students with moderate self-confidence are able to solve problems fairly well, but they still make mistakes in their approach and conceptual understanding, so they tend to engage in pseudo-correct thinking, although not to the same extent as students with high self-confidence. Students with low self-confidence tend to have difficulty understanding and solving problems, leading them to give incorrect answers; however, they are able to correct their mistakes after reflecting on them, thus demonstrating pseudo-errors.
THE EFFECTIVENESS OF THE RADEC LEARNING MODEL ON GRADE IX STUDENTS’ LEARNING OUTCOMES IN SOLID GEOMETRY Nur Afni; Rahma Nasir; Mustamin Idris; Pathuddin Pathuddin
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2716

Abstract

 This study aimed to examine the effectiveness of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the learning outcomes of Grade IX students in solid geometry. The research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The population consisted of ninth-grade students at a junior high school in Palu, and the sample was selected using cluster random sampling. Data were collected through essay-type tests to measure students’ learning outcomes and observation sheets to assess the implementation of the learning model. Data analysis was conducted using the independent sample t-test and N-Gain analysis at a significance level of 0.05. The results showed that the Sig. (2-tailed) value was 0.001, indicating a statistically significant difference in learning outcomes between the experimental and control classes. The average N-Gain score in the experimental class was 0.56, which falls into the moderate category and is higher than that of the control class. These findings indicate that the RADEC learning model is effective in improving students’ learning outcomes in solid geometry and can serve as an alternative instructional approach in mathematics education.
ANALYSIS OF EIGHTH-GRADE STUDENTS’ MATHEMATICAL CONNECTION ABILITY IN SOLVING STATISTICS WORD PROBLEMS BASED ON MATHEMATICAL ABILITY Feliks Eka Putra Tadayu; Alfisyahra Alfisyahra; Pathuddin Pathuddin; Akhyar H.M. Tawil
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2761

Abstract

This study aims to analyze students’ mathematical connection abilities in solving statistics word problems based on their levels of mathematical ability (high, medium, and low). A qualitative descriptive approach was employed involving eighth-grade students at SMPN 9 Palu. Data were collected through written tests and semi-structured interviews and analyzed using the Miles and Huberman model. The findings reveal qualitative differences in how students construct mathematical connections. High-ability students demonstrate well-structured and flexible connections by integrating statistical concepts, arithmetic operations, and real-life contexts. Medium-ability students are able to establish connections, but these tend to be procedural and lack conceptual depth. In contrast, low-ability students exhibit fragmented understanding and experience difficulties in linking concepts, representations, and real-life applications. This study highlights that mathematical connection ability is closely related to the depth of conceptual understanding rather than merely procedural competence. The novelty of this study lies in revealing distinct patterns of mathematical connections across different ability levels within the specific context of statistics word problems. The findings provide implications for designing instructional strategies that explicitly support the development of mathematical connections in classroom practice.
The reflective process of prospective mathematics teachers in proof construction Badjeber, Rafiq; Rizal, Muh.; Rochaminah, Sutji; Pathuddin
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30558

Abstract

Purpose: This study explores the reflective processes of prospective mathematics teachers in proof construction, analyzed through Toulmin’s argumentation framework and Surbeck’s reflective thinking phases. Method: This study employed a qualitative case study design. Twenty prospective mathematics teachers at a university in Palu City were asked to solve a mathematical proof task. Their solutions were categorized into four types, representing variations in argumentation and reflective processes. One participant from each type was selected for interviews to obtain more in-depth insights. The collected data were analyzed using thematic analysis, involving coding and theme development guided by Toulmin’s and Surbeck’s frameworks. Findings: The results indicate that prospective teachers who demonstrated a relatively complete reflective process in proof construction were able to identify relevant information, develop logical reasoning, and evaluate their proof steps. In contrast, those who exhibited transitional, limited, and minimally developed reflective processes showed increasing difficulties in constructing and evaluating their proofs. Significance: These findings suggest the need to integrate reflective thinking and structured argumentation explicitly in proof-based instruction, particularly by supporting students in developing and evaluating warrants and backing during proof construction.
Pelatihan Desain Modul Ajar Berdiferensiasi Bagi Guru-Guru SD Inpres 1 Tondo I Nyoman Murdiana; Sukayasa Sukayasa; Muh Habi; Pathuddin Pathuddin; Fajriani Fajriani; Akhyar H.M. Tawil
Abimanyu : Jornal of Community Engagement Vol 7 No 1 (2026): February 2026 (In Press)
Publisher : Universitas Negeri Surabaya

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Abstract

Differentiated learning is one of the learning approaches in the implementation of the Independent Curriculum (IKM). Discussions with the principal of SD Inpres 1 Tondo during the guidance of the 8th Batch of Teaching Campus Students (August-December 2024) revealed that most elementary school teachers in the Tondo sub-district were unable to develop differentiated teaching modules. This community service activity was held on September 1, 2025, at SD Inpres 1 Tondo. The training participants consisted of teachers from SD Inpres 1 Tondo, SD Inpres 2 Tondo, SD LIK Layana, and SD Alkhairat Tondo, with a total of 30 participants. This community service activity aimed to provide understanding and practical knowledge to the participants so they could design differentiated teaching modules. The training methods used were presentations, discussions, and mentoring. Data was collected by giving individual assignments to create differentiated teaching modules for a topic to be taught. The collected data was analyzed using percentage analysis. Observations and Q&A sessions during the training indicated that participants were highly enthusiastic about participating, and all participants understood how to develop differentiated teaching modules. Data analysis revealed that the average participant's ability to develop differentiated teaching modules was very good, with a score of 86.67.
A ANALYSIS OF STUDENTS' ABILITY TO MAKE MATHEMATICAL CONNECTIONS IN SOLVING STORY PROBLEMS INVOLVING INTEGER OPERATIONS AT SMPN 19 PALU FROM THE PERSPECTIVE OF LEARNING STYLES karmila karmila; Tegoeh S Karniman; Alfisyahra Alfisyahra; Pathuddin Pathuddin
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/kqw32b17

Abstract

This study aims to describe the mathematical connection abilities of students with visual, auditory, and kinesthetic learning styles in solving integer operation story problems. This research was conducted at SMP Negeri 19 Palu using a descriptive method with a qualitative approach. The subjects of this study were three seventh-grade students from class VII A, consisting of one student with a visual learning style, one with an auditory learning style, and one with a kinesthetic learning style, as determined through a learning style questionnaire test. The data collection techniques used in this study included learning style tests, written tests, and interviews, which were then analyzed using the Miles and Huberman model, which includes data condensation, data presentation, and conclusion drawing. The data credibility test used in this study was participant validation (member check). The results of this study indicate that students with visual, auditory, and kinesthetic learning styles are able to fulfill all components of students' mathematical connection abilities, connections between mathematical topics, recognizing and applying mathematics in contexts outside of mathematics, and connections between mathematical concepts and the real world or everyday life.
Co-Authors Abd Hamid Abd. Hamid Afadil Ahiruddin Ain, Nur' Akhyar H.M. Tawil Alfirna Alfisyahra Alfisyahra Alfisyahra Alfisyahra Alfisyahra Alfisyahra Alfisyahra, Alfisyahra Alfisyhara, Alfisyhara Almahdali , Muh Ikbal Amelia, Kadek Devy Amelia, Risna Anang Wahid M.Diah Anggraini Anggraini Anggraini Anggraini Anugrah, Aldi Ardiansyah, Randy Asnur Ali Aswan Aswan Aswandi Aswandi Baharuddin Hamzah Baharuddin Paloloang Baharuddin Paloloang Baharuddin Paloloang Bakri Bakri Bakri Bakri Bakri Mallo Besse Nur Anisa Borosi, Miranda Adhitya Dasa Ismaimuza Datuanggoa, Jeniati Desak Ketut Permatasari Desrin Lebagi Desti Desti Desti, Desti Dewi Satria Ahmar Dewi Ulfiana Dyah Permata Esa Kurniawan Evie Awuy Evie Awuy Evie Awuy Fajriani Fajriani Fajriani Fajriani Fajriani Fajriani Fani, Sri Fatmawati Fatmawati Feliks Eka Putra Tadayu Galu Parwati Gandung Sugita Greskensia, NI Made Vemi HB, Usman Hermin, Arwini Puspita Holyness Nurdin Singadimedja I Luh Restini I Nyoman Murdiana I Nyoman Murdiana Ibni Hadjar Ika Citra Pratiwi Indriana Indriana, Indriana Intan Purnama Marzuki Kanarasi, Yabes Maxrobin karmila karmila Kelengi, Fadlun Wahyuni Khasanah, Tri Nur lawaty, susy Linawati Linawati Linawati Linawati Lumi, Jesica Lusiana Lusiana M, Bakri Ma'abud, Yusril Y Mainarni, Welli Martina Martina Maryam Maryam Maxinus Jaeng Meinarni, Welli Meliasari, Cindy Moh. Fadhel Rumi Moh. Habil S. Saleh Muazin, Muhammad Mubarik Mubarik Mubarik Mubarik Muh Habi Muh. Hasbi Muh. Hasbi Muh. Rizal Muh. Rizal Muhammad Muazin mukarramah MUSTAMIN IDRIS Mustamin Idris Nasir, Rahma Ningrum, Ing Diar Maswal Nita Nita Nugroho Alfarizi Nur Adila Apriani Nur Afni Nur Hidayah Nur Intan Nur Padila Susanti Nur Rahma Nurhayadi Nurhayadi Nurhikma, Nurhikma Nurul Alfahira NURUL AZIZAH Pembeu, Mega Cendrakasih Permata, Dyah Purnama Ningsih Purwanindina, Atila Maheswari Dewi Putri, Cindy Ade Putri, Istifanah Maharani Qomaria, Esti Rabiyatul Adawiyah Rafiq Badjeber Rahma Nasir Rahma Nasir Rahma Nasir Rahmadiani Rahmadiani Rahmawat, Sitti Ratna Dwi Oktavia Restini, I Luh Rita Lefrida Romu, Siti Nur Janah T.H. Rumi, Moh. Fadhel Sabila B, Dini Nurul Safril Safril Sahabudin, Nurfadila Sakinah Sakinah Santika, Putu Setiawaty, Puji Wahyu Sindi Geby Sintia Sinta, Selviana Siti Uswatun Hasanah Sitti Nurhaliza Sitti Rahmawati Sri Wahyuni Sri Wahyuni Sudarman Bennu Sukayasa Sukayasa Sutji Rochaminah Suwardin, Muhammad Tegoeh S Karniman Tobigo, Yekri Sandi Ulfiana, Dewi Usman HB Welli Meinarni Welli Meinarni Wirdania, Wirdania Yuli Asri Yunita, Rezki Lola