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All Journal Jurnal Pengajaran MIPA Jurnal Online Pendidikan Matematika Kontemporer EurekaMatika (Jurnal Online Matematika S1) Indonesian Journal of Science and Mathematics Education Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Fundadikdas (Fundamental Pendidikan Dasar) JPMI (Jurnal Pembelajaran Matematika Inovatif) These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Eurekamatika Jurnal Pendidikan MIPA
bambang avip Priatna
Program Studi Pendidikan Matematika
Humanities Computer Science & IT Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The effect of inquiry learning models on students' acquisition and improvement of mathematical critical thinking skills in trigonometric comparison material Primadiana, Anneke; Priatna, Bambang Avip; Wahyudin, Wahyudin
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 8 No. 2 (2025): July
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v8i2.13417

Abstract

The study aimed to analyze the effect of the inquiry learning model on students' acquisition and improvement of mathematical critical thinking skills. The method used was a quasi-experiment with a pretest-posttest control group design, involving 68 students from X  State High School 1 Pagai Utara Sletan (34 students in the experimental class and 34 students in the control class). Data were collected through a mathematical critical thinking ability test on trigonometric comparison material, then analyzed using a t-test with SPSS. The results showed p = 0.006, indicating a significant difference between the effects of the inquiry-based learning model and conventional learning on students' mathematical critical thinking skills. Furthermore, the n-gain analysis showed p = 0.004, indicating that both the inquiry-based learning model and the conventional learning model influenced improvements in students' mathematical critical thinking skills. These findings demonstrate that the inquiry-based learning model is more effective in developing mathematical critical thinking. This study recommends the implementation of inquiry as an alternative learning strategy, particularly for mathematics topics requiring in-depth analysis.
ULTRA: A Digital Gamification Approach to Boosting Mathematical Creative Thinking and Self-Regulated Learning Nopitasari, Dian; Kusumah, Yaya Sukjaya; Juandi, Dadang; Priatna, Bambang Avip
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2720-2741

Abstract

The Mathematics Education Game is a gamification-based teaching material specifically designed to develop mathematical creative thinking skills and self-regulated learningin high school students. This game adopts a Snakes and Ladders format, consisting of three learning modules covering core trigonometry: basic concepts, quadrants, special angles, trigonometric equations, trigonometric identities, double-angle identities, sums and differences of angles, and multiplication of trigonometric functions. The game developed in this study, Attractive Trigonometric Snakes and Ladders (ULTRA), aims to serve as an engaging digital learning resource for students in grades XI and XII. The purpose of this study is to examine the improvement in creative thinking skills and self-regulated learning of students who use ULTRA. The research method uses the ADDIE model and is evaluated through three research instruments: (1) a mathematical creative thinking test containing four essay questions to measure fluency, flexibility, originality, and elaboration; (2) a 24-item self-regulated learning questionnaire that assesses goal setting, monitoring, strategy use, and reflection; and (3) a 15-item student response questionnaire to assess usability and engagement. Effectiveness was analyzed using normalized gain, while validity and practicality were reviewed through expert assessment and descriptive data. The research subjects were 496 students from 16 classes, comprising 247 in the experimental class and 249 in the control class. This study concluded that ULTRA is valid, practical, and has potential as a digital medium for mathematics learning. Effectiveness testing conducted in four schools showed a moderate increase in N-Gain in mathematical creative thinking skills, as well as positive behavioral indicators of learning independence, indicating that ULTRA strengthens students' higher-order thinking skills and independence. Overall, the findings indicate that the ULTRA game has the potential to improve mathematical creative thinking and self-regulated learningwhile providing an engaging digital learning experience for students.   Keywords: education game, creative thinking, self-regulated learning.
How are indigenous students' perceptions of mathematics learning based on the ethnomathematics of the Nias community? Gee, Efrata; Turmudi, Turmudi; Priatna, Nanang; Priatna, Bambang Avip
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v9i2.30169

Abstract

Ethnomathematics is widely recognized as an approach that connects mathematics learning with students' cultural experiences. However, previous studies have mainly identified mathematical concepts in cultural practices and developed ethnomathematics-based materials, while indigenous students' perceptions remain underexplored. This study analyzed indigenous students' perceptions of ethnomathematics-based mathematics learning in the context of Nias culture. A descriptive mixed-methods design was conducted with seventh-grade indigenous students at a junior high school in South Nias, Indonesia. Data were collected through a perception questionnaire and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. Results showed that students' perceptions were generally adequate. The absorption, understanding, and evaluation dimensions scored 74.73%, 70.57%, and 69.89%, respectively. Although students appreciated the cultural contexts used in learning, many struggled to relate cultural practices and artifacts to formal mathematical concepts, indicating that cultural familiarity alone does not ensure meaningful understanding. These findings suggest that ethnomathematics instruction should integrate cultural contexts with appropriate pedagogical support to help indigenous students transform cultural knowledge into formal mathematical understanding.
Co-Authors Aisyah, Ani Dadan Dasari Dadang Juandi Endang Dedy Fikri, Ahmad Fitri Anisa Kusumastuti Fitriani agustina Gee, Efrata Hidayat, Azhar Majid Imas Teti Rohaeti Jarnawi Afgani Dahlan Maya Nurlita, Maya Nanang Priatna Nopitasari, Dian Primadiana, Anneke Syamsul Arifin Turmudi Wahyudin Wahyudin Yaya S. Kusumah