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All Journal Journal on Mathematics Education (JME) Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika SIGMA: Jurnal Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Penelitian Pendidikan Jurnal Elemen EDU-MAT: Jurnal Pendidikan Matematika Eduma : Mathematics Education Learning and Teaching Edumatsains Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Journal of Medives KALAMATIKA Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Analisa JMPM: Jurnal Matematika dan Pendidikan Matematika PRISMA Indonesian Journal of Science and Mathematics Education Juring (Journal for Research in Mathematics Learning) Jurnal SOLMA Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) IRJE (Indonesian Research Journal in Education) MATEMATIKA DAN PEMBELAJARAN Beta: Jurnal Tadris Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika SIGMA Symmetry: Pasundan Journal of Research in Mathematics Learning and Education SAP (Susunan Artikel Pendidikan) MEJ (Mathematics Education Journal) Edsence: Jurnal Pendidikan Multimedia BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Penelitian Pembelajaran Matematika Sekolah Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Jurnal Magister Pendidikan Matematika (JUMADIKA) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Mandalika Mathematics and Educations Journal JIIP (Jurnal Ilmiah Ilmu Pendidikan) Dimasejati: Jurnal Pengabdian Kepada Masyarakat Range : Jurnal Pendidikan Matematika Jurnal PEKA (Pendidikan Matematika) Mosharafa: Jurnal Pendidikan Matematika Integral : Jurnal Penelitian Pendidikan Matematika Idealmathedu: Indonesian Digital Journal of Mathematics and Education Inovasi Kurikulum Unnes Journal of Mathematics Education Pedagogy : Jurnal Pendidikan Matematika AFORE: Jurnal Pendidikan Matematika Jurnal Pendidikan Indonesia (Japendi) Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang JNPM (Jurnal Nasional Pendidikan Matematika) JRAMathEdu (Journal of Research and Advances in Mathematics Education) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Kreano, Jurnal Matematika Kreatif Inovatif Journal on Mathematics Education Research Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal on Mathematics Education SJME (Supremum Journal of Mathematics Education)
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Journal : Journal on Mathematics Education

Mathematical Proof: The learning obstacles of pre-service mathematics teachers on transformation geometry Noto, Muchamad Subali; Priatna, Nanang; Dahlan, Jarnawi Afgani
Journal on Mathematics Education Vol. 10 No. 1 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Several studies related to mathematical proof have been done by many researchers on high-level materials, but not yet examined on the material of transformation geometry. The aim of this research is identification learning obstacles pre-service teachers on transformation geometry. This study is qualitative research; data were collected from interview sheets and test. There were four problems given to 9 pre-service mathematics teachers. The results of this research were as follows: learning obstacles related to the difficulty in applying the concept; related to visualize the geometry object; related to obstacles in determining principle; related to understanding the problem and related obstacles in mathematical proofs such as not understanding and unable to express a definition, not knowing to use the definition to construct the proof, not understanding the use of language and mathematical notation, not knowing how to start the proof.
Investigation of the impact online single and multiple representation scaffolding on mathematical concept mastery and mathematical problem-solving skill Fitria, Wenny; Susilana, Rudi; Priatna, Nanang; Rusman
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp709-728

Abstract

Representation plays a central role in mathematical problem solving, serving as a cognitive bridge between abstract concepts and concrete understanding. However, while prior studies have examined the effects of scaffolding in mathematics learning, limited attention has been given to the comparative impact of single versus multiple online representations, particularly in relation to students’ cognitive processes such as eye movement behavior. This study addresses this gap by investigating the effectiveness of online single and multiple representation scaffolding in enhancing students’ mathematical concept mastery, problem-solving performance, and eye movement patterns during problem-solving tasks. A quasi-experimental design was employed involving 300 high school students, randomly assigned to either a multiple representation scaffolding group (n = 150) or a single representation scaffolding group (n = 150). Data were analyzed using one-way MANCOVA, ANCOVA, MANOVA, and ANOVA tests. The results revealed that students who received multiple representation scaffolding outperformed their peers in mastering mathematical concepts, solving complex problems—including advanced-level tasks—and demonstrating more efficient visual processing, indicated by shorter fixation durations and rereading times. Furthermore, these students exhibited more adaptive strategies across varying question types (basic, combination, and advanced). The findings highlight the pedagogical advantage of using multiple representation scaffolding in online mathematics instruction, suggesting that it offers more comprehensive cognitive support and promotes deeper conceptual understanding. This study contributes to the growing body of research on digital scaffolding by evidencing the cognitive and performance-related benefits of multimodal representation and underscores its potential to inform the design of technology-enhanced mathematics learning environments.
How to construct theorems of parallelism condition? A study of learning obstacles and GeoGebra-based didactical design Herizal; Priatna, Nanang; Prabawanto, Sufyani; Jupri, Al
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp277-298

Abstract

In Euclidean geometry, parallelism is a fundamental concept from which many other geometric ideas are derived. Although it is central to geometry and essential for fostering deductive and logical reasoning, research on students’ understanding of parallelism—particularly studies that examine learning obstacles and didactical approaches to address them—remains limited, especially at the tertiary level. This study investigates how students construct theorems of parallelism conditions by identifying learning obstacles and implementing a GeoGebra‑based didactical design within the framework of the theory of didactical situations. Adopting a qualitative approach with a phenomenological–hermeneutic design, the study first examined 64 mathematics education students at a state university in Aceh, Indonesia, to identify learning obstacles related to theorems of parallelism conditions, and subsequently involved 35 of these students in the implementation of the didactical design. Data sources included written documentations, interviews, classroom observations, and audio‑video recordings. Data analysis followed Miles and Huberman’s procedures of data reduction, data display, and conclusion drawing. The analysis showed that students’ understanding of theorems of parallelism conditions was constrained by three main categories of learning obstacles: epistemological, didactical, and ontogenic. In response, a GeoGebra‑based didactical design was developed and implemented. The findings indicate that this design effectively mitigated the identified obstacles and supported students’ construction of theorems concerning conditions for parallelism. Moreover, the design contributed to a shift in students’ learning from predominantly procedural engagement toward more conceptual understanding, although this shift was not yet fully uniform across all students. These results underscore the importance of integrating carefully planned didactical situations into the teaching of geometry and of employing dynamic visualization tools such as GeoGebra to support students’ transition from empirical reasoning toward more deductive mathematical understanding.
Co-Authors Aan Subhan P Adirakasiwi, Alpha Aflich Yusnita Fitrianna Agna Ilma Taofik Agustyani, Anggit Reviana Dewi Aisyah Rahmayantri Akash Satish Kumar Alfi Syahraini Al’atif, Afroh Mahfudoh Anggareni, Peni Arif Muchyidin Atika Defita Sari Atiyah, Khairini Aulia Adytia Putri Avip Priatna, Bambang Avip, Bambang Balkist, Pujia Bambang Avip Bambang Avip Priatna Martadiputra cakrawala Benny Wahyudi Bustaren, Bill Chairy Rizki Dadan Dasari Dadang Juandi Dadang Juandi Darhim Darhim Dendy Maulana Gusmawan Dewi Ranti Diana Ayu Wulandari Didi Suryadi Dita Oktavihari EfridaMuchlis, Effie Enjun Junaeti Fadilla Hidayatulloh, Natasya Fajriyati, Shanti Nur Fatimah, Siti Fatmiyati, Novita Fauziyyah, Farah Fitria Nurulaeni Fitria, Wenny Gusmawan, Dendy Maulana Hanifa Dina Aulia Dewi Umbara Hastri Rosiyanti, Hastri Herizal Herizal Husni, Niakmatul Iffa Hanifah Rahman Iik Nurhikmayati, Iik Indriani, Ulfa Dwi Iyam Maryati IYAM MARYATI Jarnawi Afgani Dahlan Junaeti, Enjun Kadarisma, Gida Kadir, Kamaliyah Karina Yulianti Kartika Yulianti Kertayasa, I Ketut Khairini Atiyah Khairunnisa Khairunnisa Kintan Tyara Augie Kumar, Akash Satish Kusnandi Kusnandi Kusnandi, Kusnandi Laia, Harun Onesimus Laila, Alya Nur Najmi Laili Rahmawati Lethulur, Nelma Dortje Lina Nurhayati Lorenzia, Silviana Ayu Lutfi, Jasmine Salsabila M Fikri Hamdani M., Bambang Avip Priatna Marpaung, Cichi Farhan Syahmar Minasyan, Sona Muchamad Subali Noto Muchlis, Effie Efrida Muchlis, Effie Efrida Muchyidin, Arif Muhaimin, Lukman Hakim Mulyati Mustika Sari, Rika Mursidah, Mursidah N. Nurjanah Nadya Syifa Utami Nasir, Norma Nurdiyah Kurniati Nurjanah Nurjanah, Nurjanah Nurmala Setianing Putri Nurwita, Faizah Oktavihari, Dita Pahmi, Samsul Pieter Zakarias Tupamahu Puteri, Alycia Rahmah Kamilah Putri Wahyuni Putri, Aulia Adytia Raisatunnisa Ratu Sarah Fauziah Iskandar Rika Mulyati Mustika Sari Rivani Adistia Dewi Rizky Rosjanuardi Rudi Susilana, Rudi Rusman Saleh Nugraha Haryadin Saputra, Andari Saputra, Andari Sholikhakh, Rizqi Amaliyakh Sholikhakh Siti Fatimah Sitti Nur Astuti S. Sufyani Prabawanto, Sufyani Sugama Maskar Sugiman Sugiman Suhendra Suhendra Suhendra, S Sukma, Yovika Sumanang Muhtar Gozali Sumaryanta Sumaryanta Susilawati, Intan Syafdi Maizora Syahbudin, Fauzan Syifa Mardliyah Taofik, Agna Ilma Tatang Herman, Tatang TATI NURHAYATI Turmudi Ulfa, Nadia Vipi Alvyanita Wenny Fitria Yaya S. Kusumah Yaya Sukjaya Kusumah Yovika Sukma Yulianti, Karina Z, Yulia Rahmawati