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All Journal International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia JUDIKA (JURNAL PENDIDIKAN UNSIKA) JPMI (Jurnal Pembelajaran Matematika Inovatif) EMTEKA: Jurnal Pendidikan Matematika Jurnal Pengabdian kepada Masyarakat Jurnal Didactical Mathematics Radian Journal: Research and Review in mathematics Education Journal of Research in Science and Mathematics Education JME (Journal of Mathematics Education)
Indra Budiman
Universitas Singaperbangsa Karawang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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ANALISIS KEMAMPUAN LITERASI MATEMATIKA DITINJAU DARI GAYA KOGNITIF SISWA Ghofan Muthofin; Indra Budiman
JUDIKA (JURNAL PENDIDIKAN UNSIKA) Vol. 12 No. 1 (2024): JUDIKA (JURNAL PENDIDIKAN UNSIKA)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/judika.v12i1.8453

Abstract

Melalui penelitian ini, kami berharap dapat lebih memahami bagaimana pilihan kognitif siswa memengaruhi literasi matematika mereka. Penelitian ini menggabungkan metode kualitatif dengan metodologi deskriptif. Kelas X TP 3 SMK Negeri 1 Karawang memiliki empat siswa yang masuk kelas pada semester pertama tahun pelajaran 2022–2023. Salah satu alat yang digunakan dalam penelitian ini adalah Group Embedded Figure Test (GEFT) yang mengevaluasi gaya kognitif siswa. Wawancara juga digunakan dalam penelitian ini.  Hasil penelitian ini didukung dengan wawancara yang dilakukan. Hasil wawancara tersebut menunjukkan bahwa siswa dengan gaya kognitif field independent dan field dependent mampu merumuskan masalah secara matematis dan menggunakan konsep, fakta, prosedur, dan penalaran matematis seperti yang ditunjukkan oleh uraian di atas. Subjek SFI-1 adalah satu-satunya yang memenuhi syarat untuk menganalisis, menerapkan, dan menilai hasil matematika.
ANALISIS LITERASI MATEMATIS PISA KELAS IX SMP AL MUBAROK DITINJAU DARI GAYA KOGNITIF VISUALIZER DAN VERBALIZER Aulia Azka; Indra Budiman
JUDIKA (JURNAL PENDIDIKAN UNSIKA) Vol. 11 No. 2 (2023): JUDIKA (JURNAL PENDIDIKAN UNSIKA)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/judika.v11i2.8474

Abstract

Tujuan penelitian ini untuk mendeskripsikan data analisis kemampuan literasi matematis kelas IX SMP Al Mubarok ditinjau dari gaya kognitif visualizer serta verbalizer. Sumber data dalam penelitian ini merupakan siswa kelas IX SMP Al Mubarok Tahun Pelajaran 2022/2023. Subjek penelitian ditentukan berdasarkan hasil angket gaya kognitif visualizer serta verbalizer, yaitu diambil satu siswa dengan gaya kognitif visualizer serta satu siswa bergaya kognitif visualizer. Instrumen penelitian yang digunakan yaitu tes kemampuan literasi matematika, angket gaya kognitif, serta wawancara terstruktur. Dari hasil pembahasan yang telah dipaparkan diperoleh kesimpulan terkait literasi matematis siswa kelas IX SMP Al Mubarok dalam menyelesaikan soal PISA ditinjau dari gaya kognitif (1) visualizer, siswa dengan gaya kognitif visualizer mampu memenuhi literasi matematis pada indikator formulate, employ, serta interpret, serta (2) verbalizer, siswa dengan gaya kognitif verbalizer mampu memenuhi literasi matematis pada indikator formulate, employ, serta interpret.
Analisis Kemampuan Spasial Siswa pada Materi Bangun Ruang Balok dan Kubus Ditinjau dari Gaya Belajar Tarizka Ozzi Pratiwi; Indra Budiman
Didactical Mathematics Vol. 6 No. 2 (2024): Oktober 2024 (Upcoming Issue)
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v6i2.9897

Abstract

Tujuan dari penelitian ini yaitu untuk menganalisis kemampuan spasial siswa dalam geometri pada materi bangun ruang sisi datar balok dan kubus berdasarkan gaya belajar siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian adalah siswa kelas VIII tahun ajaran 2023/2024. Pada penelitian ini, instrumen yang digunakan berupa tes kemampuan spasial, angket gaya belajar, dan wawancara semi terstruktur. Teknik pengumpulan data menggunakan ketiga instrumen yang akan diuji kredibilitasnya menggunakan triangulasi teknik. Teknik analisis data pada penelitian ini menggunakan model dari Miles dan Huberman diantaranya data reduction, data display (penyajian data), dan conclusion drawing (verification). Mengacu pada gaya belajar, subjek yang memiliki kemampuan spasial yang baik adalah gaya belajar visual. Gaya belajar auditorial memiliki kemampuan spasial yang cukup baik. Untuk gaya belajar kinestetik perlu adanya tindak lanjut karena kemampuan spasialnya yang kurang.
ANALYSIS OF GRADE IX JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING IN SOLVING QUADRILATERAL PROBLEMS Desri Rizkia Nurfarihah; Indra Budiman; Dani Firmansyah
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2772

Abstract

The purpose of this study was to describe the mathematical concept understanding of ninth-grade junior high school students in solving problems involving quadrilaterals. A quantitative descriptive method was used on a sample of 38 students. The research instrument consisted of an essay test based on indicators of concept understanding, including the ability to verbally restate concepts, classify objects, and present concepts in various forms of mathematical representation. The research results showed that students’ mathematical conceptual understanding fell into the moderate category with an average score of 72. Based on the grouping results, there were 11 students in the high category, 20 in the moderate category, and 7 in the low category. Students in the high category met most of the indicators, while students in the moderate and low categories still experienced difficulties, particularly with the mathematical representation indicator. Overall, students’ mathematical concept understanding was not uniform, so learning efforts are needed that place greater emphasis on strengthening concept understanding.
GOAL-FREE PROBLEMS IN MATHEMATICS EDUCATION: A SYSTEMATIC REVIEW OF COGNITIVE LOAD AND PROBLEM-SOLVING RESEARCH Syakira Zalfani Asla; Indra Budiman; Nur Azizah
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2822

Abstract

Goal-Free Problems (GFP), based on Cognitive Load Theory (CLT), is an instructional strategy that reduces extraneous cognitive load by eliminating specific end goals from mathematical tasks. Although widely implemented in mathematics education, empirical findings remain fragmented and lack systematic synthesis. This study systematically reviews research on Goal-Free Problems with a focus on cognitive load and mathematical problem-solving. Literature was identified through Scopus, ERIC, and Google Scholar using Publish or Perish, covering publications from 2016–2026. Following the PRISMA 2020 guidelines, ten eligible studies were analyzed using narrative synthesis. The results indicate that Goal-Free Problems consistently reduce cognitive load and support learning outcomes such as transfer, retention, reasoning, flexible thinking, and higher-order thinking skills. However, their effectiveness is influenced by task complexity, prior knowledge, and instructional design. The review also reveals that direct evidence regarding mathematical problem-solving ability remains limited, as most studies emphasize cognitive load and related cognitive variables. These findings highlight the need for further experimental research examining mathematical problem-solving as the primary outcome.Goal-Free Problems (GFP), based on Cognitive Load Theory (CLT), is an instructional strategy that reduces extraneous cognitive load by eliminating specific end goals from mathematical tasks. Although widely implemented in mathematics education, empirical findings remain fragmented and lack systematic synthesis. This study systematically reviews research on Goal-Free Problems with a focus on cognitive load and mathematical problem-solving. Literature was identified through Scopus, ERIC, and Google Scholar using Publish or Perish, covering publications from 2016–2026. Following the PRISMA 2020 guidelines, ten eligible studies were analyzed using narrative synthesis. The results indicate that Goal-Free Problems consistently reduce cognitive load and support learning outcomes such as transfer, retention, reasoning, flexible thinking, and higher-order thinking skills. However, their effectiveness is influenced by task complexity, prior knowledge, and instructional design. The review also reveals that direct evidence regarding mathematical problem-solving ability remains limited, as most studies emphasize cognitive load and related cognitive variables. These findings highlight the need for further experimental research examining mathematical problem-solving as the primary outcome.
ANALYSIS OF UNDERSTANDING OF MATHEMATICAL CONCEPTS IN HOTS QUESTIONS ON CIRCLES AT ISLAMIC BOARDING SCHOOLS Fahrul Purnama; Indra Budiman; Dani Firmansyah
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11555

Abstract

This study aims to explore in depth students’ mathematical conceptual understanding in solving Higher Order Thinking Skills (HOTS) problems on the topic of circles and to identify the error patterns and problem-solving strategies that emerge in an Islamic boarding school context. Mathematics learning in Islamic boarding schools presents unique challenges because students are required to balance academic learning with intensive religious and boarding-school activities, which may influence their learning experiences and conceptual understanding. The study employed a qualitative descriptive design supported by quantitative descriptive statistics. The participants were nine twelfth-grade students from a pesantren-based senior high school in Indramayu, who completed a HOTS-based conceptual understanding test and semi-structured interviews. Data were analyzed through the stages of reduction, presentation, and conclusion drawing, with source triangulation used to ensure data credibility. The results showed that 22% of students were classified in the high category, 56% in the medium category, and 22% in the low category, with an average score of 53 and a standard deviation of 26. Students in the high category were able to determine circle equations, center points, radii, intersection points, and visual representations accurately. In contrast, students in the medium category experienced difficulties in elimination, factorization, and visualization processes, while students in the low category struggled with algebraic operations and substitution procedures. These findings indicate that most students still require support in applying conceptual understanding to HOTS-based contextual problems. This study contributes to mathematics education by providing an in-depth description of students’ conceptual understanding, error patterns, and problem-solving strategies when solving HOTS-based circle problems in an Islamic boarding school setting. Penelitian ini bertujuan mengungkap tingkat pemahaman konsep matematis siswa pesantren dalam menyelesaikan soal Higher Order Thinking Skills (HOTS) pada materi lingkaran serta memetakan karakter kesalahan dan strategi penyelesaian yang digunakan. Penelitian menggunakan pendekatan deskriptif kualitatif yang didukung analisis deskriptif kuantitatif dengan subjek sembilan siswa kelas XII pada salah satu SMA berbasis pesantren di Indramayu. Pengelompokan siswa ke dalam kategori tinggi, sedang, dan rendah dilakukan berdasarkan indikator pemahaman konsep matematis yang meliputi kemampuan menyatakan kembali konsep, merepresentasikan konsep, menerapkan prosedur, dan menyelesaikan masalah. Data dikumpulkan melalui enam soal uraian kontekstual dan wawancara semiterstruktur. Instrumen penelitian telah melalui proses validasi ahli sebelum digunakan. Data dianalisis melalui tahap reduksi, penyajian, dan penarikan kesimpulan dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa 22% siswa berada pada kategori tinggi, 56% kategori sedang, dan 22% kategori rendah, dengan rata-rata skor 53 dan simpangan baku 26 yang menunjukkan adanya variasi kemampuan dan heterogenitas pemahaman konsep di antara siswa. Siswa kategori tinggi mampu menentukan persamaan lingkaran, pusat, jari-jari, posisi titik, dan titik potong kurva secara tepat. Siswa kategori sedang masih mengalami kesulitan pada proses eliminasi, pemfaktoran, dan visualisasi, sedangkan siswa kategori rendah mengalami kesulitan pada operasi aljabar dasar dan substitusi. Temuan ini menunjukkan bahwa sebagian besar siswa masih memerlukan penguatan pemahaman konsep untuk menyelesaikan soal HOTS secara efektif. Oleh karena itu, diperlukan strategi pembelajaran yang dapat memperkuat penalaran aljabar, kemampuan visualisasi, dan pemahaman konsep matematis guna meningkatkan kemampuan siswa dalam menyelesaikan soal HOTS.
PELATIHAN PENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN IPA BAGI KOMUNITAS BELAJAR MGMP IPA KABUPATEN PURWAKARTA Indra Budiman; Rika Mulyati Mustika Sari; Lessa Roesdiana
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 5 No. 10 (2026): Maret 2026
Publisher : Bajang Institute

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

Abstract

The goal of this community service program is to improve the teaching skills of junior high school science (IPA) teachers by teaching them a deep learning method that fits with the Merdeka Curriculum. The Science Teachers' Professional Learning Community (MGMP IPA) of Purwakarta Regency was the program's partner. The approaches used to put the plan into action included needs analysis, conceptual training, hands-on practice in making instructional materials based on deep learning with the use of artificial intelligence (AI), guided classroom implementation, and reflective evaluation. Data were gathered via pre-test and post-test questionnaires, along with observation sheets evaluating the quality of teaching materials. The findings show that teachers' comprehension of concepts (±75%), teaching skills (±85%), and the quality of instructional materials (±80%) have all improved a lot. Teachers showed that they could create science lessons that are more meaningful, focused on the student, and encourage critical and reflective thinking. The initiative also made it easier for colleges and universities to work together with teachers by creating a lasting learning community. The results imply that AI-assisted deep learning training is a good way to make science teachers more professional, and it could work well in other areas as well.
Co-Authors Andrie Chaerul Anita Anita Ardiyanti, Yusi Aulia Azka D Rusdiana Dani Firmansyah Desri Rizkia Nurfarihah Elih Sutisna Yanto Fahrul Purnama Firmansyah, Dani Ghofan Muthofin Heru Puspito I Kaniawati Indriani Fitrianingsih Lessa Roesdiana Maul Jannah Novi Sofia Kahirani Nur Azizah Nurcamelia Nurcamelia Nurlaela Saadah Rika Mulyati Mustika Sari Syakira Zalfani Asla Tarizka Ozzi Pratiwi