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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika dan IPA Jurnal Pengajaran MIPA CAUCHY: Jurnal Matematika Murni dan Aplikasi Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) EurekaMatika (Jurnal Online Matematika S1) Journal of the Indonesian Mathematical Society AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Journal of Research and Advances in Mathematics Education Jurnal Gantang MaPan : Jurnal Matematika dan Pembelajaran Indonesian Journal of Science and Mathematics Education Jurnal SOLMA JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Authentic Research on Mathematics Eduacation (JARME) JPMI (Jurnal Pembelajaran Matematika Inovatif) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Hipotenusa : Journal of Mathematical Society Southeast Asian Mathematics Education Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Jurnal Eurekamatika JNPM (Jurnal Nasional Pendidikan Matematika) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Infinity Jurnal Pendidikan MIPA Mathematics Education Journal Journal on Mathematics Education
Rizky Rosjanuardi
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Journal : Mathematics Education Journal

 1 
Didactic Design of the Concept of Surface Area of Flat-Sided Prism Based on van Hiele’s Theory in Online Learning Aziiza, Yushilatu Felayati; Rosjanuardi, Rizky; Juandi, Dadang
Mathematics Education Journal Vol. 16 No. 1 (2022): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This research aimed to develop a didactic design of the concept of the surface area of a flat-sided prism by considering the stages of van Hiele’s theory as a learning trajectory. The didactic design of the concept of the surface area of a flat-sided prism based on van Hiele’s theory has been adapted to the pandemic situation and implemented to online learning. The research method employed was a qualitative method with data collected through observation, interviews, and documentation. The initial step in this research was to test the concept of the surface area of a flat-sided prism on 53 9th-grade students for the 2019/2020 school year to identify learning obstacles. Following the identification of the learning obstacles, an initial didactic design was then drawn up by applying the phases in van Hiele’s model of geometric thinking. The didactic design prepared was subsequently implemented online to 8th-grade junior high school students. The results of the implementation of the didactic design were analyzed as the final product. The conclusion from this research is that by using a didactic design that considers the stages of van Hiele geometry in understanding the concept of surface area of a flat-sided prism, it can help students understand the concept of a flat-sided prism correctly. It was found that students' understanding of the concept of the surface area of a prism improved from visual level to informal deduction.DOI : https://doi.org/10.22342/jpm.16.1.13789.73-88
Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach Rachma, Andina Aulia; Rosjanuardi, Rizky
Mathematics Education Journal Vol. 15 No. 2 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Sequences and series is one of the mathematical topics that are related to everyday life. The topic is also taught at several levels of education in Indonesia. However, many students still experrienced difficulties in learning this topic. This study uses an interpretive paradigm that is part of the Didactical Design Research (DDR). This research aims to analyze students’ learning obstacles on the topic of sequence and series using the onto-semiotic approach. To do so, written test consists of five questions related to the conceptual understanding of an arithmetic sequences and series was administered to 23 students from one of the senior high schools in Kota Tangerang Selatan followed by interviews with 4 students. The results show that learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Based on the onto-semiotics approach, the students had difficulties in defining a mathematical idea on sequences and series topics. They could convert a problem into mathematical model but were confused to use a proper procedure. It can be concluded that students still experience obstacles in learning sequences and series topic. The results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series. DOI: https://doi.org/10.22342/jpm.15.2.13519.115-132
CARA IDENTIFIKASI PENGETAHUAN PROSEDURAL DAN PEMAHAMAN KONSEPTUAL MAHASISWA TERHADAP MATERI LIMIT Mulyono, Budi; Kusumah, Yaya S; Rosjanuardi, Rizky
Mathematics Education Journal Vol. 13 No. 1 (2019): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Limit is the main topic in calculus which is already introduced and thought to students since senior high school level. However, quite a lot of students find difficult to learn and to understand limit at the first year of university level. This article discusses how to identify student’s procedural-knowledge and conceptual- understanding about limit. The method used to identify student’s procedural-knowledge and conceptual- understanding about limit was by giving a test to students about limit problems. The problems were designed so simple in order to avoid mistakes that students made because of the difficulty of questions. The finding of test results show that there were some students whom could answer questions about limit procedurally well, but they had problem to solve questions about limit related to conceptual understanding. This problem could be caused by the learning about limit when they were at senior high school level only focused on how to solve questions about limit procedural.DOI: 10.22342/jpm.13.1.6706.73-82
Designing Offline GeoGebra-Based Media to Improve Spatial Ability in Technology-Constrained School Settings Lutfi, Muh. Khaedir; Herman, Tatang; Rosjanuardi, Rizky; Asih, Endang Cahya Mulyaning
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i2.pp349-374

Abstract

This study aims to develop and evaluate an offline digital learning media based on GeoGebra, designed specifically for technology-constrained school settings, to enhance students' spatial ability in learning flat-sided geometric shapes. Employing a Design-Based Research approach, the study involved limited trials with 18 students and one teacher, followed by implementation in another school with 40 students divided into experimental and control groups. Quantitative data were analyzed using ANCOVA, revealing a significant difference (F(1,41)=28.388, p<0.001, η^2=0.409). Qualitative analysis indicated increased student engagement and spatial understanding. Featuring 3D visualization and interactive simulations in an HTML5 offline format, the offline media offers flexible and accessible learning for under-resourced environments. Theoretically, this research extends the media of Dual Coding Theory and Design-Based Research (DBR) within resource-limited educational contexts by demonstrating how offline visual-spatial media can effectively bridge abstract geometric concepts. Practically, it provides a scalable, concrete solution for educators in technology-constrained schools to implement interactive, GeoGebra-based mathematical learning without requiring internet access or high-end infrastructure.
Co-Authors Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Agustian, Muhammad Rifqi Agustian, Muhammad Rifqi Andina Aulia Rachma Anggareni, Peni Ariany, Riva Lesta Aris Hadiyan Wijaksana Asih, Endang Cahya Mulyaning Aswin Aswin Aziiza, Yushilatu Felayati Azizah, Firda Bilqis Azizah, Firda Bilqis Balkist, Pujia Dadang Juandi Dadang Juandi Darhim Darhim Delsika Pramata Sari Dewi, Reza Farhania DIAN LATIFAH, DIAN Didi Suryadi Didi Suryadi Dika Faiz Himmawan Edi Irawan Elah Nurlaelah Elah Nurlaelah Endang Cahya Mulyaning A. Entit Puspita Entit Puspita Eyus Sudihartinih Fitrianingsih, Ajeng Nur Aulia Harsa Wara Prabawa Imam N Albania Imam Nugraha Albania Irham Walidaka Ishma Fadlina Urfa, Ishma Fadlina Isnie Yusnitha, Isnie Jarnawi Afgani Dahlan Kadir, Kamaliyah Kertayasa, I Ketut Khusnul Novianingsih Lovitarani, Destiana Lovitarani, Destiana LUKMAN, LUKMAN Lutfi, Muh. Khaedir Maknun, Churun L Maknun, Churun Lu'lu'il Masta, Al Azhary Muhammad Awaludin Nasution Muhammad Fajar Anugrah Muhammad Nur Hidayat Taufiqurrahman Mulyaning Asih, Endang Cahya Mulyono, Budi Mursidah Mursidah Nadia Shabilla, Nadia Nanang Priatna Nunung Nurhidayah, Nunung Nurhayati, Aat Nurhuda Teapon Panjaitan, M. Azhari Prabawa, Harsa Wara Rachma, Andina Aulia Ratri Isharyadi, Ratri Reka Ikraami Kurniawan Rekha Bestari Martista Reni Nuraeni, Reni Rini Marwati Ririn Sispiyati Riska Novia Sari, Riska Novia Riva Lesta Ariany Rizza Lestari Rudi Rudi Rudi Rudi Sardin Solly Aryza Sufyani Prabawanto, Sufyani Sugianto, Andi Suhendra, S Sumanang Muhtar Gozali Surachman, Annisanti Surachman, Annisanti Surya Kurniawan Syafdi Maizora Tatang Herman, Tatang Thesa Kandaga Toto Subroto Wijaksana, Aris Hadiyan Yaya S Kusumah Yaya S. Kusumah Yuliardi, Ricki Yushilatu Felayati Aziiza