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All Journal Range : Jurnal Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Catimore: Jurnal Pengabdian Kepada Masyarakat Jurnal Tadris Matematika
Muhamad Zulfikar Mansyur
Universitas Siliwangi
Decision Sciences, Operations Research & Management Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PEMBELAJARAN METACOGNITIVE SCAFFOLDING SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP DALAM MEMECAHKAN MASALAH Muhamad Zulfikar Mansyur; Depi Ardian Nugraha
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 2 No. 2 (2021): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v2i2.81

Abstract

Critical thinking ability is an important ability to have. However, students' mathematical critical thinking skills are still low. Efforts that can be applied are through the Metagontive Scaffolding learning approach. The Metcagontive Scaffolding approach has been proven to be able to improve mathematical communication skills, mathematical literacy, and self-efficacy. This study was conducted to test whether Metagontive Scaffolding can improve the mathematical critical thinking skills of junior high school students better than direct learning. This study uses a quasi-experimental method with a nonequivalent control group design. The population in this study were all eighth grade students in one of the public junior high schools in Bandung. This study uses two classes as a sample from a number of class VIII randomly graded. The data in this study were obtained through the results of the answers to students' mathematical critical thinking abilities. significantly compared to students who participated in direct learning
Pelatihan Learning Management System Moodle bagi MGMP Matematika SMP Kabupaten Tasikmalaya Mega Nur Prabawati; Eva Mulyani; Muhamad Zulfikar Mansyur; Eko Yulianto
Catimore: Jurnal Pengabdian Kepada Masyarakat Vol 2 No 1 (2023): Catimore: Jurnal Pengabdian kepada Masyarakat
Publisher : LSM Catimore dan Sahabat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56921/cpkm.v2i1.42

Abstract

Sophisticated technology makes many people make innovations, especially in the field of education. The application of information technology to support the educational process has become a necessity for educational institutions in Indonesia. Utilization of information technology is very much needed to increase efficiency and productivity for education management. The application of technology in the field of education that is currently still being developed is the Learning Management System (LMS). LMS or better known as Learning Management System is a software for administration, documentation, activity reports, teaching and learning activities and online activities (connected to the internet), E-learning and training materials. One of the LMS that is open source and has the most users worldwide is the Moodle LMS (Modular Object Oriented Dynamic Learning Environment).
Design and Development of a Realistic Mathematics Education (RME)-Based E-Module on Triangle Concepts Agus Maqruf; Tatang Herman; Elah Nurlaelah; Muhamad Zulfikar Mansyur; Dwi Maulida Sari
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10407

Abstract

In training students to be able to solve problems logically and systematically, there is a need for learning media. Digital learning media that covers a wide range of subject matter nowadays is e-modules. Several studies have stated that the e-modules needed in mathematics learning are e-modules that are closely related to students' daily lives so that they are easy and practical to learn or in mathematics education it is known as Realistic Mathematics Education (RME). The research method used is the Richey and Klein Design and Development model with three stages, namely design, production and evaluation. The research was conducted at one of the junior high schools in Bandung City. The research instrument is intended for experts as validators and students as users The results indicate that through the stages of design, production, and evaluation, the RME-based e-module on triangle material was successfully designed and developed as a highly feasible learning resource for junior high school students in Indonesia. Expert validation showed an overall score of 90.3 percent categorized as very feasible, while student responses reached 86.9 percent also categorized as very feasible, confirming both its effectiveness and usability while providing valuable input for future refinement and wider development of the e-module.
Penilaian Digital Adaptif terhadap Gaya Belajar: Meningkatkan Pembelajaran Matematika yang Dipersonalisasi melalui Preferensi Sensorik Satya Santika; Depi Ardian Nugraha; Muhamad Zulfikar Mansyur
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 16 No. 1 (2026): Pasundan Journal of Mathematics Education: Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

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

Abstract

This study aims to develop and validate an adaptive digital assessment system for identifying students’ learning styles based on sensory preferences to enhance personalized mathematics instruction at the secondary school level. Using a Research and Development approach with the ADDIE model, the digital instrument was designed, tested, and refined in three public junior high schools with varying levels of technological infrastructure. The digital assessment demonstrated high validity and reliability, efficiently mapping students’ sensory-based learning profiles in real-time. The system provides automated instructional recommendations that are easily adopted by teachers. Field implementation involved 128 students and 6 mathematics teachers, showing that 81.2% of students completed the assessment independently and 92% found it helpful in understanding their learning preferences. The distribution revealed dominant visual (42.2%) and kinesthetic (24.2%) styles, with a significant proportion of multi-sensory learners (11.7%). The system outperformed conventional and comparable digital tools in terms of sensitivity, efficiency, and effectiveness in supporting personalized learning. Implementation challenges related to infrastructure and digital literacy were observed. This study provides strong empirical evidence for the practical contribution of adaptive digital assessment in advancing data-driven, student-centered mathematics education.
Confirmatory Factor Analysis of Mathematics Learning Interaction in Google Classroom: A Validation Study at Ciamis Vocational School Zulkaidah Nur Ahzan; Nur Eva Zakiah; Fitriani Fitriani; Muhamad Zulfikar Mansyur
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.3025

Abstract

Abstrak Penelitian ini bertujuan untuk mengidentifikasi indikator yang mempengaruhi keberhasilan interaksi belajar siswa melalui Google Classroom dalam pembelajaran matematika di SMKN 1 Panumbangan. Metode yang digunakan adalah pendekatan kuantitatif dengan analisis faktor konfirmatori (CFA). Instrumen berupa angket tertutup diberikan kepada 85 siswa dari kelas X dan XI program Bisnis Digital dan Pemasaran serta Multimedia. Analisis dilakukan menggunakan SPSS versi 26. Hasil eksplorasi menunjukkan terdapat delapan faktor yang terbentuk: faktor internal dan eksternal, perilaku negatif, self-affirmation, perilaku positif, ketidaktahuan, persepsi terhadap mata pelajaran, lingkungan belajar, dan egois. Enam faktor utama dalam model CFA mampu menjelaskan 68,3% variasi data. Kesimpulannya, interaksi belajar siswa melalui Google Classroom dipengaruhi secara signifikan oleh faktor kesadaran diri dan perilaku positif, perilaku negatif, persepsi kebermanfaatan Google Classroom dalam belajar, egois, internal, dan ketidaktahuan. Abstract This study aims to identify indicators that influence the success of student learning interactions through Google Classroom in mathematics learning at SMKN 1 Panumbangan. The method employed was a quantitative approach, utilizing confirmatory factor analysis (CFA). The instrument, a closed-ended questionnaire, was administered to 85 students from grades 10 and 11 of the Digital Business and Marketing and Multimedia programs. Analysis was conducted using SPSS version 26. The exploration results revealed eight factors: internal and external factors, negative behavior, self-affirmation, positive behavior, ignorance, perception of the subject, learning environment, and egotism. The six main factors in the CFA model were able to explain 68.3% of the data variation. In conclusion, student learning interactions through Google Classroom are significantly influenced by self-awareness and positive behavior, negative behavior, perceived usefulness of Google Classroom in learning, egotism, internal factors, and ignorance.
Analysis of the Application of the M-Apos Learning Model to the Improvement of Prospective Teachers’ Computational Thinking Skills Dwi Maulida Sari; Suhendra Suhendra; Elah Nurlaelah; Al Jupri; Agung Wicaksono; Dwi Warli; Raisatunnisa Raisatunnisa; Muhamad Zulfikar Mansyur
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.17-28

Abstract

This study aims to analyze the effectiveness of the M-APOS learning model (a modification of Action, Process, Object, and Schema) in improving the computational thinking skills of prospective mathematics teachers. The study employed a mixed-methods approach with an explanatory sequential design that combines quantitative and qualitative data. The research subjects consisted of 44 third-semester students divided into an experimental group (n = 22) and a control group (n = 22). The research instruments included an essay-based computational thinking test, learning activity observation sheets, and interview guidelines. Quantitative data were analyzed using a t-test and Cohen’s d effect size calculation, while qualitative data were analyzed thematically to strengthen the quantitative findings. The results indicate that the M-APOS model significantly improves students’ computational thinking skills, as shown by a Cohen’s d value of 1.57, which represents a very large effect. In addition, observation results show a consistent increase in students’ learning activities, particularly in the indicators of decomposition, pattern recognition, abstraction, and algorithmic thinking. High levels of learning activity support concept internalization through the Action–Process–Object–Schema stages. These findings confirm that the M-APOS model has a substantial impact on students’ computational thinking skills.
Co-Authors Agung Wicaksono Agus Maqruf Depi Ardian Nugraha Dwi Maulida Sari Dwi Warli Eko Yulianto Elah Nurlaelah Eva Mulyani Fitriani Fitriani Mega Nur Prabawati Raisatunnisa Raisatunnisa Santika, Satya Sari, Dwi Maulida Suhendra, S Tatang Herman, Tatang Zulkaidah Nur Ahzan