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All Journal JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Juring (Journal for Research in Mathematics Learning) Indonesian Journal of Social Research (IJSR)
Dadang Juandi
Indonesia University of Education
Humanities Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Deaf Student and Mental Act in Mathematics Problem Solving La Ode Amril; Darhim; Dadang Juandi
Indonesian Journal of Social Research (IJSR) Vol 2 No 1 (2020): Indonesian Journal of Social Research (IJSR)
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/ijsr.v2i1.25

Abstract

Mathematics has an important role in the cognitive development of deaf students. Through learning mathematics in schools, deaf students will explore and build knowledge, because literally mathematics is the parent of knowledge and human activities. One important aspect in learning mathematics is the ability to solve problems. Problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process, they will often develop new mathematical understandings.This study aims to analyze the mental act of deaf students in solving mathematical problems in fraction material. Respondents of 20 students were randomly selected from 3 special schools. This type of research is qualitative with a case study design. Data was collected through the instrument of problem solving abilities, interviews, and observations. Data were analyzed using grouded theory. The results of this study indicate that the mental act used by deaf students in solving mathematical problems is interpreting, explaining, inferring, and problem solving.
Integrating STEAM Learning to Enhance Mathematical Creativity of Pre-service Teacher Students: A Systematic Literature Review (2020–2025) Finola Marta Putri; Yaya Sukjaya Kusumah; Dadang Juandi; Kusnandi
Juring (Journal for Research in Mathematics Learning) Vol. 9 No. 2 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/wb2nhh38

Abstract

This study aims to systematically analyze how the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning contributes to increasing mathematical creativity among prospective mathematics teachers. The method used is a Systematic Literature Review (SLR) following the PRISMA 2020 protocol for the period 2020–2025. The search was conducted in two main databases — ERIC and Scopus — using a strictly defined search string. A supplementary manual search for the period 2020–2021 was conducted in ERIC to address the platform's filter limitation. From a total of 192 identified articles, after duplicate removal, title-abstract screening, and the application of strict inclusion-exclusion criteria — specifically requiring that research subjects are prospective mathematics or STEM teachers with an explicit mathematical component — six final articles were obtained that met all criteria. Quality assessment was conducted using an adapted Mixed Methods Appraisal Tool (MMAT). The results of thematic synthesis indicate that: (1) Project-Based Learning (PBL) emerged as the most frequently employed STEAM approach across the reviewed studies, though its relative superiority over other approaches should be interpreted with caution given the small sample size; (2) the components of mathematical creativity most frequently developed include creative thinking, design creativity, and creative problem solving; and (3) all six studies reported positive impacts of STEAM integration on the mathematical creativity of prospective teachers across various national contexts. These findings carry important implications for the development of more innovative, collaborative, and STEAM-integrated mathematics teacher education curricula, particularly in designing STEAM-PBL frameworks where mathematics serves as the intellectual core.
Uncovering Student Errors and Learning Obstacles in Composition and Inverse Functions through An AVAEM Error Analysis Nadia nadia Ulfa; Al Jupri; Dadang Juandi; Dilham Fardian; Ulfah Nur Azizah
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 1 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 1 Februari
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i1.39246

Abstract

Our study aims to analyze the learning obstacles experienced by students in understanding the concepts of composition of functions and inverse functions using the AVAEM error categorization framework (ARITH, VAR, AE, EQS, and MATH). We employed a qualitative approach with triangulation techniques, collecting data through written tests, interviews, and document analysis. A total of 70 students aged 14–15 years participated in our study. Our findings indicate three types of learning obstacles: epistemological, ontogenetic, and didactical. Epistemological obstacles arise from students' limited conceptual understanding, especially when they encounter unfamiliar problem contexts. Ontogenic obstacle were found in two forms: conceptual (stemming from a weak understanding of prerequisite concepts) and instrumental (related to technical errors in applying key procedures in the composition of function). Didactical obstacles arise from the presentation of material in textbooks that does not align with scientific concepts. Mapping these learning obstacles through the AVAEM error categorization framework provides valuable insights for mathematics education. One of the main implications of this research is the development of learning designs based on students learning obstacles. This kind of learning design is expected to help reduce students' difficulties in learning composition of functions and inverse functions in the future, especially in online or distance learning environments.
Co-Authors Al Jupri Amril, La Ode Darhim Darhim Dilham Fardian Finola Marta Putri Kusnandi Nadia nadia Ulfa Ulfah Nur Azizah Yaya Sukjaya Kusumah