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All Journal Jurnal Pengajaran MIPA Jurnal Infinity Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam AKSIOMA: Jurnal Program Studi Pendidikan Matematika Indonesian Journal of Science and Technology Jurnal Elemen Journal of Research and Advances in Mathematics Education AKSIOMA Communications in Science and Technology Journal of Honai Math Jurnal Kiprah JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Molekul: Jurnal Ilmiah Kimia M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika ABDI MOESTOPO: Jurnal Pengabdian pada Masyarakat These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan International Journal of STEM Education for Sustainability Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram JRAMathEdu (Journal of Research and Advances in Mathematics Education) Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Infinity Journal on Mathematics Education Research Jurnal Pendidikan MIPA
Dian Usdiyana
Universitas Pendidikan Indonesia
Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Development of Scratch Based Interactive Mathematics Learning Media “Zuma Function” to Enhance Understanding in Relations and Functions Merisa Ammelia Sari; Eyus Sudihartinih; Dian Usdiyana; Nur Elisya; Indra Nurhidayat
Jurnal Pendidikan MIPA Vol 25, No 3 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

Objective: This study aims to describe the process of developing educational multimedia, specifically the “Zuma Function” game, using Scratch programming for mathematics learning on the topic of relations and functions. Methods: The research employed a Research and Development (R&D) approach, following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The study involved 35 mathematics education students from a university in West Java and 6 eighth-grade students from a junior high school in Bandung, Indonesia. Data were collected using various instruments, including questionnaires, tests, interviews, and documentation. Findings: The developed learning media was evaluated by experts, receiving a material expert test score of 81%, and a learning media expert test score of 83%, both categorized as feasible. The functionality test, measured through User Acceptance Testing, yielded an average score of 85.1%, indicating a very feasible category, while the effectiveness test showed a 30.5% improvement in students’ conceptual understanding, with scores rising from 64.83 to 95.33. Conclusion: Based on the study’s findings, the Scratch-based multimedia for teaching relations and functions in mathematics was successfully developed using the ADDIE model. Positive user feedback and significant improvements in student test scores suggest that this multimedia is effective in enhancing students’ understanding of the concept, though there are areas that could be further refined.        Keywords: learning media, mathematics game, function, Scratch, ADDIE.DOI: http://dx.doi.org/10.23960/jpmipa/v25i3.pp1410-1427
The Relationship Between Computational Thinking Ability and Logical Mathematical Intelligence Elah Nurlaelah; Dian Usdiyana; Nisa Fadilah
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 1 (2024): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i1.1978

Abstract

Artikel ini menyajikan hasil penelitian tentang keterkaitan antara kemampuan Computational Thinking siswa dan kecerdasan logis matematis. Hal ini dilakukan karena computational thinking sangat diperlukan dalam menumbuhkan kecerdasan logis matematis. Metode yang digunakan dalam artikel ini adalah literature review. Penulis melakukan pengkajian terhadap beberapa artikel terkait, kemudian memahami masing-masing isinya dan melakukan penarikan kesimpulan berdasarkan kesamaan antara indikator kemampuan computational thinking dan kecerdasan logis matematis. Hasil kajian terhadap beberapa artikel menunjukkan bahwa terdapat hubungan selaras antara kemampuan computational thinking dengan kecerdasan logis matematis. Seseorang dengan kemampuan computational thinking dalam proses pemecahan masalah akan berusaha merumuskan kembali atau merinci suatu masalah menjadi bagian yang lebih sederhana sehingga mudah untuk diselesaikan. Hal tersebut sangat erat hubungannya dengan tingkat kecerdasan logis matematis, karena seseorang dituntut akan ketelitian pengamatan, penilaian pemahaman, dan kemampuan memprediksi kejadian yang berurutan secara alami. Rekomandasi dari penelitian ini adalah perlunya kegiatan pelatihan untuk mempelajari atau mengkaji bagaimana menggunakan computational thinking dan kecerdasan logis-matematis sebagai alat yang efektif dalam proses belajar mengajar matematika This article presents the findings of a study examining the relationship between students' computational thinking abilities and their logical mathematical intelligence. This exploration is warranted due to the critical role computational thinking plays in fostering logical mathematical intelligence. The methodology employed in this article is a literature review. The author systematically reviewed several pertinent articles, analyzing their contents and synthesizing conclusions based on the commonalities between the indicators of computational thinking abilities and logical mathematical intelligence. The results of the analysis indicate a positive correlation between computational thinking abilities and logical mathematical intelligence. Individuals with strong computational thinking skills tend to decompose complex problems into simpler, more manageable components, facilitating the problem-solving process. This aptitude is closely linked to logical mathematical intelligence, which requires individuals to be meticulous in their observations, assess their understanding, and predict events in a coherent and sequential manner. Based on the findings of this study, it is recommended that training programs be implemented to teach and enhance the use of computational thinking and logical-mathematical intelligence as effective tools in the mathematics teaching and learning process.
Improving mathematical proof based on computational thinking components for prospective teachers in abstract algebra courses Nurlaelah, Elah; Pebrianti, Aneu; Taqiyuddin, Muhammad; Dahlan, Jarnawi Afgani; Usdiyana, Dian
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p85-108

Abstract

Understanding and constructing mathematical proofs is fundamental for students in abstract algebra courses. The computational thinking approach can aid the process of compiling mathematical proofs. This study examined the impact of integrating computational thinking components in constructing mathematical proofs. The researcher employed a sequential explanatory approach to ascertain the enhancement of algebraic proof capability based on computational thinking through the t- test. A total of 32 prospective teachers in mathematics education programs were provided with worksheets for seven meetings, which were combined with computational thinking components. Quantitative data were collected from initial and subsequent test instruments. Moreover, three prospective teachers were examined through case studies to investigate their mathematical proof capability using computational thinking components, including decomposition, abstraction, pattern recognition, and algorithmic thinking. The study's findings indicated that CT intervention enhanced students' logical reasoning, proof-writing abilities, and overall engagement with abstract algebra concepts. The findings illustrate that integrating computational thinking into learning strategies can provide a framework for developing higher-order thinking skills, especially in proving, which are essential for studies in mathematics education programs.
Exploring pre-service mathematics teachers’ thinking for solving linear programming word problems Jupri, Al; Usdiyana, Dian; Gozali, Sumanang Muhtar
Journal of Honai Math Vol. 7 No. 3 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i3.748

Abstract

Solving word problems in linear programming presents significant challenges, not only for secondary school students but also for pre-service mathematics teachers. This study aims to investigate the cognitive processes of pre-service mathematics teachers in solving word problems related to linear programming. To achieve this objective, a comprehensive review of mathematics textbooks designed for pre-service teachers and secondary school students, as well as the corresponding curriculum, was conducted to identify an appropriate learning sequence for this topic. Subsequently, key problems were selected to facilitate learning, and predictions regarding the cognitive processes involved in solving these problems were formulated based on Newman’s error analysis framework. Following this preparatory phase, an individual written assessment was administered to 27 pre-service mathematics teachers to examine their problem-solving approaches in linear programming word problems. The findings of this study include the identification of essential word problems in linear programming and a comparative analysis between the predicted and actual problem-solving processes exhibited by the participants. In conclusion, this study highlights the potential of cognitive process predictions in anticipating learning difficulties and informing instructional strategies. These insights can be leveraged to provide targeted support for pre-service teachers facing challenges in problem-solving and to develop pedagogical interventions aimed at enhancing their problem-solving skills.
Teaching and learning process for mathematization activities: The case of solving maximum and minimum problems Jupri, Al; Usdiyana, Dian; Sispiyati, Ririn
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 2 April 2021
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i2.13263

Abstract

One of the topics within the course of Essential Concepts in School Mathematics (ECSM) for prospective mathematics teachers concerns maximum and minimum problems. This type of problems requires mathematization, i.e., the activity of transforming a problem into a symbolic mathematics problem and of reorganizing within the mathematical system, in the solution process. This research aims to investigate the implementation of the learning and teaching process of the ECSM course that strengthen prospective mathematics teachers’ conceptual understanding and problem solving abilities through mathematization activities. To reach this aim, this qualitative study was conducted through an observation of the learning and teaching process, including the formative written assessment, for the case of maximum and minimum problems, involving 19 students of mathematics education program. The results of this study revealed that the learning and teaching process is implemented by emphasizing the use of a deductive approach. The written assessment showed students’ strategies and difficulties in dealing with maximum and minimum problems. Main difficulties included constructing visual representations and mathematical models in the mathematization processes. It can be concluded that the learning and teaching processes of the ECSM course need to be improved so as to develop better conceptual understanding and problem solving abilities through mathematization activities.
Improving mathematical proof based on computational thinking components for prospective teachers in abstract algebra courses Nurlaelah, Elah; Pebrianti, Aneu; Taqiyuddin, Muhammad; Dahlan, Jarnawi Afgani; Usdiyana, Dian
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p85-108

Abstract

Understanding and constructing mathematical proofs is fundamental for students in abstract algebra courses. The computational thinking approach can aid the process of compiling mathematical proofs. This study examined the impact of integrating computational thinking components in constructing mathematical proofs. The researcher employed a sequential explanatory approach to ascertain the enhancement of algebraic proof capability based on computational thinking through the t- test. A total of 32 prospective teachers in mathematics education programs were provided with worksheets for seven meetings, which were combined with computational thinking components. Quantitative data were collected from initial and subsequent test instruments. Moreover, three prospective teachers were examined through case studies to investigate their mathematical proof capability using computational thinking components, including decomposition, abstraction, pattern recognition, and algorithmic thinking. The study's findings indicated that CT intervention enhanced students' logical reasoning, proof-writing abilities, and overall engagement with abstract algebra concepts. The findings illustrate that integrating computational thinking into learning strategies can provide a framework for developing higher-order thinking skills, especially in proving, which are essential for studies in mathematics education programs.
The Role of Emotional Intelligence in Mathematical Critical Thinking: A Systematic Literature Review Tanjung, Winda Khadijah Ashareni; Jupri, Al; Usdiyana, Dian
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp381-393

Abstract

Critical thinking ability is a fundamental ability in the process of developing other thinking abilities in improving students' intellectual abilities, especially in learning mathematics.  One factor that influences critical thinking skills is emotional intelligence, especially awareness of controlling one's emotions. This research aims to apply a literature review in analyzing mathematical critical thinking skills in terms of emotional intelligence. The research method used in this research is a Systematic Literature Review (SLR) by reviewing relevant literature regarding critical thinking abilities in terms of emotional intelligence. Data collection was carried out through article searches using Publish or Perish on Google Scholar, Scopus, and Semantic Scholar with a publication range from 2015 to 2024. Article selection was carried out based on inclusion and exclusion criteria to obtain 10 journals that were relevant and suitable for further analysis. Based on the results of the analysis, it show that: (1) The type of research that is most widely used is quantitative, whereas other types of research are the qualitative and mixed method; (2) Most levels of education are at the junior high school level while other levels include elementary school, high school, and university students (3) Emotional intelligence has a positive relationship with students' mathematical critical thinking abilities (4) Factors that influence students' critical thinking abilities in terms of students' emotional intelligence are negative emotions such as stress, and frustration and negative thoughts that dominate and limit students' abilities. Based on research findings, good emotional handling strategies are needed in the learning process so that students can develop critical thinking skills optimally. Future research could explore more deeply the mechanisms of how emotional intelligence influences mathematical critical thinking abilities, as well as examine the effectiveness of interventions designed to improve emotional intelligence and mathematical critical thinking abilities simultaneously.        Keywords: mathematical critical thinking ability, emotional intelligence, systematic literature review.
Co-Authors Abdulkareem Sh. Mahdi Al-Obaidi Adzni Nurul Fajriani Al-Obaidi, Abdulkareem Sh. Mahdi Almyra Aprilia Aneu Pebrianti Arinalhaq, Zulfa Fathi Asep Bayu Dani Nandiyanto Astuti, Asita Puji Asyifa Anggun Sari Barti, Novia Permata Dadang Juandi Dewi Rachmatin Dewi, Mauseni Wantika Didi Suryadi Dwi Haryanto Eha Harningsih Elah Nurlaelah Elah Nurlaelah Endang Cahya M.A Endang Dedy Eyus Sudihartinih Fatimah, Siti Fauzi, Fajar Miraz Fiandini, Meli Hadi Hadi Indra Nurhidayat Jarnawi Afgani Dahlan Kartika Yulianti Khusnul Novianingsih Maulidina, Aulia Merisa Ammelia Sari Muhammad Taqiyuddin Nisa Fadilah Nur Elisya Nurafifah, Luthfiyati Nurafifah, Luthfiyati Pebrianti, Aneu Ragadhita, Risti Rahmadianti, Salma Rina Maryanti Rini Marwati Ririn Sispiyati Rizky, Yulian Putri Chandra SAKINAH, PUTRI Salma Muftiyah Santiuly Girsang, Gabriela Chelvina Siti Fatimah Sri Anggraeni Sumanang Muhtar Gozali Syifa Syafira Al Ghifari Tanjung, Winda Khadijah Ashareni Tatang Herman Tetin Artinah Theodore Dwivaland Fophin Tia Purniati Wafa Raihana Arwa Yuni Hajar