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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Matematika SoLuSi ( Tersohor Luas dan Berisi ) Journal on Mathematics Education (JME) Jurnal S2 Pendidikan Matematika Journal on Mathematics Education (JME) JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Journal of Mathematics and Mathematics Education JIPM (Jurnal Ilmiah Pendidikan Matematika) Al-Jabar : Jurnal Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika Indonesian Journal of Science and Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal on Emerging Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Journal of Educational Research and Evaluation International Journal of Elementary Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika jurnal dikdas bantara Nusantara: Jurnal Pendidikan Indonesia Jurnal Basicedu Jurnal Ilmiah Ilmu Terapan Universitas Jambi Mamangan Social Science Journal International Journal of Mathematics and Mathematics Education (IJMME) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Proceeding International Conference on Mathematics and Learning Research Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal on Mathematics Education
Budi Usodo
Universitas Negeri Sebelas Maret, Surakarta, Indonesia
Arts Humanities Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Actually, what does teacher inherit? Epistem, doxa, or hoax: A case study on the topic of sets in Indonesia Hendriyanto, Agus; Fitriana, Laila; Usodo, Budi; Wahyuni, Astri; Azizah, Nurul
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.28193

Abstract

This research aims to evaluate a selected element of mathematical knowledge intended for teaching in Indonesian schools, namely the concept of sets. The evaluation assesses whether the information conveyed the criteria of knowledge that is Justified, True, and Believed (JTB). This research follows a qualitative approach with a case study design. The research involves 250 students and nine teachers from two different schools. The collected data was analyzed using the Constant Comparative Method (CCM) as the data analysis model. The study's findings reveal that beliefs with truth value only relate to interpreting sets as a well-defined collection of objects. However, teachers and students cannot prove their beliefs and cannot interpret well-defined as an individual's ability to determine a property P. Thus, the belief about sets as a well-defined collection of objects is merely doxa or true belief. This study emphasizes the importance of mathematics education in fostering justified true belief through a focus on critical thinking and conceptual justification, thereby minimizing the occurrence of the Zone of Concept Image Difference (ZCID) between teachers and students.
The Implementation Of The Steam Approach With Indonesia’s Local Culture In Mathematics Learning: A Systematic Literature Review Kartikaningtyas, Nafiqoh Elsa; Subanti, Sri; Usodo, Budi; Nurhasanah, Farida
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i3.960

Abstract

The demands of 21st-century education require learning approaches that foster critical thinking, creativity, collaboration, and communication. Integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) is seen as a promising strategy to address these needs, yet its systematic implementation in mathematics learning in Indonesia, especially with local cultural contexts, remains underexplored. This study aimed to investigate how the STEAM approach has been applied in Indonesian mathematics education and how local culture is integrated. A systematic literature review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure transparency and rigor during the identification, screening, eligibility, and inclusion phases. The initial search yielded 259 articles from Scopus, ERIC, SINTA, Web of Science, and OpenAlex databases. After applying inclusion and exclusion criteria and removing duplicates, 20 articles published between 2014–2024 were analyzed in depth. To identify research trends, a bibliometric analysis using VOSviewer was performed to map keyword co-occurrences. The findings reveal that while the STEAM approach, combined with elements such as local art, traditional games, and architecture, successfully enhances student engagement and contextual learning, its application largely emphasizes procedural rather than conceptual understanding. Moreover, interdisciplinary collaboration and integration of local culture are not yet fully optimized to develop higher-order thinking. This review highlights the need for future studies to strengthen conceptual depth, promote authentic cross-disciplinary learning, and incorporate broader cultural perspectives in designing culturally responsive STEAM-based mathematics education.
The Effect Of The Savi Learning Model In Improving Mathematical Problem Solving Abilities In Elementary School Students Retnowati, Evi; Usodo, Budi; Chumdari, Chumdari
Jurnal Ilmu Sosial Mamangan Vol 12, No 3 (2025): Jurnal Ilmu Sosial Mamangan Accredited 2 (SK Dirjen Ristek Dikti No. 0173/C3/DT
Publisher : LPPM Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/mamangan.v12i03.7944

Abstract

This study aims to examine the effect of the SAVI (Somatic, Auditory, Visual, and Intellectual) learning model on the problem-solving abilities in mathematics of fifth-grade students at SDN Gugus Sukorejo, Kebonsari, Madiun. The method used in this research is a quasi-experimental design with a pretest-posttest control group. The sample consists of two classes: an experimental class implementing the SAVI model and a control class using conventional teaching methods. Data were collected through problem-solving ability tests administered before and after the learning process, as well as observations during the learning activities.The results indicate that the SAVI learning model is effective and significantly influences the improvement of problem-solving abilities in mathematics among fifth-grade students at SDN Gugus Sukorejo, Kebonsari, Madiun. The total score for SAVI (P0) reached 2,848.31 with an average of 949.44, significantly higher than the total score for the Conventional method (P1), which was only 900.32 with an average of 300.11. Students in the high-ability group using SAVI achieved a score of 1,045.35, more than double that of the high-ability group using the Conventional method (405.82). The SAVI model also demonstrated better results in the medium and low ability groups, indicating its effectiveness across all ability categories. The significant score difference in SAVI (1,045.35 vs. 815.67) reflects an improvement in student understanding. These findings affirm that the SAVI model is more effective than conventional methods in mathematics education.
Improving Creative Thinking Skills through Open-ended Problems in Mathematics Education in terms of Adversity Quotient (Types of Climbers and Campers) Sa'idah, Ulya; Budiyono, Budiyono; Siswanto, Siswanto; Usodo, Budi; Hendriyanto, Agus
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 3 (2024): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v8i3.21612

Abstract

Creative thinking is one of the abilities that students must have. This research aims to explore creative thinking skills in solving open-ended problems in grade 7 students at a junior high school in Surakarta. This research uses a qualitative method. The instruments used are questionnaires, questions, and interviews. The test instrument uses one open-ended question on algebra material. The sampling method was carried out by purposive sampling where the subject was selected based on the results of the Adversity Response Profile (ARP) questionnaire score. The research subjects were 7th-grade students at one of Surakarta's private junior high schools who had studied algebraic form operations. Data were collected through tests and interviews with 4 research subjects. The data validity used was method triangulation. The results of the study show that all subjects can go through all stages of the creative thinking process although there are differences in each stage. In the preparation stage, climbers-type students do not need a long time to understand the problem. Unlike the campers, they take time to understand the problem by reading it repeatedly. At the incubation stage, students pause to look for ideas for solving the problem. At the illumination stage, students have different ways of solving the problem. At the verification stage, climbers-type students recalculate the answers written to check their correctness. While campers type students only skim the answers they write. Climbers-type students do not give up easily and do not experience difficulties in solving problems, while campers-type students take longer to understand the problem and almost give up in solving the problem. Based on the findings obtained, teachers need to consider the different types of students' creative thinking in designing class activities in order to improve students' creative thinking abilities through classroom learning.
Bahasa Inggris Adwitiya Sarwahita, Salsabila; Usodo, Budi; Yamtinah, Sri
Jurnal Dikdas Bantara Vol.8 No.2 (2025)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v8i2.6945

Abstract

This study aims to determine the effect of interest in learning mathematics on the ability of basic arithmetic operations in grade 1 students of Madrasah Ibtidaiyah. The background of this study is the low basic ability of students in mathematical operations, which is thought to be closely related to the low interest of students in learning the subject. The method used in this study is a quantitative approach with a correlational research type. Data were collected through a questionnaire on learning interests and tests on basic arithmetic operations. The sample in this study were grade 1 students from one of the Madrasah Ibtidaiyah who were selected purposively. The results of data analysis showed a positive and significant effect between interest in learning mathematics on the ability of basic arithmetic operations. The higher the students' interest in learning, the better their ability to complete basic arithmetic operations. Keywords: Learning Interest, Arithmetic Operations, Basic Arithmetic, Grade 1 Students
Experimentation of Transformative Learning and Realistic Mathematic Education Learning Models on Mathematics Learning Achievement Riswandha, Septian Henry; Usodo, Budi; Riyadi, Riyadi
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 15 No. 1 (2023): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v15i1.4260

Abstract

The research aims to investigate and evaluate the efficacy of different learning models on mathematics learning outcomes, specifically focusing on the students' van Hiele geometric reasoning capacity. The study employed a quasi-experimental design. The practice is carried out in Public Junior High Schools in Sukoharjo Regency, part of the Central Java Province in Indonesia. The utilized learning models were transformative learning, actual mathematics education, and direct instruction. The study encompassed a total of 281 individuals, who were selected from 9 classes across three distinct institutions. Data analysis is conducted with a two-way analysis of variance (ANOVA) approach. The research findings indicate that (1) the learning model has a positive and significant impact on mathematics learning outcomes; (2) the van Hiele level of geometric thinking ability has a positive and significant influence on mathematics learning outcomes; (3) there is a positive and significant interaction between learning models and van Hiele level of geometric thinking ability on mathematics learning outcomes; and (4) among the transformative learning, Real Mathematics Education, and Direct Instruction models, the transformative learning model yields the best mathematics learning outcomes.
“Marica”: A Story-Based Motion-Comic Learning Media to Improve Students’ Mathematical Representation Chrisnawati, Henny Ekana; Pinilih, Anggoro Canggih; Nurhasanah, Farida; Usodo, Budi; Sutopo, Sutopo; Kuswardi, Yemi
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Abstract: "Marica": A Story-Based Motion-Cartoon Learning Media to Improve Students' Mathematical Representation Ability. This research is based on students' difficulties in presenting mathematical ideas and problem-solving, as well as their generally low positive attitudes towards mathematics. The researchers conducted an experimental study to examine the influence of MARICA media on students' mathematical representation abilities in the field of plane geometry. Additionally, the research aims to improve students’ mathematical representation based on various levels of mathematical logical intelligence using MARICA as a learning media. MARICA, an abbreviation for "Mari Membaca" integrates literacy concepts, engaging learning media, and story-telling. The quantitative descriptive research involved 56 first-grade elementary school students and measured both the cognitive (mathematical representation ability) and affective domains. Mathematical representation abilities were analyzed using two-way ANOVA, while affective domain data were analyzed descriptively. The results indicate a positive effect of MARICA on the mathematical representation abilities of first-grade students, with higher levels of mathematical logical intelligence correlating with better performance. Student responses to MARICA showed an increase in aspects of independence, critical attitudes, and creativity. It can be concluded that MARICA can be used to improve students’ mathematical representation and it works better for students who has good mathematical logical intelligence.Keywords: MARICA, mathematical representation, mathematical logical intelligence.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202424 
Analysis of Epistemological Obstacles Experienced by Indonesian Junior High School Students in Solving Mathematical Literacy Problems viewed from Algebraic Thinking Skills Nansiana, Millenia Nadhea; Usodo, Budi; Fitriana, Laila
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Analysis of Epistemological Obstacles Experienced by Indonesian Junior High School Students in Solving Mathematical Literacy Problems viewed from Algebraic Thinking Skills. The low level of mathematical literacy skills can happen due to learning obstacles. There are various learning obstacles, one of which arises from students' errors or limitations in understanding a particular concept and context of the material, known as epistemological obstacles. One effort to improve mathematical literacy skills is by optimizing algebraic thinking abilities. This is why algebraic thinking is considered a focus of review. However, many students who transition from concrete to abstract thinking experience obstacles in algebraic thinking, including students in grade VIII. This study aims to analyze the epistemological obstacles junior high school students face in solving mathematical literacy problems from the perspective of their algebraic thinking skills. The research method is descriptive qualitative with research subjects of grade VIII junior high schools in Jaten who were then selected two students from each group of high, medium, and low algebraic thinking. The research data includes algebraic thinking ability tests, mathematical literacy tests, and interviews. The study results show that students with medium and low algebraic thinking abilities experienced epistemological obstacles in solving mathematical literacy problems. In contrast, students with high algebraic thinking abilities did not have experienced epistemological obtacles. This study concluded that there are differences in the characteristics of epistemological obstacles between students in the medium and low algebraic thinking ability groups, as identified by the indicators of epistemological obstacles. Keywords: epistemological obstacles, mathematical literacy, algebraic thinkingDOI: http://dx.doi.org/10.23960/jpp.v14.i2.202495
Description of Junior High School Students’ Mathematical Understanding According to Skemp Theory in terms of Rational Personality Types Rachmawati, Intan; Subanti, Sri; Usodo, Budi
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 2 (2023): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v7i2.13179

Abstract

Mathematical understanding is one of the supporting factors for students' success in mathematics. Skemp divides understanding into two types, namely instrumental understanding and relational understanding. This research purpose was to describe the mathematical understanding of seventh grade D students in solving set problems based on Skemp's theory of understanding in terms of rational personality types. The type of research used was descriptive qualitative. This research was conducted at Junior High School Darul Aman Mataram of 2021/2022 academic year. Selection of subjects using a purposive sampling technique. The subjects in this study were two students with rational personality types. Data were obtained using a mathematical understanding test and interviews. The study's results showed that students with rational personality types tend to have a relational understanding because they can explain reasons or interpret problem-solving procedures according to the set concept correctly. In addition, students are able to understand the purpose of the given set of problems, can apply ideas according to the logic of thinking in solving problems, can write problem solving procedures coherently according to Skemp's theory even though they tend to be brief, can solve mathematical understanding problems accompanied by appropriate answer arguments, can change mathematical sentences in the given problem in the form of words, images, or certain mathematical symbols. Furthermore, this type can achieve all of the indicators of instrumental understanding and can fulfill the six indicators of relational understanding, except for the ability to correlate several set concepts. Based on these results, it is expected that rational personality type students can determine detailed planning in solving problems, and improve understanding of mathematical concepts such as being more careful in the use of solution strategies so that students are accustomed to applying various solution strategies.
Peningkatan Hasil Belajar Siswa melalui Model Kooperatif Tipe TGT dalam Pembelajaran Matematika di Kelas XI Auliya, Anisa Rima; Ardelia, Nadia Rizki; Usodo, Budi
Nusantara: Jurnal Pendidikan Indonesia Vol. 4 No. 3 (2024)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2024.v4i3-5

Abstract

Purpose – Several phenomena have been observed, including a notable lack of active student engagement, which has led to poor learning outcomes. Consequently, this research aims to investigate the enhancement of student learning outcomes through the implementation of the TGT (Teams-Games-Tournaments) cooperative learning model in eleventh-grade mathematics education.Method – The research method employed is Classroom Action Research (CAR), which comprises two cycles, each encompassing four stages: planning, action, observation, and reflection. The research instrument consists of test questions designed in accordance with the learning objectives. The success indicator for this research is that 75% of the students achieve learning mastery.Findings – The integration of the TGT (Teams-Games-Tournaments) cooperative learning model can improve student learning outcomes. Based on the research results and data analysis in cycle 1, the percentage of students achieving learning completeness was 42%. Since this did not meet the success indicators, the research continued into cycle 2, where an increase of 36% was observed. The percentage of students achieving learning completeness in cycle 2 was 78%, thereby meeting the success indicators, and thus, the research concluded at cycle 2. Research Implications – The implications of this research highlight the importance of selecting a learning model that promotes active student participation in the learning process to enhance students' learning outcomes in vector material. However, a limitation of this research is the restricted sample size, as it focuses solely on one school.
Co-Authors A.A. Ketut Agung Cahyawan W Adi Nurcahyo Adwitiya Sarwahita, Salsabila Agnes Reswari Ingkansari Ahmad, Ahmad Ahmad, Ahmad Al Firdaus, Nabila Uristu Andhika, Niken Dwi Ardelia, Nadia Rizki Ardiyanto, David Ardiyanto, David Arianti Puspita Dewi Aritsya Imswatama Asrowi Asrowi Astri Wahyuni Asy’ari Asy’ari Asy’ari, Asy’ari Auliya, Anisa Rima Binti Anisaul Khasanah Brilliyanti, Fanny Brilliyanti, Fanny Budiyono Budiyono Budiyono, Budiyono Budiyono, Budiyono Cahyani, Apri Winar Chrisnawati, Henny Ekana Chrisnawati, Henny Ekana Chumdari Chumdari, Chumdari Dewi Retno Sari Saputro, Dewi Retno Dian Devita Yohanie Yohanie Dian Dwi Astutik, Dian Dwi Dian N Safitri Dian Panji Wicaksono Dian Ratna Puspananda Dwi A, Yuridis Madyarsa Dwi A, Yuridis Madyarsa E.P.U, Moertiningsih Edwin Latif Hardiyanto Eka Nur Azizah Endang Hariyati Ersam Mahendrawan Fahimah Andini Farah Heniati Santosa, Farah Heniati Farida Nurhasanah Ferri Ardianzah Fida Rahmantika Hadi, Fida Rahmantika Fitriana, Laila Fuany, Anggun Gunarhadi Gunarhadi, Gunarhadi Haniah, Wahyu Nur Harjati, Juliana Kristin Hendriyanto, Agus Henny Ekana Chrisnawati Heribertus Soegiyanto, Heribertus Hidayat Bahktiar, Hidayat Hidayatulloh Hidayatulloh Iffah, Rona Dhiya Layli Ilham Rais A Imam Sujadi Ira Kurniawati Irene Endah Tri Winihati Isnaeni Umi Machromah Isnandar Iswanti, Partia Juniarto, Suci Juniati Juniati Karina Pramitasari, Karina Kartikaningtyas, Nafiqoh Elsa Kristiani, Theresia Kurniawati, Ira Kusmayadi, Tri Atmojo Kusmayadi, Tri Atmojo Kuswardi, Yemi Kuswardi, Yemi Labiba Zahra, Labiba Lingga Nico Pradana Maghfiroh Yanuarti Manora, Yupi Ayu Maratu Shalikhah, Maratu Mardiyana Mardiyana Mardiyana, Mardiyana Maullina, Eka Siti Mishbahul Huda, Mishbahul Mulyaningrum Lestari, Mulyaningrum Munawaroh Munawaroh Munzayanah, Nurul Murdoko, Yustinus Nada, Yusrina Qotrun Nahdiya, Nikmah Alfi Nansiana, Millenia Nadhea Nelly Indriastuti P Nindia Elisie Anggraini Nok Yeni Heryaningsih, Nok Yeni Novia Dwi Rahmawati Novia Fajar Utami Nugrohorini, Parwo Nunung Juwariah, Nunung Nur Anida Laila Nurlaily, Vivi Astuti Nurlaily, Vivi Astuti NURUL AZIZAH Nuryani Destiningsih, Nuryani Nyoto Nyoto, Nyoto Ony Syaiful Rizal, Ony Syaiful Paryatun, Suji Paryatun, Suji Permataari, Desty Ratna Pinilih, Anggoro Canggih Pramesthi, Getut Pramesti, Getut Pramudya, Ikrar Puput Suriyah Purnama, Agung Eka Purwaningsih, Tri Purwaningsih, Tri Rachmawati, Intan Rahayu, Heni Septi Rahayu, Nastiti Rahmat Winata Rahmawati, Retno Dwi Putri Rany Widyastuti Ratna Herawati Ratnasari Ratnasari Reka Pramukti, Reka Retnowati, Evi Riswandha, Septian Henry Rivia J, Hefin Dwi Riyadi . Riyadi Riyadi Rizqona Maharani, Rizqona Robia Astuti S Siswanto Sa'idah, Ulya Safitri, Rini Dewi Saki, Saki Salistiyani, Salistiyani Sandhy Prasetyo Tito Kurniawan, Sandhy Prasetyo Santosa, Eka Budhi Sarnoko Sarnoko, Sarnoko Sasongko, Anggi Setiaputra, Felix Indra Sholeh Muntasyir Sigit Pamungkas Siswanto Sri Adiningsih Sri Indayani, Sri Sri Subanti Sri Yamtinah Sudiyanto Sujadi, Imam Suryanto, Suryanto Susilawati, Dyah Sutopo Sutopo Sutopo, Sutopo Sutrisno Sutrisno Syarifah, Triana Jamilatus Tien Syarifah Hafidhah, Tien Syarifah Tri Atmojo Kusmayadi Tri Atmojo Kusmayadi Triyanto, Triyanto Tuti, Dewi Setyas Umi Fadlilah, Umi Veva, Ervina Yulias Vivi Fenty Anggraeny Wahartojo, Sri Wahyu Kusumaningtyas Wicaksana, Hafid Wicaksana, Hafid Wulandari, Lina Yemi Kuswardi, Yemi Yolan Kusumaningtyas, Yolan