Article Per Year (5 Year)
p-Index From 2021 - 2026
4.691
P-Index
This Author published in this journals
All Journal Al-Jabar : Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika Raflesia Jurnal Basicedu Sainmatika: Jurnal Ilmiah Matematika dan Ilmu Pengetahuan Alam Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PERSPEKTIF PENDIDIKAN Jurnal Magister Pendidikan Matematika (JUMADIKA) Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Annals of Mathematical Modeling Edumatika Jurnal Basicedu Polinomial : Jurnal Pendidikan Matematika Jurnal Masyarakat Madani Indonesia Annals of Mathematical Modeling Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Trends in Mathematics Education Research (IJTMER) Global Education Journal AB-JME: Al-Bahjah Journal of Mathematics Education Konsienti: Community Services Journal Setawar Abdimas Celebes Journal of Community Services
Khathibul Umam Zaid Nugroho
Universitas PGRI Silampari Lubuklinggau, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Physics Public Health Social Sciences Other

Published : 37 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 37 Documents
Search

 1   2   3   4 
The Weaknesses of Euclidean Geometry: A Step of Needs Analysis of Non-Euclidean Geometry Learning through an Ethnomathematics Approach Khathibul Umam Zaid Nugroho; Y. L. Sukestiyarno; Adi Nurcahyo
Edumatika Vol 4 No 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i2.1015

Abstract

Non-Euclidean Geometry is a complex subject for students. It is necessary to analyze the weaknesses of Euclidean geometry to provide a basis for thinking about the need for learning non-Euclidean geometry. The starting point of learning must be close to students' local minds and culture. The purpose of this study is to describe the weaknesses of Euclidean geometry as a step in analyzing the needs of non-Euclidean geometry learning through an ethnomathematics approach. This research uses qualitative descriptive methods. The subjects of this study were students of Mathematics Education at State Islamic University (UIN) Fatmawati Soekarno Bengkulu, Indonesia. The researcher acts as a lecturer and the main instrument in this research. Researchers used a spatial ability test instrument to explore qualitative data. The data were analyzed qualitatively descriptively. The result of this research is that there are two weaknesses of Euclidean geometry, namely Euclid’s attempt to define all elements in geometry, including points, lines, and planes. Euclid defined a point as one that has no part. He defined a line as length without width. The words "section", "length", and "width" are not found in Euclidean Geometry. In addition, almost every part of Euclid’s proof of the theorem uses geometric drawings, but in practice, these drawings are misleading. Local culture and ethnomathematics approach design teaching materials and student learning trajectories in studying Non-Euclid Geometry.
The Relationship among Self-Efficacy, Mathematical Concepts Understanding, Creative Thinking Skills, Mathematical Problem-Solving Skills, and Mathematics Learning Outcomes Khathibul Umam Zaid Nugroho; Eddy Izwanto; Wahyu Widada; Norma Alias; Abdurrobbil Falaq Dwi Anggoro; Dewi Herawaty; Rahmat Jumri; Shadaqnas Dewarif Tri Anggoro
Edumatika Vol 6 No 2 (2023): November 2023, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v6i2.3169

Abstract

The proficiency of students in mathematical problem-solving skills is believed to be shaped by factors such as mathematical concepts understanding, creative thinking skills, and self-efficacy. This research endeavors to investigate the interplay among self-efficacy, mathematical concepts understanding, creative thinking skills, problem-solving skills, and mathematics learning outcomes. Employing a survey approach, the study encompasses all ninth-grade students in Central Bengkulu, Bengkulu, Indonesia, with a sample of 100 students selected through proportional stratified random sampling. Data collection involves Likert scale instruments for self-efficacy, along with tests for mathematical concepts understanding, creative thinking skills, and problem-solving skills. Path analysis techniques are applied for data analysis. The findings of the research indicate that mathematical concepts understanding, creative thinking skills, and problem-solving skills collectively exert a positive influence on mathematics learning outcomes. Additionally, it is demonstrated that self-efficacy, understanding mathematical concepts, and creative thinking skills collectively contribute positively to problem-solving skills. Furthermore, the research reveals a direct positive influence of self-efficacy on both mathematical concepts understanding and creative thinking skills.
Decoding cognitive transitions in undergraduate mathematics: An integrated APOS AND SOLO+ framework for formal epsilon-delta limit proofs Nugroho, Khathibul Umam Zaid; Sukasno, Sukasno; Widada, Wahyu; Alias, Norma; Herawaty, Dewi; Anggoro, Shadaqnas Dewarif Tri
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.31308

Abstract

Purpose: This study examines cognitive transitions and epistemological obstacles in undergraduate mathematics education by testing an integrated APOS and SOLO+ framework within formal ε-δ limit proofs. Method: Using an explanatory sequential mixed-methods design, CB-SEM analyzed data from 278 undergraduates to test theoretical structural relationships. Qualitatively, a "diagnostic task analysis" employing the Constant Comparative Method examined task-based interviews from 8 key informants to dissect transitional cognitive anomalies. Findings: CB-SEM confirmed that Structural Complexity (SOLO+) significantly partially mediates the effect of Cognitive Mechanisms (APOS) on Proof Proficiency, explaining 62.4% of the variance. Qualitative autopsies identified two specific transitional traps: Interiorization Instability (Semi-Relational level), marked by universal quantifier failures and reversed logic in linear tasks; and Encapsulation Rigidity (Semi-Extended level), marked by intuitive blockages during bounding strategies in non-linear tasks. Consequently, a grounded taxonomy was generated to distinguish superficial syntactic "slips" from deep-seated epistemological "errors." Significance: This framework shifts pedagogical evaluation from outcome-based syntax to transitional cognitive diagnosis, providing a powerful blueprint for addressing learning barriers and laying the theoretical foundation for future diagnostic tools.
Meningkatkan Berpikir Matematika di Sekolah Dasar: Studi Implementasi Metode Inovatif dalam Pembelajaran Dona Ningrum Mawardi; Rani Refianti; Khathibul Umam Zaid Nugroho
Konsienti : Community Services Journal Vol. 3 No. 01 (2025): January
Publisher : PT. TAKAZA INNOVATIX LABS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61536/konsienti.v3i01.258

Abstract

Berpikir matematis merupakan keterampilan kognitif esensial yang harus dikembangkan sejak pendidikan dasar guna meningkatkan kemampuan pemecahan masalah, analisis, dan berpikir kritis siswa. Penelitian ini bertujuan untuk mengeksplorasi efektivitas metode inovatif dalam pembelajaran matematika di sekolah dasar, yang mencakup pembelajaran berbasis masalah (Problem-Based Learning/PBL), pendekatan inkuiri, serta integrasi teknologi dalam meningkatkan keterampilan berpikir matematis siswa. Menggunakan pendekatan kualitatif dengan metode studi kasus, penelitian ini mengumpulkan data melalui observasi kelas, wawancara dengan guru dan siswa, serta analisis dokumen pembelajaran. Hasil penelitian menunjukkan bahwa metode inovatif secara signifikan meningkatkan pemahaman konseptual siswa serta keterampilan berpikir analitis dibandingkan dengan metode pembelajaran tradisional berbasis instruksi langsung. Data kuantitatif dari tes diagnostik menunjukkan peningkatan skor yang lebih besar pada siswa yang menggunakan metode inovatif dibandingkan dengan mereka yang belajar melalui metode konvensional. Selain itu, integrasi teknologi dalam pembelajaran memungkinkan siswa memahami konsep matematika yang kompleks secara lebih interaktif dan intuitif. Namun, tantangan dalam implementasi metode inovatif ini meliputi kesiapan guru dalam mengadopsi strategi pembelajaran yang lebih eksploratif serta keterbatasan infrastruktur di beberapa sekolah. Oleh karena itu, diperlukan kebijakan yang mendukung pelatihan berkelanjutan bagi guru serta peningkatan akses terhadap teknologi pendidikan guna memastikan efektivitas penerapan metode inovatif dalam pembelajaran matematika di sekolah dasar.
Pendampingan Pemanfaatan Teknologi Interaktif Untuk Menyusun Soal AKM Literasi Kontekstual di SMP PGRI KOTA LUBUKLINGGAU Ahmad Marsehan; Khathibul Umam Zaid Nugroho; Yoga Lorenza; Nihad Khalilullah
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 1 (2026): Februari
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/qycc1438

Abstract

Program pendampingan ini dirancang untuk meningkatkan kompetensi guru SMP PGRI Kota Lubuklinggau dalam menyusun soal AKM Literasi yang kontekstual dengan memanfaatkan teknologi interaktif. Hal ini dilatarbelakangi oleh kendala yang dihadapi guru dalam merancang soal berbasis konteks nyata dan memanfaatkan platform digital. Tujuannya adalah agar guru mampu memahami konsep AKM Literasi kontekstual, terampil menggunakan platform seperti Quizizz atau Google Form, dan akhirnya menciptakan bank soal yang berkualitas. Metode pencapaiannya meliputi tiga tahap, yakni pelatihan teknis, pendampingan praktik langsung dalam merancang soal, serta evaluasi dan pengembangan berkelanjutan melalui uji coba. Rencana kegiatannya terstruktur dalam fase persiapan, pelaksanaan (pelatihan dan praktik), dan evaluasi akhir. Dampak jangka panjang yang diharapkan adalah terwujudnya bank soal AKM yang relevan, peningkatan kualitas asesmen literasi, serta penguatan budaya pemanfaatan teknologi dalam evaluasi, yang pada akhirnya akan meningkatkan kemampuan literasi siswa secara lebih efektif dan bermakna.
Enhancing PISA-like mathematical literacy through deep learning assisted by mathos ai for junior high school students Wahyu Widada; Khathibul Umam Zaid Nugroho; Masri Masri; Abdurrobbil Falaq Dwi Anggoro; Dewi Herawaty; Rahmat Jumri; Shadaqnas Dewarif Tri Anggoro
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 1 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i1.25109

Abstract

Based on PISA, Indonesian students' mathematical literacy skills are very low. This study investigates the effectiveness of Mathos AI-assisted deep learning design in improving PISA-like mathematical literacy among junior high school students. Using design research methodology with validation studies approach. Data were collected through pre-test and post-test, classroom observation, interviews, and analysis of student work. The findings revealed significant improvements in students' mathematical literacy, with positive impacts on their motivation and engagement. The integration of Mathos AI facilitates personalized learning and provides valuable insights into students' learning processes. This study contributes to the growing literature on AI-driven educational interventions, which offer practical implications for improving mathematical literacy in real-world classroom settings. The conclusion of this study is that Mathos AI-assisted deep learning is able to improve PISA-like mathematical literacy skills among junior high school students. The integration of AI-based tools in mathematics education can result in improved learning outcomes and student engagement. Further research is needed to explore the long-term effects of AI-based interventions and develop best practices for their implementation.
Improving students' mathematics HOTS ability through the integration of deep learning and SOLO taxonomy Khathibul Umam Zaid Nugroho; Ahmad Marsehan; Lili Tri Yulianti; Nurtiara Nurtiara
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 11 No 2 (2025): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v11i2.27111

Abstract

Education in the 21st century requires students to have high-level thinking skills (HOTS), but the low HOTS of students' mathematics is still a significant challenge, as reflected in the results of international evaluations. This study aims to investigate the effectiveness of the integration of deep learning and SOLO Taxonomy in optimizing students' mathematics HOTS. Using a quasi-experimental design, the study involved 60 of students in grade VIII who were divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received a learning intervention based on deep learning principles with the guidance of the SOLO Taxonomy, while the control group received conventional learning. Data were collected through a math HOTS pre-test and post-test and analyzed using ANCOVA to control students' initial scores. The results showed a significant increase in students' math HOTS in both groups, but the increase in the experimental group was much higher (p<0.01). The qualitative analysis of the students' responses also shows a clear development at the level of SOLO Taxonomy, from Unistructural/Multistructural to Relational and Extended Abstract. These findings indicate that the integration of deep learning and SOLO Taxonomy creates an effective synergistic effect in facilitating deep thinking. This research contributes to the educational literature by providing a measurable and practical learning model to improve HOTS, as well as providing important implications for teacher practice and curriculum development in the future.
Co-Authors Ababil, Dini Abdurrobbil Falaq Dwi Anggoro Abdurrobbil Falaq Dwi Anggoro Abdurrobbil Falaq Dwi Anggoro Abu Bakar, Suriani Adi Nurcahyo Ahmad Marsehan Akmal Rijal Alias, Norma Anggoro, Abdurrobbil Falaq Anggoro, Abdurrobbil Falaq Dwi Anggoro, Shadaqnas Dewarif Tri Anisya Soneta As Elly Aswarliansyah Balqis, Reka DEWI HERAWATY Dewi Herawaty Dewi Herawaty Dona Ningrum Mawardi Drajat Friansah Eddy Izwanto ELLY, AS Gufiran, Hermu Haji, H Saleh Ismoen, Muhaimin Isti Hidayah Izwanto, Eddy Jannah, Miftahul Jannah Lili Tri Yulianti Luthfiana, Maria M Rusni Eka Putra M. Asikin Masri Masri Mohammad Asikin Muqoyyanah, Muqoyyanah Nihad Khalilullah Noprianto Wahyudi Norma Alias Nugroho Ponco Riyanto Nur Fitriyana Nur, Nur Fitriyana Nurcahyo, Adi Nurtiara Nurtiara Pandra, Viktor Purwasi, Lucy Asri Rahmat Jumri Ranita, Ranita Refianti, Rani Revita, Ade Nindya Salsabila, Dina Shadaqnas Dewarif Tri Anggoro Shadaqnas Dewarif Tri Anggoro Shadaqnas Dewarif Tri Anggoro Sugiarto, Anjar Sugiman Sugiman Sukasno Sukasno Sukestiyarno Sukestiyarno Sukestiyarno, Y. L. Wahyu Widada Wahyu Widada Wayan Gede Wayan Gede Y. L. Sukestiyarno YL Sukestiyarno Yoga Lorenza Yufitri Yanto Yulia Darmi Zamzaili Zamzaili