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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Jurnal Edukasi Matematika dan Sains Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan Indonesian Journal of Science and Mathematics Education JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Global Conference Index KOLOKIUM: Jurnal Pendidikan Luar Sekolah Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Journal of Social Research Jurnal Basicedu JDIME: Journal of Development and Innovation in Mathematics Education Jurnal Edukasi dan Penelitian Matematika Jurnal Infinity Mathematics Education Journal Media Pendidikan Matematika
Yerizon Yerizon
Fakultas Ilmu Pendidikan UNP
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Empowering students’ numeracy skills: Mathematics teachers’ perceptions regarding the effectiveness and challenges of Indonesian national curriculum and the programs – A mixed method study Hidayah, Irma Rachmah; Sa'dijah, Cholis; Anwar, Lathiful; Yerizon, Yerizon; Arnawa, I Made
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.p163-188

Abstract

As the Indonesian National Curriculum (INC), the Merdeka curriculum was implemented in response to students' difficulties in comprehending and utilizing basic mathematics, contributing to low numeracy skills. This study investigated mathematics teachers' perceptions in Indonesia concerning the effectiveness of INC and the supporting programs, such as the National Assessment (NA) and Pancasila Student Profile (PSP), in improving students' numeracy skills. It also aimed to identify mathematics teachers' challenges in integrating numeracy skills into the curriculum and these programs. A mixed-method study with a sequential explanatory design was used to achieve this objective. The data collection was carried out through quantitative and qualitative approaches. Closed questionnaires were explicitly used for quantitative data, while open questionnaires and interviews were used for qualitative data. Inferential statistics were used to analyze the quantitative data and a thematic analysis for qualitative data. The quantitative results showed that most teachers positively perceived the effectiveness of INC and the programs in empowering students' numeracy skills. The implementation of INC and PSP significantly influenced the empowerment of numeracy skills. The qualitative analysis provided an in-depth exploration of teachers' perceptions and the challenges faced in promoting numeracy skills in implementing INC and the programs.
Analysis of Concept Construction and Student Errors on the Topic of Double Integral Based on APOS Theory Yarman, Yarman; Yerizon, Yerizon; Dwina, Fitrani; Murni, Dewi; Hevardani, Kelly Angelly
Mathematics Education Journal Vol. 18 No. 3 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i3.pp367-386

Abstract

Integral learning is particularly challenging for students, primarily due to misconceptions predominantly caused by students' lack of understanding about functions, limits, and derivatives. Therefore, this research aims to investigate students’ thinking processes when solving double integral using Action, Process, Object, and Schema (APOS) theory, with a focus on past errors. In order to achieve the objective, a descriptive qualitative method was adopted. Data was collected from tests, interviews, and relevant documentation, and tested for validity using triangulation methods. The obtained results showed that high-ability students understood APOS stages in solving double integral. However, at the object stage, a lack of thoroughness in simplifying algebra led to misunderstandings. Medium-Ability Student (MS) was observed to successfully reach APOS stages when solving double integral using polar coordinates. Low-Ability Student (LS), on the other hand, showed inadequate understanding at the process stage, as evidenced by the failure to correctly draw the area and set integral boundaries. During the course of this investigation, process errors were found to be commonly associated with the calculations of double integral. In order to address these issues, Genetic Decomposition (GD) should be designed for other calculus topics, and error classification expanded to enhance the effectiveness of lectures.
Developing adaptive digital book (ADB) in enhancing students’ numeracy literacy ability Yerizon, Yerizon; Arnellis, Arnellis; Suherman, Suherman; Arnawa, I Made; Sa'dijah, Cholis; Anwar, Lathiful
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p571-586

Abstract

Numeracy literacy is essential for students to solve interrelated problems across various subjects. However, students' numeracy literacy skills remain low, necessitating innovative learning resources. This research focuses on designing an Adaptive Digital Book (ADB) that is claimed to be valid, practical, and effective in improving students' numeracy literacy. This study adopted a design research approach in the context of development studies, which included two main phases: the preliminary phase and the formative evaluation phase, which included self-evaluation, expert evaluation, and iterative evaluation (one-to-one, small group, and field test). Quantitative and qualitative data were gathered through assessment of numeracy literacy, interviews, and distributing questionnaires. Results showed that ADB is practical and effective in its validity as well as in meeting the requirements of students with different learning needs. The combination of multimedia elements like videos caters to visual and auditory learners, which helps improve their numeracy literacy skills.
Model Discovery Learning Sebagai Inovasi Pembelajaran Matematika Pada Kurikulum Merdeka PS, Muktabar Annurul; Yerizon, Yerizon
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 9 No 2 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 9 Nomor 2 Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v9i2.4119

Abstract

Tujuan penelitian ini yaitu mengetahui Model Discovery Learning sebagai inovasi pembelajaran matematika pada kurikulum merdeka. Metode penelitian ini pendekatan pembelajaran yang selaras dengan prinsip-prinsip Kurikulum Merdeka, Hasil Penelitian ini adalah terbukti efektif dalam meningkatkan kemampuan berpikir kritis, pemecahan masalah, dan pemahaman konseptual siswa secara mendalam. Sebagai sebuah inovasi, Discovery Learning juga mendukung pencapaian Profil Pelajar Pancasila, khususnya pada aspek kemandirian, kreativitas, dan kemampuan bernalar kritis. Namun, keberhasilannya sangat dipengaruhi oleh kesiapan guru dalam merancang pembelajaran yang terstruktur dan kontekstual serta memperhatikan karakteristik individual siswa. Oleh karena itu, implementasi model ini memerlukan perencanaan yang matang, dukungan lingkungan belajar yang kondusif, dan keterlibatan aktif seluruh elemen pendidikan agar dapat meningkatkan kualitas pembelajaran matematika secara optimal dalam kerangka Kurikulum Merdeka.
Developing adaptive digital book (ADB) in enhancing students’ numeracy literacy ability Yerizon, Yerizon; Arnellis, Arnellis; Suherman, Suherman; Arnawa, I Made; Sa'dijah, Cholis; Anwar, Lathiful
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p571-586

Abstract

Numeracy literacy is essential for students to solve interrelated problems across various subjects. However, students' numeracy literacy skills remain low, necessitating innovative learning resources. This research focuses on designing an Adaptive Digital Book (ADB) that is claimed to be valid, practical, and effective in improving students' numeracy literacy. This study adopted a design research approach in the context of development studies, which included two main phases: the preliminary phase and the formative evaluation phase, which included self-evaluation, expert evaluation, and iterative evaluation (one-to-one, small group, and field test). Quantitative and qualitative data were gathered through assessment of numeracy literacy, interviews, and distributing questionnaires. Results showed that ADB is practical and effective in its validity as well as in meeting the requirements of students with different learning needs. The combination of multimedia elements like videos caters to visual and auditory learners, which helps improve their numeracy literacy skills.
THE ETHNO MATHEMATICS INTEGRATED TEACHING MODULE TO INCREASE THE MATHEMATICAL PROBLEM SOLVING SKILLS Nurhadi, Muhammad; Yerizon, Yerizon; Arnawa, I Made; Yarman, Yarman; Arnellis, Arnellis
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.10986

Abstract

A teaching module equipped with LKPD can actualize a more effective and fun learning process, also can increase the mathematical problem solving skills that should mastered by the students. However, from the data acquisition results there are still many students who have difficulties in solving and resolving the mathematical problems given. So, there need innovation in using teaching module equipped with ethno mathematic integrated LKPD which can assist to increase the mathematical problem solving skills of the students. This research aims to comparing the mathematical problem solving ability of VII grade junior high school students taught with ethno mathematic integrated teaching modules with students taught with conventional methods.  This research is a quasy experiment and research design uses is randomized control group only design. The research population are whole grade seventh students of Al Madinah Islamic Boarding School which amounts are 115 people. The instrument uses is mathematical problem solving skills test. Based on the research results, the average score for experimental class students was 78,33 and the average score for control class students was 70,14. After testing the hypothesis with the t test, it is found that the ability to solve mathematical problems skills of those learning through teaching modules equipped with ethno mathematics integrated LKPD with problem based learning model are higher than the mathematical problem solving skills of those learning through conventional learning model.Modul ajar yang dilengkapi dengan LKPD dapat mewujudkan proses pembelajaran yang lebih efektif dan menyenangkan, serta dapat meningkatkan kemampuan pemecahan masalah matematis peserta didik yang harus dikuasai oleh peserta didik. Namun, dari hasil perolehan data yang didapatkan masih banyak peserta didik yang kesulitan dalam memecahkan dan menyelesaikan persoalan matematika yang diberikan. Sehingga, perlu adanya inovasi dalam penggunaan modul ajar disertai LKPD terintegrasi etnomatematika yang dapat membantu meningkatkan kemampuan pemecahan masalah peserta didik. Penelitian ini bertujuan untuk membandingkan kemampuan pemecahan masalah matematis peserta didik kelas VII SMP/MTs yang diajar dengan modul ajar terintegrasi etnomatematika dengan peserta didik yang diajar dengan metode konvensional. Penelitian ini merupakan penelitian quasy experiment dan rancangan penelitian yang digunakan adalah randomized control group only design. Populasi penelitian ini adalah seluruh peserta didik kelas VII SMP Al Madinah Islamic Boarding School yang berjumlah 115 orang. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah matematis. Berdasarkan hasil penelitian diperoleh nilai rata-rata peserta didik kelas eksperimen  dan nilai rata-rata peserta didik kelas kontrol . Setelah dilakukan uji hipotesis dengan uji t diperoleh bahwa kemampuan pemecahan masalah matematis yang belajar menggunakan modul ajar dilengkapi LKPD terintegrasi etnomatematika dengan model pembelajaran problem based learning lebih tinggi dari pada kemampuan pemecahan masalah matematis yang belajar menggunakan modul ajar dengan model pembelajaran konvensional.
Enhancing teacher creativity in digitalizing math-literacy modules through technological pedagogical content knowledge training Jamaan, Elita Zusti; Yerizon, Yerizon
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): 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.v14i1.16832

Abstract

Mathematical literacy is one of the abilities that must be mastered by teachers. To increase teachers' creative competence, digital modules oriented towards mathematical literacy are supported by Technological Pedagogical and Content Knowledge (TPACK) training. This study aims to evaluate the validity and practicality of digital modules oriented towards mathematical literacy. This study uses the design research method with the Plomp model, which consists of three stages: preliminary research, the prototype stage, and the evaluation stage. The instruments used were validation sheets for material experts and media experts, as well as student and teacher response questionnaires to see the effectiveness and practicality of the digital modules that had been developed. The results of the study show that digital modules oriented towards mathematical literacy using TPACK training have been successfully carried out. Based on the results of the analysis, effectiveness, and practicality, the feasibility of the module is 87.65%, which is in the very good category. Therefore, it can be concluded that the developed mathematical literacy-oriented digital modules have valid, practical, and effective qualities to enhance teacher creativity.
Problem-based learning on trigonometry topic: Independent curriculum teaching module Wati, Linda; Yerizon, Yerizon
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): 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.v15i1.21972

Abstract

Background: Students often struggle to understand trigonometry. In this context, problem-based learning emerges as an innovative approach that can enhance students' problem-solving abilities through contextual problem-solving. Therefore, the development of an independent curriculum teaching module based on PBL is necessary to improve the quality of learning.Aim: The aim of this research is to develop a valid independent curriculum teaching module based on problem-based learning for trigonometry topics.Method: This research employs the Plomp development model to create the trigonometry teaching module. The module was validated by five experts, consisting of three mathematics experts, one language expert, and one graphic design expert. Validation was conducted using a pre-tested validation sheet. The validation results were analyzed and averaged to determine their alignment with validity criteria.Result: Based on the validation results, it was found that the developed teaching module as a whole achieved an average score of 3.63, meeting the very valid criteria for each assessed aspect.Conclusion: The independent curriculum teaching module based on problem-based learning for trigonometry topics is valid for use in mathematics education. This research indicates that the module can enhance the quality of learning and students' mathematical problem-solving skills. Future studies are recommended to test the effectiveness of this module in a broader context and with students of varying ability levels.
Development of blended learning media on similarity and congruence topics Ismet, Ismet; Yerizon, Yerizon; Fauzan, Ahmad; Asmar, Ali
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): 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.v15i2.23484

Abstract

Background:  The integration of technology in education has become increasingly important in enhancing student engagement. Mathematics, as a foundational subject, often requires innovative approaches to improve students' problem-solving skills and conceptual understanding. Blended learning combines traditional and digital methods, offering a flexible and effective solution for teaching complex mathematical topics.Aim: This research aims to develop valid, practical, and effective learning media for teaching the topics of similarity and congruence, enabling students to better understand these mathematical concepts. The media is designed based on the Blended Learning approach.Method: The development process follows the Plomp model, which consists of three stages: (1) the initial investigation stage to identify needs and context, (2) the product development stage where the media is designed and refined, and (3) the assessment stage to evaluate its validity, practicality, and effectiveness.Results: The developed learning media was validated with a validity score of 86.99, categorized as very valid. It also achieved a practicality score of 87.01, indicating it is very practical, and an effectiveness score of 83.33, categorized as effective.Conclusion: Blended Learning-based media for teaching similarity and congruence is a valid, practical, and effective tool that can enhance students' understanding of the topics.
Analysis of students' critical thinking skills in solving mathematics problems in terms of students' initial ability Harahap, Adek Nilasari; Bentri, Alwen; Musdi, Edwin; Yerizon, Yerizon; Armiati, Armiati
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 1 (2024): 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.v7i1.18014

Abstract

This study aimed to analyze the effect of initial mathematics ability on the critical thinking ability of seventh-grade students of SMP Negeri 8 Padangsidimpuan in solving mathematics problems. Using a qualitative descriptive method, this study involved six students from class VII-D who were selected based on the initial ability test, which was categorized into high, medium, and low. The analysis focuses on four aspects of critical thinking: interpretation, analysis, evaluation, and inference. Based on the data obtained through critical thinking tests and interviews, the results showed significant variations in critical thinking ability according to students' initial ability levels. Students with high initial ability showed full mastery of all four critical thinking indicators, while students with moderate ability achieved two indicators, and students with low initial ability did not fulfil the critical thinking indicators. These results indicate that initial math ability significantly affects student's critical thinking skills in the context of mathematical problem-solving. The implications of this study provide important insights for developing educational strategies that target improving critical thinking skills, taking into account students' initial mathematical abilities.
Co-Authors Abda Abda Afniati, Ilhami Ahmad Fauzan Ali, Fitrah Hanifa Alimatu Saqdiah Armiati Armiati Armiati Arnellis Arnellis Arnellis, Arnellis Aryanti, Letty Aryasandy, Nensy Asmar, Ali Asrar, Astari Atika Sari Baehaqi Benti Yulius, Benti Cholis Sa’dijah Daharnis Daharnis Dessela, Syilvi Desyandri Desyandri Dewantari, Juitama Dewi Murni Dhita, Mamas Hara Dwina, Fitrani Edwin Musdi Elwijaya, Fadiah Fitria, Yanti Fridgo Tasman Ginting, Metamya Aisy Gunawan, Rilla Gina Hafizah Delyana, Hafizah Hafizatunnisa, Hafizatunnisa Harahap, Adek Nilasari Haswenova, Fadhilah Hendrajah, Apdyan Dwi Herlina, Feni Hevardani, Kelly Angelly Hidayah, Irma Rachmah I Made Arnawa Irwan Irwan Irwan Irwan Ismet Ismet, Ismet Jamaan, Elita Zusti Jamaan, Elita Zuzti Khairunnisa, Nurul Maulina Kurniawan, Arifin Lathiful Anwar Leni, Nofri Linda Wati Meisa Kurnia Melisa Melisa Mudjiran Muthia Rahmi, Muthia Nisa, Sahrun Nurhadi, Muhammad Nurhizrah Gistituati Nurvitasari, Septia Permana, Dony PS, Muktabar Annurul Purwoko, Agus PUTRI WAHYUNI Putri Yuanita Putri, Febby Fauzila Ramadoni, Ramadoni Rozika, Eri Sakinah, Hanifatus Sari, Tita Purnama Suherman, Suherman Sumarwati Suradi, Rahmat Ridho Suske, Ihksan Apria Syaputra, Hamdani Syarifuddin, Hendra Syarifuddin, Hendra Umi, Faridatul Wandila, Sephia Widya Novita Sari Yarman Yarman, Yarman Yolanda, Rendy Novri Yulyanti Harisman Yustianingsih, Rizza Zafirah, Afifah Zulnaidi, Hutkemri