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All Journal International Journal of Evaluation and Research in Education (IJERE) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Islam JIPM (Jurnal Ilmiah Pendidikan Matematika) Suska Journal of Mathematics Education Jurnal Elemen International Journal of Science and Applied Science: Conference Series Jurnal Analisa SJME (Supremum Journal of Mathematics Education) International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia MEJ (Mathematics Education Journal) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Mosharafa: Jurnal Pendidikan Matematika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Malikussaleh Mengabdi Jurnal Tadris Matematika Journal on Mathematics Education Research Jurnal Didaktik Matematika Inovasi Kurikulum
Suhendra, S
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Mathematics Physics Social Sciences Other

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Students’ Mathematical Problem-Solving Ability from the Perspective of Mathematical Anxiety Levels Hanifa Dina Aulia Dewi Umbara; Suhendra Suhendra; Al Jupri
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 3 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i3.1640

Abstract

Kemampuan pemecahan masalah matematis siswa di Indonesia masih tergolong rendah, dengan kecemasan matematis diidentifikasi sebagai salah satu penyebab utamanya. Penelitian ini bertujuan untuk menggambarkan kemampuan pemecahan masalah matematika siswa berdasarkan tingkat kecemasan matematisnya, menggunakan pendekatan kualitatif dengan metode studi kasus. Partisipan terdiri dari 39 siswa kelas XI dari sebuah SMA di Kota Serang, Provinsi Banten, yang telah mempelajari barisan dan deret geometri. Data dikumpulkan melalui tes tulis untuk mengukur kemampuan pemecahan masalah matematika serta menggunakan teknik non-tes seperti kuesioner kecemasan matematis dan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan tingkat kecemasan matematis rendah memenuhi semua indikator kemampuan pemecahan masalah matematis, siswa dengan tingkat kecemasan matematis sedang memenuhi tiga dari empat indikator, dan siswa dengan tingkat kecemasan matematis tinggi hanya memenuhi satu dari empat indikator tersebut. Oleh karena itu, guru dan siswa harus mempertimbangkan strategi yang tepat untuk mengurangi kecemasan matematis dalam metode pembelajaran guna meningkatkan kemampuan pemecahan masalah matematis siswa.The mathematical problem-solving ability (MPSA) of students in Indonesia is low, with mathematical anxiety identified as a contributing factor. This research sought to explore students' MPSA from the perspective of mathematical anxiety levels using a qualitative approach with a case study method. The participants included 39 grade XI students from a senior high school in Serang City, Banten Province, who had learned arithmetic and geometric sequences. Data collection included written tests for MPSA and non-test techniques such as mathematical anxiety questionnaire and interviews. The results reveal that students with low mathematical anxiety level fulfilled all the indicators of MPSA, students with moderate mathematical anxiety level fulfilled three of the four indicators of MPSA, and students with high mathematical anxiety level only fulfilled one of the four indicators of MPSA. Therefore, teachers and students should consider appropriate strategies to reduce mathematical anxiety in learning methods, aiming to enhance students’ mathematical problem-solving ability.
Meta-Synthesis: Ethnomathematics in Educational and Cultural Contexts Over the Last Decade Lessa Roesdiana; Turmudi Turmudi; Dadang Juandi; Suhendra Suhendra; Jarnawi Afgani Dahlan
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 2 (2025): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i2.2257

Abstract

Abstrak Penelitian ini bertujuan untuk mengidentifikasi, menganalisis, dan mensintesis hasil-hasil penelitian tentang etnomatematika dalam berbagai konteks selama satu dekade terakhir. Melalui pendekatan meta-sintesis, studi ini mengeksplorasi bagaimana konsep etnomatematika diterapkan dalam beragam budaya, lingkungan pendidikan, dan masyarakat untuk menghubungkan matematika dengan nilai-nilai budaya lokal. Fokus utama penelitian mencakup aplikasi etnomatematika dalam pembelajaran, kontribusi terhadap pemahaman matematika siswa, dan peran dalam pelestarian budaya. Penelitian ini menggunakan pendekatan meta-sintesis dengan melakukan tinjauan sistematis dan analisis terhadap studi-studi yang diterbitkan antara tahun 2020–2024 dari basis data yang yang relevan menggunakan NVIVO 12. Metode yang digunakan meliputi pengumpulan artikel relevan, penerapan kriteria inklusi dan eksklusi, pengkodean tema, dan sintesis temuan dari berbagai studi. Hasil analisis menunjukkan bahwa etnomatematika tidak hanya berfungsi sebagai alat pedagogis yang efektif, tetapi juga sebagai sarana untuk mendukung inklusivitas dan relevansi pendidikan matematika di berbagai latar belakang budaya. Studi ini memberikan wawasan penting bagi pengembangan kurikulum yang kontekstual, berbasis budaya, dan mendukung keberagaman dalam pendidikan matematika. Abstract This study aims to identify, analyze and synthesize research results on ethnomathematics in various contexts over the past decade. Through a meta-synthesis approach, this study explores how ethnomathematics concepts are applied in diverse cultures, educational settings and communities to connect mathematics with local cultural values. The main focus of the study includes the application of ethnomathematics in learning, the contribution to students' mathematical understanding, and the role in cultural preservation. This study used a meta-synthesis approach by conducting a systematic review and analysis of studies published between 2020 and 2024 from relevant databases using NVIVO 12. The methods used included collecting relevant articles, applying inclusion and exclusion criteria, coding themes, and synthesizing findings from various studies. The results of the analysis show that ethnomathematics not only serves as an effective pedagogical tool, but also as a means to support the inclusivity and relevance of mathematics education across different cultural backgrounds. This study provides important insights for the development of contextualized, culturally-based and diversity-supportive curricula in mathematics education.
Analysis of the Application of the M-Apos Learning Model to the Improvement of Prospective Teachers’ Computational Thinking Skills Dwi Maulida Sari; Suhendra Suhendra; Elah Nurlaelah; Al Jupri; Agung Wicaksono; Dwi Warli; Raisatunnisa Raisatunnisa; Muhamad Zulfikar Mansyur
Jurnal Tadris Matematika Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2025.8.1.17-28

Abstract

This study aims to analyze the effectiveness of the M-APOS learning model (a modification of Action, Process, Object, and Schema) in improving the computational thinking skills of prospective mathematics teachers. The study employed a mixed-methods approach with an explanatory sequential design that combines quantitative and qualitative data. The research subjects consisted of 44 third-semester students divided into an experimental group (n = 22) and a control group (n = 22). The research instruments included an essay-based computational thinking test, learning activity observation sheets, and interview guidelines. Quantitative data were analyzed using a t-test and Cohen’s d effect size calculation, while qualitative data were analyzed thematically to strengthen the quantitative findings. The results indicate that the M-APOS model significantly improves students’ computational thinking skills, as shown by a Cohen’s d value of 1.57, which represents a very large effect. In addition, observation results show a consistent increase in students’ learning activities, particularly in the indicators of decomposition, pattern recognition, abstraction, and algorithmic thinking. High levels of learning activity support concept internalization through the Action–Process–Object–Schema stages. These findings confirm that the M-APOS model has a substantial impact on students’ computational thinking skills.
Co-Authors A Jupri Agung Wicaksono Alfi Syahraini Aneu - Pebrianti Dadang Juandi Dallyono, Ruswan Deni Darmawan Deni Kurniawan Didi Suryadi Dwi Maulida Sari Dwi Warli Elah Nurlaelah Endang Cahya Mulyaning A. Fardatil Aini Agusti Fatimah, Siti Freddy Prasetyo Hafizh Nizham Hanifa Dina Aulia Dewi Umbara Hanne Ayuningtias Elsa herayanti herayanti Herizal Herizal Irfa Ul Umam Iryana Muhammad Jarnawi Afgani Dahlan Jose Bonatua Hasibuan Lessa Roesdiana Lia Halimatus Sadiah Luthfia Hadi M Meiriyanti M. Azhari Panjaitan Marhami Marhami Muhamad Zulfikar Mansyur Muhammad Ridha Mutiara Pertiwi Nanang Priatna Noviana Antaria Nurdiyah Kurniati P K Sari Peni Fauziah Puadah R Gusmiyanti Raisatunnisa Raisatunnisa Riska Indah Lestari Rizky Rosjanuardi Roni Priyanda Silvyani Eka Putri Sufyani Prabawanto, Sufyani Surya Kurniawan Tatang Herman, Tatang Teddy Septian R Tia Purniati Turmudi Yaya Sukjaya Kusumah