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All Journal Jurnal Pengajaran MIPA Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Matematika RAFA EDU-MAT: Jurnal Pendidikan Matematika Edumatsains JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA PRISMA Jurnal Pendidikan Matematika Raflesia Teorema: Teori dan Riset Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Transformasi : Jurnal Pendidikan Matematika dan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) PHI: Jurnal Pendidikan Matematika Jurnal Educatio FKIP UNMA JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Mosharafa: Jurnal Pendidikan Matematika ELIPS: Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Prosiding Sesiomadika Journal of Mathematics Instruction, Social Research and Opinion Radian Journal: Research and Review in mathematics Education JUARA: JURNAL WAHANA ABDIMAS SEJAHTERA Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Euclid Jurnal Infinity Jurnal Pendidikan MIPA SJME (Supremum Journal of Mathematics Education)
Rafiq Zulkarnaen
Universitas Singaperbangsa Karawang
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Influence of Self-Efficacy and Gender on Students' Mathematical Learning Outcomes on the Topic of Circle Equations Hasan, Ibrahim; Sari, Rika Mulyati Mustika; Effendi, Kiki Nia Sania; Zulkarnaen, Rafiq
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.830

Abstract

This quantitative study aimed to examine the simultaneous and partial effects of self-efficacy and gender on mathematics learning outcomes related to circle equations among high school students. Employing a multiple regression design, the research involved 139 twelfth-grade students from SMA Negeri 7 Tambun Selatan, selected via simple random sampling. Data were collected through a self-efficacy questionnaire analyzed using the Successive Interval Method and an essay-based test for learning outcomes. Multiple regression analysis, after fulfilling classical assumptions, revealed that self-efficacy and gender significantly influenced learning outcomes simultaneously (F = 1025, p < 0.00). Partially, self-efficacy emerged as a significant predictor, with a positive coefficient (β = 0.585, t = 5.969, p < 0.001), indicating that higher self-efficacy is associated with improved cognitive achievement. Conversely, gender showed no significant partial effect (p > 0.05). Additional correlation analysis indicated a stronger relationship between self-efficacy and learning outcomes in male students (  = 0.545) compared to female students (  = 0.348). Nonetheless, self-efficacy remained the primary explanatory factor for cognitive achievement in both groups. These findings underscore the dominant role of self-efficacy as the key determinant of success in learning circle equations, surpassing the influence of gender.
Analyzing Structural Gaps in Mathematical Argumentation: A Toulmin-Based Study on Graph Theory Zulkarnaen, Rafiq; Aziza, Asya Khaula
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2613-2636

Abstract

This research project sought to explain the format and quality of students' mathematical argumentation in graph theory by examining how students built and defended arguments using the Toulmin model. Although research on mathematical argumentation has been extensive, studies that explicitly examine the structure of students' argumentation in graph theory are still very limited, especially in the context of Discrete Mathematics courses in Indonesian higher education. The qualitative descriptive design has been used to investigate students' written responses to graph theory problems in a Discrete Mathematics course. The sample consisted of 22 undergraduate students from the Mathematics Education Study Program at Universitas Singaperbangsa Karawang, selected purposively and classified into high-, medium-, and low-ability groups. Inductive and deductive analysis methods were applied to the data to identify patterns in the reasoning and to assess whether the students' arguments were complete and logically consistent. Data analysis was conducted by combining inductive and deductive approaches supported by a Toulmin model-based coding framework to identify the structure and completeness of arguments, particularly the presence and thickness of claims, data, and warrants, and to compare patterns across levels of ability. The findings showed clear differences in mathematical argumentation across ability levels. Students with high ability presented more coherent arguments with correct and justified claims and logical warrants, whereas medium- and low-ability students produced incomplete or no arguments. The results of this study suggest that ways to enhance the reasoning and argumentation of mathematics instruction, especially by using tasks that encourage justification and conceptual learning in discrete mathematics, need to be reinforced.   Keywords: mathematical argumentation, reasoning, Toulmin’s model, graph theory, discrete mathematics, mathematics education. 
Academic Self-Concept and Mathematical Computation on Geometric Sequences and Series: The Confirmatory Factor Analysis Aziza, Asya Khaula; Sari, Rika Mulyati Mustika; Zulkarnaen, Rafiq
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13120

Abstract

The purpose of this study was to investigate the relationship between academic self-concept and mathematical computation in the field of geometry, particularly on geometric sequences and series. This study employed a quantitative correlational design using Confirmatory Factor Analysis (CFA). Data were collected through a mathematical computation test consisting of eight essay items and an academic self-concept questionnaire administered to 200 senior high school students in Bogor Regency. The results indicated a good model fit, as reflected by the fit indices (CFI = 0.994, TLI = 0.992, and RMSEA = 0.0463). Academic self-concept was significantly associated with mathematical computation, with a correlation coefficient of 0.37. The mathematical computation construct demonstrated strong reliability and validity (CA = 0.923, CR = 0.929, AVE = 0.781), with abstraction as the most dominant factor (0.917). Meanwhile, the academic self-concept construct showed CA = 0.968, CR = 0.977, and AVE = 0.889, with self-confidence identified as the most dominant factor (0.964). These findings indicate that students’ self-confidence plays a crucial role in supporting abstraction in mathematical computation. Therefore, it is recommended that mathematics instruction should emphasize learning activities that strengthen students’ academic self-confidence and promote abstraction skills to improve mathematical problem-solving performance.
The Effectiveness of an ICON-Based Worksheet to Support Students’ Conceptual Understanding of Matrix Material Pratiwi, Tarizka Ozzi; Zulkarnaen, Rafiq; Effendi, Kiki Nia Sania
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3547

Abstract

Penelitian ini bertujuan untuk mengembangkan lembar kerja peserta didik (LKPD) berbasis ICON pada materi matriks serta mengkaji validitas, kepraktisan, dan efektivitasnya. ICON merujuk pada model desain Interpretation–Construction, yang menekankan proses peserta didik dalam menginterpretasikan permasalahan kontekstual dan mengonstruksi konsep matematika. Penelitian ini menggunakan model pengembangan Plomp yang meliputi tahap pendahuluan, perancangan, dan penilaian, dengan evaluasi formatif melalui validasi ahli, uji coba satu-satu, uji coba kelompok kecil, dan uji lapangan. Hasil penelitian menunjukkan bahwa LKPD mencapai tingkat cukup valid berdasarkan penilaian ahli terhadap aspek isi, konstruk, dan bahasa serta direvisi sesuai hasil validasi awal. LKPD juga menunjukkan kepraktisan karena mudah dipahami oleh peserta didik. Efektivitas ditunjukkan oleh 22 dari 34 peserta didik yang mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Temuan ini menunjukkan bahwa LKPD berbasis ICON layak digunakan dengan revisi untuk mendukung pemahaman konseptual peserta didik pada materi matriks. This study aims to develop an ICON-based student worksheet (LKPD) on matrix material for high school students and to examine its validity, practicality, and effectiveness. ICON refers to the Interpretation–Construction design model, which emphasizes students’ processes of interpreting contextual problems and constructing mathematical concepts. The research employed the Plomp development model consisting of the preliminary, prototyping, and assessment phases, supported by formative evaluation through expert review, one-to-one trials, small-group trials, and field test. The results indicate that the LKPD achieved a fairly valid level based on expert evaluations of content, construct, and language and was revised accordingly. The worksheet also demonstrated practicality, as students found the instructions and activities easy to understand. Effectiveness was indicated by 22 out of 34 students achieving the Learning Objective Achievement Criteria (KKTP). These findings suggest that the ICON-based worksheet is feasible for use with revisions to support students’ conceptual understanding of matrix concepts.
Teachers’ Roles in Designing and Implementing Numeracy-Oriented Instruction in Junior High School Mathematics: A Multiple Case Study Rafiq Zulkarnaen; Asya Khaula Aziza
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1204

Abstract

This study investigates the role of mathematics teachers in junior high schools in promoting students' numeracy through the design and delivery of classroom instruction. The qualitative multiple-case study design was used to gather information on ten mathematics teachers, selected through purposive sampling based on teaching experience and willingness to participate, in the form of lesson plans, observations in classrooms, semi-structured interviews, and analysis of students’ work, which were analyzed using a numeracy framework consisting of representation, conceptual understanding, procedural fluency, and reasoning, guiding thematic content analysis and cross-case comparison. The results show that educators have progressively incorporated real-life contexts and diagnostic tests in their instructional planning. Nevertheless, the combination of the various representations and the systematic development of mathematical reasoning is underdeveloped. These trends indicate that the primary problem with numeracy learning is not the accessibility of numeracy-related tasks, but rather the representation, reasoning, and coherence of instructional design. Based on this, the research indicates the need for professional development initiatives that specifically assist teachers in crafting exploratory, discourse-based numeracy assignments that are consonant with Minimum Competency Assessment (AKM) requirements and classroom contexts.
PENGARUH PENERAPAN PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN SISWA DALAM MEMECAHKAN MASALAH MATEMATIS: STUDI META ANALISIS Barkah, Siti; Zulkarnaen, Rafiq; Sari, Rika Mulyati Mustika
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.8922

Abstract

The purpose of this study is to re-examine the impact of Problem Based Learning on students' mathematical problem-solving abilities with the help of Publish or Perish on the Google Scholar search engine for the last 10 years indexed by Sinta. This study uses meta-analysis in the form of descriptive qualitative analysis, which involves examining or evaluating research findings from published articles, with 25 national articles as samples. The filtered data were obtained from studies covering the number of experimental groups, the number of control groups, and t-tests. The summary effect size was then determined through meta-analysis of the data using the effect size value and standard error. Mathematical problem-solving ability is significantly influenced by the Problem-Based Learning model, according to the results of data analysis conducted using JASP software, with a value of 1.26 and an estimate of 1.257, which can be classified as very high. Thus, it can be concluded that the Problem-Based Learning model has a significant impact on students' ability to solve problem solving.
HUBUNGAN SELF-EFFICACY DENGAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA SMK PADA MATERI TRIGONOMETRI Lestari, Nopiyanti Dara; Mustika Sari, Rika Mulyati; Zulkarnaen, Rafiq; Aini, Indrie Noor
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24471

Abstract

Kemampuan berpikir kreatif matematis merupakan salah satu keterampilan berpikir tingkat tinggi (HOTS), yang penting dikembangkan dalam pembelajaran abad ke-21. Namun, kemampuan tersebut masih tergolong rendah dan diduga berkaitan dengan faktor psikologis siswa, salah satunya self-efficacy. Penelitian ini bertujuan untuk mengetahui hubungan antara self-efficacy dengan kemampuan berpikir kreatif matematis siswa SMK materi trigonometri. Penelitian menggunakan penedekatan kuantitatif dengan desain korelasional. Populasi penelitian adalah 288 siswa kelas X SMK Negeri Batujaya Kabupaten Karawang tahun ajaran 2025/2026, dengan sampel sebanyak 167 siswa menggunakan rumus Slovin. Instrumen penelitian meliputi tes kemampuan berpikir kreatif matematis dan angket self-efficacy yang telah teruji validitas serta reliabilitasnya serta wawancara semi terstruktur. Analisis data menggunakan uji korelasi Product Moment Pearson. Hasil penelitian menunjukkan adanya hubungan positif yang sangat kuat antara self-efficacy dan kemampuan berpikir kreatif matematis siswa, dengan nilai koefisien korelasi ? = 0,854 dan signifikansi ? < 0,001. Hal ini menunjukkan bahwa semakin tinggi self-efficacy siswa, semakin tinggi pula kemampuan berpikir kreatif matematisnya.   Kata kunci: Self-efficacy, kemampuan berpikir kreatif matematis, korelasi, trigonometri Abstract: Mathematical creative thinking ability is one of the higher-order thinking skills (HOTS) that needs to be developed in 21st-century learning. However, this ability is still relatively low and is assumed to be related to students’ psychological factors, particularly self-efficacy. This study aims to determine the relationship between self-efficacy and vocational high school students’ mathematical creative thinking ability on trigonometry material. The research employed a quantitative approach with a correlational design. The population consisted of 288 tenth-grade students of SMK Negeri Batujaya, Karawang Regency, in the 2025/2026 academic year, with a sample of 167 students selected using the Slovin formula. The research instruments included a mathematical creative thinking test, a self-efficacy questionnaire that had met validity and reliability criteria, and semi-structured interviews. Data were analyzed using the Pearson Product-Moment correlation test. The results showed a very strong positive relationship between self-efficacy and students’ mathematical creative thinking ability, with a correlation coefficient of r = 0.854 and a significance level of p < 0.001. This indicates that higher self-efficacy is associated with higher mathematical creative thinking ability. Keywords: self-efficacy, mathematical creative thinking ability, correlation, trigonometry.
Pengaruh Deep Learning terhadap Kemampuan Pemecahan Masalah Geometri Siswa Kelas IX Saeful Hamzah, Karto; Sari, Rika Mulyati Mustika; Zulkarnaen, Rafiq
Jurnal Pendidikan Matematika RAFA Vol 12 No 1 (2026): Jurnal Pendidikan Matematika RAFA
Publisher : Program Studi Pendidikan Matematika, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jpmrafa.v11i2.32146

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan pembelajaran deeplearning terhadap kemampuan pemecahan masalah matematika siswa pada materi geometri kelas IX SMP. Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex post facto, yaitu penelitian yang mengkaji hubungan sebab-akibat berdasarkan data yang telah terjadi tanpa memberikan perlakuan langsung terhadap variabel. Subjek penelitian terdiri atas siswa kelas IX di SMPN Satu Atap 1 Jayakerta Kabupaten Karawang yang telah menerapkan pembelajaran mendalam dan sudah mempelajari materi geometri. Data dikumpulkan melalui tes kemampuan pemecahan masalah dan dokumentasi hasil belajar siswa. Hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan penerapan pembelajaran deeplearning terhadap kemampuan pemecahan masalah geometri siswa. Hal ini menunjukkan bahwa pembelajaran mendalam memberikan pengaruh positif terhadap kemampuan analisis, penalaran, dan refleksi siswa dalam memahami konsep geometri.
Comparative Study of Elementary School Students’ Understanding of Geometry Concepts through Ethnomathematics and Conventional Approaches Isneli Yulailah; Rika Mulyati Mustika Sari; Rafiq Zulkarnaen; Indrie Noor Aini
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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

Abstract

This study aims to investigate and compare differences in elementary school students’ understanding of geometric concepts between those who experienced ethnomathematics-based learning and those who received conventional instruction. This study employed an ex post facto comparative design involving 54 fifth-grade students divided into two groups. Data were collected using a geometry concept understanding test that met validity (0.92) and reliability (Cronbach’s Alpha = 0.86) criteria. The data were analyzed using descriptive and inferential statistics. The results showed that the mean score of the ethnomathematics group (M = 83.96; SD = 4.74) was higher than that of the conventional group (M = 71.15; SD = 2.58). Welch’s t-test indicated a statistically significant difference between the two groups (t = 12.33; df = 40.17; p < 0.001). These findings indicate that ethnomathematics-based learning is associated with higher levels of students’ understanding of geometric concepts compared to conventional instruction. However, due to the ex post facto design, the findings should be interpreted as associative rather than causal.  
Comparative Study: Differences in Students' Geometric Reasoning Viewed from Van Hiele's Levels of Geometric Thinking Thiara Ayu Sheila; Rika Mulyati Mustika Sari; Rafiq Zulkarnaen; Iyan Rosita Dewi Nur
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

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

Abstract

This study aims to determine the differences in students' geometric reasoning in terms of Van Hiele's thinking levels in spatial geometry. This study used an ex post facto method with a quantitative approach. The population of this study was ninth-grade female students at SMP Negeri 2 Majalaya, with a sample of 86 students selected using simple random sampling. Data were obtained through diagnostic tests, geometric reasoning tests, and unstructured interviews with several samples. This study uses several inferential statistical tests such as normality tests, homogeneity tests, and ANOVA. The results of this study indicate that there are significant differences between the geometric reasoning abilities of students at level 0 and level 1, as well as between level 0 and level 2. The number of students classified as level 0 (visualization) is 69.77%; level 1 (analysis) is 24.42%; and level 2 (informal deduction) is 5.81%. No students were classified as level 3 or 4.
Co-Authors Aat Juatiningsih Lestari Utami Aat Juatiningsih lestari Utami Abidah, Iffah Adam Supriatna Adam Supriatna Ade Citra Juniarti Adi Ihsan Imami Adirakasiwi, Alpha Galih Aditya Dwi Nugroho Agung Abdul Ghani Agustianti Fuad, Niken Aini, Indrie Noor Alpha Galih Adirakasiwi Amaliah, Fitri Anita Anggriyani Ardiyanti, Yusi Arnita, Eka Ayu Putri Asya Khaula Aziza Atika Ayu Prameswari Attin Warmi Aulia Sari Aziza, Asya Khaula Barkah, Siti Budi Arif Darmawan Dewi Nur, Iyan Rosita Dhia Rahadatul 'Aisy Syafira Effendi, Kiki Nia Sania Eka Ayu Putri Arnita Firmansyah, Dani Haerudin Haerudin HASAN, IBRAHIM Hesti Salsaprilia Ismail I Gusti Agung Komang Diafari Djuni Hartawan Indrie Noor Aini Intan Purnaningsih Isneli Yulailah Iyan Rosita Dewi Nur Kosasih, Silfa Ardita Kossahdasabitah, Annisaa Lasmika Veronika Pandiangan Ledisri Jelita Lestari, Nopiyanti Dara Louhenapessy, Louis Yolanda Mareta, Dea Marsah Rahmawati Utami Maryam Alzanatul Umam Mawadah Putri Islamiati Melisa Melisa Mery Puspitasari Muhamad Fahrijal MUHAMMAD BARIQ ADAM Muhijah, Iim Munandar, Dadang Rahman Mustikasari, Rika Mulyati NAHDAH KHAIRUN NAJIBAH Nelis Adelia Novia Ramadayu Noviar Noviar Pratiwi, Tarizka Ozzi Puspa Noer Fadilia Putri Amara Putri, Rila Septia Pratama R Bambang Aryan Soekisno R. Bambang Aryan Soekisno Rahma Nurmalita Ramadayu, Novia Ramlah Ratna Sariningsih Redo Martila Ruli Rika Mulyati Mustika Sari Rika Mulyati Mustika Sari RINI MELANI Ronauli Sihaloho Saeful Hamzah, Karto Sihaloho, Ronauli Siti Nurapipah Suheni, Eni Suwarto Suwarto Thiara Ayu Sheila Utari Sumarmo Wahyu Hidayat Warmi, Attin