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All Journal Jurnal Pengajaran MIPA Jurnal Infinity AKSIOMA: Jurnal Program Studi 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 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 Zulkarnaen, Rafiq; Aziza, Asya Khaula
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.
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 Alpha Galih Adirakasiwi Amaliah, Fitri Anita Anggriyani Ardiyanti, Yusi Arnita, Eka Ayu Putri Atika Ayu Prameswari Attin Warmi Aulia Sari Aziza, Asya Khaula 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 Intan Purnaningsih Kosasih, Silfa Ardita Kossahdasabitah, Annisaa Lasmika Veronika Pandiangan Ledisri Jelita 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 RINI MELANI Ronauli Sihaloho Sihaloho, Ronauli Siti Nurapipah Suheni, Eni Suwarto Suwarto Utari Sumarmo Wahyu Hidayat Warmi, Attin