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All Journal Jurnal Pendidikan Kewarganegaraan Undiksha Jurnal Pendidikan Matematika Undiksha Jurnal Sains dan Teknologi Jurnal Santiaji Pendidikan (JSP) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Analisa Pendas : Jurnah Ilmiah Pendidikan Dasar Beta: Jurnal Tadris Matematika NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Jurnal Ilmiah Pendidikan dan Pembelajaran Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal RANDANG TANA - Jurnal Pengabdian Masyarakat Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Health Sains GUYUB: Journal of Community Engagement SEAS (Sustainable Environment Agricultural Science) Journal Of World Science Emasains : Jurnal Edukasi Matematika dan Sains Jurnal Pembelajaran dan Pengembangan Matematika Trigonometri: Jurnal Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian dan Pengkajian Ilmiah Proceeding International Conference on Mathematics and Learning Research Jurnal Pendidikan Progresif Journal on Mathematics Education Bijaksana: Jurnal Pengabdian Masyarakat Aksara
I Made Dharma Atmaja
Universitas Mahasaraswati Denpasar
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ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT SELF-EFFICACY Ni Komang Widya Astuti; I Made Dharma Atmaja; I Ketut Suwija
Jurnal Pembelajaran dan Pengembangan Matematika Vol. 6 No. 1 (2026): Jurnal Pembelajaran dan Pengembangan Matematika
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Unmas Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/pemantik.v6i1.13920

Abstract

Kemampuan pemecahan masalah matematika menjadi indikator krusial dalam menilai efektivitas pembelajaran, namun PISA 2022 menunjukkan performa siswa Indonesia masih rendah. Faktor afektif, khususnya self-efficacy (keyakinan individu terhadap kemampuannya) diduga mempengaruhi kualitas pemecahan masalah. Penelitian ini mendeskripsikan kemampuan pemecahan masalah berdasarkan self-efficacy siswa kelas VII A SMPN 1 Kuta Utara pada materi bilangan bulat. Pendekatan deskriptif kualitatif diterapkan pada 9 subjek terpilih dari kategori self-efficacy tinggi, sedang, dan rendah. Data dikumpulkan melalui angket, tes pemecahan masalah valid dan reliabel (0,96), wawancara, serta dokumentasi, kemudian dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan bahwa siswa dengan self-efficacy tinggi menyelesaikan tahapan pemecahan masalah secara sistematis, kategori sedang mampu menyelesaikan sebagian besar tahapan namun mengalami hambatan, sedangkan kategori rendah mengalami kesulitan sejak tahap memahami masalah dan gagal menyelesaikan seluruh proses.
Penerapan Microlearning Berbasis Whatsapp Group Pada Materi Bilangan Rasional untuk Meningkatkan Prestasi Belajar Matematika Siswa Azura Ningrum Septi Utami; Putu Suarniti Noviantari; I Made Dharma Atmaja
Jurnal Pembelajaran dan Pengembangan Matematika Vol. 6 No. 1 (2026): Jurnal Pembelajaran dan Pengembangan Matematika
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Unmas Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/pemantik.v6i1.14102

Abstract

Penelitian ini bertujuan untuk meningkatkan prestasi belajar matematika siswa melalui penerapan microlearning berbasis WhatsApp Group pada materi bilangan rasional. Penelitian ini menggunakan metode penelitian tindakan kelas yang terdiri atas dua siklus yang melibatkan siswa kelas VII MTs Murobbi. Data dikumpulkan melalui tes hasil belajar, lembar observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa prestasi belajar siswa mengalami peningkatan yang signifikan. Nilai rata-rata meningkat dari 53,21 pada pra-siklus menjadi 56,79 pada Siklus I, 63,93 pada Siklus II, dan 74,64 pada post-test. Persentase ketuntasan belajar juga meningkat dari 43% pada pra-siklus menjadi 54% pada Siklus I, 71% pada Siklus II, dan 79% pada post-test. Selain itu, siswa menjadi lebih aktif dalam mengikuti diskusi dan menyelesaikan tugas pembelajaran. Dengan demikian, penerapan microlearning berbasis WhatsApp Group dapat meningkatkan prestasi belajar matematika siswa pada materi bilangan rasional.
Penggunaan Logika Proposisional dalam Analisis Makna Kalimat: Kajian Interdisipliner Matematika dan Linguistik I Made Dharma Atmaja; Ni Wayan Eminda Sari
Aksara Vol 38, No 1 (2026): AKSARA, EDISI JUNI 2026
Publisher : Balai Bahasa Provinsi Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29255/aksara.v38i1.4791.24-38

Abstract

Analyzing the meaning of sentences in natural language presents a significant challenge due to its often ambiguous and complex nature. This research addresses this issue by introducing the potential of propositional logic as a formal analytical tool, highlighting the need for an interdisciplinary approach that integrates mathematics and linguistics. The aim of this article is to thoroughly examine the application of propositional logic in sentence meaning analysis, explore the interdisciplinary relationship between these two fields, and identify the strengths and limitations of this approach. The research method employed is a qualitative-analytical literature study, reviewing primary and secondary literature from the fields of logic, linguistics, and philosophy of language through literature documentation for data collection and descriptive-critical content analysis for data analysis. The results indicate that propositional logic can represent the logical structure of sentences and formally analyze truth conditions. Its main advantages lie in the precision and formality it offers, yet limitations exist in handling aspects of quantification, modality, and pragmatics of natural language. The synergy between mathematics and linguistics, particularly through formal semantics and mathematical linguistics, proves to make a significant contribution to enriching sentence meaning analysis in a more comprehensive and profound manner. AbstrakAnalisis makna kalimat dalam bahasa alami merupakan tantangan signifikan mengingat sifatnya yang seringkali ambigu dan kompleks. Penelitian ini mengkaji permasalahan tersebut dengan memperkenalkan potensi logika proposisional sebagai alat analisis formal, serta menyoroti kebutuhan akan pendekatan interdisipliner yang mengintegrasikan matematika dan linguistik. Tujuan penelitian ini adalah untuk mengkaji secara mendalam aplikasi logika proposisional dalam analisis makna kalimat, mengeksplorasi hubungan interdisipliner antara kedua bidang ilmu tersebut, serta mengidentifikasi keunggulan dan keterbatasan pendekatan ini. Metode penelitian yang digunakan adalah studi pustaka kualitatif-analitis, dengan mengkaji literatur primer dan sekunder dari bidang logika, linguistik, dan filsafat bahasa melalui teknik pengumpulan data dokumentasi kepustakaan dan teknik analisis data menggunakan analisis isi deskriptif-kritis. Hasil penelitian menunjukkan bahwa logika proposisional mampu merepresentasikan struktur logis kalimat dan menganalisis kondisi kebenaran secara formal. Keunggulan utamanya terletak pada presisi dan formalitas yang ditawarkan, namun terdapat keterbatasan dalam menangani aspek kuantifikasi, modalitas, dan pragmatik bahasa alami. Sinergi antara matematika dan linguistik, khususnya melalui semantik formal dan linguistik matematika, terbukti memberikan kontribusi penting dalam memperkaya analisis makna kalimat secara lebih komprehensif dan mendalam.
Designing Deep Scaffolding Based on Realistic Mathematics Education to Address Errors of Slow Learners in Solving Numeracy Problems Kadek Adi Wibawa; I Gde Dhika Widarnandana; I Made Dharma Atmaja
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

This study aims to develop an adaptive and contextual numeracy learning model based on deep scaffolding for slow learner (SL) students in inclusive education settings. The model is designed to address common mathematical thinking difficulties experienced by SL students, such as conceptual, procedural, and representational errors. The research method employs a conceptual review approach consisting of four systematic stages: literature mapping, thematic analysis, conceptual synthesis, and theoretical validation by experts in mathematics and inclusive education. The findings indicate that reflective, meaningful, and joyful learning interventions can enhance students’ metacognitive awareness, motivation, and numeracy comprehension. The proposed deep scaffolding model comprises three core components: mindful scaffolding to foster error awareness, meaningful scaffolding to connect prior knowledge with real-life contexts, and joyful scaffolding to create a positive and engaging learning atmosphere. Expert validation yielded an average score of 3.875, indicating that the model is feasible for implementation in inclusive numeracy instruction. The study recommends teacher training in applying contextual and differentiated scaffolding strategies, as well as the development of instructional tools grounded in Realistic Mathematics Education that are responsive to the needs of SL students. This model is expected to make a practical contribution to improving the quality of equitable and empowering numeracy education for all learners.
DEEP SCAFFOLDING BASED ON RME TO REDUCE SLOW LEARNERS’ ERRORS IN NUMERACY PROBLEM SOLVING Kadek Adi Wibawa; I Made Dharma Atmaja; I Gde Dhika Widarnandana
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.14862

Abstract

Slow learners often struggle with understanding problem contexts, constructing representations, and applying appropriate strategies due to limitations in working memory, processing speed, and conceptual generalization. Therefore, structured, gradual, meaningful and enjoyable assistance is needed which is linked to the experiences and lives around slow learners students, which is called deep scaffolding based on Realistic Mathematics Education (RME). This study aims to explore the implementation of Deep Scaffolding based on RME to reduce thinking errors among slow learner students in numeracy problem solving. An interpretative qualitative method with an exploratory single-case study design was employed to gain an in-depth understanding of the cognitive and affective learning processes of one selected slow learner student. Data were collected through contextual numeracy worksheets, direct observation, and semi-structured interviews guided by the mindful–meaningful–joyful scaffolding framework. The findings reveal that deep scaffolding based on RME effectively improved the student’s ability to interpret contexts, build accurate visual representations, apply basic arithmetic strategies, and evaluate multiple solution alternatives. SL1 demonstrated significant growth in conceptual understanding and problem-solving flexibility, alongside increased confidence, motivation, and positive emotional engagement. These results indicate that deep scaffolding integrated with RME provides meaningful cognitive and affective support for slow learners in numeracy learning. This study recommends that teachers in inclusive classrooms apply structured deep scaffolding and contextual task to enhance comprehension and problem-solving accuracy among slow learners.
The Logic of Argumentation of Mathematics Teacher Professional Education Students in a Case Study of Learning I Made Dharma Atmaja; Kadek Rahayu Puspadewi
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 10 No. 1 (2026): March
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v10i1.103054

Abstract

Mathematics Teacher Professional Education (PPG) students often experience difficulties in transforming teaching experiences into logical, evidence-based pedagogical arguments. The gap between the demands of analytical, reflective practice and argumentation skills that tend to be narrative-intuitive is a crucial problem that hinders the development of teacher professionalism. Therefore, this study aims to analyze in depth the logical structure of argumentation constructed by students in narrative case studies of learning problem solving. This study uses a qualitative approach with a multi-case study design to explore the phenomenon holistically. The research subjects were 10 PPG Mathematics students. Data were collected through documentation techniques, with the main instrument being 10 case study narrative documents compiled by each subject. Data analysis was conducted using thematic content analysis that focused on the decomposition of arguments into premises (problems), interventions (solutions), and conclusions (evidence). The analysis results identified two dominant argumentation patterns: Coherent Argumentation, which shows a strong causal relationship between a specific problem, a relevant solution, and verified evidence. Partial argumentation is characterized by general claims without strong supporting data. It is concluded that the ability to construct coherent and evidence-based arguments is a fundamental competency that differentiates the quality of students' pedagogical reflection, addressing the main problem regarding the gap in argumentation skills.
Ethnomathematics Concept for Learning at High School in Bali I Made Dharma Atmaja; Putu Suarniti Noviantari; Maria Kristina Bria; Ni Made Yeni Sapitri
GUYUB: Journal of Community Engagement Vol 5, No 3 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/guyub.v5i3.9375

Abstract

This community service program is focused on improving the quality of mathematics learning at SMA Negeri 2 South Kuta, especially in terms of variety and alternative learning resources.  The main issues faced are the lack of varied learning resources and the lack of optimal scanning of innovations in learning to other teachers. The purpose of this service is to increase the understanding of the concept of Ethnomathematics and encourage its application as an alternative learning resource for mathematics teachers at SMA Negeri 2 South Kuta. The method used is mentoring with two sub-topics, namely providing an understanding of the concept of Ethnomathematics, the relationship between culture and mathematics, cultural approaches in learning, and the benefits of Ethnomathematics, and emphasizing the importance of understanding the social context in learning, inclusive learning, and connecting mathematics with the context of students' lives. Mentoring is carried out in four stages including planning, preparation, implementation, and evaluation. Pre-test and post-test are used to measure the initial understanding and improvement of teachers' understanding related to Ethnomathematics. The mentoring succeeded in increasing teachers' understanding of Ethnomathematics. There was an increase in the average pre-test and post-test scores of 15.69%.  Six teachers managed to achieve the maximum score on the post-test, while the other five teachers showed a significant increase in comprehension.  These results show that mentoring has succeeded in making a positive contribution in improving teachers' understanding of Ethnomathematics
Transformasi Media Pembelajaran Literasi dan Numerasi Melalui Pelatihan Quizizz Paper Mode pada Guru Sekolah Dasar Putu Ledyari Noviyanti; Kadek Rahayu Puspadewi; I Made Dharma Atmaja; I Made Wena; Ni Kadek Nadien Istara
Bijaksana: Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2025): Bijaksana: Jurnal Pengabdian Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/bijaksana.v3i2.11782

Abstract

Pelatihan dan pendampingan pembuatan media interaktif Quizizz paper mode bertujuan untuk meningkatkan kompetensi guru SD Negeri 3 Celuk dalam strategi pembelajaran literasi dan numerasi. Kegiatan ini dilatarbelakangi oleh hasil asesmen nasional yang menunjukkan rendahnya kemampuan literasi dan numerasi siswa, serta keterbatasan guru dalam mengembangkan metode pembelajaran yang inovatif dan kontekstual. Untuk menjawab tantangan tersebut, kegiatan ini dirancang dalam bentuk sosialisasi, pelatihan, praktik penyusunan soal, serta pendampingan intensif. Pelatihan difokuskan pada penguatan pemahaman guru terhadap konsep literasi dan numerasi dalam pembelajaran tematik, serta penerapan Quizizz paper mode sebagai media evaluasi formatif yang menyenangkan, interaktif, dan dapat digunakan tanpa jaringan internet. Hasil pelaksanaan menunjukkan bahwa kegiatan ini berjalan dengan sangat baik, dengan seluruh program yang direncanakan tercapai 100%. Terjadi peningkatan signifikan skor pretest dan posttest peserta pelatihan sebesar 14 poin, dari rata-rata 71 menjadi 85. Guru menunjukkan antusiasme tinggi dan berperan aktif dalam seluruh rangkaian kegiatan, mulai dari diskusi, praktik penyusunan soal, hingga simulasi penggunaan media.
Co-Authors Andre Payadnya, I Putu Ade Andre Payadnya, I Putu Ade Astuti, Ni Komang Widya Azura Ningrum Septi Utami Dewa Ayu Putu Tyas Yuli Adelia Dewi, Ni Putu Yuliani Trisna Gede Ivan Prasetya Satria Nugraha Mulya Gede Suweken Hasanah, Siti Raudhatul I Gde Dhika Widarnandana I Gusti Agung Ngurah Trisna Jayantika I Gusti Ayu Putu Arya Wulandari I Gusti Putu Suharta I Ketut Suwija I Ketut Suwija I Komang Asmara Utama I Made Wena I Putu Ade Andre Payadnya I Putu Ade Andre Payadnya I Putu Dimas Sedana Arta I Wayan Gede Artawan Eka Putra I Wayan Gede Artawan Eka Putra, I Wayan Gede Artawan Eka Ida Bagus Krisna Indira Putra Kadek Adi Wibawa Kadek Rahayu Puspadewi Kadek Rahayu Puspadewi Komang Yuda Kurniawan Lo, Jane-Jane Luh Kartini Luh Putu Eka Sriwijayanti Made Sita Paramita Maria Kristina Bria Marius Derick Simons Martinus Darto Rangu Rangu Muhammad Rivai Najwa Rizqi Luqman Natih, Oka Lanang Jaya Ni Kadek Nadien Istara Ni Komang Widya Astuti Ni Luh Kartini Ni Made Hermayanti Ni Made Wersi Murtini Ni Made Yeni Sapitri Ni Putu, Dhila Puspita Ni Wayan Eminda Sari Payadnya, I Putu Ade Andre Pinaruh, I Gede Anugrah PUSPITA, NI PUTU DHILA Putu Ledyari Noviyanti Putu Suarniti Noviantari Putu Suarniti Noviantari R. A.T. Kuswardhani R.A. Tuty Kuswardhani Rihy, Inthan Rully Charitas Indra Prahmana Sariyasa . Si Ayu Yogi Iswari Sriwijayanti, Luh Putu Eka Wirajaya, A. A. Ngurah Mayun Wirajaya, Anak Agung Ngurah Mayun Yohanes Ronaldus Lalung Zainulloh