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This Author published in this journals
All Journal Kontinu: Jurnal Penelitian Didaktik Matematika Jurnal Transformatika International Journal of Ethno-Sciences and Education Research
Charis Maulana
Unknown Affiliation
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Transportation Other

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Students' Mathematical Literacy Ability in Calculus Courses in Online Learning at the University of Semarang Yulinda Kusumaningrum; Charis Maulana; Agus Edy Laksono
JURNAL PENDIDIKAN MATEMATIKA Vol 6, No 1: Mei 2022
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.6.1.83-93

Abstract

Learning calculus in an online class is very challenging for students. This type of research is qualitative with the aim of explaining students' mathematical literacy skills in calculus courses. The sample for this study were three students out of 38 students who took electrical engineering courses. The students consisted of different levels of initial mathematical ability, namely high (score 80), medium (scores between 50 to 80) and low (less than 50) in calculus courses. Test and interview methods were used to collect data. The results showed that students with high mathematical abilities (S1) were at level 4 of their literacy skills and the percentage score reached 78.3%. Students with medium mathematical abilities (S2) are at level 3 of mathematical literacy skills with a score percentage reaching 62.5% and for students with low mathematical abilities (S3) are at level 2 literacy skills and the percentage score reaches 46.6%.
The Effectiveness of The Open-Ended Learning Model in Improving Students' Mathematical Problem-Solving Ability Hana Kamilah; Charis Maulana
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1354

Abstract

This study examines the effectiveness of the open-ended learning model in improving the mathematical problem-solving ability of ninth-grade students at SMA Muhammadiyah 1 Semarang. A quasi-experimental, nonequivalent control-group design was used, employing parametric statistical analysis. The research population consisted of ninth-grade students at the school, from which two classes were selected through cluster random sampling: Class IX-A as the experimental group, instructed using the open-ended learning model, and Class IX-C as the control group, instructed using conventional teaching. Mathematical problem-solving ability was measured with a five-item essay test. Hypothesis testing using an independent-samples t-test produced t = 9.57, which exceeds the critical value t-table = 2.00 at the 5% significance level, indicating a statistically significant difference between the two groups. It can therefore be concluded that there is a significant effect of applying the open-ended learning model on students' mathematical problem-solving ability in Class IX of SMA Muhammadiyah 1 Semarang during the 2024/2025 academic year. This conclusion is reinforced by the considerable gap between the experimental group's mean score (75.00) and the control group's mean score (41.20). These findings support the theoretical proposition that instructional approaches emphasizing multiple solution strategies and student-centered inquiry cultivate deeper mathematical reasoning than approaches built around a single, teacher-demonstrated procedure.
Mathematical Communication Ability across Learning Styles: A Systematic Review and a Differentiated Instructional Framework Charis Maulana; Alim Jaizul
International Journal of Ethno-Sciences and Education Research Vol. 6 No. 3 (2026): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v6i3.1358

Abstract

Mathematical communication is one of the core competencies students need in order to interpret, represent, and justify mathematical ideas, yet Indonesian students' performance on international literacy assessments such as the Programme for International Student Assessment (PISA) has remained persistently below the international average. Prior research has repeatedly linked this gap to students' learning styles – visual, auditory, and kinesthetic – but existing reviews mostly stop at describing which style performs comparatively better, without translating the findings into concrete instructional guidance and without accounting for the growing use of technology-integrated mathematics instruction. This study addresses that gap through a systematic literature review of empirical studies published between 2017 and 2025, retrieved from Google Scholar and SINTA-accredited Indonesian journal databases using the keywords "mathematical communication ability" and "learning style". Twenty-one empirical studies met the inclusion criteria of thematic relevance, full-text accessibility, and indexing status, and were analyzed using narrative synthesis against four communication indicators adapted from established mathematical-communication assessment literature. The review confirms that no single learning style consistently outperforms the others in mathematical communication; each style instead shows a distinctive profile of strengths and weaknesses across the indicators of translating everyday situations into mathematical symbols, representing ideas through diagrams, using correct mathematical notation, and drawing logical conclusions. The review further finds that technology-integrated and task-design approaches can narrow style-based gaps when tasks are deliberately aligned with a style's dominant sensory channel. Building on these findings, this paper proposes a Differentiated Instructional Framework that maps concrete, style-matched intervention strategies onto the weaknesses identified for each learning style, offering teachers and curriculum developers a practical, literature-grounded starting point for designing differentiated mathematics instruction.
Pengembangan E-Modul Berbantuan Flipbook Berbasis Literasi Untuk Mata Kuliah Statistika Yulinda Kusumaningrum; Victor Gayuh Utomo; Hetty Catur Ellyawati; Charis Maulana
Jurnal Transformatika Vol. 22 No. 1 (2024): July 2024
Publisher : Jurusan Teknologi Informasi Universitas Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26623/transformatika.v22i1.10233

Abstract

Statistics is the basis for studying other subjects in the Informatics Engineering Study Program. However, some lecturers have not used teaching materials such as interactive modules to help students learn statistics. For this reason, research is needed which aims to (1) develop literacy-based Flipbook-assisted interactive e-modules in statistics courses that are valid, (2) determine the practicality of literacy-based Flipbook-assisted interactive e-modules in statistics courses for students. This type of research is Research and Development (R&D). The research subjects were 30 Informatics Engineering students taking Statistics courses. The development steps in this research are using ADDIE, namely Analysis, Design, Development, Implementation, and Evaluation. The research results obtained: 1) the literacy-based flipbook-assisted e-module that was developed was declared valid/feasible with an average percentage of material experts of 80% and media experts of 85.41%, 2) the flipbook-assisted interactive e-module that was developed met the criteria practically with a percentage reaching 75%.
Co-Authors Agus Edy Laksono Alim Jaizul Hana Kamilah Hetty Catur Ellyawati, Hetty Catur Kusumaningrum, Yulinda Victor Gayuh Utomo Yulinda Kusumaningrum