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All Journal Kontinu: Jurnal Penelitian Didaktik Matematika International Journal of Ethno-Sciences and Education Research Jurnal DIMASTIK
Charis Maulana
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences 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%.
PELATIHAN ALGORITMA PYTHON UNTUK PEMBELAJARAN BERBASIS KOMPUTASI BAGI GURU MIPA DI SMP NEGERI 32 SEMARANG Charis Maulana; Yulinda Kusumaningrum; Whisnumurti Adhiwibowo; M. Dliya’ Ulami’
Jurnal DIMASTIK Vol. 3 No. 2 (2025): Juli
Publisher : Universitas Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26623/dimastik.v3i2.12620

Abstract

Abstrak Penguasaan teknologi informasi dan komunikasi (TIK) menjadi kompetensi penting yang harus dimiliki guru di era digital. Tidak hanya menguasai materi ajar, guru juga dituntut mampu memanfaatkan teknologi untuk menunjang proses pembelajaran yang inovatif. Salah satu teknologi yang dapat dimanfaatkan adalah bahasa pemrograman Python. Python dikenal sebagai bahasa yang populer, mudah dipelajari, serta memiliki struktur algoritma dasar seperti runtunan, pemilihan, dan pengulangan. Hal ini memungkinkan guru menciptakan program interaktif guna meningkatkan pemahaman siswa, terutama dalam mata pelajaran matematika dan sains. Di SMP Negeri 32 Semarang, mata pelajaran TIK masih diajarkan secara teoretis karena pengajarnya berasal dari guru MIPA yang tidak memiliki latar belakang ilmu komputer. Akibatnya, pembelajaran pemrograman belum dapat dilaksanakan secara praktikum. Padahal, sebagian siswa sudah mengikuti les robotika dan coding di luar sekolah, menunjukkan adanya kebutuhan terhadap pembelajaran pemrograman yang aplikatif. Sebagai respon atas tantangan ini, dilakukan pelatihan pemrograman Python bagi guru MIPA menggunakan Google Colab, sebuah platform yang memungkinkan praktek pemrograman tanpa instalasi tambahan. Kegiatan pelatihan ini merupakan bagian dari program pengabdian kepada masyarakat dengan tujuan agar guru mampu memahami dan menerapkan algoritma Python dalam pembelajaran berbasis komputasi. Metode kegiatan meliputi pelatihan, praktek langsung, dan pendampingan. Evaluasi dilakukan dengan pretest dan posttest melalui kuesioner. Hasil kegiatan ini menunjukkan respon positif dan motivasi peserta untuk menerapkan algoritma Python untuk pembelajaran berbasis komputasi. Kata Kunci: algoritma, google colab, guru mipa, pemrograman python, pembelajaran berbasis komputasi
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.
Co-Authors Agus Edy Laksono Alim Jaizul Hana Kamilah M. Dliya’ Ulami’ Whisnumurti Adhiwibowo Yulinda Kusumaningrum