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All Journal Journal of Didactic Mathematics JUPIKA: JURNAL PENDIDIKAN MATEMATIKA EMTEKA: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika International Journal of Progressive Mathematics Education Journal of Mathematics Instruction, Social Research and Opinion JNPM (Jurnal Nasional Pendidikan Matematika) AN-NAS: Jurnal Pengabdian Masyarakat Riemann : Research of Mathematics and Mathematics Education International Journal of Didactic Mathematics in Distance Education Indonesian Journal of Applied Mathematics and Statistics Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan
Aditya Prihandhika
Universitas Singaperbangsa Karawang
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Early Dyslexia Detection Using Deep Learning: Classifying Children's Handwriting with Convolutional Neural Networks Muhammad Imamul Caesar; Aditya Prihandhika; Jasem Al Tamar
Indonesian Journal of Applied Mathematics and Statistics Vol. 3 No. 1 (2026): Indonesian Journal of Applied Mathematics and Statistics (IdJAMS)
Publisher : PT Anugrah Teknologi Kecerdasan Buatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71385/idjams.v3i1.34

Abstract

This study investigates the development of an automated handwriting-based dyslexia classification model using a Convolutional Neural Network (CNN). The dataset comprises scanned handwriting samples from children diagnosed with dyslexia and those without learning difficulties. Prior to model training, the images were resized to a uniform dimension, converted to grayscale, and normalized to standardize pixel intensity values. Data augmentation techniques, including rotation, scaling, and horizontal shifting, were applied to increase data diversity and reduce overfitting. A lightweight CNN architecture was then employed to perform binary classification between dyslexic and non-dyslexic handwriting samples. Experimental results indicate that the proposed model achieved an accuracy of 51%, with a precision of 0.51 and a recall of 0.42, suggesting that its current predictive performance remains limited. These findings highlight the challenges of dyslexia classification using handwriting features alone, particularly when constrained by model simplicity and data resolution. Nevertheless, this study serves as an exploratory step toward automated dyslexia screening and provides insights for future work, where performance may be improved through the use of deeper network architectures, such as ResNet-18, and higher-resolution handwriting representations.
OPTIMIZING MATHEMATICAL PROBLEM SOLVING ABILITY THROUGH DEEP LEARNING INTEGRATION ORIENTED TOWARDS SELF-REGULATED LEARNING Hana Lastiar Olivia Sagala; Ramlah; Aditya Prihandhika
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11734

Abstract

Mathematical problem-solving ability is an essential competency in mathematics learning; however, research conducted during 2022–2025 consistently indicates that junior high school students’ problem-solving ability remains in the low category. Students tend to apply formulas without understanding the problem context and rarely verify their solutions. This study aims to examine: (1) whether there is a significant difference in mathematical problem-solving ability between students taught using the Deep Learning approach and those taught using a conventional approach; and (2) whether the improvement in mathematical problem-solving ability of students using the Deep Learning approach is better than that of students using the conventional approach. This study employed a quantitative method with a quasi-experimental design (Nonequivalent Pretest-Posttest Control Group Design), involving 61 eighth-grade students at SMP Negeri 1 Jatiwangi: 31 students in the experimental class (VIII-E) and 30 students in the control class (VIII-H). Data were collected through essay tests based on Polya’s problem-solving indicators and analyzed using independent samples t-test and Welch’s T’ test via IBM SPSS Statistics 26.0. The results show that: (1) there is a significant difference in posttest scores between the two classes (sig./2 = 0.0115 < 0.05), with the experimental class mean (56.42) higher than the control class (51.33); and (2) the improvement of the experimental class (N-Gain = 0.3013; moderate category) is significantly better than the control class (N-Gain = 0.1920; low category), based on Welch’s T’ test (sig./2 = 0.0015 < 0.05). These findings confirm that the Deep Learning effectively enhances students’ mathematical problem-solving ability. Kemampuan pemecahan masalah matematika merupakan kompetensi penting dalam pembelajaran matematika; namun, penelitian yang dilakukan selama tahun 2022–2025 secara konsisten menunjukkan bahwa kemampuan pemecahan masalah siswa SMP masih berada pada kategori rendah. Siswa cenderung menerapkan rumus tanpa memahami konteks masalah dan jarang memverifikasi solusi mereka. Penelitian ini bertujuan untuk menguji: (1) apakah terdapat perbedaan signifikan dalam kemampuan pemecahan masalah matematika antara siswa yang diajar menggunakan pendekatan Deep Learning dan siswa yang diajar menggunakan pendekatan konvensional; dan (2) apakah peningkatan kemampuan pemecahan masalah matematika siswa yang menggunakan pendekatan Deep Learning lebih baik daripada siswa yang menggunakan pendekatan konvensional. Penelitian ini menggunakan metode kuantitatif dengan desain kuasi-eksperimental (Desain Kelompok Kontrol Non-ekuivalen Pretest-Posttest), yang melibatkan 61 siswa kelas delapan di SMP Negeri 1 Jatiwangi: 31 siswa di kelas eksperimen (VIII-E) dan 30 siswa di kelas kontrol (VIII-H). Data dikumpulkan melalui tes esai berdasarkan indikator pemecahan masalah Polya dan dianalisis menggunakan uji t sampel independen dan uji T Welch melalui IBM SPSS Statistics 26.0. Hasil menunjukkan bahwa: (1) terdapat perbedaan signifikan pada skor posttest antara kedua kelas (sig./2 = 0,0115 < 0,05), dengan rata-rata kelas eksperimen (56,42) lebih tinggi daripada kelas kontrol (51,33); dan (2) peningkatan kelas eksperimen (N-Gain = 0,3013; kategori sedang) secara signifikan lebih baik daripada kelas kontrol (N-Gain = 0,1920; kategori rendah), berdasarkan uji T Welch (sig./2 = 0,0015 < 0,05). Temuan ini menegaskan bahwa Deep Learning secara efektif meningkatkan kemampuan pemecahan masalah matematika siswa.
EXPLORING THE RELATIONSHIP BETWEEN PREREQUISITE CONCEPTUAL UNDERSTANDING AND MATHEMATICAL CREATIVE THINKING IN STRAIGHT-LINE EQUATIONS Nahdiatul Latifa; Aditya Prihandhika; David Pratama
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11881

Abstract

This study was motivated by the still-low ability of students to understand prerequisite concepts and explore various problem-solving strategies in the topic of straight-line equations. The study aims to examine the relationship between the ability to understand prerequisite concepts and the mathematical creative thinking skills of junior high school students in the topic of straight-line equations. The study employed a quantitative approach with a correlational design involving 34 eighth-grade students at a private junior high school in Cirebon Regency. The sample was selected using purposive sampling. Data were collected through tests assessing conceptual understanding and mathematical creative thinking skills. Data analysis was conducted using the Spearman’s rank correlation test and K-Means Clustering. The analysis results indicate a significant positive correlation of moderate strength between conceptual understanding and mathematical creative thinking, with a correlation coefficient of 0.499. Analysis of student responses revealed that the characteristics of mathematical creative thinking do not differ significantly across different levels of conceptual understanding. These findings indicate that high conceptual understanding does not fully guarantee the optimal development of all indicators of mathematical creative thinking. The research results imply that mathematics instruction should not only emphasize conceptual mastery but also provide students with opportunities to explore various problem-solving strategies and develop new ideas in problem-solving. Kemampuan siswa dalam memahami konsep prasyarat dan mengeksplorasi berbagai strategi penyelesaian pada materi persamaan garis lurus perlu ditingkatkan. Penelitian ini bertujuan untuk menganalisis hubungan antara kemampuan pemahaman konsep prasyarat dan kemampuan berpikir kreatif matematis siswa SMP. Penelitian menggunakan pendekatan kuantitatif dengan jenis korelasional terhadap 34 siswa kelas VIII di SMP NU Lemahabang. Data diperoleh melalui tes uraian kemampuan pemahaman konsep dan kemampuan berpikir kreatif matematis. Analisis hubungan antarvariabel dilakukan menggunakan uji Rank Spearman, lalu metode K-Means Clustering digunakan untuk mengelompokkan siswa berdasarkan tingkat kemampuan pemahaman konsep sehingga hubungan pada setiap kelompok dapat dianalisis. Hasil penelitian menunjukkan terdapat hubungan positif yang signifikan dengan kekuatan sedang antara kemampuan pemahaman konsep dan kemampuan berpikir kreatif matematis pada seluruh sampel. Setelah dilakukan pengelompokan menggunakan K-Means Clustering berdasarkan tingkat kemampuan pemahaman konsep, hubungan pada setiap klaster tidak menunjukkan signifikansi statistik. Analisis jawaban siswa menunjukkan bahwa karakteristik kemampuan berpikir kreatif matematis pada setiap klaster tidak sepenuhnya berbeda. Temuan ini mengindikasikan bahwa kemampuan pemahaman konsep yang tinggi belum sepenuhnya menjamin berkembangnya kemampuan berpikir kreatif matematis secara optimal. Oleh karena itu, pembelajaran matematika perlu memberikan kesempatan kepada siswa untuk mengeksplorasi berbagai strategi penyelesaian masalah.
Procedural Dominance in Students’ Reasoning on the Limit Definition: Insights from a Ways of Thinking Framework Aditya Prihandhika; Hanifah Nurus Sopiany
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.v4i4.776

Abstract

This study explores university students’ ways of thinking about the limit concept in differential calculus and uncovers how they construct the meaning of the limit definition through their reasoning. Data were collected from 28 students in mathematics education at a university in West Java, Indonesia, through written tasks and semi-structured interviews. Thematic analysis identified dominant reasoning patterns, revealing that 71% of students exhibited procedural reasoning, 18% demonstrated conceptual reasoning, and 11% displayed formal reasoning. Based on a systematic data reduction process, these patterns were categorized into procedural, conceptual, and formal ways of thinking, and six representative participants were purposively selected for in-depth analysis. The findings show that students predominantly exhibited procedural reasoning, relying heavily on algorithmic manipulation and symbolic recall rather than conceptual understanding or formal justification. This pattern indicates that many students have not yet internalized the formal meaning of the limit definition, resulting in mechanical rather than reflective reasoning. These findings highlight the need for instructional designs that promote conceptual reflection and formal reasoning in calculus learning, enabling students to move beyond procedural competence toward a more integrated understanding of the limit concept.
Workshop on Graph Labelling in Theory and Applications for Prospective Mathematics Teachers Rikayanti Rikayanti; Karunia Eka Lestari; Aditya Prihandhika; Mokhammad Ridwan Yudhanegara
AN-NAS: Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): AN-NAS: Jurnal Pengabdian Masyarakat
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/annas.6.1.7 - 12

Abstract

Thinking is the process of the mind processing information, in a mathematical context it can be expressed as the process of the mind reasoning systematically and logically in an effort to draw a conclusion from a phenomenon. The relationship between phenomena can be represented using the concept of graphs. Through this workshop, participants are invited to interpret the relationships between phenomena using graphs. The topic of labelling was chosen to deepen the understanding in applying mathematical concepts. After this activity, it is expected that the participants will be able to analyse problems that can be solved using graph concepts. Most of the participants are mathematics education students, mathematics teachers, and researchers in the field of discrete mathematics (specifically graphs). This activity demonstrates the participants' interest in graph concepts and their applications in the field of education.
Interpreting the ε–δ Definition: Hermeneutic Insights into Students’ Ways of Thinking Aditya Prihandhika; Iqbal Ramadani
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.154

Abstract

This study aims to reveal the hermeneutic insight in the formation of students’ ways of thinking (WoT) toward the precise meaning of the limit concept in differential calculus. Formally, the concept of limit is defined through the relationship between ε (epsilon) and δ (delta), namely that for every ε > 0, there exists a δ > 0 such that if 0 < |x − a| < δ, then |f(x) − L| < ε, expressing a precise dependency between function values and domain values. However, students often interpret this definition in ways that do not fully capture its relational meaning. This qualitative case study involved 28 undergraduate students and used written tasks, interviews, and classroom observations to collect data. The analysis integrates the WoT framework, which consists of empirical, procedural, and theoretical ways of thinking, with a hermeneutic perspective to explore how students construct meaning. The findings show that most students’ reasoning is dominated by empirical and procedural ways of thinking of the ε–δ, reflected in substitution, approximation, and symbolic manipulation. From a hermeneutic perspective, these patterns indicate that students interpret limit within restricted interpretative horizons. Only a few students demonstrate theoretical reasoning, suggesting an emerging integration between prior understanding and formal structure. These findings suggest that students’ difficulties with limits are not only cognitive but also interpretative, highlighting the importance of supporting meaning-making in calculus learning.
From Students’ Ways of Thinking to Meaning Construction: Hermeneutics Perspective of the ε-δ Definition Aditya Prihandhika; Mulia Putra
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1537

Abstract

The  definition is widely recognized as one of the most conceptually demanding topics in differential calculus and introductory real analysis, as students often rely on intuitive notions of closeness without fully grasping its formal logical structure. Building on prior findings on students’ ways of thinking, this study investigates how such ways of thinking contribute to the construction of mathematical meaning related to the  definition. This study employed a qualitative hermeneutic design involving written responses, task-based interviews, and reflective memos from 28 undergraduate students enrolled in calculus and introductory real analysis courses. Data were analyzed through a hermeneutic cycle consisting of naïve reading, selective highlighting, thematic interpretation, and the integration of students’ interpretations with the formal mathematical meaning of the  definition. The findings reveal three dominant interpretive themes: distance meaning, where  and  are understood as measures of closeness; responsive dependency, where δ is interpreted as a response to a chosen ; and control meaning, where  functions as a mechanism for regulating input proximity. Persistent challenges include equality, dependency and confusion in quantifier sequencing. This study contributes by extending students’ ways of thinking into a hermeneutic account of meaning construction, providing an epistemic basis for future didactic transposition studies. The findings also suggest instructional approaches that explicitly address distance, dependency, and logical sequencing in teaching the  definition.
Co-Authors Ade Evi Fatimah Aiyub Aiyub David Pratama Didi Suryadi Hana Lastiar Olivia Sagala Hanifah Nurus Sopiany Iqbal Ramadani Jasem Al Tamar Karunia Eka Lestari Krisna Satrio Perbowo Mokhammad Ridwan Yudhanegara Muhammad Imamul Caesar Mulia Putra Nahdiatul Latifa Nur Azizah Ramlah Rikayanti Rikayanti Sessu , Andi Sufyani Prabawanto, Sufyani Sujata, Tatang Supriadi, Edi