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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Indonesia Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura JIPM (Jurnal Ilmiah Pendidikan Matematika) Pedagogia: Jurnal Pendidikan Jurnal Elemen Al Ibtida: Jurnal Pendidikan Guru MI AKSIOMA Journal of Medives IJIET (International Journal of Indonesian Education and Teaching) HISTOGRAM: Jurnal Pendidikan Matematika Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika REiD (Research and Evaluation in Education) Jurnal Edukasi: Kajian Ilmu Pendidikan MaPan : Jurnal Matematika dan Pembelajaran Pi: Mathematics Education Journal Indonesian Journal of Science and Mathematics Education Numeracy : Jurnal Ilmiah Pendidikan Matematika Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math Pendas : Jurnah Ilmiah Pendidikan Dasar MATEMATIKA DAN PEMBELAJARAN Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Riset Pendidikan Dasar Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Educational Research and Evaluation International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JETL (Journal Of Education, Teaching and Learning) JPM : Jurnal Pendidikan Matematika JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika PRISMATIKA: Jurnal Pendidikan dan Riset Matematika International Journal of Insights for Mathematics Teaching (IJOIMT) Bubungan Tinggi: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Academia Open Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Jambura Journal of Mathematics Education Journal of Mathematics Education and Science Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Journal for Lesson and Learning Studies Journal of Integrated Elementary Education Indonesian Journal of Education Methods Development Pedagogy : Jurnal Pendidikan Matematika Proceedings of The ICECRS Procedia of Social Sciences and Humanities Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pi: Mathematics Education Journal Journal Focus Action of Research Mathematic (Factor M) Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Infinity Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Mathematics Education Journal
Mohammad Faizal Amir
Universitas Muhammadiyah Sidoarjo
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Action Proof: Analyzing Elementary School Students Informal Proving Stages through Counter-examples Amir, Firana; Amir, Mohammad Faizal
International Journal of Elementary Education Vol 5 No 3 (2021): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v5i3.35089

Abstract

Both female and male elementary school students have difficulty doing action proof by using manipulative objects to provide conjectures and proof of the truth of a mathematical statement. Counter-examples can help elementary school students build informal proof stages to propose conjectures and proof of the truth of a mathematical statement more precisely. This study analyzes the action proof stages through counter-examples stimulation for male and female students in elementary schools. The action proof stage in this study focuses on three stages: proved their primitive conjecture, confronted counter-examples, and re-examined the conjecture and proof. The type of research used is qualitative with a case study approach. The research subjects were two of the 40 fifth-grade students selected purposively. The research instrument used is the task of proof and interview guidelines. Data collection techniques consist of Tasks, documentation, and interviews. The data analysis technique consists of three stages: data reduction, data presentation, and concluding. The analysis results show that at the stage of proving their primitive conjecture, the conjectures made by female and male students through action proofs using manipulative objects are still wrong. At the stage of confronted counter-examples, conjectures and proof made by female and male students showed an improvement. At the stage of re-examining the conjecture and proof, the conjectures and proof by female and male students were comprehensive. It can be concluded that the stages of proof of the actions of female and male students using manipulative objects through stimulation counter-examples indicate an improvement in conjectures and more comprehensive proof.
Mobile Game for Equality of Fractions for Elementary School Students Wulandari, Ayu; Amir, Mohammad Faizal
International Journal of Elementary Education Vol 5 No 4 (2021): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v5i4.41076

Abstract

The low learning outcomes in the equality of fractions material are due to the unavailability of mobile technology game media that can train and explore the pattern of equality of fractions appropriately. This study aims to produce a valid, practical, and effective mobile game for equality of fractions (MoGEF) to improve learning outcomes on equality of fractions material. This study uses research and development methods through analysis, design, development, implementation, and evaluation. The subjects of this study were 29 students in the fourth grade of elementary school. Validity was measured by assessing two experts (mathematical education expert and information technology education expert). Practicality was measured through the results of the student response questionnaire, while effectiveness was measured through the posttest of student learning outcomes after using MoGEF. Data were collected using questionnaires and tests. The validity results obtained an average of 86.06% in the interval of 85.00% 100.00% with completely valid criteria. Practicality obtained an average of 4.659, which is in the interval of 2.50  3.25 with very practical criteria. Effectivenes shows the criteria of 79.83% berada pada interval 70.00%  85.00% dengan kriteria efektif. The effectiveness of the mobile game obtained a significance value of 2.127 > 2.048, which means it can improve the learning outcomes of elementary school students in the equality of fractions material. Therefore, the development of mobile games for equality of fraction is concluded to be very valid, very practical, and effective.
Can Metaphorical Thinking Learning Model Enhance Students' Mathematical Literacy in Area Conservation? Wahyuningtyas , Lilis; Amir, Mohammad Faizal
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.25690

Abstract

Primary students often face challenges with mathematical literacy. One practical approach to overcoming these challenges is the metaphorical thinking learning model, which utilizes metaphors to help students better visualize and grasp mathematical concepts. This study seeks to determine the impact of the metaphorical thinking learning model on students' mathematical literacy, particularly in the context of area conservation. For this research, we adopted a post-test-only control group design involving experimental and control groups with fourth-grade students. Participants were selected using a simple random sampling method. We collected data through a testing instrument designed to evaluate the students' mathematical literacy skills. The analysis used an independent t-test, preceded by normality and homogeneity tests, to ensure the data met the necessary prerequisites. The findings revealed a significant difference in mean scores, with the significance value falling below 0.05. This indicates that the metaphorical thinking learning model positively influences students' mathematical literacy. The results emphasize the model's effectiveness in enhancing the mathematical literacy of primary students. Furthermore, this study substantially affects various aspects of mathematical literacy. The areas most notably improved include the ability to formulate mathematical situations, followed by employing concepts, facts, procedures, and reasoning. The least affected aspects were interpreting, applying, and evaluating mathematical outcomes.
Primary Students' Errors in Solving Mathematical Literacy Problems Based on Newman Analysis Mubarokah, Aysha Amini Laylatim; Amir, Mohammad Faizal
Mathematics Education Journal Vol. 18 No. 2 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i2.pp217-230

Abstract

Successfully solving mathematical literacy problems by primary students is essential to prepare an earlier generation to deal with various problems in life contexts and have a positive motivation towards mathematics. Previous empirical evidence shows that primary students are still solving mathematical literacy problems with various incorrect strategies and various levels of errors. Meanwhile, Newman Errors Analysis (NEA) can be used to analyze the forms of primary students' errors in solving problems. This research aims to analyze the forms of primary students' errors in solving mathematical literacy problems using NEA. This research applied a qualitative method, with subjects consisting of 35 fifth-grade primary students. Data was collected using tests, interviews, and documentation. Data analysis techniques regarding primary students' errors were carried out through three stages: data reduction, data presentation, and conclusion drawing. The forms of errors are emphasized in NEA categories, namely reading, comprehension, transformation, process skills, and encoding. The results showed that primary students made all forms of Newman errors in solving mathematical literacy problems. The highest form of error is comprehension errors, while the lowest is process skill. The research results suggest that primary students need to be familiar with numeracy learning, emphasizing meaningful comprehension to avoid errors in solving mathematical literacy problems.
Primary school students' mathematical literacy in solving multiple-solution Sri Nur Wahyu Utami; Mohammad Faizal Amir
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 13 No. 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v13i2.18505

Abstract

This study aims to analyze primary school students' mathematical literacy (ML) in solving multiple-solution (MS) problems. We call students ML to solve MS with MS-ML. The research subjects are students from grade four in a Sidoarjo, East Java primary school. The research method used is descriptive qualitative with a case study approach. The instruments used were an MS-ML test and an interview. Interviews were conducted with several students who were selected through the MS-ML category. There are three indicators of MS-ML: the formulating stage, the employing stage, and the interpreting stage. The results of the analysis showed that there were appropriate and inappropriate MS-ML categories. Most students are in the inappropriate MS-ML category. Many students struggle to formulate, employ, and interpret the correct divergent solution. We suggest that one familiarize oneself with divergent ML-MS-based problem-solving in learning and teaching, namely building ML problem-solving with multiple solutions or MS strategies.
Hypothetical learning trajectory on cylinder with Bloom's taxonomy perspective Jannah, Hamida Izatul; Amir, Mohammad Faizal
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.848

Abstract

Students’ persistent difficulties in understanding three-dimensional geometric figures, particularly cylinders, due to limited spatial visualization and difficulty identifying relationships among their elements, such as cylinder nets. These difficulties are often rooted in traditional instructional practices that emphasize procedural tasks over conceptual development. Despite various interventions, there remains a lack of structured instructional models based on cognitive development frameworks to support students’ conceptual growth in geometry. Addressing this gap, the present study aims to develop and evaluate a Hypothetical Learning Trajectory (HLT) grounded in Bloom’s taxonomy to enhance students' understanding of cylinders. This study employed a design research methodology consisting of three phases: preliminary design, design experiments, and retrospective analysis. Two experimental cycles were conducted with 28 fifth-grade students, categorized into low, moderate, and high levels of understanding. Data were collected through classroom observations, student worksheets, tests, and interviews, and analyzed qualitatively. The HLT consisted of four key learning activities: modeling a cylinder, identifying its elements, constructing the net, and solving application problems, mapped to Bloom’s cognitive levels of remembering, understanding, and applying. Findings revealed that students showed significant improvement in the first three activities, with increased spatial reasoning and conceptual clarity. However, difficulties persisted in the final activity involving reasoning and problem-solving. The results indicate that the proposed Bloom’s taxonomy-based HLT offers a systematic framework for guiding geometry instruction. This study contributes a practical and theoretically grounded instructional model that can support teachers in designing adaptive learning experiences. Further research is recommended to explore its application across diverse topics and student groups.
HYPOTHETICAL LEARNING TRAJECTORY BASED ON INQUIRY LEARNING TO FIND THE VOLUME OF SPACE Rizki, Friska Alifia; Amir, Mohammad Faizal
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 1 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i1.9303

Abstract

Geometry is a branch of mathematics crucial in developing students' thinking skills. International and national studies show that students have a low understanding of geometry concepts, especially the volume of space.  It is caused by learning that does not facilitate building students' understanding. This study aims to develop and implement a Hypothetical Learning Trajectory based on Inquiry Learning (HLT-IL) to facilitate elementary students' understanding of the volume of cubes and blocks. A design research methodology comprised three main phases: preparing for the experiment, conducting the teaching experiment, and retrospective analysis. The study's instruments consisted of worksheets, observation sheets, and tests.  The participants were fifth-grade students categorized into three skill levels: low, medium, and high. The resulting HLT-IL comprised five main activities: orientation, conceptualization, investigation, conclusion, and discussion, and nine sub-activities: introduction and discovery, questioning, hypothesis generation, exploration, experimentation, data interpretation, summarizing and comparing, communication, and reflection. The results showed that 26 out of 28 students (92.86%) reached the satisfactory category, while 2 students (7.14%) remained in the unsatisfactory category. These findings indicate that the inquiry-based learning trajectory can be an effective alternative for supporting conceptual discovery, particularly in learning the volume of space in primary education.
How Can Learning Motivation and Problem-Solving Predict the Mathematical Disposition of Primary Students? Anggraeni, Uswatin; Amir, Mohammad Faizal; Wardana, Mahardika Darmawan Kusuma
Jurnal Prima Edukasia Vol. 13 No. 2 (2025): May 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i2.83008

Abstract

This study aims to analyse the simultaneous impact of learning motivation (affective aspect) and problem-solving (cognitive aspect) on the mathematical disposition of primary students. Using a quantitative survey with a cross-sectional design, data were collected from 81 fourth-grade students through validated questionnaires and problem-solving tests. Multiple linear regression was applied after verifying the classical assumptions. The results indicated that both variables significantly affect mathematical disposition when analysed together. However, only problem-solving showed a significant partial effect. This suggests that cognitive skills are more dominant than affective factors in shaping students’ mathematical disposition. These findings highlight the importance of strengthening problem- solving skills from an early age as a foundation for developing positive attitudes toward mathematics. The study contributes to theoretical development by integrating cognitive and affective dimensions and offers practical implications for enhancing learning strategies in primary education.
The Effectiveness of Guided Inquiry with Scaffolding Techniques in Enhancing Primary Students' Self-Efficacy in Mathematics Vonitasari, Adinda Rheyna; Amir, Mohammad Faizal
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp539-555

Abstract

Students' self-efficacy towards mathematics is still low. High self-efficacy is an essential factor in supporting learning success. Guided inquiry elaborated with scaffolding techniques is thought to affect students' self-efficacy. Therefore, this study aims to identify the effect of guided inquiry with scaffolding techniques on students' self-efficacy. The study design used was the posttest-only control group. In this study, data collection techniques were used using a questionnaire containing 20 questions to measure students' self-efficacy (magnitude, generality, and strength) in facing and completing mathematics tasks. Study participants included fourth-grade students' who were drawn through purposive sampling. ANOVA test and post hoc analysis were used for data analysis. The data analysis showed differences in students' self-efficacy between the implementations of guided inquiry with scaffolding techniques, guided inquiry without scaffolding techniques, and conventional learning. It was concluded that guided inquiry implemented with scaffolding techniques significantly enhanced students' mathematics self-efficacy. The most affected dimensions of self-efficacy from high to low are strength, magnitude, and generality. This shows sufficient scaffolding during the implementation of guided inquiry. In addition, students received sufficient scaffolding in the exploration process, which resulted in students being more confident in understanding the material and completing tasks independently.     Keywords: guided inquiry learning, scaffolding techniques, self-efficacy.
PROSES BERPIKIR KRITIS SISWA SEKOLAH DASAR DALAM MEMECAHKAN MASALAH BERBENTUK SOAL CERITA MATEMATIKA BERDASARKAN GAYA BELAJAR Amir, Mohammad Faizal
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 1 No 2 (2015)
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (141.228 KB) | DOI: 10.29407/jmen.v1i2.235

Abstract

AbstrakPenelitian ini bertujuan untuk mengidentifikasi proses berpikir kritis siswa sekolah dasardalam memecahkan masalah berbentuk soal cerita berdasarkan perbedaan gaya belajar(visual, auditori, dan kinestetik) siswa. Identifikasi proses berpikir didasarkan atas langkahlangkahberpikir kritis IDEALS yakni Identify, Define, Enumerate, Analyze, List, dan SelfCorrect.Subjek penelitian terdiri dari 1 siswa yang masing-masing memiliki gaya belajarvisual, auditori, dan kinestetik yang tertinggi. Instrumen penelitian meliputi peneliti, tesberpikir kritis, tes gaya belajar, dan pedoman wawancara. Teknik pengumupulan data yangdigunakan terdiri dari tes, wawancara, dan observasi. Oleh karena itu, triangulasi yangdigunakan adalah triangulasi teknik. Analisis data dilakukan dengan cara reduksi data,penyajian data, dan pengambilan simpulan. Proses berpikir kritis siswa visual, auditori, dankinestetik pada langkah identify dan define memiliki kesamaan dalam memecahkan masalahberbentuk soal cerita. Perbedaan proses berpikir kritis tersebut paling menonjol terlihatpada langkah enumerate, analyze, list dan self-corret. Perbedaan tersebut terletak pada caradan jawaban yang dipilih berdasarkan fakta dan alasan logis yang diberikan, perbedaan yanglain terletak pada ketelitian siswa dalam memeriksa kembali jawaban yang diperoleh. Siswakinestetik dapat dikatakan memiliki proses berpikir kritis lebih baik dibandingkan siswa visualdan auditori pada langkah Enumerate, Analyze, List, dan Self-Correct. Sementara, siswaauditori dapat dikatakan memiliki proses berpikir kritis lebih baik dibandingkan siswa visual.Siswa visual cenderung melihat fokus permasalahan dan menganalisa jawaban berdasarkangambar. Siswa auditori seringkali membaca soal dan jawaban kembali agar dapatmenyebutkan fokus permasalahan, apa yang diketahui, apa yang ditanyakan, danmenganalisa permasalahan. Sementara siswa kinestetik melakukannya dengan menggerakgerakkananggota badan dan pensil untuk menentukan fokus dan menganalisapermasalahan.Kata Kunci : Proses Berpikir Kritis, Pemecahan Masalah, Soal Cerita Matematika, GayaBelajar
Co-Authors Abadi, Muhammad Arya Setiawan Ahmad Hassan Nurdien Ahmad Hassan Nurdien Ainin, Niva Al Kuril Ainiya Rahma Septiarini Aldiyah Mellawati Alfina Eka Pratiwi Amalia, Alfin Khoiro Amilda, Binta Naarah Amir, Firana Anggraeni, Uswatin Anindhita, Putri Bulqhis Anis Andriah Atuszahroh, Dwi Silvi Aulia Risa Eksanti Ayu Wulandari Ayuningtyas, Ilfia Nur Azzahra Salma Nabila Bagus Ali Rachman Cahyani, Nafisa Fitri Chusnul Ainia Danti Sri Rahayu Devi Usfuriah Dian Septi Nur Afifah Diana Noviani Khakiki Dwi Wulandari Fajri, Fenty Rahmawati Faradina, Zulfiya Firdatus Nurlaila Fitria Wulandari Ghozali Rusyid Affandi Hendra Erik Rudyanto Hesty Dian Prasetyaningrum Hidayanti, Andina Nurnida Ibrahim, Balqis Kurnia Iklimatus Faridatun Hikmah Ilfia Nur Ayuningtyas Indah Permatasari Indrawati, Tasya Juli Indri Salsabila Isna Fauziyah Nurroini Jannah, Ayu Nur Roudhotul Jannah, Hamida Izatul Khoirun Nisa Labibah Kurniawati Machful Indra Kurniawan Magfirotin, Elis Syafa Mahardika Darmawan Kusuma Wardana Malikha, Ziadatul Mardiyansyah, Yerrys Masruroh, Miftakhul Mega Selvia Ayu Devi Mohamad Djasuli Mohammad Fanani Mubarokah, Aysha Amini Laylatim Mufarikhah, Imas Anisa'ul Muhlasin Amrullah Mutafarida, Mutafarida Nazilah, Rohmah Li'izzatun Nur Ajizatul Mufidah Nur Rohmah Emilia Nur Sri Nur Sulistianingsih Nurdien, Ahmad Hassan Nuridah, Eka Rahmah Putri, Ratna Dwi Kusuma Ning Quroidah, Anita Ratna Dwi Kusuma Ratna Dwi Kusuma Ning Putri Rina Milinia Rizki, Friska Alifia Romadhon, Nurul Isnaini Rosyida, Nelly Kholifatur Safitri, Nur Fajriah Septina Risma Yunita Sri Nur Wahyu Utami Tri Febri Marta Lasmana Umma Abika Sharah Fi Vivi Novitasari Vonitasari, Adinda Rheyna Wahyuningtyas , Lilis Widianti, Beta Ayu Widianti, Hesti Dwi Widyastuti Widyastuti Widyastuti Winda Anzilah Windari, Reza Aulia Yahya, Ach. Zamroni Yosa, Nabhila Zakiyah, Ummu