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All Journal KADIKMA Al Fikra : Jurnal Ilmiah Keislaman Auladuna Delta-Pi : Jurnal Matematika dan Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Adi Widya : Jurnal Pengabdian Masyarakat Numeracy : Jurnal Ilmiah Pendidikan Matematika JCES (Journal of Character Education Society) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan MATEMATIKA DAN PEMBELAJARAN JURNAL MathEdu (Mathematic Education Journal) Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Tasyri` : Jurnal Tarbiyah-Syari`ah-Islamiyah SIGMA Journal of Education and Learning Mathematics Research (JELMaR) Mandalika Mathematics and Educations Journal Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Jurnal Math-UMB.EDU Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Sport Science and Education Journal Pedagogy : Jurnal Pendidikan Matematika Edumatica: Jurnal Pendidikan Matematika Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Mujtama': Jurnal Pengabdian Masyarakat Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Jurnal Pengabdian Masyarakat Bangsa Jurnal Kajian dan Penelitian Umum Tematik: Jurnal Konten Pendidikan Matematika Journal of Electrical Engineering, Energy, and Information Technology Jurnal Penelitian dan Pengkajian Ilmiah Jurnal Tadris Matematika (JTMT) Observasi: Jurnal Publikasi Ilmu Psikologi Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Pengabdian Masyarakat Manage Journal of Innovation in Education and Learning Review of Education, Science, and Technology Media Pendidikan Matematika Jurnal Pengabdian Masyarakat Multidisiplin SMARTH: Journal of Mathematics Education and Learning MANDALA: Jurnal Manajemen dan Administrasi Pendidikan JIWARA: Jurnal Psikologi, Kesehatan, dan Olahraga JINTEN: Journal of Intelligent Systems and Digital Science
Fatqurhohman Fatqurhohman
Universitas Muhammadiyah Jember
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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Transisi Representasi Simbolik-Pictorial dalam Menyelesaikan Masalah Matematika Fatqurhohman, Fatqurhohman; Susetyo, Agus Milu
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 1 (2022): Edumatica: Jurnal Pendidikan Matematika
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (723.662 KB) | DOI: 10.22437/edumatica.v12i01.15291

Abstract

The purpose of this study is to describe the transition process of symbolic-pictorial representation in solving mathematical problems. Data collection is done by giving written questions which are then followed by structured interviews. The subjects in this study involved seventh grade students who were selected with the consideration that the answers could provide a representations transition process. The results of this study indicate two representations transition processes, namely pictorial to symbolic and symbolic to pictorial. The pictorial-symbolic representation, starting with translating the problem information into the form of an image illustration through the difference in size and number of cakes, integrating the illustrations made through calculations by partitioning them into several equal parts using cutting lines as a modification/simplification process. Symbolic-pictorial representation, shown by finding the key to the problem "cakes are given evenly to 20 people" and translating the information into the form of calculations, then transforms by simplifying the calculation results based on the problem key, the results are translated into an illustrated circle-shaped image which is modified by partitioning it into several parts. The representation relationship shown through the form of symbolic calculations with picture illustrations has the same solution or not. Thus, the difference in the transition process of this representation is in the integration and translation stages of transformation and modification through changing physical forms (illustration of images) and symbols (calculations).
Perspektif Mahasiswa Pendidikan Bahasa dan Sastra Indonesia tentang Pelajar Otonom Era Kecerdasan Buatan Susetyo, Agus Milu; Fatqurhohman, Fatqurhohman
CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah Vol. 1 No. 3 (2024): CENDEKIA : Jurnal Penelitian Dan Pengkajian Ilmiah, Maret 2024
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/jybkr213

Abstract

Pelajar otonom diharapkan dapat meningkatkan mutu pendidikan dan mencapai tujuan pendidikan. Oleh karena itu, penelitian tentang tingkat kemandirian pelajar dianggap penting untuk dilakukan dalam pengembangan program pendidikan. Sementara itu, kecerdasan buatan  diidentifikasi sebagai elemen penting yang memberikan kontribusi pada pengembangan dari proses pendidikan yang adaptif dan personal. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian survei digunakan untuk melihat hasil survei tentang gaya pelajar otonom, dengan data dikumpulkan melalui angket. Populasi penelitian ini adalah seluruh mahasiswa Prodi Pendidikan Bahasa dan Sastra Indonesia, dengan pemilihan sampelnya, simple random sampling. Teknik analisis data dengan cara deskriptif, dengan perhitungan persentase. Penulis menyimpulkan bahwa terdapat perbedaan signifikan antara tahapan perencanaan, proses, dan evaluasi, khususnya pada tahap evaluasi yang masih di bawah 50%. Hal ini menunjukkan perlunya peran pendidik atau dosen dalam membantu mahasiswa mengevaluasi hasil pembelajaran mandiri. Meskipun demikian, penggunaan kecerdasan buatan dinilai positif oleh mahasiswa, menunjukkan bahwa teknologi ini dapat menjadi alat efektif dalam mendukung pembelajaran mandiri. Penelitian ini memberikan kontribusi penting terhadap pemahaman tentang otonomi pelajar dan penerapan kecerdasan buatan dalam konteks pendidikan
Identification of HOTS Problem Solving Ability of High School Students Using Two Tier Diagnostic Frenanto, Allan; fatqurhohman, fatqurhohman; Rhomdani, Rohmad Wahid
Journal of Education and Learning Mathematics Research (JELMaR) Vol 4 No 2 (2023): November 2023
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v4i2.115

Abstract

The purpose of this study is to describe HOTS problem solving skills for high school students through the use of the 2nd Tier Diagnostic. The research is conducted using the descriptive qualitative method. SMAN Balung MIPA 4 Research subjects at Jember Regency Data Collection Techniques in the form of Written Test Questions and Semi-Structured Interviews Data on Problem Solving Skills using 5 Stages Krulick & Rudnick Stages Read and Think, Explore and plan, select a strategy, Find and Answer, Reflect and Extend. The Two Tier Diagnosis Method is composed of two stages. First, students write down how they get the answers, and second, they write down the reasons why they choose that method. The study showed that students with high mathematical problems solving skills were able to write mathematical symbols well, even write answers consistently, and write the final solution along with the question. Students with moderate abilities were unable to write the mathematical symbols well, and even wrote the stages of completion incorrectly, resulting in the majority of the final answers being wrong.
Penerapan Model Problem Based Learning Berbantuan Geogebra Untuk Meningkatkan Hasil Belajar Peserta Didik Hardianti, Anggi; Fatqurhohman, Fatqurhohman; Juliastuti, Ika Aldrina
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15439

Abstract

This study aims to describe the application of the Geogebra-assisted Problem Based Learning model to improve student learning outcomes in the exponential function graph material of class XI-6 SMAN Pakusari, Jember Regency. This study was conducted in two cycles using a collaborative classroom action research methodology. The data analysis techniques used were qualitative and quantitative data analysis. Data were collected through observation sheets of 36 students, consisting of 9 males and 27 females. The results of the study showed an increase in student learning outcomes, with an average student learning outcome in the pre-cycle stage of 61.34, increasing to 68.92 in cycle I, then increasing to 86.77 in cycle II. Based on the results of the study, it can be concluded that the application of the Geogebra-assisted Problem Based Learning model can improve student learning outcomes in the exponential function graph material
REPRESENTASI MATEMATIS DALAM MEMBANGUN PEMAHAMAN KONSEP PECAHAN Fatqurhohman, Fatqurhohman
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 2 No 1 (2016)
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (658.699 KB)

Abstract

Artikel ini bertujuan untuk mendeskripsikan representasi matematis dalam membangun pemahaman konsep pecahan. Subjek penelitian ini adalah siswa kelas V di SDN 02 Sumberberas Muncar Banyuwangi. Data diperoleh melalui tugas/soal tertulis. Berdasarkan hasil yang diperoleh bahwa representasi matematis siswa pada konsep pecahan memuat diantaranya adalah simbolik dan gambar. Representasi matematis memberikan gambaran sejauhmana siswa memahami konsep matematika. Selain itu, memberikan kesempatan kepada siswa membangun pemahaman konsep pecahan. Dalam membangun pemahaman konsep pecahan, siswa: (1) mampu memahami dan memberikan solusi sesuai informasi tugas/soal; (2) menunjukkan hubungan dalam berbagai konteks matematika (mengubah ke bentuk lain melalui representasi); (3) menentukan penggunaan prosedur pengoperasian (berbagai cara/strategi untuk menemukan solusi yang tepat). Dengan demikian penggunaan prosedur yang tepat dapat memperkuat dan mengembangkan pemahaman siswa terhadap konsep matematika. Selain itu juga, diharapkan guru tidak harus memberikan informasi yang lengkap terhadap suatu permasalahan ke siswa. Sehingga siswa dapat menggunakan pengetahuannya untuk melengkapi informasi dalam membangun pemahamannya menyelesaikan permasalahan.
THE EFFECTIVENESS OF PROBLEM-BASED LEARNING ON THE DEVELOPMENT OF SPATIAL SKILLS AMONG JUNIOR HIGH SCHOOL STUDENTS: A SYSTEMATIC LITERATURE REVIEW: Jawa Timur, Indonesia Idzni Arenta Dinia Putty; Fatqurhohman; Nurul Imamah Ah
Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/mathumbedu.v13i1.9339

Abstract

Many reports show that Junior High School students still face difficulties in spatial abilities, especially in geometry. Students often struggle with visualizing objects, interpreting 3D representations, and performing mental rotations. Learning that is still teacher-centered also limits students’ opportunities to explore and develop spatial reasoning. This study aims to analyze the effectiveness of the Problem Based Learning (PBL) model in developing students’ spatial abilities through a systematic literature review (SLR) approach. The review was conducted using the PRISMA guidelines to ensure a transparent and comprehensive selection process. The study examined eight selected articles identified by Google Scholar, Garuda, and Academia. The analysis reveals that PBL effectively enhances middle school students’ spatial abilities in mathematics, particularly in visualization, mental rotation, and spatial reasoning. The model also strengthens critical, creative, and reflective thinking as essential 21st-century competencies. Furthermore, technology-assisted PBL such as SketchUp and differentiated facilitation based on cognitive styles further optimize learning outcomes. However, challenges remain in teacher readiness and access to digital media. The findings confirm that PBL is not only an effective instructional method but also a transformative pedagogical approach to cultivate spatial intelligence and problem-solving skills in mathematics education. Keywords: Problem Based Learning, Spatial Ability, Mathematics Education, 21st-Century Skills, Systematic Literature Review
Implementing Problem-Based Learning with Differentiated Learning Styles to Improve Higher-Order Thinking Skills Sofiana, Kharisma; Suryaningrum, Christine Wulandari; Fatqurhohman, Fatqurhohman
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4184

Abstract

This study aims to develop higher-order thinking skills (HOTS) in tenth-grade students by implementing the Problem-Based Learning (PBL) model combined with differentiated learning according to each student's learning style. Based on initial observations, most students are still at a low level of thinking, tend to rely on memorization, and experience difficulties in analyzing, evaluating, and formulating solutions. The PBL model was chosen because it is able to develop HOTS by presenting real-world problems at the beginning of the lesson as a motivational trigger and context for in-depth investigation. This approach is combined with diverse learning that meets the needs of visual, auditory, and kinesthetic learners. The study was conducted in several cycles, where in the first cycle the learning was designed according to PBL syntax and learning styles, complete with relevant media. Although student engagement increased, some students, especially those with auditory and kinesthetic learning styles, still experienced difficulties in working on HOTS problems. The final results showed significant improvements: 84% of students successfully completed HOTS problems based on analysis and logic, 89% were active in discussions, and more than 80% achieved the Minimum Completion Criteria (KKM). This study concludes that the combination of PBL and differentiated learning is effective in improving students' HOTS, self-confidence, and collaboration skills, making it worthy of being implemented in a more comprehensive manner.
Implementation of Wordwall Interactive Media in The Digital Age to Improve Numeracy Skills in Students at SDN Mangaran 04 Prastzuba, Falestin Al-zakiyah; Fatqurhohman, Fatqurhohman; Imamah, Nurul
JTMT: Journal Tadris Matematika Vol 6 No 2 (2025): Volume 6, Issue 2, Desember 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i2.4239

Abstract

This study aims to improve the numeracy skills of fifth-grade students at SDN Mangaran 04 through the application of Wordwall-based interactive learning media. The main problems faced are low numeracy skills among students, particularly in understanding the meaning of numbers in story problems, accuracy in basic arithmetic operations, and simple reasoning skills in determining solution strategies. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model, which was carried out in two cycles. The research subjects consisted of 30 fifth-grade students. Data were collected through numeracy tests, observations, and interviews, then analyzed descriptively, quantitatively, and qualitatively. The results showed an increase in students' numeracy skills after the implementation of Wordwall, marked by an increase in the average numeracy score from 22 in the pre-cycle to 80 at the end of Cycle II, as well as an increase in learning completeness from 22% to 80%. This improvement occurred because Wordwall facilitated repetitive numeracy exercises, presented contextual questions through gamification, and provided immediate feedback that helped students correct their mistakes and strengthen their understanding of concepts. Thus, the use of Wordwall-based interactive learning media was found to contribute positively to the improvement of elementary school students' numeracy skills, especially in the context of schools in areas with limited learning facilities.
Mathematical Representations of Students with Dyscalculia in Differentiated Learning Environments: A Conceptual Review Fatqurhohman, Fatqurhohman; Malini, Adnan Noor; Mendyas, Ferdiano
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1 (2025): April 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i1.167

Abstract

Students with dyscalculia experience persistent difficulties in numerical processing, number sense, relational understanding, and arithmetic procedures, which negatively affect their cognitive, affective, social, and functional development. Conventional mathematics instruction often fails to accommodate these diverse needs, resulting in low engagement, heightened mathematics anxiety, and weak conceptual understanding. This conceptual review synthesizes research on mathematical representation strategies for students with dyscalculia within differentiated learning contexts, with an emphasis on evidence-based approaches that support conceptual understanding and flexible problem solving. A comprehensive review of relevant scholarly literature was conducted, focusing on multimodal representations (concrete, pictorial, and symbolic) integrated within differentiated instruction and Universal Design for Learning (UDL) frameworks. The analysis highlights studies examining cognitive, affective, and functional outcomes in mathematics learning for students with dyscalculia. The findings indicate that the use of multimodal representations combined with differentiated learning reduces cognitive load, supports the progression from concrete to abstract thinking, and enhances problem-solving flexibility. In addition, these approaches help reduce mathematics anxiety, increase student engagement, strengthen self-confidence, and foster a more positive mathematical identity. This review proposes a conceptual framework to guide educators, parents, and practitioners in designing adaptive, inclusive, and evidence-based interventions, contributing to more equitable and sustainable mathematics instruction for students with dyscalculia.
Evaluation of Junior High School Students’ Representation Skills in Differentiated Learning Lin, Jason W.; Zhao, Sophia L.; Darmawan, Puguh; Fatqurhohman, Fatqurhohman
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): October 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i2.169

Abstract

Developing junior high school students’ conceptual understanding through coherent mathematical representations remains a persistent challenge, as conventional assessments tend to prioritize procedural accuracy while neglecting how students construct, connect, and integrate symbolic, visual, and verbal forms. Differentiated learning is designed to address learner diversity, yet its role in fostering representational competence and providing diagnostic insight is still insufficiently examined. This study evaluates students’ mathematical representation skills within differentiated learning environments by identifying representational patterns, variations across readiness levels, and the diagnostic value of representation-focused assessment. Using a qualitative approach, data were collected through analysis of students’ written work and semi-structured interviews in classrooms implementing differentiated mathematics tasks. Participants were categorized into high, moderate, and low representational readiness levels. The findings reveal substantial variability in representational quality and integration. High-readiness students demonstrated flexible coordination across multiple representations, while moderate- and low-readiness students tended to rely on single or fragmented forms. Although differentiated tasks increased engagement and learner choice, effective representational coherence required explicit and targeted scaffolding. Importantly, representation-focused assessment uncovered learning gaps, misconceptions, and conceptual weaknesses that were often overlooked by procedural evaluations. The study concludes that differentiated learning can support the development of representational competence, but its effectiveness depends on intentional scaffolding and diagnostic assessment practices that promote deeper, more equitable conceptual understanding in mathematics.
Co-Authors Abdullah Rozak Adeyemi, Olumide F. Agus Miftakhus Surur Agus Milu Susetyo agus milu susetyo Agustina, Lady Ahmad Sulaiman, Ahmad Aidah, Siti Ummaidah Amaliatuz Zahrah Ambar Fatikasari Ana Komari Anisa Desti Ramadhani Aulia Nanda Aulia Sinta Dewi Aura Frisca Amalia Risanti Bagas Hamdani Bunga, Shanty Bunga Adinda Bustanul, Rahmad Cahyani, Hesti Dwi Darmawan Aji Devanti, Yeni Mardiana Devi Rahayu Agustin Dimas Anditha Cahyo Sujiwo Diniyah, Putri Holifatur Disma, Elvira Hardyanti Lara Duwi Purnama Sidik Duwi Purnama Sidik Elvira Haryanti Lara Disma Eny Suryowati Erwin Sugiyantoro Fajar Indarsih Falestin Al-zakiyah Prastzuba Farman, Farman Fasihah, Uswatun Fathul Niam Fatkurochman, Henri Fitri Irawijayanti Fitriana, Fitriana Frenanto, Allan Galatea, Chusnul Khotimah Gandha Satria Adi Haerul Syam Haerul Syam Hairul Huda Halim, Fahmi Abdul Hana Puspita Eka Firdaus Hardiansyah - Hardianti, Anggi Harun Muhamed Hasan Suaedi Hasanah, Firda Dyah Alvin Henri Fatkurochman Henri Fatkurochman Hermawan, Lendi Ike Hidayati Hidayati Idzni Arenta Dinia Putty Ihwana Noor Syuhada Indarsih, Armalina Irfa Nur Amalia Irfan Khairan Ali Ismiyati, Eny Jessinta Dwi Lestari Juliastuti, Ika Aldrina Kharisma Sofiana Kusumaningtyas, Yoga Dwi Windi Lailiya Rhamadhani Latifah, Ummy Lin, Jason W. Lolyka Dewi I M. Iqbal Arsyad Made Pramono Malini, Adnan Noor Mas’ud Mas’ud Mendyas, Ferdiano Merlin Cristianda Ayu Lestari Merlin, Merlin Cristianda Ayu Lestari Mochammad Shofwan Hidayatulloh Moh. Ismail Moh. Yusron Fuad Muzzaki Monoko Haguchi Muhamad Hadi Makrus Muhamad Rusli Nadia Windasari Novarino Putra Nur Chalim Wachidah Nur Hidayati Nurul Imamah Nurul Imamah Oktavia, Lilis Prastzuba, Falestin Al-Zakiyah Pratama, Amalia Dita Pudjijuniarto Pudjijuniarto Puguh Darmawan Rahaimah Noor Rahmad Bustanul Anwar Rahmawati , Mita Ramadani, Anggun Pramoditha Ratih Puspasari Rhamadhani, Lailiya Rhomdani, Rohmad Wahid Risanti, Aura Frisca Amalia Roy Wahyuningsih Rusdiyanto Rusdiyanto Salsabila, Intan Amalia Sidik, Duwi Purnama Siti Rofikoh, Siti Siti Rofiqoh Siti Uswatun Hasanah Sofia Ariyani Sofiana, Kharisma Soleman Saidi Sujiwo, Dimas Suryaningrum, Christine Wulandari Susetyo, Agus Milu Tamami, Badrut Tatik Retno Murniasih Tatik Wijayanti Tri Endang Jatmikowati Tripariyanto, Afiff Yudha Triyana Oktavia Ummu Sholihah Variska, Variska Eka Vizha, Arsuti Arsuti Wardi Wardi Wicaksono, Darma Arif Xaviel, Amara M. Xiaoli Chen Yeni Mardiyana Devanti Yoga Dwi Windy Kusuma Ningtyas Zaenal Arifin Zhao, Sophia L.