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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 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
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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Machine Learning Evaluation of Junior High Student’s Math Representations in Complex Problem-Solving Tasks Adeyemi, Olumide F.; Xaviel, Amara M.; Fatqurhohman, Fatqurhohman; Bustanul, Rahmad
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.v1i2.171

Abstract

Mathematical representation is central to problem solving, especially in tasks requiring Higher-Order Thinking Skills (HOTS), as students’ ability to construct and coordinate symbolic, visual, and verbal forms strongly influences conceptual understanding and solution flexibility. However, students with different mathematical ability levels demonstrate distinct representational preferences and constraints that shape their problem-solving effectiveness. This study investigates how high-, medium-, and low-ability students employ symbolic, visual, and verbal representations when solving HOTS problems, while also examining the cognitive and affective factors underlying these representational choices. A mixed-methods design was adopted, integrating quantitative analysis of students’ problem-solving performance with structured interviews to capture reasoning processes, representational strategies, and encountered difficulties. Six students representing high, medium, and low ability levels were purposively selected as research participants. The findings reveal clear differences in representational use: high-ability students flexibly integrated multiple representations, medium-ability students relied predominantly on symbolic procedures with limited translation across forms, and low-ability students tended to depend on verbal explanations with minimal formal representation. Notably, procedural fluency did not always correspond to strong conceptual flexibility. These results underscore the need for scaffolded, multi-representational instruction that explicitly supports translation among representations through guided prompts, visual supports, and collaborative problem-solving. Such pedagogical approaches are essential for strengthening conceptual understanding, enhancing cognitive flexibility, and improving students’ performance in HOTS-oriented mathematical problem-solving.
Geometri Berbasis STEM dalam Pendidikan Calon Guru Matematika: Kajian Literatur Konseptual Sidik, Duwi Purnama; Fatqurhohman, Fatqurhohman; Rofikoh, Siti
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.v1i2.187

Abstract

Kompetensi calon guru matematika dalam konteks pembelajaran abad ke-21 menuntut penguasaan numerasi, representasi matematis, dan penalaran spasial yang terintegrasi secara interdisipliner. Kajian ini bertujuan mensintesis literatur mengenai pembelajaran geometri berbasis STEM dalam pendidikan calon guru matematika, mencakup lima dimensi utama: implementasi STEM, desain pembelajaran, pengembangan kompetensi, representasi matematis, serta integrasi dan tantangan. Metode yang digunakan adalah kajian literatur konseptual melalui penelusuran sistematis di Scopus, Web of Science, ERIC, dan Google Scholar terhadap publikasi periode 2020–2026. Hasil kajian menunjukkan bahwa implementasi STEM yang efektif mensyaratkan ekosistem pedagogis yang komprehensif, desain pembelajaran berbasis proyek yang terstruktur, serta integrasi teknologi visualisasi dinamis untuk mengembangkan kemampuan spasial dan representasi. Tantangan utama meliputi dualisme representasional dan ketegangan antara kreativitas dan rigor matematis. Kajian ini berkontribusi pada kerangka teoretis integratif yang menghubungkan numerasi, spasial, dan pedagogik STEM sebagai landasan penelitian empiris selanjutnya dalam pendidikan matematika.
Validasi Instrumen Asesmen Literasi Matematis untuk Siswa Sekolah Menengah Pertama Fatqurhohman, Fatqurhohman; Sujiwo, Dimas; Indarsih, Armalina; Hidayati, Hidayati
SMARTH: Journal of Mathematics Education and Learning Vol. 2 No. 1 (2026): April 2026
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v2i1.301

Abstract

Penelitian ini bertujuan untuk mengembangkan dan menguji kualitas instrumen asesmen literasi matematis pada materi geometri bangun datar untuk siswa SMP. Penelitian menggunakan pendekatan pengembangan instrumen dengan analisis kuantitatif. Subjek uji coba terdiri atas siswa kelas VIII SMP di Kabupaten Banyuwangi. Validitas isi dianalisis menggunakan Aiken’s V melalui penilaian ahli, sedangkan validitas konstruk diuji menggunakan Confirmatory Factor Analysis (CFA) dan reliabilitas dihitung menggunakan Construct Reliability (CR). Hasil penelitian menunjukkan bahwa seluruh butir instrumen memiliki nilai Aiken’s V pada rentang 0,78–0,91 yang berada di atas batas kelayakan. Hasil CFA menunjukkan model pengukuran memiliki goodness of fit yang baik dengan RMSEA = 0,049 serta indeks kesesuaian lainnya berada pada kategori fit. Seluruh indikator juga memiliki nilai loading factor dan t-value yang memenuhi kriteria, sedangkan nilai reliabilitas sebesar 0,78 menunjukkan konsistensi internal yang tinggi. Berdasarkan hasil tersebut, instrumen dinyatakan valid dan reliabel serta layak digunakan untuk mengukur literasi matematis siswa pada materi geometri bangun datar. Penelitian ini memberikan kontribusi dalam pengembangan instrumen asesmen berbasis bukti empiris untuk mendukung evaluasi pembelajaran matematika abad ke-21.
Implementing Problem-Based Learning with Differentiated Learning Styles to Improve Higher-Order Thinking Skills Kharisma Sofiana; Christine Wulandari Suryaningrum; 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 Falestin Al-zakiyah Prastzuba; Fatqurhohman Fatqurhohman; Nurul Imamah
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.
STEM Digital Collaboration to Enhance Critical Thinking Skills of Secondary School Students: A Literature Review Fatqurhohman Fatqurhohman; Haerul Syam; Ratih Puspasari; Fathul Niam; Agus Miftakhus Surur
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 1: FEBRUARY 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.112025.8

Abstract

This literature review explores the role of STEM digital collaboration in enhancing critical thinking skills among secondary school students. As global demands for higher-order cognitive abilities intensify, integrating digital tools within STEM education has emerged as a promising approach to foster interactive, collaborative, and contextually meaningful learning experiences. The review synthesizes recent empirical studies and theoretical perspectives, highlighting innovative pedagogical models such as STEM-Blended Learning, Project-Based Learning, and STEM-based digital modules that effectively cultivate critical thinking. Notably, this study advances the understanding of how balanced technology integration, coupled with collaborative STEM activities, optimizes cognitive skill development while mitigating risks of overdependence on digital resources. The novelty of this review lies in its comprehensive focus on digital collaboration as a catalyst for critical thinking enhancement, bridging theoretical frameworks and practical applications in diverse secondary education contexts. Implications for educators and policymakers emphasize the strategic adoption of integrated STEM-digital pedagogies to prepare students for complex 21st-century challenges. Future research directions include evaluating cross-cultural effectiveness and addressing implementation barriers in technology-supported STEM collaboration.
Innovation Digital and Virtual Reality Based Instructional Design for High School Students Fatqurhohman Fatqurhohman; Nia Wahyu Damayanti; Xiaoli Chen
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2: JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.10

Abstract

This study introduces an innovative instructional design integrating digital technology and virtual reality (VR) to enhance high school students’ mathematics learning. The research involved tenth-grade students as end-users and expert validators, including digital media specialists, subject matter experts, and instructional design professionals. Using a research and development approach, data were collected through expert validation questionnaires, classroom observations, and student interviews. Quantitative data were analyzed descriptively with Aiken’s content validity coefficient, while qualitative data underwent thematic analysis. Findings reveal that the VR-based instructional design achieved high validity (Tc>Tt) and effectively improved students’ conceptual understanding, engagement, and motivation in mathematics. The instructional design facilitated engaging and interactive learning experiences that made abstract concepts more accessible for students to grasp. Findings highlight the value of integrating virtual reality and digital media in building student-centered learning environments, with practical implications for improving mathematics teaching in secondary schools and fostering innovation in instructional design.
The Role of Artificial Intelligence in Enhancing Digital and Data Literacy among Secondary School Students: A Systematic Literature Review Duwi Purnama Sidik; Fitri Irawijayanti; Fatqurhohman Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 3: OCTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.132025.38

Abstract

The advancement of artificial intelligence (AI) has brought significant changes to the learning paradigm in secondary schools, particularly in the development of digital literacy, data literacy, and 21st-century skills. This study aims to systematically review the role of AI in enhancing these competencies through a Systematic Literature Review (SLR), analyzing scholarly articles published between 2020 and 2025 from various international databases. The findings indicate that AI implementation can foster adaptive and personalized learning, while also improving students’ critical thinking, collaboration, and creativity skills. However, several challenges remain, including limited technological infrastructure, teacher readiness to utilize AI, and ethical and data privacy concerns that need careful consideration. Overall, AI has great potential as a catalyst for inclusive, effective, and sustainable educational transformation, provided it is supported by appropriate policies and enhanced educator competencies to optimize the use of technology.
The Effect of Artificial Intelligence–Based Learning on Students’ Mathematical Thinking in Secondary Education Monoko Haguchi; Nur Chalim Wachidah; Gandha Satria Adi; Fitri Irawijayanti; Fatqurhohman Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1: FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i1.160

Abstract

The rapid integration of artificial intelligence (AI) in secondary education has transformed mathematics learning through adaptive and personalized instructional support. This study investigates the effect of AI-based learning on students’ mathematical thinking by comparing AI performance with student performance across different mathematical problem types. A quantitative experimental–comparative design with a pretest–posttest control group approach was employed, involving 120 secondary school students assigned to experimental and control groups. The experimental group engaged in AI-assisted learning using ChatGPT, while the control group received conventional instruction. Mathematical thinking was assessed using accuracy, response time, and consistency across multiple-choice, short-answer, and essay tasks, with digital literacy examined as a mediating variable. The results reveal significant performance differences, with AI demonstrating higher accuracy, faster response times, and greater consistency, particularly on essay-based problems requiring higher-order reasoning. Mediation analysis further indicates that digital literacy significantly influences students’ mathematical thinking and partially mediates the relationship between AI interaction and learning outcomes. These findings suggest that AI-based learning can effectively enhance mathematical thinking when integrated with strong digital literacy development, highlighting implications for adaptive pedagogy and future longitudinal research.
Digital Distraction in University Students: A Critical Analysis for Higher Education Instructional Design Harun Muhamed; Ihwana Noor Syuhada; Rahaimah Noor; Fatqurhohman Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1: FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v21i.162

Abstract

Digital technologies have transformed higher education learning environments, providing unprecedented access to information, communication tools, and online platforms. However, this transformation has introduced digital distractions, including off-task device use, habitual multitasking, and social media engagement, which can fragment attention and reduce learning effectiveness. This study critically analyzes the phenomenon of digital distraction among university students and its implications for instructional design. Through a synthesis of empirical and conceptual studies, digital distraction is shown to be multidimensional, arising from the interaction of learner characteristics, technology features, and learning environment factors. Evidence indicates that distraction can undermine engagement, perceived learning, and satisfaction, while self-regulation and attention management strategies can mitigate these effects. Instructional design that anticipates distraction, fosters structured interaction, and ensures equitable access to learning tools is essential for optimizing student focus and outcomes. Beyond immediate classroom strategies, the findings highlight the importance of ongoing reflection on how digital environments shape attention, engagement, and educational quality. Future research should explore adaptive pedagogical approaches, technology-supported scaffolds, and systemic interventions to sustain attention and enhance learning experiences in increasingly digital and hybrid higher education contexts.
Co-Authors Adeyemi, Olumide F. Agus Miftakhus Surur agus milu susetyo Agus Milu Susetyo Agustina, Lady Ahmad Sulaiman, Ahmad Aidah, Siti Ummaidah Aji, Darmawan Amalia, Irfa Nur Amaliatuz Zahrah Ana Komari Aulia Sinta Dewi Aura Frisca Amalia Risanti Bunga, Shanty Bunga Adinda Bustanul, Rahmad Cahyani, Hesti Dwi Devanti, Yeni Mardiana Dimas Anditha Cahyo Sujiwo Diniyah, Putri Holifatur Disma, Elvira Hardyanti Lara Duwi Purnama Sidik Elvira Haryanti Lara Disma Eny Suryowati Erwin Sugiyantoro Falestin Al-zakiyah Prastzuba Farman, Farman Fasihah, Uswatun Fathul Niam Fatikasari, Ambar Fatkurochman, Henri Fitri Irawijayanti Fitriana, Fitriana Frenanto, Allan Galatea, Chusnul Khotimah Gandha Satria Adi Haerul Syam Hairul Huda Halim, Fahmi Abdul Hamdani, Bagas Hana Puspita Eka Firdaus Hardiansyah - Hardianti, Anggi Harun Muhamed Hasan Suaedi Hasanah, Firda Dyah Alvin Henri Fatkurochman Hermawan, Lendi Ike Hidayati Hidayati Idzni Arenta Dinia Putty Ihwana Noor Syuhada Indarsih, Armalina Indarsih, Fajar 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 Makrus, Muhamad Hadi Malini, Adnan Noor Mas’ud Mas’ud Mendyas, Ferdiano Merlin Cristianda Ayu Lestari Merlin, Merlin Cristianda Ayu Lestari Mochammad Shofwan Hidayatulloh Moh. Ismail Monoko Haguchi Muhamad Rusli, Muhamad Muzzaki, Moh. Yusron Fuad Nadia Windasari Nanda, Aulia Nur Chalim Wachidah Nur Hidayati Nurul Imamah Nurul Imamah Oktavia, Lilis Prastzuba, Falestin Al-Zakiyah Pratama, Amalia Dita Pudjijuniarto Pudjijuniarto Puguh Darmawan Putra, Novarino Rahaimah Noor Rahmad Bustanul Anwar Rahmawati , Mita Ramadani, Anggun Pramoditha Ratih Puspasari Rhamadhani, Lailiya Rhomdani, Rohmad Wahid Risanti, Aura Frisca Amalia Roy Wahyuningsih Rozak, Abdullah Rusdiyanto Rusdiyanto Salsabila, Intan Amalia Sidik, Duwi Purnama Siti Rofikoh, Siti Siti Rofiqoh, Siti Siti Uswatun Hasanah Sofia Ariyani Sofiana, Kharisma Soleman Saidi, Soleman Sujiwo, Dimas Suryaningrum, Christine Wulandari Susetyo, Agus Milu Syam, Haerul 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 Zhao, Sophia L.