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Sufyani Prabawanto, Sufyani

Indonesia University Of Education

Author-ID : 580979

Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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How do Indonesian students learn function concepts? A praxeological analysis of textbook Utami, Nadya Syifa; Prabawanto, Sufyani; Suryadi, Didi
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp451-472

The conception of functions, defined as the relationship between magnitudes or sets of ordered pairs, varies among students depending on the contextualization of the concept within the curriculum, notably in school textbooks. This investigation endeavors to scrutinize the approach taken by Indonesian textbooks in introducing the function concept at the lower secondary school level. An eighth-grade mathematics textbook was scrutinized utilizing praxeology, the fundamental construct of the Anthropological Theory of the Didactic. The analytical process unfolded in three main phases: examination of the praxis block, analysis of the logos block, and evaluation of the textbook's praxeological structure in collaboration with experts and educators. The examination revealed that the Indonesian textbook organizes functions into three distinct local praxeological frameworks: functions as sets, bijective functions, and functions as relationships between magnitudes. The praxis primarily emphasizes tasks and techniques for functions formulated by sets, shaping the landscape of function learning in Indonesia. Consequently, a notable epistemological gap within logos stems from the disparity between two conceptions of functions: functions as sets and analytical expressions. These findings underscore the necessity for an alternative praxeological arrangement of functions, mainly to bridge the divide between the set-theoretical definition and the analytical expression of a function.

A praxeological analysis of linear equations in Indonesian mathematics textbooks: Focusing on systemic and epistemic aspect Fardian, Dilham; Suryadi, Didi; Prabawanto, Sufyani
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp225-254

Educational research has consistently highlighted that learning obstacles stem not only from the design of learning situations but also from curriculum structures and textbooks, which are pivotal learning resources. Despite the growing body of literature, limited studies focus on the specific challenges posed by the design of learning materials, particularly in early algebra within the Indonesian context. This study addresses the gap by analyzing the grade VII mathematics textbook in the Merdeka Curriculum, with a focus on linear equations with one variable, to uncover learning obstacles in early algebra. Utilizing Didactical Design Research (DDR), a qualitative approach, the research examines the praxeological components of the textbook—tasks (T), techniques (τ), technology (θ), and theory (Θ). The findings indicate three primary categories of learning obstacles: ontogenic, epistemological, and didactic. Notably, the analysis reveals that the design of linear equation content in the textbook is non-systemic and lacks epistemic coherence, posing significant challenges for learners. This study contributes to the understanding of curriculum design by identifying specific obstacles in the Merdeka Curriculum's grade VII mathematics textbook and underscores the need for more systemic and epistemically aligned textbook development. Future research should extend this analysis to other textbooks across various grade levels to determine if these findings are consistent within the broader curriculum framework.

How computational thinking can be integrated in statistical learning: A cuboid framework Irawan, Edi; Rosjanuardi, Rizky; Prabawanto, Sufyani
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp423-448

In the context of an increasingly data-intensive society, the integration of Computational Thinking (CT) into statistics education is essential to prepare students with the analytical and problem-solving competencies required for navigating complex data environments. Despite growing recognition of its importance, existing pedagogical practices frequently lack systematic didactical frameworks that effectively embed CT within statistical learning, particularly in higher education. Addressing this gap, the present study introduces a novel hypothetical didactical design—termed the Cuboid Framework—which systematically integrates CT components into the learning of descriptive statistics using the R programming language in a Google Colab environment. This research employed the Didactical Design Research (DDR) methodology, emphasizing the prospective and metapedadidactic stages to construct and evaluate the framework. Targeted at third-semester undergraduate students enrolled in an introductory statistics course, the Cuboid Framework aligns with learners’ developmental levels in both statistical reasoning and CT proficiency. The model is organized as a 5 × 4 × 4 structure, comprising five core statistical tasks, four structured didactical situations (action, formulation, validation, and institutionalization), and four CT elements (decomposition, pattern recognition, abstraction, and algorithmic thinking). Validation procedures included expert review through focus group discussions (FGDs) and an initial classroom implementation followed by metapedadidactic analysis. Findings reveal that the Cuboid Framework fosters a coherent learning progression, enhances students’ engagement in statistical inquiry, and supports the development of CT competencies. Classroom observations confirmed that the intentional design of didactical situations facilitates students’ cognitive adaptation to computational tasks. While preliminary analyses indicate strong theoretical and practical coherence, further retrospective studies and quantitative evaluations are necessary to ascertain the long-term effects on student learning outcomes. This study contributes a structured and theoretically grounded model for CT integration in statistics education, with implications for improving curriculum design and instructional practice in mathematics education. Future research should aim to test the scalability and efficacy of the Cuboid Framework across diverse educational settings.

How to construct theorems of parallelism condition? A study of learning obstacles and GeoGebra-based didactical design Herizal; Priatna, Nanang; Prabawanto, Sufyani; Jupri, Al
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp277-298

In Euclidean geometry, parallelism constitutes a foundational concept from which numerous geometric ideas are derived. Despite its fundamental role in geometry and its importance in developing deductive and logical reasoning, research on the concept of parallelism—particularly concerning students’ learning obstacles and corresponding didactical approaches—remains limited, especially in higher education contexts. This study investigates the construction of theorems related to parallelism conditions by examining learning obstacles and implementing a GeoGebra-based didactical design within the framework of the Theory of Didactical Situations. Employing a qualitative approach with a phenomenological hermeneutic design, the study involved 64 undergraduate students from the Mathematics Education Department of a public university in Aceh, Indonesia, to identify the learning obstacles, and 35 students who participated in the implementation of the designed instructional intervention. Data were collected through document analysis, interviews, classroom observations, and audio–video recordings. The data analysis followed the three stages proposed by Miles and Huberman: data reduction, data display, and conclusion drawing. The findings revealed that students’ understanding of the theorems concerning parallelism conditions was impeded by three primary types of learning obstacles: epistemological, didactical, and ontogenic. To address these challenges, a GeoGebra-based didactical design was developed and implemented. The results demonstrated that this design effectively mitigated the identified obstacles and facilitated students’ construction of the theorems of parallelism conditions. Furthermore, the implementation appeared to foster a gradual shift in students’ learning orientation from procedural toward conceptual understanding, although this transition was not entirely uniform. Finally, the study highlights the pedagogical significance of integrating didactical situation theory into the learning process and employing dynamic visualization tools such as GeoGebra to support the transition from empirical to deductive mathematical reasoning.

Co-Authors A.A. Ketut Agung Cahyawan W ABDUL MUJIB Abdul Mujib Aflich Yusnita Fitrianna Agung Wicaksono Ahmad Arifuddin Ahmad Nizar Rangkuti Ahmad Tafsir Ahmad Tafsir, Ahmad Ahmad Zulfa Khotimi Ahmad Zulfa Khotimi Ahmatika, Deti Aiyub Aiyub Alfitri, Putri Armania Agustina Alman Alman Alman Alman, Alman Aneu Pebrianti Antaria, Noviana Antaria Anwar, Agus Saeful Aridanthy, Vanya Arie Rakhmat Riyadi Asep Syarif Hidayat Asfar, A.M.Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Aswin Aswin Atep Sujana Augie, Kintan Tyara Bambang Eko Susilo Bambang Hariyomurti Bariyah, Nusrotul Cece Kustiawan Cecep Anwar Hadi Firdos Santosa Cecep Anwar Santosa Christina Monika Samosir Citra Utami, Citra Dadan Dasari Dadan Hermawan, Dadan Dadang Juandi Dahlan, Jarnawi Ahmad Darhim Darhim Dela Ambarwati Desy Lusiyana, Desy Dian Cahyawati Dian Nopiyani Dian Usdiyana Didi Suryadi Didi Suryadi Didi Suryadi Doni, Petrus Kanisius Nama Edi Irawan Effy Mulyasari Ejen Jenal Mutaqin Eka Novarina EKO YULIANTO Eko Yulianto Eko Yulianto Elah Nurlaelah Elizanti, Desi Encum Sumiaty, Encum Endang Cahya Mulyaning A. Eyus Sudihartinih Fardian, Dilham Fathiyah, Ifa Fatimah, Siti Febriani, Winarti Dwi Fitri Ayu Febrianti Fitriana Lestari Fitriani Fitriani Fujiarti, Ari Ginda M.A.Siregar Gita Rani Putri Mangiri Gumpita, Melly Terry Gunadi, Farid Hadi Haeruddin, Haeruddin Hani Nurhasanah Hayuningrat, Silfia Herizal Herizal Heryanti Jufri, Lucky Hutkemri Zulnaidi Iden Rainal Ihsan Ifa Fathiyah Inayah, Sarah Indiana Marethi Indiana Marethi, Indiana Indra Nurhidayat Irena Puji Luritawaty Istikomah, Endang Itoh Masitoh Jarnawi Afgani Dahlan Jozua Sabandar Jurpri, Al Jusniani, Nia Kartika Yulianti Kholipah, Nuzuliah Khotimah, Wonadesma Dwi Khusnul Novianingsih Kintan Tyara Augie Kurniawati, Ririn Laelasari Laelasari, Laelasari Lien Malinda Lina Siti Nurwahidah Lukman Lukman M Akbar Gulvara M Candra Nugraha Deni Mangiri, Gita Rani Putri Marji, Mohd Salehudin Masitoh, Lisda Fitriana May Nisa Istiqomah Mefiana, Syifa Ananda Meicindy Jeny Klorina Meilani, Rini Melani, Rini Melati, Catur Yustika Melisa Melisa Mimi Hariyani Mohamad Gilar Jatisunda Mustika Fauziah, Hilma Nabila Cynthia Rayhan Nadya Syifa Utami Nanang Priatna Nandang Arif Saefuloh Nazla Nurul Aulia Panggabean Nelvita Febrina Hasan ningrum, yunia jumita Nopiyani, Dian Nopiyani, Dian Novi Andri Nurcahyono Nti, Seth Junior Nuaini, Intan Nuke Fitri Yanuari Nur Azizah, Ulfah Nur Qamariah Nurannisa, Andi Nurdiyah Kurniati Nurfiqih, David Nurhanifah, Nova Nurhayati, Ani Nurkamilah, Milah Permani, Kania Dewi Pertiwi, Saffanah PRASETYAWAN, ENGGAR Prihandhika, Aditya Putra R, Andika Putri, Amelia Defrianti Raisya Hizkiya Syabina Ramli Ramli Rani Sugiarni Rini Sulastri Riny Arviana Riza Fatimah Zahrah Rizki, Raihan Ahmil Rizky Rosjanuardi Rohimah, Siti Maryam Rosmayasari Rosmayasari Rosmayasari, Rosmayasari Rusdiono Muryanto Saefuloh, Nandang Arif Saefuloh, Nandang Arif Samosir, Christina Monika Sandra Sukmaning Adji Santi, Eneng Sanusi Sanusi Saputra, Samnur Sarassanti, Yumi Sarnav Ituga, Almuhaimin Sendi Ramdhani Septian, Ari Shahada, Edria Al Sidik, Ghany Taufik Simanjuntak, Sinitta Marito Siregar, Rama Nida Sitanggang, Damra Ali Siti Fatimah Siti Zakiyah Sofa, Rostika Nurlaela Nova Maya Suhendra, S Sukma Murni Sukri Sukri suparni Surya, Marcia Ann Syamsuri Syamsuri Syarifah, Mufarrahatus Syarifah, Mufarrahatus Syifa Ananda Mefiana Tata Frarisia Tatang Herman, Tatang Tin Lam, Toh Trisna Nugraha Trisnowali MS, Andi Turmudi Umbara, Uba Umbara, Uba Usep Kosasih Wafa Islamiyah Wahyu Hidayat Wahyu Sopandi Wahyudi, Dwi Arisma Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wardani, Ambarsari Kusuma Wenda Alifulloh Widdy Sukma Nugraha Yasin, Muhamad Yaya S. Kusumah Yeni Dwi Kurino Yeni dwi Kurino Yusuf Adhitya Zulnaidi, Hutkemri

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