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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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Students' Learning Obstacles in Relational Thinking on Arithmetic, Algebra, and Linear Equations in One Variable Masitoh, Lisda Fitriana; Prabawanto, Sufyani; Darhim, Darhim; Jurpri, Al
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15427

Various studies on relational thinking have been conducted, but none have explicitly examined students’ learning obstacles from the ontogenetic, epistemological, and didactical perspectives. This study aims to identify and describe students’ learning obstacles in relational thinking within arithmetic, algebra, and linear equations in one variable. This study employs a qualitative approach guided by Miles and Huberman’s framework, which involves data collection, data reduction, data display, and drawing and verifying conclusions. The study used tests and interviews to gather information. Data were collected in August 2023 from 32 students of 8th grade at SMPN 17 Tangerang Selatan. Analysis revealed that students encountered ontogenetic, didactical, and epistemological obstacles when solving mathematics problems requiring relational thinking. The ontogenetic obstacle manifested as a lack of confidence in their own mathematical abilities. The didactical obstacle arose from the use of instructional materials and learning designs that did not facilitate development of relational thinking ability. The epistemological obstacle was evident in students’ failure to understand arithmetic and algebraic operation rules, inability to construct mathematical models from everyday situations, and misinterpretation of the equals sign (“=”) as an operational command rather than a symbol of equality. Teachers therefore require additional learning resources to reinforce students’ understanding of the concept of equality. Future research should focus on developing and evaluating instructional designs specifically aimed at enhancing students’ relational thinking ability.

Contrasting Mathematical Phenomena and Concepts in Ethnomathematics through Etic and Emic Approaches: A Study of Dhikr Jahar Practices in Tariqa Qodiriyah Naqsyabandiyah Ma’had Suryalaya Yulianto, Eko; Wahyudin, Wahyudin; Tafsir, Ahmad; Prabawanto, Sufyani
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i1.8805

Ethno-mathematical research trends pioneered by D'Ambrosio are on the rise, especially in Indonesia as a nation with high cultural diversity which has a lot of potential researches to be explored. This paper has two major objectives, first to explore the importance of the role of mathematics in the practice of Dhikr Jahar in Tariqa Qodiriyyah Naqsyabandiyyah and second to contrast the differences between mathematical phenomena and mathematical concepts in ethnomathematics research. Attempts to contrast the mathematical phenomena and mathematical concepts in ethnomathematics was expected to provide a sharper highlight in the writing of ethnomathematics research. This research used qualitative methods with two approaches, namely ethnography and phenomenology. The locations of the research are at Pondok Pesantren Suryalaya-Sirnarasa and Padepokan Talangraga Tasikmalaya with observations for 9 months in the first stage and then 6 months in the second stage. The number of respondents interviewed in this research were 48 people. Data processing was performed using the Nvivo 12 Plus. The results showed that there are many mathematical phenomena in the practice of Dhikr Jahar Ikhwan TQN. In carrying out the practice of dhikr, the Ikhwan used a mathematical concept with two events, fingers and prayer beads aids. The concept of counting in dhikr was used strictly by the Ikhwan. They believe that numbers have an important role in the quantity of dhikr. Contrasting mathematical phenomena and mathematical concepts can be done with an emic and etic approach and is expected to become an alternative style in ethnomathematics research.

How students' obstacle in solving mathematical tasks deal with linear equation in one variabel Wicaksono, Agung; Prabawanto, Sufyani; Suryadi, Didi
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i1.21137

Background: Algebra is one of the most important topics in school mathematics. However, the facts in the field found that there were still many errors made by students in solving problems on linear equations in one variable.Aim: This research aims to describe and analyze students' learning obstacles in one-variable linear equation material.Method: This research used a qualitative research approach with a phenomenological design. This research used a purposive sampling technique, the research subjects were 28 class VIII students of Junior High School in Palu City. Data collection was carried out by triangulating data through description tests, in-depth interviews, and documentation studies.Result: Learning obstacles found in the one-variable linear equation material are categorized into 3 types, namely ontogenic obstacles, epistemological obstacles, and didactical obstacles. ontogenic obstacles are found because there is a leap in students' thinking from an arithmetic mindset to an algebraic mindset. Epistemological obstacles are found due to limited context for students which causes errors in working on questions. Some epistemological obstacles are the concept of linear equations, algebraic operations, and applications to equations. The didactical obstacle was found because the teacher's teaching was procedural so the formation of the concept of one-variable linear equations and inequalities in students did not go well.Conclusion: The importance of initial strengthening is related to students' understanding of coefficients, variables, and constants, providing strengthening of the arithmetic thinking process to algebraic thinking, as well as techniques and methods in delivering material and the teaching materials used.

Algebraic reasoning of high school students in solving inverse function problems: Viewed from mathematical resilience Fitrianna, Aflich Yusnita; Rosjanuardi, Rizky; Prabawanto, Sufyani
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i2.21087

Algebra is one of the essential branches of mathematics that often presents challenges for students, especially when faced with inverse function problems. This study aims to describe algebraic reasoning in solving inverse function problems from the perspective of students' mathematical resilience. This qualitative research uses a case study design involving 33 eleventh-grade students from a public high school in West Bandung Regency. The instruments used were a mathematical resilience scale and an algebraic reasoning test. Data analysis was conducted through data reduction, presentation, and conclusion drawing. The results showed that 15.15% of students had low resilience, 72.72% had moderate resilience, and 12.12% had high resilience. There were different characteristics in algebraic reasoning among students in these resilience categories. The implications indicate that targeted learning strategies can enhance algebraic reasoning, especially for moderate and low-resilience students.

The Challenges of Junior High School Students in Solving Fraction Problems Based on Newman's Error Analysis Doni, Petrus Kanisius Nama; Prabawanto, Sufyani
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1274-1288

This study aims to analyze the type of errors made by eighth-grade students in solving fraction problems at a public junior high school in Lembata Regency, East Nusa Tenggara. The analysis was conducted using the Newman Error Analysis (NEA). The research employed a qualitative descriptive method with nine eighth-grade students as the subjects. The instruments used included a written test consisting of 17 questions and interview guidelines based on the five stages of error identified in NEA: reading, comprehension, transformation, process skills, and encoding. The analysis revealed no errors in the reading stage, indicating that students were generally able to read and extract relevant information from the problems correctly. However, significant errors began to appear in the subsequent stages. In the comprehension stage, 16.84% of students failed to interpret the question correctly or misunderstood essential information, potentially leading to incorrect solution steps. Transformation errors occurred in 26.94% of cases, where students struggled to convert verbal information into a mathematical representation. In the process skills stage, 27.27% of students made mistakes in performing basic mathematical operations, such as fraction calculations. The highest error rate was observed in the encoding stage, where 28.96% students were unable to correctly write the final answer, even after processing the question appropriately. These findings indicate that students face difficulties not only in conceptual understanding but also in procedural fluency and mathematical expression. Keywords: difficulty, fraction, newman error analysis, process skills, encoding.

Promoting Computational Thinking through Programming Trends, Tools, and Educational Approaches: a Systematic Review Irawan, Edi; Rosjanuardi, Rizky; Prabawanto, Sufyani
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 8, No 4 (2024): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v8i4.26407

This systematic research aims to provide a comprehensive overview of the development of analysis related to the use of programming in the development of Computational Thinking (CT), especially in the context of education from primary to tertiary levels. This study analyzed 88 articles from empirical studies related to the use of programming to develop CT sourced from the Scopus database. The analysis process followed the PRISMA 2020 guidelines and consisted of three stages: search, selection, and data analysis. Descriptive and thematic statistical approaches were used for data analysis. Instruments used in the selection of articles included Rayyan for screening based on inclusion criteria, as well as Microsoft Excel for coding and thematic analysis. The results showed that articles related to the use of programming to promote CT have appeared since 2011 but have increased significantly since 2016, with an annual growth rate of 17.6%. Most studies used quantitative approaches, followed by qualitative and mixed methods. Overall, 270 authors from 27 countries contributed to the study, with the United States having the highest number of publications. A total of 33 programming tools were identified, with Scratch being the most widely used tool, followed by Blockly, LEGO, Scratch Jr., Code.org, Python, Alice, App Inventor, Kodu, R, MakeCode, and Arduino. Scratch Jr. is most commonly used at the early childhood education level, while programming languages such as Python, R, and MATLAB are more commonly used in higher education. The implications of these findings suggest that the trend of using programming tools such as Scratch and Blockly has the potential to influence CT teaching strategies in the classroom, as well as the importance of using varied programming tools in efforts to integrate CT into the education curriculum.

Mathematical reasoning of junior high school students in solving algebraic multiplication: Viewed from personality type Sitanggang, Damra Ali; Prabawanto, Sufyani
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.25857

Mathematical reasoning is an important skill for students in thinking critically and solving complex math problems, but this ability is still low, especially in algebraic operations. This study aims to describe the mathematical reasoning ability of junior high school students in solving algebraic multiplication based on personality type. This qualitative research uses a case study with 34 seventh-grade students of public junior high schools. The research instruments include the personality type scale and the mathematical reasoning test. Data analysis includes data reduction, data presentation, and conclusion drawing. The results showed 28.57% of extroverted students had high reasoning, 50% were moderate, and 21.43% were low. Meanwhile, 30% of introverted students have high reasoning, 45% moderate, and 25% low. There are differences in mathematical reasoning characteristics between extroverted and introverted students. This finding has implications for the need for adaptive learning strategies tailored to students' personality types in solving simple and complex mathematical problems.

Zone of Concept Image Differences in the Concept of Angles Formed by A Transversal at Undergraduate Level Herizal, Herizal; Priatna, Nanang; Prabawanto, Sufyani; Jupri, Al
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9591

This study explored the differences in undergraduate students' concept images related to angles formed by a transversal intersecting any two lines compared with concept definition. Using diagnostic tests and interviews, the qualitative study with phenomenological design examined various student representations and common error patterns. Students' answers were analyzed qualitatively to identify patterns, misconceptions, and variations in their concept images, followed by semi-structured interviews to explore their justifications. Participants were 35 second-semester students from the mathematics education study program at a state university in Aceh, Indonesia, who had completed the plane geometry course. The findings revealed significant variations in students' concept images, which were: (1) pairs of alternate interior/exterior angles, corresponding angles, and same-side interior/exterior angles were formed when two parallel lines were intersected by a transversal; (2) the measure of corresponding angles must be equal; (3) the measure of alternate interior angles must be equal; (4) the measure of alternate exterior angles must be equal; (5) the measure of same-side interior angles must be equal; and (6) misunderstanding and incorrectly identifying alternate exterior angles. These results highlight the importance of adapting teaching approaches to address differences in concept images and to better support students in mastering geometric concepts. The novelty lies in its use of the Zone of Concept Image Differences to analyze the gap between students' concept images and formal definitions, offering insights into how to bridge these gaps in teaching.

Students' Learning Obstacles in Relational Thinking on Arithmetic, Algebra, and Linear Equations in One Variable Masitoh, Lisda Fitriana; Prabawanto, Sufyani; Darhim, Darhim; Jurpri, Al
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15427

Various studies on relational thinking have been conducted, but none have explicitly examined studentsâ€™ learning obstacles from the ontogenetic, epistemological, and didactical perspectives. This study aims to identify and describe studentsâ€™ learning obstacles in relational thinking within arithmetic, algebra, and linear equations in one variable. This study employs a qualitative approach guided by Miles and Hubermanâ€™s framework, which involves data collection, data reduction, data display, and drawing and verifying conclusions. The study used tests and interviews to gather information. Data were collected in August 2023 from 32 students of 8th grade at SMPN 17 Tangerang Selatan. Analysis revealed that students encountered ontogenetic, didactical, and epistemological obstacles when solving mathematics problems requiring relational thinking. The ontogenetic obstacle manifested as a lack of confidence in their own mathematical abilities. The didactical obstacle arose from the use of instructional materials and learning designs that did not facilitate development of relational thinking ability. The epistemological obstacle was evident in studentsâ€™ failure to understand arithmetic and algebraic operation rules, inability to construct mathematical models from everyday situations, and misinterpretation of the equals sign (â€œ=â€) as an operational command rather than a symbol of equality. Teachers therefore require additional learning resources to reinforce studentsâ€™ understanding of the concept of equality. Future research should focus on developing and evaluating instructional designs specifically aimed at enhancing studentsâ€™ relational thinking ability.

(RE)CONCEPTUALIZING LINEAR EQUATIONS: A SNAPSHOT FROM TEACHING AND LEARNING IN INDONESIA Dilham Fardian; Didi Suryadi; Sufyani Prabawanto; Al Jupri
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 3 (2025): Volume 9, Nomor 3, September 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i3.37450

This study aimed to describe the zone of concept image differences in linear equations in one variable and analyze its potential impact on mathematics learning. This research was qualitative and followed a phenomenological approach. Mathematical praxeology was used to analyze the content of the knowledge to be taught (Indonesian curriculum). In contrast, didactic praxeology was used to analyze the teaching methods involved in the taught knowledge (teacher). This study explores information obtained from human and non-human sources. The object of the study was a seventh-grade mathematics textbook used in Indonesian middle schools, which refers to the Merdeka curriculum. The results showed differences in concept image between scholarly knowledge, knowledge to be taught, and knowledge regarding the topic of linear equations in one variable. Teachers failed to understand the information provided in the mathematics textbook that the equal sign in the concept of a linear equation in one variable represents a quantitative equation, meaning the expression on the left side of the equal sign is equal to the expression on the right side of the equal sign. This research presents an alternative praxeological reference model as an implication for the field of education in Indonesia, allowing students to generate new knowledge as justified true belief independently. Policymakers can also utilize the model to design linear equations in one variable materials that are more aligned with students' abilities by providing a structured approach that takes into account the students' prior knowledge and learning pace.

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 Ahmatika, Deti Aiyub Aiyub Alfitri, Putri Armania Agustina Alman Alman Alman Alman, Alman Aneu Pebrianti Anwar, Agus Saeful 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 Dadan Dasari Dadan Hermawan, Dadan Dadang Juandi Darhim Darhim Dela Ambarwati Dian Cahyawati Dian Nopiyani Dian Usdiyana Didi Suryadi Didi Suryadi Didi Suryadi Dilham Fardian Doni, Petrus Kanisius Nama Edi Irawan 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 Hutkemri Zulnaidi Iden Rainal Ihsan Ifa Fathiyah Inayah, Sarah Indiana Marethi Indiana Marethi, Indiana Indra Nurhidayat Irena Puji Luritawaty Istikomah, Endang Itoh Masitoh, Itoh Jarnawi Afgani Dahlan Jozua Sabandar Jurpri, Al Jusniani, Nia Kartika Yulianti Kholipah, Nuzuliah Khotimah, Wonadesma Dwi Kintan Tyara Augie Kurniati, Nurdiyah Kurniawati, Ririn Laelasari Laelasari, Laelasari Lina Siti Nurwahidah Lukman Lukman M Akbar Gulvara M Candra Nugraha Deni Mangiri, Gita Rani Putri Masitoh, Lisda Fitriana May Nisa Istiqomah Mefiana, Syifa Ananda Meicindy Jeny Klorina Meilani, Rini Melani, Rini 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 Qamariah Nurannisa, Andi Nurdiyah Kurniati Permani, Kania Dewi Pertiwi, Saffanah PRASETYAWAN, ENGGAR Prihandhika, Aditya Putri, Amelia Defrianti Raisya Hizkiya Syabina Rama Nida Siregar Rama Nida Siregar Ramli Ramli Rani Sugiarni Rini Sulastri Riny Arviana Riza Fatimah Zahrah Rizki, Raihan Ahmil Rizky Rosjanuardi Rohimah, Siti Maryam Rosmayasari Rosmayasari Rosmayasari, Rosmayasari 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 Simanjuntak, Sinitta Marito Siregar, Rama Nida Sitanggang, Damra Ali Siti Fatimah Sofa, Rostika Nurlaela Nova Maya Suhendra, S Sukma Murni Sukri Sukri suparni Syamsuri Syamsuri 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 Utami, Nadya Syifa Wafa Islamiyah Wahyu Hidayat Wahyu Sopandi 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

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