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Sufyani Prabawanto, Sufyani

Indonesia University Of Education

Author-ID : 580979

Religion 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 Public Health Social Sciences Other

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The Influence of Origami on Spatial Abilities in Mathematics Learning Candra Nugraha; Sufyani Prabawanto; Ririn Kurniawati
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5688

The essential mathematical ability related to geometric perception is spatial ability. Through this ability, one can develop geometric reasoning abilities in everyday life. In some literature, spatial ability is closely related to various applied fields in life. One way to develop and hone this ability is through the art of origami paper folding. In several studies, it has been found that origami can enhance students' spatial abilities at various educational levels. Origami is the art of folding paper that is utilized for teaching basic geometric shapes through folds that form simple structures, which can serve as a bridge for students to understand how the objects they fold are formed. This origami folding can be used to train and enhance the spatial abilities of students from various educational levels. Teaching origami can foster and develop students' enthusiasm in learning mathematics, especially geometry. Origami has a positive correlation with mathematics learning outcomes in the classroom, particularly regarding geometry topics.

Pre-Service Mathematics Teachers Learn the Concept of Conic Sections: A Praxeological Analysis of Textbooks Muhamad Soeleman; Sufyani Prabawanto; Amalia Indrawati G
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5991

This study investigates how pre-service mathematics teachers (PSMTs) learn conic sections through the task structures in high school mathematics textbooks by applying the Praxeological-Didactical Analysis (PDA) framework. The analysis focuses on identifying the types of tasks (T), techniques (?), technologies (?), and theories (?) in the textbooks used in the Kapita Selekta Matematika Sekolah Lanjutan course. PDA trace the didactical transposition process from scholarly mathematical knowledge to the taught knowledge represented in textbook materials. Using a qualitative document analysis approach, the findings indicate that textbook tasks emphasize procedural and algebraic techniques, with technological and theoretical explanations. The findings reveal that most tasks in the textbooks are dominated by procedural approaches emphasizing algebraic techniques, while the technological and theoretical justifications are often implicit. The study suggests the need for reconstructing praxeology-based task designs that integrate conceptual reasoning and theoretical grounding to strengthen PSMTs’ understanding and didactical competence in teaching conic sections.

Students' Learning Obstacle on Function Composition Related to the Ability to Understand Mathematical Concepts Novia Rahmi; Sufyani Prabawanto; Nanang Priatna
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18520

Function composition material is essential in vocational mathematics, yet many students struggle due to low conceptual understanding, especially in solving word problems. Students' difficulties in understanding the concept of story problems stem from their tendency to memorize formulas and their inability to represent visual information in mathematical form. This study used a qualitative method with a hermeneutic phenomenological approach. Using a purposive sampling strategy, the researcher selected 5 out of the 22 eleventh-grade students from SMKN 1 in Kampar Regency for in-depth interviews. The student test instrument included story problems on the conceptual understanding of function composition to identify potential difficulties and learning obstacles students may encounter. Data were triangulated from written tests, student and teacher interviews, and textbook analysis. Results based on Thompson’s criteria showed that 45% of students scored 0 (very low understanding), while only 18% scored 4 (complete understanding). Three types of learning obstacles were identified: ontogenic, didactic, and epistemological. These findings highlight the need for a didactic design, such as using Liveworksheet, to improve conceptual understanding.

A Newman Error Analysis of Grade 11 Students’ Adaptive Reasoning in Solving Composition-of-Function Problems Noviana Antaria; Sufyani Prabawanto; Suhendra Suhendra; Ruswan Dallyono
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.18748

Adaptive reasoning is one of the five strands in mathematical proficiency. It reflects students’ capacity to think logically and justify their reasoning when solving mathematical problems, particularly in the topic of composition of functions. This study aims to analyze students’ errors in solving adaptive reasoning problems on the topic of composition function based on Newman’s Theory. The type of research used is qualitative research using a diagnostic test and interviews as instruments. The subjects of this study were 16 eleventh-grade students at a high school in Berau Regency in Kalimantan Timur Province. The results of this study show that students’ errors occur at the understanding stage, transformation stage, process skills stage, and the solution process stage. In the argumentation indicator, students experienced errors at the comprehension stage by 100%. In the inference indicator, errors occurred at the transformation stage by 43.75% and the process skills stage by 37.5%. Furthermore, on the validation indicator, students’ errors in the process skill stage at 6.25% and the completion process stage at 18.75%. The type of errors that majority of students experienced was the comprehension stage on the argumentation indicator.

Exploring Eigth-Grade Students’ Mathematical Literacy in PISA-Adapted Space and Shape Problem at Levels 3-5 Dwi Arisma Wahyudi; Sufyani Prabawanto; Al Jupri
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20663

This study explores the mathematical literacy profiles of 30 eighth-grade students in Bandung Barat Regency, focusing on their abilities during the formulating stage of PISA-adapted geometry tasks across Levels 3, 4, and 5. Utilizing a qualitative descriptive-exploratory design, data were collected through a Mathematical Literacy Test (MLT) focusing on rectangular area and perimeter alongside task-based clinical interviews. Student responses were mapped using a specialized representational action coding scheme (R1–R7). The empirical findings reveal a critical negative trend: as task complexity escalates, successful mathematical formulation plummets, leaving over 80% of students trapped in either absolute cognitive paralysis or unscientific guessing at Levels 4 and 5. Specifically, non-response status (R7) reached 46.67% at Level 4 due to severe reading literacy barriers and working memory overload under dense linguistic contexts. Meanwhile, subjective intuition (R6) was the most dominant pattern, affecting 50% of the cohort at Level 5, driven by a profound epistemological fragmentation where real-world scenarios are treated as isolated from formal mathematics. Dysfunctional visual scaffolding (R4) and rigid procedural dependencies (R3) further stalled progression. These systemic failures at the upstream formulating stage ultimately blocked students from reaching the employing or interpreting phases.

Pendampingan Pembelajaran Adaptif Berbantuan Kecerdasan Buatan untuk Personalisasi Capaian Akademik Siswa SD di Kabupaten Garut Tatang Herman; Sufyani Prabawanto; Rostina Sundayana; Ejen Jenal Mutaqin; Aryanti; Fitri Ayu Febrianti; Lina Siti Nurwahidah
Badranaya: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 1 (2026): Juni 2026
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/badranaya.v4i1.3933

Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi guru sekolah dasar dalam merancang dan menerapkan pembelajaran adaptif berbantuan kecerdasan buatan untuk personalisasi capaian akademik siswa di Kabupaten Garut. Permasalahan mitra mencakup pembelajaran yang masih seragam, keterbatasan pemanfaatan data hasil belajar, serta rendahnya keterampilan guru dalam menggunakan AI secara pedagogis. Metode kegiatan meliputi sosialisasi, pelatihan, penerapan teknologi, pendampingan, evaluasi, dan penguatan keberlanjutan melalui komunitas praktik guru. Teknologi yang digunakan berupa chatbot berbasis Large Language Model, Canva Pro, learning analytics, perangkat pembelajaran adaptif, dan asesmen berbasis data. Hasil yang ditargetkan meliputi peningkatan pemahaman guru, tersusunnya perangkat pembelajaran adaptif, implementasi pembelajaran berbantuan AI di kelas, serta model praktik yang dapat direplikasi. Program ini mendukung transformasi digital pendidikan dasar, memperkuat budaya reflektif guru, dan mendorong layanan pembelajaran yang lebih responsif terhadap kebutuhan individual siswa. Dengan demikian, kegiatan ini berkontribusi pada peningkatan mutu literasi dan numerasi siswa SD secara berkelanjutan di wilayah mitra sasaran terpilih.

Kemampuan Berpikir Kritis Matematis Siswa SMP berdasarkan Watson Glaser Critical Thinking Appraisal Dinar Nur Alkifah Jihadatunnafsy; Sufyani Prabawanto; Endang Cahya
PELITA JURNAL PENELITIAN DAN KARYA ILMIAH Vol 25 No 1 (2025): Pelita : Jurnal Penelitian dan Karya Ilmiah [Januari - Juni]
Publisher : UNIVERSITAS ISLAM SYEKH - YUSUF TANGERANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/pelita.v25i1.1272

This research aims to examine and to describe mathematical critical thinking ability of Junior high school based on Watson-Glaser Critical Thinking Appraisal (WGCTA). This type of research is qualitative research with case study design. The study involved 19 students of class VIII at one of junior high school in West Bandung. The data obtained are the results of test and interview. The analysis techniques used include data reduction, data presentation, and research conclusion. Based on the data analysis and the finding of the research, it can be concluded that there are many students who have not fulfill the indicators of critical thinking, there are 12 students who fulfill assumption indicator, 14 students who fulfill interpretation indicator, 1 student who fulfill argument analysis indicator, and 12 students who fulfill make a conclusion. The students who cannot fulfill the indicators of critical thinking are caused by students forget how to solve the problem, do not understand about materials so students cannot solve the problem, cannot prove the truth, and cannot give a correct argument.

Internal Transposition on Constructing Quadratic Functions Based on Praxeological Theory Safrina Safrina; Sufyani Prabawanto; Suhendra Suhendra; Ruswan Dallyono; Izzy Balagtas Villarico
Jurnal Pendidikan MIPA Vol 27, No 3 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i3.pp1191-1213

The sub-topic of constructing quadratic functions requires students to integrate various concepts. However, students still encounter various learning obstacles, one of which relates to the structure of knowledge in textbooks and teachers’ lesson plans. This study aims to analyze the praxeological structure in textbooks and teachers’ lesson plans, identify forms of internal transposition, and examine the didactic implications for potential obstacles to student learning in the sub-topic of constructing quadratic functions. This research employs a qualitative approach with a case study design. The participants in this research consist of one mathematics teacher and tenth-grade students at a private school in Bandung, selected by convenience sampling. Data were collected through document analysis, classroom observation, and semi-structured interviews. Analysis was conducted using praxeological-didactical analysis, as well as triangulation techniques, member checking, and audit trails to ensure the trustworthiness of the data. The results indicate that the praxeological structure in the textbooks is dominated by evaluative tasks (83.33%) with techniques that are not conceptually integrated, alongside a lack of explicit technology and theory. In the teacher's lesson plans, task types are reorganized. However, flexibility occurs in technical aspects without conceptual reinforcement. The internal transposition observed is adaptively limited, merely modifying tasks and techniques without developing conceptual aspects. The didactic implications of these conditions are reflected in the potential learning obstacles identified in the observed instructional context. The study concludes that modifying textbook tasks into open-ended, multi-representational activities is crucial for overcoming students’ learning obstacles, with practical implications: the lesson plan must be reconstructed based on predictions of student responses to enhance teachers’ adaptive instructional readiness. Keywords: mathematics textbooks, quadratic functions, praxeology, teachers’ lesson plans, potential learning obstacles.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMP DALAM MEMAHAMI KONSEP PERSAMAAN LINEAR Fatimah Aqilah Ichtiari; Sufyani Prabawanto; Ulfah Nur Azizah
Al-Irsyad: Journal of Education Science Vol 5 No 1 (2026): Al-Irsyad: Journal of Education Science
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/aijes.v5i1.809

Penelitian ini dilatarbelakangi oleh pentingnya kemampuan representasi matematis dalam membantu siswa memahami konsep-konsep abstrak, khususnya pada materi persamaan linear. Namun demikian, berbagai temuan menunjukkan bahwa siswa masih mengalami kesulitan dalam mengoordinasikan berbagai bentuk representasi, sehingga berdampak pada munculnya miskonsepsi dan pemahaman yang tidak utuh. Penelitian ini bertujuan untuk mendeskripsikan profil representasi matematis siswa SMP dalam memahami konsep persamaan linear pada tiga bentuk representasi: visual, simbolik, dan verbal. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Subjek penelitian adalah 17 siswa kelas VIII di salah satu sekolah menengah pertama. Data dikumpulkan melalui tes kemampuan representasi matematis dan wawancara semi-terstruktur. Data dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan representasi matematis siswa bervariasi pada ketiga indikator tersebut. Siswa menunjukkan performa yang relatif baik pada representasi simbolik, namun mereka menghadapi hambatan signifikan pada representasi visual dan verbal, terutama dalam mentranslasikan masalah kontekstual ke dalam grafik yang akurat serta menjelaskan ide matematis secara formal. Temuan ini mengindikasikan bahwa kesenjangan representasi siswa berkaitan erat dengan pemahaman konseptual mereka pada materi persamaan linear. Penelitian ini memberikan dasar diagnostik bagi guru untuk mengembangkan strategi pembelajaran yang lebih terintegrasi guna meningkatkan fleksibilitas representasi siswa.

Ethnomathematics study of Pandanwangi village: Schools mathematics instruction in rice farmer activities Pandanwangi Rani Sugiarni; Tatang Herman; Didi Suryadi; Sufyani Prabawanto; Hutkemri Zulnaidi
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i2.14614

This study aims to explore the hidden mathematical concepts behind the rice farming activities of Pandanwangi Cianjur. The research method is qualitative research with an ethnographic approach. The research location is in Pandanwangi Cultural Village, Bunikasih Village, Warungkondang District, Cianjur Regency, West Java. Pandanwangi Cultural Village was deliberately built by the Cianjur Regency Government to further introduce pandanwangi rice, which is the superior local variety of Cianjur Regency. Pandawangi rice farmers' cultural activities contain mathematical concepts that arise when determining seed class, number of seeds, nursery preparation, final seed selection with salt solution, seeding in nurseries, nursery maintenance, preparation of planting land, planting, fertilization in planting areas, planting maintenance, harvest, and post-harvest. The findings of this study show that there are mathematical concepts in agricultural activities on geometric content, including determining points, lines, angles, the area of flat shapes, the similarity of flat shapes, and algebra, including comparisons, percentages, and social arithmetic. The results of the research can be used as a teaching module to facilitate learning for students in the school curriculum.

Co-Authors A.A. Ketut Agung Cahyawan W Abdul Mujib Aditya Prihandhika 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 Amalia Indrawati G Andika Putra R Aneu Pebrianti Ani Nurhayati Anwar, Agus Saeful Aridanthy, Vanya Aryanti Asep Syarif Hidayat Asfar, A.M.Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Aswin Aswin Atep Sujana Augie, Kintan Tyara Azmi Muzakki Bambang Eko Susilo Bambang Hariyomurti Bariyah, Nusrotul Candra Nugraha Cece Kustiawan Cecep Anwar Hadi Firdos Santosa Cecep Anwar Santosa Christina Monika Samosir Citra Utami Dadan Dasari Dadan Hermawan, Dadan Dadang Juandi Dahlan, Jarnawi Ahmad Dallyono, Ruswan Darhim Darhim David Nurfiqih Dela Ambarwati Desi Elizanti Desy Lusiyana Dewi Nurmalitasari Dian Cahyawati Dian Nopiyani Dian Usdiyana Didi Suryadi Didi Suryadi Didi Suryadi Dinar Nur Alkifah Jihadatunnafsy Doni, Petrus Kanisius Nama Dwi Arisma Wahyudi Edi Irawan Edria Al Shahada Effy Mulyasari 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 Aqilah Ichtiari Fatimah, Siti Fitri Ayu Febrianti Fitri Ayu Febrianti Fitriana Lestari Fitriani Fitriani Fujiarti, Ari Ginda M.A.Siregar Ginda Maruli Andi Siregar Gita Rani Putri Mangiri Gumpita, Melly Terry Gunadi, Farid Hadi Hadi Hadi Haeruddin, Haeruddin Hani Nurhasanah Hayuningrat, Silfia Herizal Herizal Herizal Herizal Hutkemri Zulnaidi Iden Rainal Ihsan Ifa Fathiyah Ika Wulandari Inayah, Sarah Indiana Marethi Indiana Marethi, Indiana Indra Nurhidayat Irena Puji Luritawaty Istikomah, Endang Itoh Masitoh Izzy Balagtas Villarico Jarnawi Afgani Dahlan Jozua Sabandar Jurpri, Al Jusniani, Nia Kartika Yulianti Kashaf Arzoo Kholipah, Nuzuliah Khotimah, Wonadesma Dwi Khusnul Novianingsih Kintan Tyara Augie Kurniawati, Ririn Kusnandi Kusnandi Laelasari Laelasari, Laelasari Lien Malinda Lina Siti Nurwahidah Lucky Heryanti Jufri 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 Melati, Catur Yustika Melisa Melisa Milah Nurkamilah Mimi Hariyani Mohamad Gilar Jatisunda Muhamad Soeleman Muhamad Yasin Muhammad Hafeez Mustika Fauziah, Hilma Nabila Cynthia Rayhan Nanang Priatna Nandang Arif Saefuloh Nazla Nurul Aulia Panggabean Nelvita Febrina Hasan ningrum, yunia jumita Nopiyani, Dian Nopiyani, Dian Nora Susilowaty Nova Nurhanifah Novi Andri Nurcahyono Novia Rahmi Noviana Antaria Nti, Seth Junior Nuaini, Intan Nuke Fitri Yanuari Nur Qamariah Nurannisa, Andi Nurdiyah Kurniati Nurul Farida Permani, Kania Dewi Pertiwi, Saffanah PRASETYAWAN, ENGGAR Putri, Amelia Defrianti Rachmawati Khaerun Nisa Raisya Hizkiya Syabina Ramli Ramli Rani Sugiarni Ratna Sariningsih Ratu Bulkis Rini Sulastri Riny Arviana Ririn Kurniawati Rizki, Raihan Ahmil Rizky Rosjanuardi Rohimah, Siti Maryam Rosmayasari Rosmayasari Rosmayasari, Rosmayasari Rostina Sundayana Rusdiono Muryanto Ruswan Dallyono Saefuloh, Nandang Arif Saefuloh, Nandang Arif Safrina Safrina Salamah Hujaimah Samosir, Christina Monika Sandi Budi Iriawan Sandra Sukmaning Adji Santi, Eneng Sanusi Sanusi Saputra, Samnur Sarnav Ituga, Almuhaimin Sendi Ramdhani Septian, Ari Simanjuntak, Sinitta Marito Siregar, Rama Nida Sitanggang, Damra Ali Siti Fatimah Siti Muhdiati Siti Zakiyah Sofa, Rostika Nurlaela Nova Maya Suhendra Suhendra Suhendra, S Sukma Murni Sukri Sukri suparni Supriadi Supriadi Surya, Marcia Ann Syafruddin Kaliky Syamsuri Syamsuri Syarifah, Mufarrahatus Syarifah, Mufarrahatus Syifa Ananda Mefiana Tata Frarisia Tatang Herman, Tatang Tia Purniati Tin Lam, Toh Trisna Nugraha Trisnowali MS, Andi Turmudi Ulfah Nur Azizah Ulfah Nur Azizah Ulfah Nur Azizah 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 Yoga Awalludin Nugraha Yumi Sarassanti Yusuf Adhitya Zaenal Arifin

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