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All Journal Islamic Guidance and Counseling Journal Online Learning in Educational Research
Sugiman Sugiman
Universitas Negeri Yogyakarta, Indonesia
Arts Humanities Education

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Examining the Impact of Math Anxiety, Scaffolding, and Math Attitude on Working Memory: A Comparative Analysis between Islamic Boarding Schools and Public Schools Eka Fitria Ningsih; Catharina Asri Budiningsih; Sugiman Sugiman; Tubagus Pamungkas
Islamic Guidance and Counseling Journal Vol. 6 No. 1 (2023): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/igcj.v6i1.3245

Abstract

The goal of this research is to investigate models relating to psychological aspects of mathematics learning, such as math anxiety, scaffolding, math attitude, and working memory. This study included 548 junior high school students from public schools and Islamic boarding schools. The analytical method utilizes analysis of variance, bivariate product moment supported by SPSS, and Smart PLS 3 for path analysis. Model fit criteria (SMSR < .05; RMS Theta < .102; NFI > .9). The model fits based on the SRMR value .000 < .10 dan NFI 1 > .90. The findings show that students from public schools and Islamic boarding schools are different in terms of math anxiety, scaffolding and math attitude. Path analysis shows that math attitude mediates the interaction between math anxiety and scaffolding on working memory. Furthermore, scaffolding has a direct impact on working memory. The implications of the study's findings have been discussed in this article.
Linking Adaptive Reasoning to Newman's Error Patterns in Digital Geometry Learning Ramon Muhandaz; Sugiman Sugiman; Elly Arliani; Risnawati Risnawati; M. Fikri Hamdani
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1143

Abstract

Adaptive reasoning is a fundamental component of mathematical proficiency, yet limited research has examined how students’ reasoning relates to specific stages of problem-solving failure in digital geometry learning. Existing studies on Newman’s Error Analysis (NEA) primarily classify error types, whereas research on adaptive reasoning tends to evaluate reasoning quality without explaining its relationship to problem-solving errors. This study investigated students’ adaptive reasoning profiles, identified error patterns using Newman’s Error Analysis, and examined the relationship between reasoning ability and error occurrence in solving Pythagorean theorem problems within a digital geometry learning environment. An embedded mixed-methods design was employed involving 30 eighth-grade students from a junior secondary school in Indonesia. Students learned through an interactive digital flipbook integrated with GeoGebra before completing adaptive reasoning tasks and participating in semi-structured interviews. The findings revealed that students demonstrated moderate adaptive reasoning, with transformation errors emerging as the most frequent problem-solving difficulty, followed by comprehension and process-skill errors. Students with lower adaptive reasoning experienced substantially more difficulties in transforming contextual information into mathematical representations and constructing coherent solution strategies. This study extends current research by demonstrating a systematic relationship between adaptive reasoning and Newman’s error stages, providing diagnostic insights for designing reasoning-oriented scaffolding in technology-enhanced geometry instruction.
Co-Authors Budiningsih, Chatarina Asri Eka Fitria Ningsih Elly Arliani M. Fikri Hamdani Ramon Muhandaz Risnawati Ahmad, Risnawati Tubagus Pamungkas