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All Journal Jurnal Pendidikan Vokasi Jurnal Pendidikan Matematika AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) Jurnal Inovasi Teknologi Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al Ishlah Jurnal Pendidikan Wikrama Parahita : Jurnal Pengabdian Masyarakat PAEDAGOGIA BAREKENG: Jurnal Ilmu Matematika dan Terapan Beta: Jurnal Tadris Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam JURNAL PENDIDIKAN MIPA (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Jurnal Eduscience (JES) KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT Range : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Indonesian Journal of Educational Development (IJED) Sosio-Didaktika: Social Science Education Journal International Journal of Humanities Education and Social Sciences Jurnal Keuangan dan Akuntansi Terapan (KUAT) Jurnal Sosial dan Sains SINAU : Jurnal Ilmiah Pendidikan dan Pembelajaran Jurnal Pengembangan Pembelajaran Matematika Jurnal Infinity Mathematics Education Journal Journal on Mathematics Education Jurnal Didaktik Matematika
Rina Oktaviyanthi, Rina
Universitas Serang Raya
Religion Humanities Astronomy Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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Factor analysis of algebraic thinking skills: A case study on developing area model algebra worksheet based on PhET Interactive Simulation Giyanti, Giyanti; Artasari, Adika; Oktaviyanthi, Rina; Husain, Sharifah Kartini Said
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.79362

Abstract

Algebraic thinking is a vital skill in mathematics education, enabling students to generalize patterns, decompose expressions, and apply mathematical models in real-world contexts. However, students often struggle to connect abstract algebraic concepts to practical, real-world problems, which limits their ability to apply these skills effectively. This study aims to uncover the latent structures underlying students' algebraic thinking skills through Exploratory Factor Analysis (EFA). Data were collected from 60 junior high school students in Serang, Banten, who completed worksheets assessing five indicators of algebraic thinking: X1 (Generalization – Decomposing an expression), X2 (Generalization – Using area model), X3 (Transformational – Representing multiplication problem), X4 (Transformational – Strategies for multi-digit numbers), and X5 (Meta-global level – Using area model in real-world contexts), alongside algebraic thinking ability scores (Y). Using varimax rotation, the analysis identified two significant factors. The first, "Generalization and Area Model Application Capability," explained 31.118% of the variance, with high loadings for X2 (0.701) and X3 (0.724). The second, "Transformational Strategies in Multi-digit Numbers," accounted for 20.543% of the variance, with strong loadings for X1 (0.923) and X4 (0.631). Together, these factors explained 51.661% of the total variance. These findings underscore the importance of enhancing generalization skills through area models, including their application to real-world problems and strengthening transformational strategies for multi-digit operations. Incorporating interactive tools like PhET simulations may further support these cognitive processes. Future research should explore classroom implementation and its impact on students' long-term outcomes.
DEVELOPMENT STRATEGY OF E-POCKET BOOK TO OPTIMIZE ALGEBRAIC THINKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS Artasari, Adika; Oktaviyanthi, Rina
JURNAL EDUSCIENCE Vol 11, No 3 (2024): Jurnal Eduscience (JES), (Authors from Hungary, South Africa, Malaysia, and Ind
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v11i3.6425

Abstract

Many middle school students face challenges in developing algebraic thinking skills, which hinders their understanding and application of algebraic concepts. This study aims to develop an E-Pocket Book as a learning medium to optimize middle school students’ algebraic thinking skills. The research employs a development method using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The subjects of this study are eighth-grade students from SMPN 14 in Serang City. The research instruments include both tests (cognitive tests) and non-tests (questionnaires). The cognitive test was administered to 59 students during the field trial and 8 students during the limited trial, with the results showing significant improvement in students’ algebraic thinking skills, with increases of 71% and 79%, respectively. The non-test instruments consist of two types of questionnaires: assessment questionnaires and response questionnaires. The assessment questionnaire was given to two subject matter experts, who rated the e-pocket book as feasible (85.2%), and one media expert, who rated it highly feasible (93%). The response questionnaire was distributed to both mathematics teachers and students, with an overall feasibility rating of 80% from teachers and 87% from students. The findings indicate that the e-pocket book is a viable learning medium and effectively enhances students’ algebraic thinking abilities.
Optimizing Algebraic Thinking using the Area Model Algebra Worksheet based on PhET Interactive Simulation Artasari, Adika; Oktaviyanthi, Rina; Zahwatuzzukhrufiah; Delvianingsih, Nenden
Plusminus: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v4i2.1465

Abstract

Penelitian ini bertujuan mengembangkan, memvalidasi dan menguji lapangan Area Model Algebra Worksheet berbasis Phet Interactive Simulation sebagai upaya optimalisasi berpikir aljabar siswa. Metode penelitian ini mengadaptasi prosedur penelitian pengembangan model ADDIE, terdiri dari fase Analysis, Design, Development, Implementation, dan Evaluating. Pengambilan data uji ahli menggunakan kuesioner dengan aspek substansi konsep aljabar, struktur lembar kerja yang dinilai, dan penggunaan bahasa. Pengambilan data uji coba terbatas dilakukan dengan pengisian lembar kerja yang telah divalidasi dan dinyatakan layak oleh validator ahli. Data uji ahli dianalisis menggunakan Statistika Q-Cochran dan data penggunaan lembar kerja oleh subjek penelitian dianalisis dengan Cronbach Alpha. Dari hasil uji Q-Cochran validasi lima orang ahli diperoleh nilai Asymp.Sig. = 0.539 > 0.05 untuk validitas muka dan nilai Asymp.Sig. = 0.707 > 0.05 untuk validitas isi yang mengindikasikan kelima orang validator menunjukkan pertimbangan yang seragam pada Area Model Algebra Worksheet berbasis Phet Interactive Simulation. Implikasinya, worksheet yang disusun memenuhi kelayakan untuk digunakan dalam membantu menyelesaikan masalah siswa pada konsep perkalian aljabar sekaligus menstimulasi kemampuan berpikir aljabar siswa. Adapun dari hasil uji terbatas dan uji lapangan pada 15 dan 65 orang siswa diperoleh perhitungan nilai r hitung > r kritis yang disimpulkan kelima butir worksheet valid dan reliabel. The aim of this research is to develop, validate, and field test an Area Model Algebra Worksheet based on PhET Interactive Simulation as an effort to optimize students' algebraic thinking. The research method adapted the ADDIE model development procedure, which consists of the phases of Analysis, Design, Development, Implementation, and Evaluation. Data collection for expert validation used questionnaires assessing aspects of algebraic concept substance, worksheet structure, and language usage. Limited tests data were collected through the completion of validated worksheets considered appropriate by expert validators. Expert validation data were analyzed using the Q-Cochran statistic, and worksheet usage data by research subjects were analyzed using Cronbach's Alpha. The results of the Q-Cochran validation by five experts generated an Asymp.Sig. value of 0.539 > 0.05 for face validity and an Asymp.Sig. value of 0.707 > 0.05 for content validity, indicating that the five validators had consistent evaluations of the Area Model Algebra Worksheet based on PhET Interactive Simulation. The implication is that the developed worksheet meets the criteria for use in helping students solve algebraic multiplication problems while stimulating their algebraic thinking skills. Additionally, the results of limited and field tests with 15 and 65 students showed that the coefficient r values were greater than the critical r values, leading to the conclusion that the five items in the worksheet are valid and reliable.
Integration of item response theory in the development of PhET-based graphing lines worksheets for optimizing student algebra competence Giyanti; Lestari, Indri; Oktaviyanthi, Rina
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27634

Abstract

This study develops and evaluates a graphing line worksheet based on PhET Interactive Simulation integrated with Item Response Theory (IRT) methods to enhance student algebra competence. Involving 120 students, the worksheet comprises 12 items measuring four key indicators: understanding the geometric significance of line slopes, constructing line equations, graphing from line equations, and predicting the effects of variable changes. The 2-Parameter Logistic (2PL) model of IRT was employed to analyze item difficulty and student ability in logit form. The results indicate that the worksheet is effective in improving student algebra competence, with Items 1 and 11 demonstrating a good balance between difficulty and discrimination. Item 2 requires further review because of its high difficulty, whereas Item 12 is considered too easy. Heatmap analysis and Item Characteristic Curves (ICC) revealed variations in student response patterns, confirming the test's ability to evaluate diverse levels of student ability. The integration of interactive simulation and IRT has proven to be an effective strategy in instructional design, supporting adaptive and personalized learning.
Optimization of geometric thinking through interactive worksheets: a scoping review Oktaviyanthi, Rina; Kadun, Selvi
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 1 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 1 February 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.71.1-13

Abstract

Geometric thinking is a crucial aspect of mathematics education, particularly in developing visualization skills, understanding geometric concepts, and problem-solving abilities. This study aims to explore the role of interactive worksheets (Lembar Kerja Peserta Didik, LKPD) in optimizing geometric thinking through a scoping review. Using a scoping review approach, a search was conducted in the credible Google Scholar database with the keywords “Interactive Worksheets,” “Geometric Thinking,” and “Mathematics Education.” The study specifically focused on research conducted in the context of Indonesia to understand the local implementation and outcomes. Articles were selected through abstract screening, full-text reading, and the application of inclusion criteria. The findings reveal that interactive worksheets significantly enhance students' geometric thinking by leveraging elements such as gamification, dynamic visualization, and technology-based interactive exercises. Research trends in Indonesia are dominated by experimental design and technological development, yet gaps persist, including a lack of long-term trials, limited focus on primary education, and insufficient diversity in the indicators of geometric thinking. This study recommends further research employing longitudinal approaches, exploring cutting-edge technologies such as AI and AR, and developing worksheets tailored to various educational levels. This study provides comprehensive insights into the potential of interactive worksheets to support the development of geometric thinking in the Indonesian context while identifying challenges that need to be addressed to enhance their effectiveness in mathematics education.
Exploring the link between cognitive load and brain activity during calculus learning through electroencephalogram (EEG): Insights from visualization and cluster analysis Oktaviyanthi, Rina; Agus, Ria Noviana; Khotimah
Journal on Mathematics Education Vol. 15 No. 4 (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.v15i4.pp1383-1408

Abstract

Understanding the relationship between cognitive load and brain activity is essential for enhancing learning outcomes, particularly in complex subjects such as calculus. Despite its significance, empirical research examining the manifestation of cognitive load in brain activity patterns remains sparse, indicating a notable gap in the literature. This study aims to investigate the correlation between brain activity and cognitive load in a cohort of 30 mathematics education students enrolled in a calculus course, utilizing electroencephalogram (EEG) recordings. A quantitative descriptive research design was employed, integrating cluster analysis and data visualization techniques to facilitate an in-depth examination. EEG recordings of theta, alpha, and beta wave activity were collected during calculus sessions, followed by the administration of a cognitive load questionnaire. Descriptive statistics were utilized to analyze the distribution of cognitive load and brain activity, while correlation analysis was conducted to explore the relationships between cognitive load and EEG parameters across the different brainwave bands. The results revealed that higher cognitive load was positively correlated with increased frequency and amplitude in the alpha and beta bands, while a negative correlation was observed with theta frequency. Furthermore, cluster analysis effectively categorized participants based on distinct EEG signal patterns associated with varying levels of cognitive load. These findings offer valuable insights for the development of personalized learning interventions tailored to individual brain activity profiles, providing a foundation for future research on adaptive learning environments.
From Time-Series Analysis to PCA Clustering: Exploring the Impact of Graphing Quadratic Worksheets on Mathematical Visual Thinking Skills Agus, Ria Noviana; Oktaviyanthi, Rina; Sholahudin, Usep
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp119-140

Abstract

The effectiveness of visualization tools in enhancing mathematical visual thinking skills, particularly for quadratic functions, remains underexplored. This study evaluates the impact of quadratic graph visualization worksheets on these skills using Time-Series and PCA Clustering approaches. The research involved 60 first-year Calculus students focusing on quadratic functions. A quantitative methodology was applied, with Time-Series analysis tracking score changes over time and PCA Clustering grouping students based on improvement patterns. Results revealed significant variations in score changes after using the worksheets. The highest positive score change reached 19 points, while PCA Clustering identified three student groups: minimal or negative changes (Cluster 0), moderate improvements (Cluster 1), and significant increases (Cluster 2). The findings demonstrate the potential of quadratic graph visualization worksheets to improve mathematical visual thinking skills, though the degree of enhancement varies across individuals. This research highlights the need for instructional tools that accommodate diverse learning trajectories and provides insights into the effectiveness of graph-based methods in mathematics education. It also advocates for refined analytical approaches in evaluating student learning outcomes.
Mapping Cognitive Load and Thinking Zones in Understanding Function Limits Oktaviyanthi, Rina; Agus, Ria Noviana
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.3018

Abstract

Penelitian ini merespons terbatasnya kajian yang memetakan pola berpikir siswa berdasarkan beban dan zona kognitif dalam memahami limit fungsi secara grafis. Dengan menggunakan teori beban kognitif dan klasifikasi zona (risiko, tantangan, optimal), enam mahasiswa dipilih secara purposif dalam studi kasus kualitatif untuk mewakili variasi kemampuan. Data berupa respons tertulis dan think-aloud dianalisis untuk menelusuri transisi zona kognitif. Hasil menunjukkan pola kognitif yang beragam, dari miskonsepsi hingga integrasi konseptual. Beban tinggi dapat dikelola melalui regulasi diri, sedangkan beban rendah tetap berisiko jika struktur pemahaman belum berkembang. Studi ini menekankan pentingnya instruksi adaptif berdasarkan profil kognitif mahasiswa dan menawarkan kerangka zona berpikir untuk mendukung pembelajaran matematika yang personal. This study addresses the limited research mapping students’ thinking patterns through cognitive load and cognitive zones in understanding function limits graphically. Using Cognitive Load Theory and the classification of risk, challenge, and optimal zones, six first-year mathematics education students were purposively selected in a qualitative case study to represent varying academic abilities. Data from written responses and think-aloud protocols were analyzed to trace zone transitions. Findings showed diverse cognitive patterns, from misconceptions to successful conceptual integration. High cognitive load was manageable through self-regulation, while low load still poses risks if the understanding structure is undeveloped. The study highlights the importance of adaptive instruction aligned with students’ cognitive profiles and offers a thinking zone framework to support personalized mathematics learning.
Analyzing Students’ Cognitive Processes on Trigonometric Functions beyond 90 Degrees through the DAPIC Framework Sholahudin, Usep; Oktaviyanthi, Rina; Garcia, Mark Lester B
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.v7i1.9683

Abstract

Understanding trigonometric functions at angles beyond 90 degrees presents unique cognitive challenges for students, requiring the integration of conceptual, procedural, and representational knowledge. However, research exploring how students cognitively process such problems, especially within a structured framework, remains limited. This study aims to analyze students’ cognitive processes in solving trigonometric problems involving beyond-90-degree angles through the DAPIC framework (Define, Assess, Plan, Implement, Communicate), offering a novel application of DAPIC to this underexplored context. A qualitative case study approach was employed, involving six 11th-grade students from a public high school with varying cognitive levels. Data were collected through diagnostic tasks, think-aloud protocols, and semi-structured interviews, and were analyzed by mapping students’ thinking patterns, defined as the recurring sequences of cognitive moves and representation use observed across DAPIC stages. The results reveal that high-performing students demonstrated flexible shifts between symbolic, graphical, and unit circle representations and were capable of self-regulating their errors reflectively. In contrast, students with moderate and low performance encountered difficulties in identifying the quadrant of angles and understanding the periodic nature of trigonometric functions, particularly during the Assess and Plan stages. Adaptive strategies, such as visual re-checking or intuitive quadrant reasoning, emerged spontaneously but were not always effective. These findings suggest that DAPIC serves as a systematic tool for capturing the dynamics of students’ thinking processes and offers valuable insights for developing deeper instructional strategies in trigonometry, especially for topics involving beyond-90-degree angles.
CLASSYFYING STUDENTS DECISION MAKING ABILITY USING K-NEAREST NEIGHBOR FOR DETERMINING STUDENTS SUPPLEMENTARY LEARNING Giyanti, Giyanti; Oktaviyanthi, Rina; Sholahudin, Usep
BAREKENG: Jurnal Ilmu Matematika dan Terapan Vol 17 No 1 (2023): BAREKENG: Journal of Mathematics and Its Applications
Publisher : PATTIMURA UNIVERSITY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.084 KB) | DOI: 10.30598/barekengvol17iss1pp0559-0570

Abstract

Mathematical decision-making ability is a complex cognitive process of finding problems solutions which is continuously explored and optimized for undergraduate students. The current research only focus on categorization on class score average into high, medium and low abilities. As a result, the lecturers do not have any standard categories to classify students’ abilities as a reference in planning supplementary learning that could optimize undergraduate students’ abilities. Therefore, the purpose of this study is to determine a classification model for undergraduate students' mathematical decision-making abilities that require supplementary learning based on the identification of the shortest distance of a new data from an existing data directory. The research method involved data mining techniques with the KNN classification model through the Knowledge Discovery in Database (KDD) process starting from data selection, pre-processing, transformation, data mining and interpretation/evaluation [1]. A total of 100 data were used as research samples which were divided into training data and testing data. Based on the test results, it is obtained that the accuracy of the classification model is 95% for the parameter value k = 15, meaning that each predicted testing data for the classification class is close to the actual condition with the number of neighbors 15 data from the training data.
Co-Authors Agus Setyawan Agus, Ria Noviana Artasari, Adika Cahyani, Anggita Salsa Chatarina Umbul Wahyuni Delvianingsih, Nenden Devy Permatasari Erma Perwitasari Eva Safaah Garcia, Mark Lester B Garcia, Mark Lester B. Giyanti Giyanti, Giyanti Harsiti Harsiti Husain, Sharifah Kartini Said Imas Tesia Putri Jarnawi Afgani Dahlan Kadun, Selvi Khotimah Khotimah Kornkanok Lertdechapat Lertdechapat, Kornkanok Lestari, Indri Lestari, Indri Mark Lester B. Garcia Mohammad Kamil Husain Ria Noviana Agus Rosalina, Vidila Suherman, Suherman Supriani, Yani Suryaman Suryaman Tatang Herman, Tatang Tb Ai Munandar Ufi Lutfiah Usep Sholahudin Usep Sholahudin, Usep Wian Azrillia Zahwatuzzukhrufiah