Articles
<![CDATA[Graphing Quadratics Worksheet Performance in Optimizing Mathematical Visual Thinking: A Single Subject Research ]]>
<![CDATA[Giyanti, Giyanti]]>;
<![CDATA[Oktaviyanthi, Rina]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v13i2.1470
<![CDATA[Kurangnya kemampuan berpikir visual matematis pada mahasiswa dapat menghambat pemahaman konsep fungsi kuadrat secara mendalam. Penelitian ini bertujuan untuk mengatasi masalah tersebut dengan mengevaluasi efektivitas worksheet graphing quadratics dalam meningkatkan kemampuan berpikir visual matematis mahasiswa. Metode penelitian yang digunakan adalah Single Subject Research (SSR), yang berfokus pada perubahan performa individu dalam kondisi baseline dan intervensi. Partisipan terdiri dari tiga mahasiswa tingkat pertama program studi pendidikan matematika di Universitas Serang Raya. Data kinerja mahasiswa dikumpulkan melalui tiga sesi pada fase baseline dan lima sesi pada fase intervensi. Teknik analisis data yang digunakan adalah analisis regresi linier untuk mengukur perbedaan signifikan antara fase baseline dan intervensi. Hasil penelitian menunjukkan peningkatan yang signifikan dalam performa setiap subjek selama fase intervensi, dengan adanya peningkatan level, kecenderungan perubahan yang kuat, dan perubahan segera setelah intervensi dimulai. Temuan ini menunjukkan bahwa penggunaan worksheet graphing quadratics efektif dalam mengoptimalkan kemampuan visualisasi matematis mahasiswa. The limited visual mathematical thinking abilities of students can hinder a deep understanding of quadratic functions. This study aims to address this issue by evaluating the effectiveness of graphing quadratics worksheets in enhancing students' visual mathematical thinking. The research employs a Single Subject Research (SSR) method, focusing on individual performance changes across baseline and intervention phases. Three first-year students from the mathematics education program at Universitas Serang Raya participated in the study. Performance data were collected over three sessions in the baseline phase and five sessions in the intervention phase. Linear regression analysis was used to assess significant differences between baseline and intervention phases. The results indicated a significant improvement in each subject's performance during the intervention, with an increase in level, a strong trend, and immediate change upon the intervention’s onset. These findings suggest that graphing quadratics worksheets effectively optimize students' mathematical visualization skills.]]>
<![CDATA[Cognitive apprenticeship in vocational students mathematical decision making skills ]]>
<![CDATA[Oktaviyanthi, Rina]]>;
<![CDATA[Lestari, Indri]]>
<![CDATA[ Jurnal Pendidikan Vokasi Vol. 13 No. 1 (2023): February ]]>
Publisher : <![CDATA[ADGVI & Graduate School of Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jpv.v13i1.52831
<![CDATA[Exploring the decision-making abilities of undergraduate students, including students from vocational education backgrounds, is the main priority in the achievement of mathematics learning in general and in Calculus courses particularly. Decision-making processes require cognitive guidance through activities describing in detail the systematic steps of each process. It is implicitly said as part of a cognitive apprenticeship procedure. There are claims that students with a vocational education background can develop their academic and practical potential more through a cognitive apprenticeship model. In addition, using video as visual media learning allows students to sharpen their skills. Therefore, the study aims to explore the distinction in achievement and improvement of mathematical decision-making skills between undergraduate students who learn with a Video-assisted Cognitive Apprenticeship approach (CAV), and they are who receive Cognitive Apprenticeship learning (CA) with conventional learning. A quantitative study with the Static-Group Pretest-Posttest Design was employed as a methodology in the research. Based on the research stage, there are differences in achievement and improvement of student decision-making skills with a review of the type of vocational school between undergraduate students.]]>
<![CDATA[Peran Orang Tua dalam Pengenalan Angka di Era Digital Melalui Comic Digital Interaktif ]]>
<![CDATA[Supriani, Yani]]>;
<![CDATA[Oktaviyanthi, Rina]]>;
<![CDATA[Suherman, Suherman]]>
<![CDATA[ Jurnal sosial dan sains Vol. 4 No. 10 (2024): Jurnal Sosial dan Sains ]]>
Publisher : <![CDATA[Green Publisher Indonesia ]]>
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DOI: 10.59188/jurnalsosains.v4i10.19997
<![CDATA[Latar Belakang: Pengenalan angka pada anak usia dini, khususnya di tingkat TK dan PAUD, merupakan fondasi penting dalam pengembangan kemampuan matematis anak. Namun, masih banyak ditemui siswa yang memiliki pengetahuan terbatas mengenai bilangan dan operasi hitung dasar, yang dapat menghambat pemahaman mereka pada jenjang pendidikan lebih lanjut. Tujuan Penelitian: Penelitian ini bertujuan untuk mengatasi masalah rendahnya pemahaman bilangan pada siswa usia dini dengan mengembangkan metode pengajaran menggunakan media interaktif berbasis teknologi, yakni komik digital. Pelatihan ini ditujukan kepada guru dan wali murid untuk meningkatkan keterampilan mereka dalam mengajarkan angka kepada anak-anak di TK Islam An-Nur, Cilegon. Metode: Penelitian ini menggunakan Participatory Learning Method (PLM), yang menekankan pada keikutsertaan aktif peserta pelatihan dalam setiap tahap, mulai dari perencanaan hingga evaluasi. Pelatihan dilaksanakan dalam bentuk Bimbingan Teknis (Bimtek) yang melibatkan guru dan wali murid. Hasil: Hasil penelitian menunjukkan bahwa penggunaan komik digital interaktif secara signifikan membantu siswa dalam mengenali angka dengan lebih mudah dan menyenangkan. Selain itu, media ini juga menarik minat belajar anak dan memfasilitasi pembelajaran interaktif yang dapat diterapkan oleh guru maupun orang tua. Kesimpulan: Pelatihan ini berhasil memperkuat peran guru dan orang tua dalam mendukung pembelajaran angka di era digital. Penggunaan komik digital interaktif memberikan solusi praktis dan inovatif dalam proses pengajaran angka untuk anak usia dini.]]>
<![CDATA[Predicting Students Mathematical Decision Making Using k-Nearest Neighbor Technique ]]>
<![CDATA[Giyanti, Giyanti]]>;
<![CDATA[Oktaviyanthi, Rina]]>
<![CDATA[ Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 12 No. 1 (2024): Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika FTIK IAIN Palopo ]]>
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DOI: 10.24256/jpmipa.v12i1.3669
<![CDATA[Abstract:Mathematical decision-making abilities are mathematical information processing through risk evaluation and investigation of various possibilities and perspectives. However, the evaluation of mathematical decision-making abilities is still limited to high, medium, and a low level based on test scores and is not predictive naturally. The purpose of this study is to identify the parameter k in the k-nearest neighbor technique, which serves as the nearest-neighbor value determining the mathematical decision-making abilities of students to be predicted. The process of data exploration to prediction is employed by the data mining approach with the k-Nearest Neighbor method. A total of 65 first-year students taking Calculus I included as research samples. The research results show that a parameter value of k=15 is better at predicting the closeness of the mathematical decision-making with an accuracy of 93.33%, associated with the excellent category. The parameter value representing the closeness of the decision-making abilities level among students serves as a reference for teacher predictions to categorize students and create diversified teaching materials. Abstrak:Kemampuan pengambilan keputusan matematis merupakan pemrosesan informasi secara matematis melalui evaluasi risiko dan penyelidikan berbagai kemungkinan dan sudut pandang. Namun, evaluasi kemampuan pengambilan keputusan matematis masih terbatas pada level tinggi, sedang dan rendah berdasarkan nilai tes, tidak bersifat prediktif. Penelitian ini bertujuan mengidentifikasi nilai parameter k dengan teknik k-nearest neighbor yang berperan sebagai nilai ketetanggaan terdekat dari kemampuan pengambilan keputusan matematis. Proses eksplorasi data hingga prediksi dilakukan menggunakan pendekatan data mining dengan metode k-Nearest Neighbor. Sebanyak 65 mahasiswa tahun pertama yang mengikuti Kalkulus I sebagai sampel penelitian. Hasil penelitian menunjukkan nilai parameter k=15 yang lebih mampu memprediksi kedekatan tingkat kemampuan pengambilan keputusan matematis dengan akurasi 93,33%, termasuk pada kategori excellent. Nilai parameter tersebut menjadi acuan prediksi pengajar untuk mengkategorikan mahasiswa dan membuat diversifikasi bahan ajar.]]>
<![CDATA[Identifying key factors influencing mathematical visual thinking among pre-service mathematics teachers ]]>
<![CDATA[Agus, Ria Noviana]]>;
<![CDATA[Oktaviyanthi, Rina]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 6 No. 3 (2025): November 2025 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v6i3.4620
<![CDATA[Mathematical visual thinking is essential for understanding complex mathematical concepts, as it enables learners to interpret and connect visual and symbolic representations. However, many pre-service mathematics teachers struggle to integrate visual representations with algebraic expressions, leading to conceptual misunderstandings. This study aims to identify the key factors influencing mathematical visual thinking among pre-service mathematics teachers. A mixed-methods descriptive study was conducted, involving 150 students for quantitative analysis and 15 selected participants for qualitative interviews. Data were collected through a mathematical visual thinking test, a visual thinking factors questionnaire, semi-structured interviews, and document analysis of students’ mathematical tasks. The results indicate that most students exhibit moderate visual thinking ability (50%), with challenges in linking graphical and algebraic representations. The key influencing factors include teaching approaches (4.3), concept understanding (4.1), motivation (4.0), and technology use (4.2), whereas anxiety plays a lesser role (2.9). Students relying heavily on technological tools tend to improve accuracy but struggle with independent visualization. These findings suggest that instructional strategies should integrate structured visual exercises, emphasize transformation understanding, and balance technological support with manual problem-solving. This study provides new insights into enhancing visual thinking in mathematics and offers pedagogical recommendations for pre-service teacher education. ]]>
<![CDATA[The Trigonometric Adaptive Worksheet Performance in Optimizing Trigonometric Thinking of Prospective Mathematics Teacher: Single Subject Research ]]>
<![CDATA[Usep Sholahudin]]>;
<![CDATA[Rina Oktaviyanthi]]>
<![CDATA[ Didaktik Matematika Vol 10, No 2 (2023): October 2023 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jdm.v10i2.33216
<![CDATA[The ability to think in trigonometry supports the understanding of trigonometry concepts, which still pose challenges for first-year university students, including prospective teachers. The Trigonometric Adaptive Worksheet is one of the student worksheets to optimize trigonometric thinking abilities. This research aimed to assess the performance of the Trigonometric Adaptive Worksheet on the trigonometric thinking abilities of prospective mathematics teachers. Quantitative descriptive research with a Single Subject Research method and a basic design of A (baseline) - B (intervention) was employed as the research approach. Three prospective mathematics teachers from three categories of high, moderate, and low mathematical abilities were selected as research subjects. The data related to changes in individual behavior regarding progress in trigonometric thinking abilities were analyzed using within-condition analysis and between-condition analysis procedures. Based on the single-subject data analysis of the three research subjects, it is evident that moderate and low subjects tend to benefit more from implementing the Trigonometric Adaptive Worksheet. These findings have important implications, suggesting adaptive worksheets can enhance individual learning outcomes by tailoring content to individuals' needs. The worksheet adaptability and personalization provide an opportunity to improve trigonometry instruction's effectiveness.]]>
<![CDATA[Proses Justifikasi Matematis Siswa Melalui Accelerated Learning Berdasarkan Ke-mampuan Awal Matematis ]]>
<![CDATA[Supriani, Yani]]>;
<![CDATA[Oktaviyanthi, Rina]]>
<![CDATA[ SINAU: Jurnal Ilmiah Pendidikan Dan Pembelajaran Vol 4 No 1 (2025): SINAU | Oktober 2025 ]]>
Publisher : <![CDATA[PT. Lancar Media Komunikasi ]]>
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<![CDATA[In this research, justification ability is viewed from four indicators, namely the ability to develop mathematical arguments (proving), the ability to analyze (basic level), the ability to generalize, the ability to make decisions which are first analyzed for their initial mathemat-ical abilities which are divided into three categories, namely high, medium and low levels. . The method used is quantitative with a quasi-experimental design, with division into ex-perimental classes and control classes. The results obtained from each sample based on the initial mathematical ability level category are the highest N-Gain sequence at high KAM (0.3943), followed by medium KAM (0.3600) and over all KAM (0.514) and finally low KAM (0 ,22470).]]>
<![CDATA[Improving university students’ geometrical understanding of derivatives through graphic visualization ]]>
<![CDATA[Khotimah, Khotimah]]>;
<![CDATA[Lestari, Indri]]>;
<![CDATA[Agus, Ria Noviana]]>;
<![CDATA[Oktaviyanthi, Rina]]>;
<![CDATA[Putri, Shila Panca]]>;
<![CDATA[Ünver, Semiha Kula]]>
<![CDATA[ Jurnal Elemen Vol 12 No 1 (2026): January ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/jel.v12i1.33325
<![CDATA[This study addresses university students’ persistent difficulties in developing geometrical thinking, defined as the ability to interpret slopes, understand tangent behavior, and coordinate graphical and symbolic representations, when learning derivative concepts. The study investigates changes in students’ geometrical thinking following instruction supported by graphic visualization. A one-group pretest–posttest quasi-experimental design was conducted with 30 students in mathematics education, limiting causal inference due to the absence of a control group. Data were collected using a six-item open-ended geometrical thinking test and structured classroom observations, which served as triangulation. The results showed significant improvement after the visualization-based instruction. The average pretest score increased from 48.12 to 67.51, with a normalized gain (N-gain) of 0.39, indicating moderate improvement. A paired-sample t-test confirmed a statistically significant difference (p < 0.001). Although the effect size was large (d = 4.17), this finding should be interpreted cautiously given the study design and sample size. Observation data supported these results by revealing improved graphical reasoning, representational coordination, and student engagement. These findings indicate the potential of graphic visualization to support students’ geometrical thinking in derivative learning, rather than to demonstrate definitive instructional effectiveness.]]>
<![CDATA[Enhancing Students’ Self-Confidence In Mathematics Through Geogebra-Assisted TAPPS ]]>
<![CDATA[Indri Lestari]]>;
<![CDATA[Rina Oktaviyanthi]]>;
<![CDATA[Tb. Sofwan Hadi]]>;
<![CDATA[Nagina Slavina]]>
<![CDATA[ Koordinat Jurnal MIPA Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu ]]>
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DOI: 10.24239/koordinat.v7i1.201
<![CDATA[This study aimed to investigate the effectiveness of GeoGebra-assisted Thinking Aloud Pair Problem Solving (TAPPS) in improving students’ self-confidence in mathematics learning. The study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants consisted of 70 eleventh-grade students from a public senior high school in Tangerang, Indonesia, selected through purposive sampling. The sample was divided into an experimental group and a control group, each consisting of 35 students. Data were collected using a self-confidence questionnaire comprising 30 statements based on four dimensions of self-confidence: belief in one’s own abilities, positive thinking and action, optimism and perseverance, and adaptability and social interaction. The data were analyzed using descriptive statistics, normality and homogeneity tests, an independent samples t-test, and N-gain analysis. The results revealed that the experimental group demonstrated greater improvement in self-confidence than the control group. Although the post-scale comparison did not indicate a statistically significant difference between groups (p = .060), the N-gain analysis showed a significant difference in improvement (p = .001). These findings suggest that GeoGebra-assisted TAPPS contributes positively to the development of students’ self-confidence and facilitates greater growth in confidence throughout the learning process. Therefore, the integration of collaborative problem-solving strategies and dynamic mathematical visualization can be considered a promising approach for promoting positive affective outcomes in mathematics learning]]>
<![CDATA[Impact of Phet-Based Vs. Paper-Based Trigonometric Worksheets on Students’ Adaptive Thinking Skills ]]>
<![CDATA[Sholahudin, Usep]]>;
<![CDATA[Oktaviyanthi, Rina]]>
<![CDATA[ International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): International Journal of Pedagogy and Teacher Education - April ]]>
Publisher : <![CDATA[The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia ]]>
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DOI: 10.20961/ijpte.v9i1.98470
<![CDATA[Trigonometry learning often presents challenges as students struggle to apply mathematical concepts in real-world contexts. Traditional instruction tends to emphasize procedural fluency over conceptual understanding, limiting the development of students’ adaptive thinking skills. Digital tools like PhET simulations offer interactive visualizations that support conceptual learning, but their role in enhancing adaptive thinking remains underexplored. This study investigates the comparative effectiveness of PhET-based worksheets versus traditional paper-based worksheets in fostering adaptive thinking in trigonometry. The study involved 80 first-year students from Universitas Serang Raya’s Mathematics Education and Informatics Engineering programs, enrolled in the 2023–2024 Calculus course. Participants were divided into an experimental group using PhET-based worksheets and a control group using paper-based worksheets. Data were collected through pre-tests, post-tests, and student preference questionnaires, and analyzed using independent t-tests. Results show that the PhET group outperformed the control group, with a 35% improvement in adaptive thinking skills versus 20% in the control group (p < 0.05). Students using PhET-based worksheets demonstrated greater flexibility in applying trigonometric concepts, creative problem-solving, and knowledge transfer to real-life situations. In contrast, the paper-based group showed moderate gains, particularly in structured and procedural problem-solving. Questionnaire responses revealed that students appreciated the interactivity and engagement of PhET-based media, while also valuing the focus and clarity offered by paper-based worksheets. These findings highlight the potential of a blended learning approach that combines digital interactivity with structured offline tasks to enhance adaptive thinking. Future research should explore the long-term effects and broader applications of such strategies in mathematics education.]]>
