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All Journal KALAMATIKA Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Jurnal Pendidikan Matematika (Kudus) Jurnal Cendekia : Jurnal Pendidikan Matematika ELIPS: Jurnal Pendidikan Matematika JURMADIKTA Journal of Educational Technology and Learning Creativity Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
M Zainul Arifin
Lambung Mangkurat University
Humanities Computer Science & IT Education Library & Information Science Mathematics Other

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Struktur Argumentasi Mahasiswa dalam Pembuktian Sifat Ketertutupan Suatu Grup M. Zainul Arifin; Sudirman Sudirman; Rustanto Rahardi
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 3 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 3 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i3.2534

Abstract

Penelitian ini menerapkan Model Argumentasi Toulmin dalam mengidentifikasi struktur argumentasi pada pembuktian sifat ketertutupan suatu grup dengan pendekatan deduktif. Data diperoleh dari 30 mahasiswa yang menempuh mata kuliah pengantar teori gelanggang. Dari seluruh partisipan yang berpartisipasi, satu subjek dipilih berdasarkan jawaban lengkap dan benar untuk dianalisis lebih lanjut. Komponen-komponen model Toulmin diterapkan dalam analisis terhadap jawaban subjek yang dipilih. Hasil analisis menunjukkan bahwa subjek mampu merumuskan Claim yang jelas, menyajikan Warrant yang tepat dan Backing yang kuat, walaupun terdapat komponen argumentasi yang tersaji secara implisit, namun dapat diungkap dengan menggunakan Model Argumentasi Toulmin. Kelebihan penggunaan model argumentasi Toulmin dalam pembuktian deduktif terlihat dalam kemampuannya untuk merumuskan argumen yang terstruktur dan jelas. Model ini memungkinkan penjelasan yang sistematis dan memperkuat kepercayaan terhadap validitas pembuktian. Dengan adanya penelitian ini diharapkan memperkaya pemahaman tentang struktur argumentasi dalam pembuktian deduktif terhadap sifat ketertutupan grup dan menunjukkan potensi penggunaan Model Argumentasi Toulmin dalam mengidentifikasi argumentasi matematika.
Inductive and Intuitive in Proving the Identity Element of A Group: A Structure of Argumentation Arifin, M. Zainul; Sudirman, Sudirman; Rahardi, Rustanto
Jurnal Pendidikan Matematika Vol 7, No 1 (2024): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v7i1.25793

Abstract

This research applies the Toulmin Argumentation Model in identifying the argumentation structure and proving the identity property of a group with an inductive and intuitive approach. This research is qualitative descriptive research, and the instrument is one problem of proving the identity property of a group.  Data were collected from a cohort of 30 students who enrolled in the Introduction to Ring Theory course. All participants selected one Subject based on complete and correct answers for further analysis. The results showed that the Subject used his intuition to take one element, which would then be proven as the identity element of a group. Then, the Subject used an Inductive Warrant to prove it. The Subject only takes one element that fulfils the identity property. However, the Subject states that the conclusion applies in general, which makes the argument invalid because valid arguments are based on deductive. At the same time, students at the college level should use a deductive approach to proof. By using the Toulmin Argumentation Model, the subject's ability to formulate and construct arguments in a proof can be seen as structured and clear. This model allows a systematic explanation and strengthens confidence in the validity of the evidence. This research is expected to enrich the understanding of argumentation structure in inductive proofs of group identity properties and show the potential use of the Toulmin Argumentation Model in identifying more in-depth mathematical argumentation. Penelitian ini menerapkan Model Argumentasi Toulmin dalam mengidentifikasi struktur argumentasi pada pembuktian sifat identitas suatu grup dengan pendekatan induktif dan intuitif. Penelitian ini termasuk penelitian dekriptif kualitatif, dan instrumen berupa satu soal pembuktian sifat identitas suatu grup. Data diperoleh dari 30 mahasiswa yang menempuh mata kuliah Pengantar Teori Gelanggang. Dari seluruh partisipan, satu subjek dipilih berdasarkan jawaban lengkap dan benar untuk dianalisis lebih lanjut. Hasil penelitian menunjukkan bahwa subjek menggunakan intuisinya dalam mengambil satu elemen yang kemudian akan dibuktikan sebagai elemen identitas suatu Grup. Kemudian Subjek menggunakan Warrant Induktif dalam membuktikannya. Subjek hanya mengambil satu elemen yang memenuhi sifat identitas, namun subjek menyatakan bahwa kesimpulan tersebut berlaku secara umum, yang menjadikan argumenya tidak valid. Karena argumen yang valid didasari pada deduktif. Padahal mahasiswa di tingkat perguruan tinggi seharusnya menggunakan pendekatan deduktif dalam pembuktian. Dengan menggunakan Model Argumentasi Toulmin, kemampuan Subjek dalam merumuskan mengonstruksi argumen dalam pembuktian dapat terlihat terstruktur dan jelas. Model ini memungkinkan penjelasan yang sistematis dan memperkuat kepercayaan terhadap validitas pembuktian. Penelitian ini juga menunjukkan kekuatan metode induktif dan intuitif dalam pembuktian matematika, menunjukkan bagaimana pendekatan ini dapat menghasilkan pemahaman yang lebih komprehensif tentang pembuktian matematika. Penelitian ini diharapkan dapat memperkaya pemahaman mengenai struktur argumentasi dalam pembuktian induktif sifat identitas grup dan menunjukkan potensi penggunaan Model Argumentasi Toulmin dalam mengidentifikasi argumentasi matematika yang lebih mendalam.
Exploring the Role of Desmos in Mathematics Learning: A Quantitative Descriptive Study Hakim, Rahman Nul; Suhendra, Martin; Arifin, M. Zainul
Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Vol. 10 No. 1 (2025): Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study seeks to investigate the function of the Desmos platform in mathematics education via a quantitative descriptive methodology. The study's subjects were 32 students, evaluated on three principal dimensions: conceptual understanding, learning motivation, and student engagement in mathematics education. Data were gathered through a questionnaire aimed at assessing students' impressions of the efficacy of Desmos in facilitating the learning process. The study's results demonstrate that the utilization of Desmos positively influences all three evaluated dimensions. 50.02% of students concurred, and 38.76 percent strongly concurred that Desmos enhances their conceptual understanding of mathematics. Concerning motivation, 44.4% of students concurred and 36.9% strongly concurred that Desmos augments their motivation to study mathematics. In relation to student engagement, 40.64% of students concurred and 28.14% strongly concurred that the utilization of Desmos enhances their participation in the learning process. This study finds that Desmos significantly enhances conceptual understanding, learning motivation, and student involvement in mathematics education.
Development of Online Learning Media Using Geogebra and LaTeX on Derivative Material Arifin, M Zainul; Danaryanti, Agni; Suryaningsih, Yuni
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 1 (2023): 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.v6i1.15367

Abstract

Learning media in online learning is needed to understand mathematical concepts such as derivative material. Students need help connecting the derivative material with other materials, such as tangent equations. Technology-based learning media can be an alternative to help students improve their understanding of derivative concepts, one of which uses GeoGebra and LaTeX. The final product expected from this research is online learning media in the form of the GeoGebra web that students can access easily, which is in the valid category. This research is development research with a 4D development model. Due to the limitations of researchers, only three stages were carried out, namely, Define, Design, and Develop. The data collected in this study were obtained through validation sheets. Three experts carried out validation. The results of the validity test of the learning media developed belonged to the valid category with a score of 3,79. It can be concluded that online learning media is appropriate for use in classroom learning.
The influence of artificial intelligence on critical thinking ability in mathematics: A systematic literature review Arifin, M Zainul; Zulkarnain, Iskandar; Ansori, Hidayah
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (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.v8i1.24352

Abstract

Artificial intelligence (AI) is rapidly expanding in mathematics education; however, its impact on students' critical thinking skills remains not fully understood. As AI integration in learning increases, evaluating how this technology influences students' cognitive abilities is essential. This study aims to explore the impact of AI on critical thinking skills in mathematics learning through a Systematic Literature Review. Following the PRISMA protocol, the Systematic Literature Review (SLR) approach was used to collect and analyze relevant studies. The reviewed studies consisted of Scopus-indexed articles published in the last ten years, resulting in eight articles selected for further analysis. The findings indicate that AI use can positively contribute to students' critical thinking development, particularly in supporting interactive learning. However, there are also negative effects when students become overly reliant on technology, leading them to solve problems procedurally without a deep conceptual understanding. This study concludes that AI can effectively enhance students' critical thinking skills in mathematics, provided it is implemented with appropriate strategies. The findings have implications for developing hybrid learning models that integrate AI with traditional teaching approaches to achieve optimal learning outcomes.
Analysis ANALISIS MINAT BELAJAR SISWA DALAM PELAJARAN MATEMATIKA PADA MATERI GRAFIK FUNGSI KUADRAT MENGGUNAKAN DESMOS Suhendra, Martin; Hakim, Rahman Nul; Arifin, Zainul
ELIPS: Jurnal Pendidikan Matematika Vol 6 No 1 (2025): ELIPS, Maret 2025
Publisher : Universitas Pancasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47650/elips.v6i1.1794

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis minat siswa dalam belajar matematika, khususnya pada topik Grafik Fungsi Kuadrat, dengan bantuan aplikasi Desmos. Hal ini disebabkan metode penyampaian materi yang kurang menarik dan kurangnya pemahaman tentang konsep-konsep dasar dapat menjadi penyebab kesulitan siswa dalam belajar matematika. Penelitian ini menggunakan metode penelitian deskriptif, yang menghasilkan data deskriptif dengan menganalisis persentase respons siswa terhadap survei yang berisi lima indikator yang mengukur minat mereka dalam belajar. Populasi dari penelitian ini terdiri dari semua siswa SMP Kristen Immanuel Pontianak di Kota Pontianak, dengan sampel 36 siswa dari kelas IX-D. Data dikumpulkan melalui kuesioner yang menilai minat siswa dalam belajar matematika dengan bantuan aplikasi Desmos. Kuesioner tersebut berisi 20 pernyataan—10 positif dan 10 negatif. Analisis data menyimpulkan bahwa aplikasi Desmos berdampak positif terhadap minat siswa dalam belajar matematika. Hasilnya menunjukkan bahwa persentase rata-rata siswa yang sangat setuju dengan pernyataan positif adalah 15,55%, rata-rata siswa setuju adalah 70%, tingkat siswa yang tidak setuju adalah 9,44%, dan persentase siswa yang sangat tidak setuju adalah 5,01%. Penelitian menyimpulkan bahwa aplikasi Desmos berpengaruh positif terhadap minat belajar matematika siswa, dengan rata-rata 70% siswa menunjukkan persetujuan terhadap pernyataan-pernyataan positif.
Leveraging Educational Technology to Connect Mathematics, Digital Design, and Entrepreneurship in CLC Students’ Souvenir Production Fajriah, Noor; Kusumawati, Elli; Arifin, M. Zainul; Soraya, Selfina
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2425

Abstract

Purpose of the study: This study aims to investigate how mathematics, digital technology, and entrepreneurship are integrated through the digital printing workflow in the production of souvenir keychains by CLC students, with a particular focus on how these activities support the development of creative thinking skills. Methodology: This research employed a qualitative case study using classroom observations, semi-structured interviews, document analysis, and design file reviews. Canva (web-based design platform), Heat Gun KOVA 2000W, and shrink-film materials were used during production, supported by thematic analysis of learning artifacts and performance documentation. Main Findings: The findings show that students developed applied mathematical competencies particularly measurement, proportion, and spatial reasoning while engaging in iterative digital design using Canva. Students demonstrated significant growth in digital literacy, creativity, and product refinement, and successfully produced approximately ninety keychains, all of which were sold during an exhibition, indicating emerging entrepreneurial capability. Novelty/Originality of this study: This study offers originality by demonstrating how a low-cost digital design and fabrication workflow can bridge technological learning gaps in non-formal CLC environments. Unlike prior research conducted in well-resourced settings, this study shows how accessible tools enable learners with limited technological exposure to integrate mathematics, digital production, and entrepreneurship within an authentic, technology-enhanced learning model.
Building number sense: A systematic literature review of mathematical concept development in early years M. Zainul Arifin; Cyndana Kartika Putri; Laila Mubarakah
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp76-94

Abstract

Many early mathematics programs emphasize the importance of number sense as a basic skill; however, there is a lack of comprehensive reviews that integrate effective strategies and concepts used in early childhood education contexts. This study aims to conduct a systematic review of various approaches, strategies, and learning methods for developing number sense in early childhood, identify the most frequently studied mathematical concepts, and analyze the factors that influence their effectiveness. A Systematic Literature Review (SLR) method was applied, involving twelve peer-reviewed journal articles selected from the Scopus database using the PRISMA. It was found that game-based learning, the use of multiple representations, digital technology, exploratory activities, and problem-solving tasks are frequently used to support the development of number understanding. The main mathematical concepts identified include cardinality, number representation, basic operations, quantity structure, and early reasoning. Effectiveness is influenced by teacher competence, student engagement, teaching strategies, and the learning environment. This study contributes to a deeper understanding of early numeracy development and highlights the importance of designing child-centered, adaptive, and experience-based learning. These findings can serve as a reference for early childhood educators, curriculum developers, and policymakers in improving mathematics instruction at the early education level.
Enhancing mathematical statistics learning: Development of a LaTeX-based module Arifin, M. Zainul
Indonesian Journal of Science and Mathematics Education Vol. 9 No. 2 (2026): 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.v9i2.30252

Abstract

Learning mathematical statistics requires students to interpret abstract concepts, symbolic notation, and multi-step statistical procedures. This study developed a LaTeX-based instructional module for the Introduction to Mathematical Statistics course and examined its validity and readability. The study used an Research and Development approach based on a modified 4D model, limited to the Define, Design, and Develop phases. Data were collected from one expert validator and 27 students through a validation sheet, a readability questionnaire, and open-ended feedback. Quantitative data were analyzed using descriptive statistics, while qualitative comments guided revisions. The expert-validation score was 3.68, placing the module in the highly valid category; the language aspect received the highest score (4.00). The student readability score was 4.60 on a five-point scale, categorized as very good, with text clarity receiving the highest score (4.85). Grammar and worked-example steps were relatively lower but still positive. The findings indicate that LaTeX supports consistent notation, equation alignment, and more readable mathematical representations when combined with clear explanations and structured examples.
KONTRIBUSI DIMENSI ADVERSITY QUOTIENT TERHADAP INDEKS PRESTASI KUMULATIF MAHASISWA PENDIDIKAN MATEMATIKA Siti Mawaddah; M. Zainul Arifin; Salsabiila Nuur Maghfirah
JURMADIKTA Vol. 6 No. 2 (2026): JURMADIKTA
Publisher : Pendidikan Matematika FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jurmadikta.v6i2.3774

Abstract

Penelitian ini bertujuan untuk menganalisis kontribusi setiap dimensi Adversity Quotient (AQ), yaitu control, origin dan ownership, reach, dan endurance terhadap Indeks Prestasi Kumulatif (IPK) mahasiswa Pendidikan Matematika. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional yang melibatkan 124 mahasiswa di Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Lambung Mangkurat (ULM) Banjarmasin. Data dikumpulkan menggunakan instrumen angket daring dan IPK self-report, lalu dianalisis dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa mayoritas mahasiswa berada pada kategori AQ sedang, yakni sebesar 79,84%. Hasil pengujian hipotesis menemukan nilai signifikansi sebesar 0,660 (p > 0,05) dan koefisien determinasi sebesar 0,020. Hal ini menunjukkan bahwa keempat dimensi AQ secara simultan tidak berkontribusi signifikan terhadap IPK, dengan proporsi kontribusi yang sangat kecil, yaitu 1,99%. Adapun rincian sumbangan efektif terbesar diberikan oleh dimensi origin dan ownership (0,84%), disusul endurance (0,78%), reach (0,33%), dan control (0,03%). Disimpulkan bahwa variasi IPK lebih dominan ditentukan oleh faktor-faktor lain di luar AQ sebesar 98,01%. Oleh karena itu, penelitian selanjutnya disarankan untuk mengeksplorasi variabel-variabel lain di luar AQ yang sekiranya memiliki kontribusi lebih signifikan dalam memengaruhi prestasi akademik mahasiswa.
Co-Authors Agni Danaryanti Agni Danaryanti, Agni Ansori Hidayah, Ansori Cyndana Kartika Putri Elli Kusumawati Hakim, Rahman Nul Iskandar Zulkarnain Laila Mubarakah Martin Suhendra Noor Fajriah, Noor Permadi, Hendro Qohar, Abd. RR. Ella Evrita Hestiandari Rustanto Rahardi Salsabiila Nuur Maghfirah Selfina Soraya, Selfina Siti Mawaddah Sudirman Sudirman Suryaningsih, Yuni Yuni Suryaningsih