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All Journal Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Journal of Medives Wacana Akademika : Majalah Ilmiah Kependidikan Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan IndoMath: Indonesia Mathematics Education International Journal on Emerging Mathematics Education JPF : JURNAL PENDIDIKAN FISIKA Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) International Journal of Advances in Data and Information Systems Pillar of Physics Education : Jurnal Berkala Ilmiah Pendidikan Fisika Action Research Literate (ARL) International Journal on Education Insight Prosiding University Research Colloquium Bulletin of Applied Mathematics and Mathematics Education Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Sora Journal of Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Setyawan, Fariz
Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Arts Humanities Computer Science & IT Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

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Describing students' mathematical power: Do cognitive styles make any difference? Fitriyani, Harina; Setyawan, Fariz; Hendroanto, Aan; Istihapsari, Vita
Bulletin of Applied Mathematics and Mathematics Education Vol. 1 No. 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.45 KB) | DOI: 10.12928/bamme.v1i1.3856

Abstract

Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school students’ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis used the model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.
Design and Development of the Stemdunoise Prototype as a Noise Detector in Classrooms Maryani, Ika; Sukarelawan, Mohammad Irma; Setyawan, Fariz; Indratno, Toni Kus; Susanto, Eko; Ramdani, Hanafi Wahyu
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17718

Abstract

Excessive classroom noise poses a serious challenge to effective learning, particularly in physics education, where conceptual clarity and experimental observation are essential. Addressing this issue, this study aims to design and evaluate the STEMDUNOISE prototype an Internet of Things (IoT)-based device that monitors and classifies real-time classroom noise levels to support better learning environments. The research employed a Research and Development (RD) method based on the Borg and Gall model, encompassing needs analysis, system design, prototyping, and preliminary trials. The system integrates an ESP32 microcontroller, MAX9814 sound sensor, ESP32-CAM for automatic video capture, and visual alerts through OLED and LED displays. Testing was conducted in both laboratory and classroom settings to ensure the accuracy of performance and user acceptability. Results show that STEMDUNOISE effectively categorizes noise into three levels: low (45–55 dB), medium (55–65 dB), and high (65–90 dB), providing immediate feedback through colored LEDs and real-time data via the Blynk platform. Its novelty lies in the combination of real-time sound analysis and automated video documentation in a compact and reusable tool. Conclusions indicate that the system enhances noise awareness, supports classroom management, and improves student engagement and focus during physics instruction. The findings contribute significantly to physics education by fostering distraction-free environments, promoting self-regulated learning, and offering data-driven solutions for educational policy and instructional improvement.
How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy Hendroanto, Aan; Istiandaru, Afit; Syakrina, Nisa; Setyawan, Fariz; Prahmana, Rully Charitas Indra; Hidayat, Agus Sofian Eka
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i2.10713

Abstract

This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.
Conceptual Understanding of Visualizer and Verbalizer Using Multiple Representation Setyawan, Fariz; Zuliana, Eka; Ali, Ruzlan Md
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 2, September 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i2.17767

Abstract

Students’ understanding of function can be seen by their representation of symbols, words, and graphs. Students’ understanding can be determined by considering their choices in defining, giving examples, and presentations of functions from the presentation choices provided for them. This study had used three types of multiple representation which comprised of symbols, words, and graphs to describe students’ understandings of functions. In this descriptive qualitative research, the researchers had classified the subjects based on verbalizer learning style and visualizer learning style. Verbalizer and visualizer learning styles are forms of cognitive learning styles. Both the verbalizer and visualizer’s works were described based on their preferences in representing the given functions. Their works, as well as their response sin the interviews, provided opportunities for the researchers to study their emerging understanding of mathematical concepts. The verbalizer tends to connect her understanding by detail explanation of the given representation.  On the other hand, the visualizer tend to connect her imagination from a picture that represents her ideas.
Character Education in Mathematics Learning in Contemporary Era: A Case Study in Indonesia Suyitno, Hardi; Setyawan, Fariz
International Journal on Emerging Mathematics Education IJEME, Vol. 7 No. 1, March 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v7i1.28149

Abstract

This research aimed to discover character education in the Contemporary Era. This research is qualitative phenomenological research. As the main instrument, researchers have long studied several library studies in the form of journal articles related to character education in mathematics learning in Indonesia. In addition, some descriptive data are obtained from the writer's experience studying character education over the last five years. Character development through mathematical teaching requires teachers to associate the character values they want to develop with the importance of mathematics and their learning. Then, teachers must be capable of planning and implementing their knowledge. The axiom is determined by agreement; thus, the deal is significant in mathematics. It will embed the agreement's value in the soul of every child who succeeds well when learning mathematics. Eventually, obedience will be inherited in the child's soul. A theorem is a broad range of factual statements and truths obtained from axioms using deductive reasoning. If, in mathematical learning the teacher succeeds in inserting the values contained in the relationship between theorem and axiom, the teacher can also integrate Pancasila values so that Pancasila is positioned like axioms. In short, contextual and contemporary mathematical learning plays a significant role in developing skills essential to modern society and the formation of national character.
PENGEMBANGAN BAHAN AJAR KALKULUS INTEGRAL BERBASIS PENDEKATAN COMPUTATIONAL THINKING Setyawan, Fariz; Astuti, Dwi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (833.581 KB) | DOI: 10.24127/ajpm.v10i4.4308

Abstract

Dampak pandemi memaksa mahasiswa lebih menyukai pembelajaran dengan menggunakan e-learning ataupun WhatsApp dibandingkan dengan platform lain. Berkaitan dengan hal tersebut maka perlu dikembangkan bahan ajar yang terintegrasi dengan teknologi terkini yang bersifat adaptif dan dapat diakses kapanpun dan dimanapun oleh mahasiswa. Tujuan penelitian ini adalah mengembangkan bahan ajar mata kuliah Kalkulus Integral berbasis pendekatan Computational Thinking (CT) yang valid dan praktis. Penelitian ini merupakan penelitian pengembangan dengan model pengembangan Plomp yang meliputi tahap preliminary research, prototyping, dan assesment. Instrumen yang digunakan meliputi angket validitas ahli, angket respon mahasiswa terhadap e-modul, dan angket respon mahasiswa terhadap pembelajaran. Teknik analisis data menggunakan sistematik refleksi dan dokumentasi untuk menghasilkan teori atau prinsip desain secara ilmiah. Berdasarkan hasil penelitian diperoleh bahwa bahan ajar sangat valid (Sr=4,76) dan praktis (Pr=3,79). Selain itu, melalui refleksi pembelajaran diperoleh sebanyak 73,3% mahasiswa memahami konsep yang diberikan, 46,7% mahasiswa mengaitkan pengetahuan mahasiswa sebelumnya, 40% mahasiswa setuju dosen melakukan pembimbingan saat mahasiswa menyelesaikan masalah, 53,3% mahasiswa mendapatkan kesempatan untuk berdiskusi dan menyampaikan pendapat, dan 40% mahasiswa setuju bahwa dosen memberikan kesempatan untuk mengevaluasi diri melalui tugas yang diberikan dalam e-learning. Saran untuk penelitian berikutnya adalah dapat melanjutkan penelitian eksperimen untuk mengukur pengaruh penggunaan bahan ajar yang telah dikembangkan.The impact of the pandemic has forced students to prefer learning by using e-learning or WhatsApp compared to other platforms. This encourages researchers to provide teaching materials that are integrated with the latest technology that is adaptive and can be accessed anytime and anywhere by students. The purpose of this research is to develop a valid and practical teaching materials in Integral Calculus course based on Computational Thinking (CT) approach. The development model used is a research design model of the type of development studies by Plomp such as preliminary research, prototyping, and assesments. The instruments of the research are questionnaire of expert validity, students’ response of e-modul and learning process. The data analyzed by systematic reflection and documentation to produce scientific theories or principle. Based on the results of the study, it was found that the teaching material is compelling (Sr=4.76) and practical (Pr=3.79). Meanwhile, as measured through the reflection of CT-based learning was obtained by as many as 73.3% of students understood the concepts given, 46.7% of students linked previous student knowledge, 40% of students agree that lecturers provide guidance when students solve problems, 53.3% of students get the opportunity to discuss and convey their thoughts during lectures, and 40% of students agree that lecturers provide opportunities to evaluate themselves through assignments given in e-learning. Suggestions for future research are to continue experimental research in measuring the effect of using developed teaching materials.
Text security by using a combination of the vigenere cipher and the rubik's cube method of size 4×4×4 Safitri, Raudhatun; Prasetyo, Puguh Wahyu; Wijayanti, Dian Eka; Arifin, Samsul; Setyawan, Fariz; Repka, Joe
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v14i2.14276

Abstract

Background: In the current era of technology, information security is increasingly important. The growth of technology leads to a higher level of threat to the security of data and information dissemination, and cryptography is a valuable protective tool.Aim: The primary objective of this research is to enhance text security through the fusion of the Vigenere cipher and the Rubik's cube algorithm. By leveraging this novel approach, we aim to fortify the confidentiality of textual data against potential eavesdroppers and adversaries. To demonstrate the practicality of this method, we perform a simulation using the Python programming language within the Google Colab environment. Method: This study employs a qualitative research methodology supplemented by empirical simulation. The combination of the Vigenere Cipher and the Rubik's Cube algorithm in a 4×4×4 configuration is implemented to encrypt and decrypt text. The simulation is executed using the Google Colab platform, enabling a practical illustration of the encryption process.Result: The results of our research indicate the feasibility of generating ciphertext through the amalgamation of the Vigenere Cipher and the Rubik's Cube algorithm in the specified 4×4×4 configuration. The simulation conducted in Google Colab serves as concrete evidence of the effectiveness and practicality of this combined encryption method.Conclusion: In conclusion, this research offers a compelling approach to bolstering text security in the modern era of information technology. By combining the Vigenere Cipher with the Rubik's Cube algorithm in a 4×4×4 configuration, we have demonstrated the potential to significantly enhance the confidentiality of sensitive textual data. The empirical simulation conducted in Google Colab reaffirms the practicality and viability of this innovative encryption technique, highlighting its potential as a valuable tool in the realm of information security.
Design and Development of the Stemdunoise Prototype as a Noise Detector in Classrooms Maryani, Ika; Sukarelawan, Mohammad Irma; Setyawan, Fariz; Indratno, Toni Kus; Susanto, Eko; Ramdani, Hanafi Wahyu
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17718

Abstract

Excessive classroom noise poses a serious challenge to effective learning, particularly in physics education, where conceptual clarity and experimental observation are essential. Addressing this issue, this study aims to design and evaluate the STEMDUNOISE prototype an Internet of Things (IoT)-based device that monitors and classifies real-time classroom noise levels to support better learning environments. The research employed a Research and Development (R&D) method based on the Borg and Gall model, encompassing needs analysis, system design, prototyping, and preliminary trials. The system integrates an ESP32 microcontroller, MAX9814 sound sensor, ESP32-CAM for automatic video capture, and visual alerts through OLED and LED displays. Testing was conducted in both laboratory and classroom settings to ensure the accuracy of performance and user acceptability. Results show that STEMDUNOISE effectively categorizes noise into three levels: low (45–55 dB), medium (55–65 dB), and high (65–90 dB), providing immediate feedback through colored LEDs and real-time data via the Blynk platform. Its novelty lies in the combination of real-time sound analysis and automated video documentation in a compact and reusable tool. Conclusions indicate that the system enhances noise awareness, supports classroom management, and improves student engagement and focus during physics instruction. The findings contribute significantly to physics education by fostering distraction-free environments, promoting self-regulated learning, and offering data-driven solutions for educational policy and instructional improvement.
Analisis Kemampuan Berpikir Kritis dalam Menyelesaikan Masalah Matematika Ditinjau dari Kemandirian Belajar Siswa Kelas VII SMP Muhammadiyah 2 Yogyakarta Tahun Pelajaran 2019/2020 Setyawan, Fariz; Firdaus, Muna Nadiyah
Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 23 No 1 (2023)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/didaktis.v23i1.6044

Abstract

Penelitian ini bertujuan untuk mengetahui deskripsi kemampuan berpikir kritis siswa dalam menyelesaikan masalah matematika ditinjau dari kemandirian belajar tinggi, sedang, dan rendah, serta untuk mengetahui faktor-faktor yang mempengaruhi proses berpikir kritis siswa dalam menyelesaikan masalah matematika pada materi Perbandingan. Penelitian menggunakan metode penelitian kualitatif deskriptif. Subjek Penelitian dipilih menggunakan teknik purposive sampling. Subjek dari penelitian ini terdiri dari 3 siswa kelas VII F SMP Muhammadiyah 2 Yogyakarta yang memiliki kemandirian belajar tinggi, sedang, dan rendah. Teknik pengumpulan data yang digunakan adalah adalah observasi, angket, tes, dan wawancara. Data yang diperoleh dari penelitian ini dianalisis menggunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa siswa dengan kemandirian belajar tinggi memenuhi semua tahap berpikir kritis yaitu clarification, assessment, inference, dan strategy/tactic, siswa dengan kemandirian belajar sedang memenuhi dua tahap berpikir kritis yaitu tahap clarification dan inference, dan siswa dengan kemandirian belajar rendah hanya memenuhi satu tahap berpikir kritis yaitu clarification. Faktor yang mempengaruhi proses berpikir kritis siswa dalam menyelesaikan masalah yaitu: (1) siswa tidak terbiasa mengerjakan soal-soal kontektual yang memerlukan kemampuan berpikir kritis, (2) siswa cenderung hanya menggunakan satu cara yang diajarkan guru, (3) strategi dan metode belajar yang digunakan siswa. Kata kunci :   kemampuan berpikir kritis, kemandirian belajar, perbandingan
Upaya Peningkatan Kemampuan Guru Matematika SMA dalam Memvisualisasikan Materi Ajar dengan Menggunakan Website DESMOS Ishartono, Naufal; Kristanto, Yosep Dwi; Setyawan, Fariz
Prosiding University Research Colloquium Proceeding of The 8th University Research Colloquium 2018: Bidang Pendidikan, Humaniora dan Agama
Publisher : Konsorsium Lembaga Penelitian dan Pengabdian kepada Masyarakat Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY

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

Abstract

Website DESMOS adalah graphing calculator yang dapat dioperasikan secara online dan dapat diakses oleh guru dan siswa secara gratis. Hal ini tentunya sangat cocok untuk memvisualisasikan objek-objek matematika yang bersifat abstrak secara cepat, akurat dan efisien. Khususnya pada topik matematika SMA yang memerlukan visualisasi grafik seperti persamaan garis lurus, fungsi kuadrat, program linear, dan lingkaran. Website ini dapat membantu guru dalam memvisualisasikan topik yang diajarkan kepada siswa sehingga pembelajaran bisa lebih bermakna. Akhirnya, kemahiran guru dalam pengoperasian website ini dapat diajarkan pula kepada para siswa dan mereka dapat menggunakan sendiri guna mengeksplorasi lebih jauh tentang topik matematika yang diajarkan. Oleh karena itu, keterampilan dalam pengoperasian website DESMOS dipandang perlu untuk dikuasai oleh guru-guru matematika SMA. Tujuan pelatihan ini adalah untuk melatih guru dalam menggunakan website DESMOS pada pembelajaran matematika bagi guru-guru SMA Negeri 8 Yogyakarta dimana sebanyak 5 guru mengikuti pelatihan ini. Adapun pelaksanaannya menggunakan model workshop dimana guru-guru diberikan suatu permasalahan matematika SMA, yang dalam hal ini adalah masalah fungsi trigonometri, pemrograman linear, dan lingkaran, lalu tutor memberikan demo tentang proses memvisualkannya menggunakan website desmos dan diikuti oleh peserta pelatihan. Berikutnya, peserta diberikan kasus lain sebagai latihan bagi peserta pelatihan untuk menyelesaikannya dengan menggunakan website Desmos. Adapun hasil dari pelatihan ini adalah semua peserta pelatihan yaitu guru-guru matematika SMAN 8 Yogyakarta memberikan respon positif terhadap pelatihan tersebut dan semuanya setuju untuk mengoptimalkan website Desmos dalam pembelajaran di kelas.
Co-Authors Aan Hendroanto Afit Istiandaru Afit Istiandaru, Afit Ali, Ruzlan Md Andriyani Andriyani Anggit Prabowo Anita Rahayuningrum1 Aulia Nurutami Burhanudin Arif Nurnugroho Dwi Astuti Eka Zuliana Eko Susanto Firdaus, Muna Nadiyah Fitriyani, Harina Fitriyani, Harina Hardi Suyitno Helmy Trisna Hidayat, Agus Sofian Eka Himawan, Nur Arviyanto Ika Maryani Jayawarsa, A.A. Ketut Kardono Kardono Lestiana, Herani Tri Muna Nadiyah Firdaus Naufal Ishartono Nisa Syakrina Poniyati, Poniyati Puguh Wahyu Prasetyo, Puguh Puspa Puspa Ramdani, Hanafi Wahyu Repka, Joe Ridho, Abu Moh. Rasyid Rully Charitas Indra Prahmana Ruzlan Md Ali Safitri, Raudhatun Salenussa, Meilisa Samsul Arifin Samsul Arifin Selvia Nur Afnia siti Nur Rohmah Sri Rejeki Sukarelawan, Mohammad Irma Sumargiyani Sumargiyani Sumargiyani, S Supriyanto Supriyanto Syakrina, Nisa Syakrina, Nisa Taufiq Ismail Toni Kus Indratno Tri Yuniatun Trisna, Helmy Uswatun Khasanah Vita Istihapsari, Vita Wijayanti, Dian Eka Yosep Dwi Kristanto