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All Journal Jurnal Daya Matematis PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika E-Dimas: Jurnal Pengabdian kepada Masyarakat Union: Jurnal Ilmiah Pendidikan Matematika SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) PRISMA Juring (Journal for Research in Mathematics Learning) Empowerment : Jurnal Pengabdian Masyarakat Jurnal SOLMA Journal of Science Education Research JMM (Jurnal Masyarakat Mandiri) JCES (Journal of Character Education Society) Indiktika : Jurnal Inovasi Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika JKPM (Jurnal Kajian Pendidikan Matematika) Journal of Authentic Research on Mathematics Eduacation (JARME) de Fermat : Jurnal Pendidikan Matematika Equals : Jurnal Ilmiah Pendidikan Matematika Jurnal Pengembangan Pembelajaran Matematika Jurnal Educatio FKIP UNMA Jurnal Padegogik utile: Jurnal Kependidikan Arithmetic : Academic Journal of Math Range : Jurnal Pendidikan Matematika Jurnal PEKA (Pendidikan Matematika) JCP (Jurnal Cahaya Pendidikan) Fakultas Keguruan dan Ilmu Pendidikan INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Indonesian Journal of Educational Development (IJED) Journal of Advanced Sciences and Mathematics Education Brillo Journal Jurnal Ilmiah Kampus Mengajar Research and Development in Education (RaDEn) DEDIKASI : Jurnal Pengabdian Kepada Masyarakat Jurnal Dharmabakti Nagri Al-'Adad: Jurnal Tadris Matematika Jurnal Pengembangan Pembelajaran Matematika Indonesian Educational Research Journal Journal of Contemporary Issues in Elementary Education
Novi Andri Nurcahyono
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Kemampuan Pemecahan Masalah Matematika Siswa SMP dalam Menyelesaikan Soal Sistem Persamaan Dua Variabel (SPLDV) Sumarni, Ai; Nurcahyono, Novi Andri; Setiani, Ana; Bahasa Indonesia, Bahasa Indonesia
Jurnal PEKA (Pendidikan Matematika) Vol. 8 No. 2 (2025): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jp.v8i2.3223

Abstract

Mathematical problem-solving abilities are important to support the development of 4C skills (Communication, Collaboration, Critical Thinking, Problem-Solving, Creativity, and Innovation) in the 21st century. However, in reality, students' ability to solve problems is still relatively low and does not meet expectations. This research aims to identify students' mathematical problem-solving abilities in solving System of Equations in Two Variables (SPLDV) problems. The research method used is descriptive quantitative, with data collection through tests in the form of descriptions. The population of this study was all students in class VIII in one of the junior high schools in Sukabumi Regency, with a sample taken of 24 students from class VIII. The research results showed that the average student score was 34.5, with the majority of students being in the low category at 87.5%, and only a few students were able to reach the medium category with a percentage of 4.17% and high with a percentage of 8.33%. Analysis of the problem-solving stages shows that although 70.83% of students were able to understand the problem, 41.67% could plan the problem, only 12.5% succeeded in solving the problem, and 8.34% could check the solution. These results also show that the students' mathematical problem-solving abilities in solving System of Equations in Two Variables (SPLDV) problems at this school are mostly in the low category and still need a lot of improvement.
Integration of Realistic Mathematics Education and Computational Thinking: Its Impact on Elementary School Students' Mathematical Problem Solving and Self-Efficacy Wisata, Widya; Ramdhani, Sendi; Nurcahyono, Novi Andri
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 13, No 3 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v13i3.81000

Abstract

This research is motivated by the low mathematical problem-solving ability of elementary school students, especially when facing non-routine problems that require complex reasoning. The integration of Realistic Mathematics Education (RME) and Computational Thinking (CT) is seen as an approach capable of presenting contextual learning while stimulating systematic thinking processes. This research uses a quantitative method with a Quasi-Experimental Non-Equivalent Control Group Design involving fifth-grade students from two elementary schools in Prambon District. The experimental group received RME learning integrated with CT, while the control group received direct learning. Data were collected through pre-tests, post-tests, and self-efficacy questionnaires, then analyzed using a two-way ANOVA to examine the effect of the learning model, self-efficacy, and the interaction between the two. The results showed that the RME-CT model significantly improved mathematical problem-solving ability compared to conventional learning, with higher score increases in the experimental group. In addition, self-efficacy was shown to moderate learning effectiveness, where students with high self-efficacy achieved better results. There was a significant interaction between learning models and self-efficacy on learning outcomes. This research contributes to offering an innovative approach that combines realistic contexts and computational thinking as an effective strategy to improve elementary school students' mathematical competence and self-confidence.
Canva-Based RESPIRA Media as an Innovation in Science Learning on the Human Respiratory System in Elementary Schools Akhmad Sugiarto; Sendi Ramadhani; Novi Andri Nurcahyono
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13901

Abstract

This study developed RESPIRA (Respiratory Education System with Process, Interactivity, and Animation), a Canva-based learning media designed to improve fifth-grade students' attention and understanding of the human respiratory system—a challenging topic due to its abstract and complex nature. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the research was conducted at SDN Sumberbendo, Lamongan Regency. Data were collected through expert validation sheets, teacher and student response questionnaires, attention surveys, and pretest-posttest assessments. Descriptive analysis, N-Gain calculations, and Wilcoxon Signed Rank Test were employed to evaluate validity, practicality, and effectiveness. Results indicated high validity (94.4%), excellent practicality ratings from teachers (97.33%) and students (95.76%), and significant effectiveness improvements. Student attention increased from 70.29% (high) to 89.67% (very high), while learning outcomes showed an average N-Gain of 0.71 (high category). The Wilcoxon test revealed significant differences between pretest and posttest scores (p < 0.001). RESPIRA media proved valid, practical, and effective for elementary science education, successfully enhancing attention and conceptual understanding through interactive, engaging, and contextually appropriate learning experiences aligned with student characteristics.
Élmu palak: Ethnomathematics exploration in mathematics at Sukabumi district high school Rineka Rosinansis; Novi Andri Nurcahyono; Hamidah Suryani Lukman
Journal of Advanced Sciences and Mathematics Education Vol. 2 No. 1 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i1.75

Abstract

This study examines the arithmetic used by Sundanese people, especially in several regions in Sukabumi Regency, as a cultural heritage that can be used for activities in daily life using specific patterns. Some traditional societies in the Sunda region are still closely related to the beliefs adopted and passed down from their ancestors. This study aims to determine the mathematical material in the élmu palak count, especially in repok countinging pattern (match count of matchmaking before marriage). The method used in this study is the ethnographic method with a qualitative approach and a gradually advanced research flow. The subjects used in this study are limited to five people from different sub-districts determined using purposive sampling technique. The study found that there are a variety of counting patterns, but in general, the calculation elements consist of the name and/or day of birth. Other than that, there is relevance to high school mathematics material, one of which is the material relations and functions, residual theorem, and modulo.
Exploratory Study of Student Needs in the Development of Technology-Based Chemical Computing Software Ariyatun Ariyatun; Sylva Sagita; Devita Marlina Venessa; Vida Zenitha Sudariasri; Novi Andri Nurcahyono; Rosi Fitri Ramadani
Journal of Science Education Research Vol. 10 No. 1 (2026): J. Sc. Edu. Research
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jser.v10i1.90331

Abstract

The development of digital technology in education demands innovations in chemistry learning, especially in explaining abstract concepts such as molecular structure, chemical reactions, and properties of compounds. This research aims to explore the needs of chemistry education students towards the development of technology-based chemical computing software. The research method uses a quantitative approach with an exploratory descriptive design. The data was obtained through a closed questionnaire on the Likert scale, which was distributed to 117 students of the Chemistry Education study program from three universities in Indonesia. Data analysis was carried out using descriptive statistics in the form of frequency, average, and standard deviation. The results showed that students had a high need for interactive 3D molecular visualization features (M = 4.09), integration of materials with concept animation (M = 4.09), and interactive exercises (M = 4.06). In addition, simple reaction simulation features and auto-scoring were also considered important (M = 4.03). Meanwhile, the aspect of cross-device access (M = 3.76) and the availability of Indonesian content according to the national curriculum (M = 3.55) received a lower score, although it remained in the high category. The conclusion of this study emphasizes the importance of developing chemical computing software that is not only visual, but also educational, adaptive, and according to the needs of students. The implications of the research results provide direction for educational technology developers, curriculum designers, and higher education institutions in designing chemistry learning media that are more contextual, inclusive, and sustainable.
Analysis of mathematical concept comprehension ability in slow learners students Fasya Fi'la Sopia; Pujia Siti Balkist; Novi Andri Nurcahyono
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 3 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i3.16994

Abstract

Mathematical comprehension is a fundamental skill that plays a crucial role in understanding and solving problems across various mathematical topics. This study aims to analyze the mathematical comprehension abilities of slow learners in the SPLDV (Two-Variable Linear Equation System) material. A descriptive qualitative approach was employed in this study. The subjects consisted of 20 slow learners in grade VIII of SMPIT in Sukabumi Regency. Data were collected through written tests and interviews, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results indicate that students with low comprehension skills have not fully mastered the SPLDV material and can only answer questions at levels 1, 2, and 3 but do not fully meet the indicators. Students with medium comprehension skills are able to answer questions at levels 1 and 2 according to the indicators. Meanwhile, students with high comprehension skills can answer questions at levels 1, 2, and 3 while meeting the indicators. The analysis of answers and interview data reveals that students in the low, medium, and high comprehension categories demonstrate distinct indicators of mathematical comprehension ability. In conclusion, slow learners exhibit varied levels of mathematical comprehension, highlighting the need for differentiated teaching strategies to address their specific needs and enhance their understanding of SPLDV concepts.
The Effect of GEMAS-Based Learning on Junior High School Students’ Mathematical Problem-Solving Skills Based on Krulik and Rudnick’s Indicators Ana Setiani; Hamidah Suryani Lukman; Ida Rahmawati; Novi Andri Nurcahyono
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10664

Abstract

The PISA 2022 results indicate that Indonesian students’ mathematical performance remains below the OECD average, which calls for instructional innovations that support mathematical problem-solving at the junior high school level. This study examined the use of the Mathematics Educational Game (GEMAS) in supporting students’ mathematical problem-solving skills on linear equations in one variable (LEOV), systems of linear equations in two variables (SLETV), and combined linear equation problems. GEMAS was designed as a game-based learning medium that integrates mathematical tasks with problem-solving stages based on Krulik and Rudnick’s framework, namely read and think, explore and plan, select a strategy, locate and answer, and reflect and extend. This study employed a quantitative approach with a one-group pretest-posttest quasi-experimental design involving 60 students of SMPN 12 Sukabumi in the second semester of the 2024/2025 academic year. The instruments consisted of a mathematical problem-solving test and semi-structured interviews. Data were analyzed using paired-sample t-tests and normalized gain scores. The results showed statistically significant differences between students’ pretest and posttest scores across the three topics: LEOV, SLETV, and combined problems, with moderate normalized gain scores ranging from 0.3901 to 0.5465. These findings suggest that the use of GEMAS was associated with moderate improvement in students’ mathematical problem-solving skills. The study contributes to the development of mathematics educational games by aligning game-based activities with explicit problem-solving indicators, making GEMAS a potential learning medium to support the implementation of the Merdeka Curriculum.
Implicit Pedagogical Alignment with van Hiele Theory in Geometry Learning: Teachers’ Understanding, Instructional Practices, and Assessment Nur'aini Muhassanah; Ariyadi Wijaya; Syukrul Hamdi; Heri Retnawati; Wahyu Setyaningrum; Novi Andri Nurcahyono
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.158

Abstract

Teachers’ understanding of students’ geometric thinking is essential for designing geometry instruction that supports cognitive development. Although previous studies have demonstrated the effectiveness of van Hiele-based instruction, little is known about how teachers understand and enact its principles in classroom practice. This study explored junior secondary mathematics teachers’ understanding of the van Hiele theory, their perceptions of students’ geometric thinking levels, the instructional strategies they employ, and their assessment practices in geometry learning. A qualitative phenomenological approach was conducted with eleven junior secondary mathematics teachers selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings indicate that teachers have limited formal understanding of the terminology and hierarchical structure of the van Hiele theory. Nevertheless, they demonstrate implicit pedagogical alignment with its principles through their classroom practices. Teachers were able to identify students’ geometric thinking, particularly at the visualization and analysis levels, and employed concrete and visual representations, exploratory learning, classroom discussion, questioning, and contextual problem-solving to support students’ learning. Assessment practices included oral questioning, written tasks, observations, presentations, and formative assessment, although assessment of higher-order geometric reasoning remained limited. These findings suggest that teachers’ professional experience can foster pedagogical practices consistent with van Hiele’s principles despite limited theoretical mastery. The study contributes empirical evidence of implicit pedagogical alignment and highlights the importance of professional development that integrates teachers’ practical experience with a systematic understanding of geometric thinking.
AN INVESTIGATION OF TEACHERS' PERCEPTIONS TOWARD DEEP LEARNING PEDAGOGY IN PRIMARY MATHEMATICS CLASSROOMS Novi Andri Nurcahyono; Sani Sahara; Wily Wandari
Brillo Journal Vol 5 No 2 (2026)
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v5i2.177

Abstract

This study aims to analyze elementary school teachers' perceptions of deep learning in mathematics. This qualitative study was conducted at SDN Cipinang Melayu 09 Pagi, Jakarta (May-December 2025). Fourteen elementary school teachers were selected using purposive sampling. Data were collected through questionnaires and in-depth interviews, with method triangulation employed to ensure validity. Data analysis followed qualitative research principles through reduction, categorization, presentation, and conclusion drawing. All respondents demonstrated sound understanding of deep learning as an approach focusing on mindful, meaningful, and joyful learning and acknowledged its potential benefits in enhancing concept understanding, learning motivation, and problem-solving abilities. Teacher readiness varied, with high readiness (85.7%-100%) in basic teaching skills and collaboration, and moderate readiness (78.6%-85.7%) in practical implementation. Major barriers included infrastructure limitations (71.4%), administrative burden (57.1%-64.3%), and insufficient training (78.6% had attended related training). All respondents (100%) expressed strong expectations for specialized training, adequate devices, government support, and user-friendly platforms. While teachers possessed positive perceptions and sound conceptual understanding of deep learning, effective implementation requires comprehensive systemic support including intensive training, adequate infrastructure, user-friendly platforms, policy support, reduced administrative burden, continuous mentoring, and communities of practice. With such support, deep learning possesses significant potential to transform elementary mathematics instruction.
Diagnosis Kesulitan Belajar Matematika Siswa Sekolah Dasar Berdasarkan Perspektif Guru Wandari, Wily; Amani, Shafira Rizka; Sahara, Sani; Nurcahyono, Novi Andri; Sari, Venna Puspita; Aeni, Maisa Hurul
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/8q9cqa13

Abstract

Mathematics learning difficulties in elementary school may arise from conceptual, procedural, linguistic, and affective factors; therefore, teachers' perspectives are essential for identifying the source of errors and selecting responsive support. This study examined teachers' perspectives through three connected foci: diagnosis of learning difficulties, mathematical topics perceived as difficult, and intervention strategies. A descriptive survey with qualitative components involved 31 elementary school and madrasah ibtidaiyah teachers teaching Grades I-VI. The instrument consisted of 24 unique Likert statements and two open-ended questions. Quantitative data were analyzed using descriptive statistics and Cronbach's alpha, while open responses were coded thematically. The overall score was very high (M = 4.38; SD = 0.43; alpha = .965). Affective support and classroom climate obtained the highest mean (M = 4.47), followed by identification and understanding of difficulties (M = 4.38), while instructional strategies and collaboration were relatively lower (M = 4.33). Multiplication-division and fractions-decimals-percentages were the most frequently reported difficult topics. Teachers mainly used concrete or visual representations, scaffolded practice, games, contextual tasks, and individual support. The analysis indicates a relative diagnosis-to-intervention gap: teachers show strong diagnostic awareness and affective support, but differentiated follow-up, family communication, and systematic monitoring require further strengthening. These findings provide an empirical basis for developing a teacher-based diagnostic model for mathematics learning difficulties in elementary schools
Co-Authors Afifah Nurul Izzah Akhmad Sugiarto Alma Dwi Rachmadanty Amalia, Khoirunnisaa Fadhilah Amani, Shafira Rizka Ana Setiani Anastia Andri Moewashi Idharoel Haq Anggia Murni Anisa Nurjanah, Anisa Arif Yudianto Aritsya Imswatama Aritsya Imswatama Ariyadi Wijaya Ariyatun Ariyatun Astri Sutisnawati Ayip Surodi Bahasa Indonesia, Bahasa Indonesia Deris Ari Saepudin Devita Marlina Venessa Didi Suryadi Eka Novarina Eka Novarina Eka Novarina Elvira Barokah Padilah Barokah Padilah Faridi, Ruliah Ami Fasya Fi'la Sopia Fatmah, Gatia Lubna Siti Fidi Dwi Anita haermina falah Hamidah Lukman Hamidah Suryani Lukman Heri Retnawati HERMA HERMAWATI Ida Rahmawati Ida Wati Iis Nurasiah Imswatama, Aristya Indriyani, Fitri Intan Sholihatinnisa Jaya Dwi Putra Jaya Dwi Putra, Jaya Dwi Kurnia Mawar Kurniawan, Riqi Luthfi Hamdani Maula Maisa Hurul Aeni Maria Ulfah Mira Amelia Amri Muhammad fauzan Ilham Muhassanah, Nur'aini Mutialawati, Elena Nasha Nauvalika Permana Nasha Nauvalika Permana Natalia Sitanggang Norma Nur Hikmawati Nur Agustiani Nur'aini Muhassanah Nuraini, Firna Nurfitria, Tita Oliah, Siti Puji Siti Balkist Pujia Siti Balkist Purwoko, Agus Restu Dian Nurmawati Resy Aprianty Rika Dwi Cahyani Rineka Rosinansis Risa Rahma Safitri Riska Fitria Rohani Siti wahyuni Rosdiana, Rina Rosi Fitri Ramadani Sani Sahara Sani, Sumiati Santi Yakpi Sari, Venna Puspita Savitri Septiara Pratiwi Sendi Ramadhani Sendi Ramdhani Setiana, Ana Setiani, Ana Setiani, Ana Shelly Agustiani Sindi Maharani Mauji Siti Fitriyani Sartika Siti Rahmawati Sonia Khumaira Dehani Sri Dewi Nirmala Sri Mulyani SRI NURHASANAH Sufyani Prabawanto, Sufyani Sumarni, Ai Sumiati Sani Sylva Sagita Syukrul Hamdi Tasya Aulia Vida Zenitha Sudariasri Wahyu Setyaningrum Wily Wandari Wisata, Widya Yanti Mulyanti Yanti Mulyanti Yanti Mulyanti, Yanti Yesi lusiana Septia Yurniwati