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All Journal Range : Jurnal Pendidikan Matematika Polyhedron International Journal in Mathematics Education Jurnal Infinity The International Journal of Mathematics and Sciences Education
Camilo Andrés Rodríguez-Nieto
University of the Coast
Education Mathematics Other

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Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study Sudirman Sudirman; Javier García-García; Camilo Andrés Rodríguez-Nieto; Aloisius Loka Son
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p215-232

Abstract

Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.
Ways of thinking 3D geometry: exploratory case study in junior high school students Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto; Zwelithini Bongani Dhlamini; Alok Singh Chauhan; Umida Baltaeva; Abdulhalim Abubakar; Jenisus O. Dejarlo; Mela Andriani
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.5

Abstract

Each student has their own characteristics and way of doing 3D geometric thinking. The way of thinking that students do influences the resulting understanding of the concept of 3D geometry. Therefore, this study aims to investigate students' geometric thinking based on the level of achievement of students in completing the 3D geometric thinking ability test (3D GTA). This study uses an exploratory case study design. The participants who voluntarily participated were 33 junior high school students (14 boys, 19 girls) in one of the schools in Indramayu Regency, Indonesia. Data obtained from the process of observation, tests, interviews, and documentation were analyzed qualitatively using Atlas. ti 8 software. The findings revealed that students with low 3D GTA achievements experienced difficulties in representing and calculating the surface area and volume of 3D shapes. In addition, students with moderate 3D GTA achievements experienced difficulties in representing 3D shapes but were able to translate 2D shapes from 3D shapes. Furthermore, students with high 3D GTA achievements experienced difficulties in calculating the surface area and volume of 3D shapes, but were able to use appropriate formulas and were able to interpret the comparisons of 3D geometric shapes well. The results of this study have implications for helping teachers identify student characteristics in understanding the concept of 3D geometry and connections with 2D geometry.
Integrating Dynamic Geometry Software into the 6E Instructional Model to Enhance Students’ Mathematical Communication Skills and Learning Autonomy Dian Mustikaningsih; Yumiati Yumiati; Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto
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.v8i1.10412

Abstract

The integration of technology into mathematics instruction is increasingly acknowledged as a means to foster 21st-century competencies, particularly mathematical communication and independent learning. This study investigates the effects of the 6E instructional model combined with Dynamic Geometry Software (DGS) on these two aspects. A quasi-experimental design was conducted with tenth-grade students from a vocational school in Sukoharjo, Central Java. The sample included 35 students in the experimental group and 34 students in the control group, selected randomly. Mathematical communication was measured using essay-based pre- and post-tests, while learning autonomy was assessed through questionnaires administered before and after the intervention. Normality and homogeneity tests using Kolmogorov–Smirnov and Levene’s confirmed the assumptions for parametric analysis. Data were analyzed using the Independent Sample T-test. Results indicated that significance values for both mathematical communication and learning autonomy were below 0.05, showing statistically significant differences between groups. The experimental group achieved an average post-test score of 82.40, higher than the control group’s 74.24, indicating improved mathematical communication under the 6E model with DGS integration. Similarly, the experimental group’s average final questionnaire score of 105.11 exceeded the control group’s 90.38, reflecting greater learning autonomy. These findings demonstrate that embedding GeoGebra within the 6E instructional model substantially enhances students’ ability to articulate mathematical ideas and promotes independent learning. The study provides empirical support for technology-enhanced learning designs in mathematics education, highlighting their potential to strengthen key competencies and contribute to more effective instructional practices.
Development and validation of ethnomathematics-based worksheets integrating Sundanese Pupuh for enhancing number pattern learning in Indonesian secondary schools Pitri Aulia Aulia; Rani Sugiarni; Camilo Andrés Rodríguez-Nieto
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.275

Abstract

This study addresses the persistent challenge of low mathematical performance among Indonesian secondary students, particularly in learning number patterns, by developing culturally responsive teaching materials. Although Indonesia’s PISA performance has improved, students remain below the OECD average, with prior studies highlighting difficulties in pattern recognition, symbolic representation, and generalization. To address this issue, the study bridges abstract mathematical concepts with students’ cultural contexts through the development of ethnomathematics-based student worksheets integrating Sundanese Pupuh, a traditional literary art form characterized by structured numerical patterns in syllable counts and line arrangements. The research employed a Research and Development approach using the 4D model (Define, Design, Develop, Disseminate). The worksheets were designed to explicitly connect the inherent mathematical structures of Pupuh—guru wilangan and guru lagu—with formal number pattern concepts in the eighth-grade mathematics curriculum. The development process included needs analysis, alignment with Indonesia’s Merdeka Curriculum, and analysis of student characteristics. Expert validation conducted by mathematics education lecturers and prospective teachers resulted in a combined validity score of 90%, categorized as very valid. Practicality testing with eighth-grade students yielded a score of 92.6%, indicating high usability. This study contributes to mathematics education in three key ways: (1) introducing a novel pedagogical use of indigenous cultural heritage to support abstract mathematical learning, (2) providing empirically validated culturally responsive worksheets that address specific difficulties in number pattern learning, and (3) offering a replicable framework for integrating ethnomathematics into formal curricula. The findings suggest that culturally grounded instruction can enhance student engagement and conceptual understanding, with potential application to other cultural contexts.
Developing Papuan cultural contextual E-Module learning devices in linear programs to improve students' mathematical problem-solving skills Karunia Tumba Sanda Pakabu; Sudirman Sudirman; Thesa Kandaga; Camilo Andrés Rodríguez-Nieto; Jenisus O. Dejarlo
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.107

Abstract

Using e-modules in learning has improved students' mathematical problem-solving abilities. However, the design of e-modules that integrate local culture is still rarely developed. This study aims to create a contextual e-module that reflects the culture of the Papuan community at State Vocational School I Agribusiness and Agrotechnology Nduga. This study used research and development (R&D) methods with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants in this study included material, language, media experts, teachers, and eleventh-grade students. Qualitative data were collected through respondent suggestions, and quantitative data were obtained through validation questionnaires and student testing. The analysis results showed that the Papuan cultural contextual e-module was valid, with percentages of 77.33% from material experts, 73.33% from language experts, and 68.88% from media experts. Teacher and student responses showed excellent practicality, with averages of 93.33% from teachers and 85.28% from students. In addition, the pre-test and post-test results showed a significant improvement in students' mathematical problem-solving abilities, with the KKM achievement level reaching 95.5% and a significance value (Sig. 2-tailed) < 0.001. Therefore, the contextual e-module based on Papuan culture can be an effective supplementary teaching material in mathematics learning, especially in linear programming material.
Co-Authors Abdulhalim Abubakar Aloisius Loka Son Alok Singh Chauhan Dian Mustikaningsih Javier García-García Jenisus O. Dejarlo Jenisus O. Dejarlo Karunia Tumba Sanda Pakabu Mela Andriani Pitri Aulia Aulia Rani Sugiarni Sudirman Sudirman Sudirman Thesa Kandaga Umida Baltaeva Yumiati Zwelithini Bongani Dhlamini