Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal AlphaMath: Journal of Mathematics Education Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Sri Subarinah
University of Mataram
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Logic and Sets Textbook Containing Ethnomathematics of Sasak Culture: Validation and Design Sri Subarinah; Junaidi Junaidi; Tabita Wahyu Triutami; Nourma Pramestie Wulandari; Nilza Humaira Salsabila
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 2, November 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i2.13438

Abstract

Ethnomathematics in learning mathematics is a trend that needs to be developed, especially in learning that raises local culture. Mathematics and culture have a very close relationship so the development and application of mathematical concepts in the learning process must be based on situations of daily life or local culture. This study aims to develop logic and sets textbooks containing ethnomathematics of Sasak culture. This book is also oriented toward improving higher-order thinking skills. This research is a Research and Development (R&D) by following the ADDIE development model, namely analysis, design, development, implementation, and evaluation. The first year of this research has been carried out until the development phase, namely by developing textbook products according to the design and validating the textbook products. The results showed that the textbook met the 'Very Good' category in the validity test after being assessed by experts so the textbook was suitable to be used as a learning resource.
Mapping Indonesian University Students’ Attitudes Toward Statistics Using the Indonesian SATS-36 Laila Hayati; Sri Subarinah; Arjudin; Sudi Prayitno; Amniatin Naqiyah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20785

Abstract

As statistics becomes increasingly important in higher education, understanding students’ attitudes toward statistics is essential for improving statistics instruction and learning engagement. This cross-sectional descriptive-correlational study presents a descriptive attitudinal profiling of Indonesian university students’ attitudes toward statistics using the validated Indonesian version of the Survey of Attitudes Toward Statistics-36. Data were collected from 310 students across several Indonesian universities, representing mathematics education, statistics, and other academic programs. Guided by five attitude dimensions (Affect, Cognitive Competence, Value, Difficulty, and Interest/Effort), the findings reveal a distinctive attitudinal pattern. Students reported low affect toward statistics while showing relatively high interest and effort, suggesting a possible affective-motivational divergence. They also recognized the value of statistics while maintaining negative emotional responses, reflecting a cognitive-affective gap. Perceptions of difficulty were generally moderate across academic programs, while motivation and perceived value tended to decline across semester stages. Among the five dimensions, perceived value emerged as an important leverage point for strengthening students’ engagement with statistics, as indicated by its positive association with interest/effort (r = 0.425). These findings suggest that Indonesian students’ attitudinal patterns toward statistics may not be fully captured by conventional affective-behavioral assumptions. Statistics instruction should strengthen the perceived relevance of statistics while directly addressing students’ emotional resistance and learning difficulties.
Co-Authors Amniatin Naqiyah Arjudin Junaidi Junaidi Laila Hayati Nilza Humaira Salsabila Nourma Pramestie Wulandari Sudi Prayitno Tabita Wahyu Triutami