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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal S2 Pendidikan Matematika JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Jurnal Pembelajaran Matematika PAEDAGOGIA Jurnal SOLMA Abdimas Dewantara Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Education and Instruction (JOEAI) VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan SIGMA MEJ (Mathematics Education Journal) Jurnal Studi Guru dan Pembelajaran Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Tolis Ilmiah: Jurnal Penelitian JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal of Instructional Mathematics LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran International Journal of Progressive Mathematics Education Journal of Advanced Sciences and Mathematics Education Smart Society: Community Service and Empowerment Journal Jendela ASWAJA Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) Jurnal Pendidikan MIPA Jurnal Eksplorasi Bimbingan dan Konseling
Ardi Dwi Susandi
Universitas Terbuka
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Pelatihan Pembuatan Modul Ajar Berdasarkan Hasil Tes Diagnostik dan Penggunaan Aplikasi PMM Bagi Guru Sekolah Dasar di Kecamatan Plumbon Susandi, Ardi Dwi; Zulaiha, Fanni; Sudirman, Sudirman; Wahyuningrum, Endang; Yumiati, Yumiati; Erni, Erni
Jurnal SOLMA Vol. 14 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i1.16761

Abstract

Pendahuluan: Kurikulum Merdeka mengharuskan guru menyusun modul ajar berdasarkan tes diagnostik dan menggunakan Platform Merdeka Mengajar (PMM). Namun, banyak guru masih mengalami kesulitan dalam kedua aspek tersebut. Metode: Program ini memberikan pelatihan kepada guru di SD Negeri 1 Pesanggrahan tentang pelaksanaan tes diagnostik, pengembangan modul ajar, dan penggunaan PMM. Kegiatan ini dilaksanakan dalam empat tahap: persiapan, pelaksanaan, evaluasi, dan keberlanjutan. Hasil: Pelatihan ini meningkatkan pemahaman guru tentang tes diagnostik, meningkatkan kemampuan mereka dalam menyusun modul ajar, memfasilitasi penggunaan PMM, serta menghasilkan modul ajar yang siap digunakan. Kesimpulan: Program ini berhasil meningkatkan kompetensi guru dan berkontribusi pada peningkatan kualitas pendidikan di Kecamatan Plumbon melalui pengembangan modul ajar dan penerapan kurikulum yang lebih efektif.
Pendekatan Berdiferensiasi dan Dampaknya terhadap Kemampuan Penalaran Matematis SMK Negeri 1 Tolitoli Mulyana, Anna; Yumiati; Susandi, Ardi Dwi
Tolis Ilmiah : Jurnal Penelitian Vol 7 No 1 (2025): Mei
Publisher : LPPM Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/tolis.v7i1.906

Abstract

This study aims to analyze the impact of differentiated instruction on students' mathematical reasoning abilities at SMK Negeri 1 Tolitoli. The background of the study lies in the low level of students’ mathematical reasoning skills, which is attributed to uniform teaching methods that overlook students' varying characteristics. A quasi-experimental method was employed using a Non-random Pre-test Post-test Control Group design. The sample consisted of two classes from the Accounting and Financial Institution program and two classes from the Computer and Network Engineering program, each divided into experimental and control groups. Research instruments included mathematical reasoning tests and observation sheets. Statistical analysis revealed that differentiated instruction had a significant positive effect on students’ mathematical reasoning abilities compared to conventional teaching approaches. The independent sample t-test indicated significant differences in post-test scores between the experimental and control groups in both vocational programs. These findings suggest that differentiated instruction is effective in enhancing mathematical reasoning skills among vocational school students and can serve as an adaptive and contextual teaching strategy.
Pengaruah Self-Confidence terhadap Kemampuan Komunikasi Matematis pada Mahasiswa Pendidikan Matematika Jusniani, Nia; Susandi, Ardi Dwi; Satrio, Muhammad Tusaldi Junian; Setiadi, Dendi
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 2 (2025): Mei - Agustus 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.2.2025.5884

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya kemampuan komunikasi matematis dalam pembelajaran matematika serta rendahnya perhatian terhadap faktor-faktor afektif, seperti self-confidence, yang mungkin turut memengaruhinya. Penelitian ini bertujuan untuk mengetahui pengaruh self-confidence terhadap kemampuan komunikasi matematis peserta didik. Permasalahan yang mendasari penelitian ini adalah belum optimalnya kemampuan komunikasi matematis mahasiswa, yang diduga berkaitan dengan tingkat kepercayaan diri mereka dalam menyampaikan ide-ide matematika secara lisan maupun tulisan. Metode penelitian yang digunakan adalah metode kuantitatif dengan pendekatan statistik deskriptif dan inferensial. Pengujian hubungan antara variabel dilakukan melalui regresi linear sederhana. Sampel dalam penelitian ini terdiri dari 86 mahasiswa pendidikan matematika Universitas Suryakancana. Variabel bebas dalam penelitian ini adalah self-confidence, sedangkan variabel terikatnya adalah kemampuan komunikasi matematis. Instrumen penelitian yang digunakan meliputi angket self-confidence dengan 25 butir pernyataan dan tes kemampuan komunikasi matematis berupa 3 soal uraian. Hasil analisis data menunjukkan bahwa terdapat pengaruh signifikan antara self-confidence terhadap kemampuan komunikasi matematis, dengan nilai signifikansi sebesar 0,019 yang lebih kecil dari batas signifikansi 0,05. Temuan ini menunjukkan bahwa self-confidence berperan dalam membentuk kemampuan mahasiswa dalam mengkomunikasikan ide matematis secara lebih efektif. Oleh karena itu, penguatan rasa percaya diri mahasiswa dapat menjadi salah satu strategi untuk meningkatkan kualitas komunikasi matematis dalam proses pembelajaran. Penelitian ini memberikan kontribusi dalam memahami pentingnya aspek afektif dalam pendidikan matematika dan mendorong pengembangan strategi pembelajaran yang tidak hanya berfokus pada aspek kognitif, tetapi juga memperhatikan pengembangan karakter dan keyakinan diri mahasiswa.
Pengaruh Model Pembelajaran Jigsaw dengan OER terhadap Kemampuan Komunikasi dan Hasil Belajar Matematis Siswa SMP Negeri 1 Balantak Bungel, Moh. Fikri; Wahyuningrum, Endang; Susandi, Ardi Dwi
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18627

Abstract

Rendahnya kemampuan komunikasi dan hasil belajar matematika dialami oleh siswa. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran jigsaw dengan OER terhadap kemampuan komunikasi matematis dan hasil belajar matematika siswa Sekolah Menengah Pertama. Jenis penelitian ini adalah penelitian eksperimen dengan menggunakan rancangan penelitian quasi eksperimen dengan rancangan penelitian yang digunakan dalam penelitian ini adalah randomized pretest-posttest control group design. Penelitian ini dilakukan pada siswa kelas VII SMP Negeri 1 Balantak. Instrumen penelitian menggunakan tes pilihan ganda untuk mengukur hasil belajar siswa dan tes deskriptif untuk mengukur kemampuan komunikasi matematis. Kemudian data yang diperoleh dianalisis dengan uji-t dengan uji sampel bebas. Hasil penelitian menunjukkan bahwa model pembelajaran Jigsaw dengan OER tidak memberikan pengaruh yang signifikan terhadap hasil belajar dan kemampuan komunikasi matematis siswa dibandingkan dengan model pembelajaran ekspositori yang dapat ditunjukkan dengan hasil uji-t sampel bebas pada hasil belajar dengan taraf signifikansi 0,112 > 0,05 dan hasil uji-t sampel bebas pada kemampuan komunikasi matematis 0,134 > 0,05 tetapi berdasarkan analisis hasil diperoleh kelas eksperimen mempunyai hasil belajar dan kemampuan komunikasi matematis lebih tinggi dibandingkan kelas kontrol.   Low communication skills and mathematics learning outcomes are experienced by students. This study aims to determine the effect of the jigsaw learning model with OER on mathematical communication skills and mathematics learning outcomes of students at Junior High School. This type of research is experimental research using a quasi-experimental research design with the research design used in this study is a randomized pretest-posttest control group design. This study was conducted on grade VII students of Junior High School. The research instrument used a multiple-choice test to measure student learning outcomes and a descriptive test to measure mathematical communication skills. Then the data obtained were analyzed using a t-test with an independent sample test. The results of the study showed that the Jigsaw learning model with OER did not provide a significant effect on students' learning outcomes and mathematical communication skills compared to the expository learning model which can be shown by the results of the free sample t-test on learning outcomes with a significance level of 0.112> 0.05 and the results of the free sample t-test on mathematical communication skills 0.134> 0.05 but based on the analysis of the results obtained the experimental class had higher learning outcomes and mathematical communication skills than the control class.
Implementation of realistic mathematic education (RME) learning model in improving critical thinking skills Susandi, Ardi Dwi; Widyawati, Santi
Al-Jabar: Jurnal Pendidikan Matematika Vol 13 No 2 (2022): 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.v13i2.14996

Abstract

Learning mathematics that can improve elementary school students' critical thinking skills is rarely done. Therefore, students' mathematical necessary thinking skills still need to improve. The realistic Mathematics Education (RME) learning model is expected to enhance mathematical critical thinking skills because of providing contextual problems to students. This study aims to determine the effect of the Realistic Mathematics Education (RME) learning model on students' critical thinking skills in mathematics. This research uses quasi-experimental research. The population in this study were students of class VI SDN 1 Kalikoa, Cirebon Regency. The sample selection in this study was carried out using a cluster random sampling technique to determine the experimental and control classes. In this case, two classes were selected: class VI A as the practical class and class VI B as the control class. The instrument for collecting data tests mathematical critical thinking skills on integer material. The results showed that the RME learning model is more effective than the direct learning model on students' critical thinking skills in mathematics. This is because the value of , and   at a significance level of 5% and DK of 40, which means , so H0 was rejected, and H1 was accepted. The results of this study can be used as input for teachers and prospective teachers to improve themselves concerning the teaching that has been done and the student's critical thinking skills that have been achieved by paying attention to the right learning model to improve students' critical thinking skills in mathematics.
Evaluating the M6 learning model and realistic mathematics education (RME) approach in enhancing critical thinking skills in mathematics: A focus on students’ logical-mathematical intelligence Susandi, Ardi Dwi; Sudirman, Sudirman; Khoiriyah, Binti
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): 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.v15i2.22973

Abstract

Background: Critical thinking skills are essential in the 21st century; however, Indonesian students often show low critical thinking abilities in mathematics. This issue arises partly from limited use of instructional methods that foster critical thinking among junior high school students.Aim: This study aims to assess the effectiveness of the M6 learning model and Realistic Mathematics Education (RME) in enhancing students' critical thinking abilities in mathematics, considering their levels of logical-mathematical intelligence.Method: A quasi-experimental design was employed with a sample of 318 seventh-grade students from State Middle Schools in Cirebon Regency in the 2023/2024 academic year. Stratified cluster random sampling produced three groups: 107 students in the first experimental group, 105 in the second, and 106 in the control group. Instruments included a critical mathematical thinking skills test and a logical-mathematical intelligence test, with hypothesis testing conducted using two-way analysis of variance with unequal cells.Results: The analysis revealed significant differences in students' critical thinking abilities based on the learning model and logical-mathematical intelligence levels, with notable interactions between these variables.Conclusion: The study concludes that the M6 and RME learning models influence critical mathematical thinking skills differently across logical-mathematical intelligence categories. These findings underscore the importance of aligning instructional models with students' intelligence profiles to optimize learning outcomes in critical thinking.
Teacher profesionalism in fostering students’ creativity Hidayah, Nurul; Susandi, Ardi Dwi; Nuraya, Naufalia
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 | Full PDF (344.215 KB) | DOI: 10.58524/jasme.v2i1.98

Abstract

Student creativity is essential to improve. One thing that affects this is the teacher's professionalism because it is the main factor in the success of student learning so that it produces and develops creativity. This study aims to describe the factors that increase student creativity and teacher efforts to increase student creativity. This study used a descriptive qualitative method. The data collection techniques were interviews with the subject teachers and principals, observation, and documentation. Furthermore, the technical data analysis used were data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that in the learning process, the teacher always plays a significant role so that students can develop their creativity. Four roles must be performed by the teacher: the teacher's role as a class manager; the teacher's role as an evaluator; the teacher's role as a facilitator; and the teacher's role as a demonstrator. In the learning process, the teacher always encourages his students. The teacher has also used learning media.
Students' mathematical critical thinking skill: An exploration case study when using argumentation-based learning Susandi, Ardi Dwi; Sudirman, Sudirman
Journal of Advanced Sciences and Mathematics Education Vol 5, No 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v%vi%i.547

Abstract

Background: Critical thinking skills are essential in addressing the learning challenges faced by students in the 21st century. To foster these skills effectively, it is necessary to adopt specific instructional approaches that enhance students’ mathematical critical thinking within the classroom setting.Aims: This study aims to investigate students’ critical thinking abilities in mathematics during the implementation of the Argumentation-Based Learning Process (ABLP) in classroom instruction.Methods: A qualitative case study design was employed, involving 30 eighth-grade students from an A-accredited school in Indonesia. Data sources included ABLP-based worksheets, audio recordings of student group discussions, and interview transcripts. The collected data were analyzed using a triangulation strategy to ensure accuracy, and peer reviews were conducted to validate the findings. The analysis focused on identifying indicators of critical thinking skills at each stage of the ABLP model.Results: The results show that students demonstrated various levels of critical thinking throughout the ABLP stages. However, not all students consistently met the predetermined indicators at each stage of the process. Despite these variations, the findings suggest that ABLP can be an effective pedagogical approach to foster students’ critical thinking in mathematics.Conclusion: This study concludes that ABLP offers meaningful opportunities for students to develop critical mathematical thinking and should be considered as a strategy in mathematics instruction.
MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman Sudirman; Camilo Andrés Rodríguez-Nieto; Ardi Dwi Susandi; Muhamad Galang Isnawan; Muh Pauzan
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36805

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.
STUDI DESKRIPTIF KONSEP PEMAHAMAN DIRI NEGATIF SISWA KELAS VII D DI MTs NEGERI 3 CIREBON Doefi, Martina; saepulloh, aep; Susandi, Ardi Dwi
Jurnal Eksplorasi Bimbingan dan Konseling Vol 6 No 1 (2025): JEBK Januari 2025
Publisher : Bimbingan dan Konseling, FKIP, Universitas Nahdlatul Ulama Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52188/jebk.v6i1.353

Abstract

The concept of self-understanding of class VII D students is still negative, in principle, class VII D students are individuals in school and need to be given guidance in the form of self-development which is individual service or group service. In accordance with the developmental age and the level of transition from childhood to early adolescence, it is known as the transitional period or transitional period. This research is motivated by the negative self-understanding attitude of students of class VII D, the importance of the appearance of adult modeling as a process of imitation that students will understand to form a positive self-understanding. The purpose of this study was to describe the concept of negative self-understanding of class VII D students at MTs Negeri 3 Cirebon. This type of research is a descriptive qualitative research with primary data sources for class VII D students according to the negative self-understanding concept indicators, together with 5 respondents (YM, AL, CH, AN, FR) and secondary data including class VII counseling teachers, Homeroom class VII D. The instruments used in this study were interview guides, observation guidelines, documentation guidelines. The analysis used was data triangulation technique. The results of the research that has been carried out are negative self-understanding concepts.It is known that students who have a self-concept with negative indicators are 5 out of 32 students of class VII D at MTs Negeri 3 Cirebon. Negeri 3 Cirebon in the academic year 2020/2021 tends to a negative self-understanding concept.
Co-Authors Amalia Sapriati Andang Heryahya Bakkara, Reno Delison Bidayatun Nafi'ah Budiyono Budiyono Budiyono, Budiyono Bunyamin Bunyamin Camilo Andrés Rodríguez-Nieto Deasy Komalasary Dejarlo, Jenisus Dewi Retno Sari S Didik Triyono Doddy, Valentinus Doefi, Martina Endang Sri Budi Herawati Endang Wahyuningrum Erni Erni Ervin Azhar Fanni Zulaiha Fitriyah Nurdianah Hasan Basri Hasratuddin Ida Ayu Putu Sri Widnyani Isnawan, Muhamad Galang Jenisus Dejarlo Jusniani, Nia Khairunnisa, Rizkia Khoerul Umam Khoiriyah, Binti Lestari, Neng Elis Seri Moh. Fikri Bungel Muh Pauzan Muhammad Asrori Ainurrahman Mulyana, Anna Mumu Muzayyin Maq Naufalia Nuraya Naufalia Nuraya, Naufalia Nur Robiah Nofikusumawati Peni Nurkaenah NURUL HIDAYAH Pradestya, Rakha Rindastri, Vivi Rohmah, Fatkur Rusmiati Aliyyah Saepulloh, Aep Said Matondang Santi Widyawati Santi Widyawati Sari S, Dewi Retno Satrio, Muhammad Tusaldi Junian Setiadi, Dendi Slamet Firdaus Sudirman Sudirman Sudirman Sugilar, Sugilar Sumargiyani Sumargiyani Sumargiyani Syaiful Rohim Tahmid Sabri Thesa Kandaga Triyono, Didik Yumiati