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All Journal Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal
Gilang Primajati
Universitas Mataram
Education Mathematics

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AKSARA: Pengembangan Media Pembelajaran Berbasis Website Etnomatematika pada Siswa MTs Hikmatusysyarief NW Salut Nabila Aulia Priangka; Chaerunnisa Sumiatun Efendi; Rusdianto Rusdianto; Dina Rizkya Sofiana; Gilang Primajati
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4349

Abstract

Program Kreativitas Mahasiswa ini dilaksanakan untuk meningkatkan kualitas pembelajaran matematika di MTs Hikmatusysyarief NW Salut melalui pengembangan dan penerapan website AKSARA sebagai media pembelajaran digital berbasis etnomatematika. Program ini dilatarbelakangi oleh kondisi pembelajaran yang masih didominasi metode ceramah, minim pemanfaatan teknologi, serta rendahnya keterlibatan siswa karena materi dianggap abstrak dan kurang relevan dengan kehidupan sehari-hari. Tujuan utama kegiatan ini adalah membantu guru mengembangkan bahan ajar yang kontekstual dan interaktif serta meningkatkan kemandirian dan partisipasi siswa dalam belajar matematika. Tahapan pelaksanaan meliputi observasi awal, pelatihan pengembangan bahan ajar berbasis budaya lokal Lombok, pengembangan website AKSARA, pelatihan penggunaan website bagi guru dan siswa, serta monitoring dan evaluasi. Program ini menghasilkan peningkatan kemampuan guru dalam memanfaatkan teknologi dan menyusun bahan ajar digital yang memuat unsur budaya lokal. Hasil evaluasi juga menunjukkan bahwa siswa lebih aktif, termotivasi, dan mampu menggunakan website secara mandiri. Secara keseluruhan, program AKSARA terbukti efektif dalam menghadirkan pembelajaran matematika yang lebih kontekstual, menarik, dan relevan dengan pengalaman budaya siswa.
Penerapan Pewarnaan Graf pada Pembagian Kamar Asrama Mahasiswi Universitas Mataram dengan Algoritma Welch Powell Ratih Dhamayyana Dwi Cinthami; Sudi Prayitno; Gilang Primajati
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10001

Abstract

Room assignments at the female dormitory of Universitas Mataram are still done manually, often placing students from the same study program and semester in the same room. This condition limits academic diversity, which is essential to foster social interaction and enhance academic performance. This study aims to apply graph coloring theory to address this issue. Each student is represented as a vertex, and connections between students with the same academic background are represented as edges. The Welch Powell algorithm is applied to color the vertices so that no adjacent vertices share the same color, ensuring students with similar academic characteristics are not assigned to the same room. This applied research uses Visual Basic for Applications (VBA) Macro in Microsoft Excel to automate the creation of matrices and implementation of the algorithm. The results show that this approach is effective and efficient in grouping students into rooms while promoting academic heterogeneity. This method is expected to serve as a practical solution for dormitory management in other higher education institutions.
Concept Image Siswa dalam Materi Barisan dan Deret pada Pembelajaran Berdiferensiasi Dita Oktavihari; Junaidi Junaidi; Gilang Primajati; M. Gunawan Supiarmo; Eka Kurniawan; Alvano Tugas Hendrawan
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.11044

Abstract

This study aims to describe students' concept images on sequences and series in differentiated learning and to examine the concept image gap between students, teachers, and mathematicians. This study used a qualitative approach with a didactic design and a hermeneutic phenomenology method. The research subjects included students, teachers, and mathematicians, who were selected purposively. Data were collected through learning observations, questionnaires, and in-depth interviews, and then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results showed that students' conceptual images of sequences and series were dominated by intuitive, visual, and procedural understandings. Students were able to recognize real-world patterns and contexts, but tended to rely on repeated addition or multiplication rather than using formal definitions and symbolic formulas. In geometric sequences and series, a concept image conflict was found due to students' difficulty in understanding exponential growth patterns. Although differentiated learning provides space for diverse student learning styles, the results show that this approach does not fully guarantee the formation of a complete formal conceptual understanding. Therefore, strengthening conceptual scaffolding is needed so that students' concept images are more aligned with the correct concept definition. Penelitian ini bertujuan untuk mendeskripsikan concept image siswa pada materi barisan dan deret dalam pembelajaran berdiferensiasi serta mengkaji kesenjangan concept image antara siswa, guru, dan matematikawan. Penelitian ini menggunakan pendekatan kualitatif dengan desain didaktis dan metode fenomenologi hermeneutik. Subjek penelitian meliputi siswa, guru, dan matematikawan, yang dipilih secara purposif. Pengumpulan data dilakukan melalui observasi pembelajaran, kuesioner, serta wawancara mendalam, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa concept image siswa pada materi barisan dan deret didominasi oleh pemahaman intuitif, visual, dan prosedural. Siswa mampu mengenali pola dan konteks nyata, namun cenderung mengandalkan penjumlahan atau perkalian berulang dibandingkan penggunaan definisi formal dan rumus simbolik. Pada barisan dan deret geometri, ditemukan conflict concept image akibat kesulitan siswa dalam memahami pola pertumbuhan eksponensial. Meskipun pembelajaran berdiferensiasi memberikan ruang bagi keberagaman cara belajar siswa, hasil penelitian menunjukkan bahwa pendekatan ini belum sepenuhnya menjamin terbentuknya pemahaman konseptual formal yang utuh. Oleh karena itu, diperlukan penguatan scaffolding konseptual agar concept image siswa lebih selaras dengan concept definition yang benar.
Pengembangan Media Pembelajaran Terintegrasi Teknologi dan Budaya Berorientasi Pemahaman Konsep Gabungan dan Irisan Himpunan Ulfa Lu'luilmaknun; Junaidi Junaidi; Gilang Primajati; Eka Kurniawan; Dita Oktavihari; Putri Surya
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12572

Abstract

Students' low level of mathematical conceptual understanding remains one of the major challenges in mathematics education, leading to difficulties in solving mathematical problems accurately. One effort to address this issue is to develop learning media that integrate digital technology with local cultural contexts, thereby creating more meaningful learning experiences. This study aimed to develop an ethnomathematics-based interactive learning media that meets the criteria of validity and practicality. The study employed a Research and Development (R&D) approach using the Four-D (4D) development model, consisting of the define, design, develop, and disseminate stages. However, the research was limited to the develop stage, which involved validation by media experts and subject matter experts, as well as practicality assessment by practitioners. The research instruments included media expert validation sheets, material expert validation sheets, and practitioner response questionnaires. The data were analyzed quantitatively using descriptive statistics in the form of mean scores and feasibility percentages. The findings indicate that the developed ethnomathematics-based interactive learning media achieved valid criteria based on expert evaluations and practical criteria based on practitioners' assessments. Therefore, the developed media can serve as an alternative mathematics learning resource to support students' conceptual understanding.
Profil Kesalahan Proses Berpikir Matematis Mahasiswa Berdasarkan Tahapan Berpikir Mason Ketut Sarjana; Gilang Primajati; Ulfa Lu'luilmaknun; Ni Made Intan Kertiyani; Eka Kurniawan; Dea Nadia
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12592

Abstract

Mathematical proof is an essential competency for prospective mathematics teachers because it is closely related to reasoning and mathematical thinking skills. This study aimed to describe the profile of students' mathematical thinking errors based on Mason's thinking stages, namely entry, attack, and review, in proving mathematical principles on geometric vector topics. A quantitative descriptive approach was employed involving 44 sixth-semester Mathematics Education students. Data were collected through an essay-based mathematical proof test and analyzed using an error analysis rubric based on Mason's thinking stages. Descriptive statistics were used to calculate the frequency and percentage of errors at each stage. The results revealed that the percentages of errors at the entry, attack, and review stages were 18%, 70%, and 82%, respectively. Errors at the entry stage were mainly related to incomplete identification of given information and incorrect mathematical notation, whereas attack stage errors involved difficulties in constructing proof strategies and understanding the angle between vectors. At the review stage, students failed to verify the validity of their proofs and formulate appropriate conclusions. In conclusion, students' mathematical thinking errors were predominantly found at the attack and review stages.
Implementasi Computational Thinking dalam Pembelajaran Sekolah Dasar: Sebuah Systematic Literature Review terhadap Penelitian Tahun 2021–2026 M. Gunawan Supiarmo; Gilang Primajati
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12649

Abstract

Computational Thinking (CT) is a crucial 21st-century competency that should be cultivated starting at the primary school level. This study aims to analyze research trends, implementation, and the impact of CT in primary school education during the 2021–2026 period. A Systematic Literature Review (SLR) methodology was employed. Scholarly articles were sourced from Scopus, ERIC, SpringerLink, ScienceDirect, ProQuest, SINTA, Garuda, and Google Scholar, and subsequently analyzed using a descriptive-qualitative approach. The findings indicate a rise in CT research, accompanied by increasingly diverse implementation methods-such as Scratch, robotics, STEM, Project-Based Learning, educational games, Artificial Intelligence, and unplugged activities. CT implementation has been shown to enhance algorithmic thinking, decomposition, pattern recognition, abstraction, problem-solving, creativity, and student learning motivation. However, implementation still faces challenges regarding teacher competence, curriculum integration, and the development of appropriate assessments. Consequently, there is a need to strengthen teacher capacity, develop an integrated curriculum, and conduct further research to optimize CT implementation at the primary school level.
Co-Authors Alvano Tugas Hendrawan Chaerunnisa Sumiatun Efendi Dea Nadia Dina Rizkya Sofiana Dita Oktavihari Eka Kurniawan Junaidi Junaidi Ketut Sarjana M. Gunawan Supiarmo Nabila Aulia Priangka Ni Made Intan Kertiyani Putri Surya Ratih Dhamayyana Dwi Cinthami Rusdianto Rusdianto Sudi Prayitno Ulfa Lu'luilmaknun