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All Journal Journal of Education and Learning (EduLearn) Jurnal Infinity Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Journal of Advanced Sciences and Mathematics Education Smart Society: Community Service and Empowerment Journal
Imama, Khoirunnisa
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Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Mathematical representation: A bibliometric mapping of the research literature (2013–2022) Putra, Fredi Ganda; Lengkana, Dewi; Sutiarso, Sugeng; Nurhanurawati, Nurhanurawati; Saregar, Antomi; Diani, Rahma; Widyawati, Santi; Suparman, Suparman; Imama, Khoirunnisa; Umam, Rofiqul
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.p1-26

Abstract

Mathematical representation ability is an essential skill for students to understand mathematical concepts. Many studies have been conducted regarding this ability, but it is necessary to map existing research to provide a clearer picture of future research topics. This study aims to provide a bibliometric review of trends using mathematical representation skills in mathematics teaching research. The method in this study is bibliometric analysis, which aims to analyze and classify bibliographic material by presenting representative summaries of the literature in the Scopus database. The search was carried out using the keyword "mathematical representation" and selecting "article title" in the search menu in the Scopus.com database. Perish or Publish (PoP) software analyzes the author's name, number of document citations, document title, year of publication, document source, publisher, and document type. The results showed 99 publications and 357 citations related to mathematical representations, where the number of publications and citations fluctuated. The application of learning models and approaches, computer media, and analysis of mathematical representations is a research trend related to this variable. Therefore, paying attention to mathematical representations in learning mathematics and using effective strategies to improve students' mathematical representation abilities is essential. The findings of this study indicate the need to develop syntax and learning media based on mathematical representations to strengthen students' mathematical abilities.
An analysis of mathematical representation ability middle school students on concept congruence on learning style Imama, Khoirunnisa; Caswita, Caswita
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): 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.v14i1.17320

Abstract

The ability of mathematical representation helps students solve mathematical problems in forms that are easy to understand and more concrete, so that they can maximize their potential for achievement in learning mathematics. The purpose of this study was to describe the mathematical representation abilities of junior high school students on the concept of congruence in terms of learning styles. The subjects of this study were 35 grade VIII junior high school students using a random sampling technique. Data collection was carried out using mathematical representation ability tests, learning style questionnaires, and interviews. After that, it was analyzed using triangulation techniques to determine the validity of the data. The results showed that on average, students have very good visual representation abilities with auditory, visual, and kinesthetic learning styles because all students can solve questions correctly according to the indicators. Students who have the ability to represent good expressions or equations have a visual learning style. Whereas students with word representation abilities cannot be said to be good because of the existing subjects, there are no students with any learning style who can solve word representation ability questions correctly. Based on this, it can be concluded that the low representation ability of students is not influenced by their learning styles, both visual, auditory, and kinesthetic, especially in the concept of congruence.
Role of visual abilities in mathematics learning: An analysis of conceptual representation Rif'at, Mohamad; Sudiansyah, Sudiansyah; Imama, Khoirunnisa
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 1 (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.v15i1.22406

Abstract

Background: In mathematics education, the understanding of concepts is often influenced by students' visual abilities, making conceptual representation crucial in facilitating comprehension of the material.Aim: This study aims to analyze the role of visual abilities in facilitating the understanding of mathematical concepts through conceptual representation.Method: This research combines quantitative analysis with the use of attribute control diagrams to evaluate data obtained from tasks designed to test students' visual abilities in a mathematical context. These tasks include the manipulation of visual representations and problem-solving using geometric concepts.Results: The findings indicate that 80% of the sample possessed visual abilities that did not meet the expected index, showing a wide variation in students' visual representation abilities. Additionally, most students (70%) were more likely to choose familiar geometric representations in problem-solving, despite difficulties in manipulating more complex concepts.Conclusion: This study demonstrates that students often struggle to effectively utilize visual representations, preferring algebraic approaches that do not fully exploit the potential of conceptual representation. The findings suggest that an increased focus on developing visual abilities, especially in conceptual representation, could strengthen mathematical understanding. Further research is needed to develop intervention strategies that can help students overcome gaps in their visual abilities.
The effect of integrating society, science, environment, technology, and collaborative mind mapping (ISSETCM2) model on mathematical literacy in terms of adversity quotient Hayati, Nur; Anggoro, Bambang Sri; Imama, Khoirunnisa
Journal of Advanced Sciences and Mathematics Education Vol 2, No 2 (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.v2i2.118

Abstract

The implementation of this study aims to ensure the effectiveness of the Integrating Society, Science, Environment, Technology, and Collaborative Mind Mapping (ISSETCM2) learning model on mathematical literacy skills in terms of adversity quotient (AQ). This research design is quasi-experimental, with the population being all eighth-grade students in the academic year 2021/2022. The research sample was selected by cluster random. The average value of the mathematical literacy ability of the experimental class students is 72.03, and that of the control class is 50.34. Based on data interpretation and analysis of variance (ANOVA) of two-path unequal cells with a significant value of . The value of Sig is 0.001, so Sig . Based on the data, there are differences in the results of mathematical literacy skills between the learning model (ISSETCM2) and direct instruction learning models. Also, there are differences in adversity quotient categories (climbers, campers, and quitters) on mathematical literacy abilities. There is no interaction between learning model factors and adversity quotient on the results of students' mathematical literacy abilities. From these data, it can be concluded that there is an effect of the ISSETCM2 learning model on mathematical literacy skills in terms of the adversity quotient of class VIII. The research results show that each student has a different adversity quotient, which can affect students' mathematical reasoning abilities. For this reason, students need to know the adversity quotient to maximize their abilities.
Enhancing Mathematical Representation Skills through the MID Model: Does Cognitive Style Matter? Widyawati, Santi; Qomariyah, Siti; Putra, Fredi Ganda; Imama, Khoirunnisa; Kuswanto, Cahniyo Wijaya
Smart Society Vol 5, No 1 (2025): June (2025)
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/smartsociety.v5i1.657

Abstract

The ability to represent mathematical ideas is a fundamental component of mathematical understanding and communication. However, many students still struggle to express mathematical concepts in varied forms such as visual, symbolic, or verbal representations. This study aims to examine the effectiveness of the Meaningful Instructional Design (MID) learning model in improving students’ mathematical representation skills, while also considering the role of students’ cognitive styles. A quasi-experimental research design was implemented involving two groups: an experimental group taught using the MID model and a control group taught using conventional expository methods. The participants were selected using a cluster random sampling technique from a population of junior high school students. Data were collected through a validated mathematical representation test and a cognitive style questionnaire. The collected data were then analyzed using two-way ANOVA with a 5 percent level of significance, following prerequisite tests for normality and homogeneity using SPSS version 25 and Microsoft Excel. The results showed that students who learned through the MID model exhibited significantly higher mathematical representation skills than those taught using the expository model. Furthermore, students’ cognitive styles also had a significant main effect on their representation abilities. Despite these main effects, the interaction between the learning model and cognitive style was not statistically significant. These findings indicate that the MID model is a robust instructional approach that can enhance students’ mathematical representation skills across different cognitive style profiles. The study highlights the importance of adopting meaningful learning frameworks that prioritize concept-building and student engagement, regardless of learners’ individual differences. 
Enhancing mathematical problem-solving skills: The impact of the SSCS learning model integrated with GeoEnzo Putra, Fredi Ganda; Widyawati, Santi; Imama, Khoirunnisa; Arditha, Restiya
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.26631

Abstract

Many students in Indonesia continue to experience difficulties in mathematical problem-solving due to the persistent dominance of conventional teaching approaches that limit student engagement and creativity. This study examines the effectiveness of the Search, Solve, Create, and Share (SSCS) learning model integrated with GeoEnzo in improving students’ mathematical problem-solving abilities. A quasi-experimental design with a posttest-only control group was employed. Seventh-grade students from SMPN Terpadu Gunung Pelindung, East Lampung, Indonesia, were selected through cluster random sampling. Data were collected using a validated mathematical problem-solving test and analyzed using one-way ANOVA and Scheffe’s multiple comparison test to identify differences in performance among the four instructional approaches. The SSCS model integrated with GeoEnzo yielded the highest mean score (88.31), followed by the SSCS model without GeoEnzo (83.56), the conventional model with GeoEnzo (83.03), and the traditional model without technological support (77.08). ANOVA results indicated statistically significant differences (Sig. = 0.000) among the groups. The findings confirm that integrating SSCS with GeoEnzo effectively enhances students’ mathematical problem-solving skills. This research has implications for encouraging educators and curriculum developers to adopt a student-centered, technology-based learning approach to enhance higher-order thinking skills.
Enhancing mathematical reasoning: role of the search, solve, create, and share learning Putra, Fredi Ganda; Saregar, Antomi; Diani, Rahma; Misbah, Misbah; Widyawati, Santi; Imama, Khoirunnisa
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21399

Abstract

The capacity for mathematical reasoning, pivotal in grasping core math concepts, directly shapes a student's success in their mathematical studies. This study aimed to detail and analyze how the search, solve, create, and share (SSCS) instructional framework impacts mathematical reasoning skills within the context of linear equations. We adopted a quasi-experimental research approach using a non-matching control group design. To gather data on mathematical reasoning proficiency, a validated and reliable essay-type test was employed. Data collection on mathematical reasoning abilities used an essay test instrument that has been valid and is reliable. This research involved 102 eighth grade students whereby they were selected by using a purposive sampling. o measure and describe the effect size, we utilized a specific method, yielding a result of 0.97. The t-test was employed to assess the influence of the SSCS learning model, and the significance value obtained was less than 0.05. The effect size, as determined, stands at 0.97, suggesting a substantial impact. The t-test results underscore a significant relationship between the SSCS learning model and the enhancement of mathematical reasoning abilities. This research delineates a framework for employing the SSCS model to enhance students' mathematical reasoning capabilities. It is evident that such reasoning abilities play a pivotal.
Co-Authors Antomi Saregar Arditha, Restiya Bambang Sri Anggoro Cahniyo Wijaya Kuswanto Caswita Caswita Fredi Ganda Putra Lengkana, Dewi Misbah Misbah mohamad rifat Nur Hayati Nurhanurawati Nurhanurawati Rahma Diani, Rahma Rofiqul Umam Santi Widyawati Siti Qomariyah Sudiansyah, Sudiansyah Sugeng Sutiarso Suparman Suparman