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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika AL ISHLAH Jurnal Pendidikan JURNAL EKSAKTA PENDIDIKAN (JEP) Indonesian Journal on Learning and Advanced Education (IJOLAE) Edunesia : jurnal Ilmiah Pendidikan Journal of Mathematical Pedagogy (JOMP) Kreano, Jurnal Matematika Kreatif Inovatif International Journal of Didactic Mathematics in Distance Education Jurnal Infinity Journal on Mathematics Education IJIS Edu : Indonesian Journal of Integrated Science Education
Zulnaidi, Hutkemri
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Factors influencing the attitude of undergraduate students towards mathematical reasoning: An approach using AMOS-structural equation modelling Tak, Chan Choon; Zulnaidi, Hutkemri; Eu, Leong Kwan
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p109-124

Abstract

Studies on mathematics achievement status show that mathematical reasoning in Malaysian education is critical, especially among university students. Students' attitude toward mathematics is affected by affective, behavioural and cognitive factors. The present research investigated the connections between these variables and their impact on individuals' attitudes towards mathematics reasoning. A statistical analysis method, namely, AMOS-Structural Equation Modelling, was used in this approach. The survey method involving 378 university education students around the Klang Valley was selected using a proportional stratified random sampling technique. The respondents must complete the mathematics reasoning assessment and answer the questionnaire consisting of three components: affective, behavioural and cognitive towards mathematics reasoning. AMOS-Structural Equation Modelling (AMOS-SEM) was applied using data obtained from questionnaires. Results demonstrated that the measurement models showed acceptable validity and reliability by removing some indications from the scales. The findings illustrate the relationship between students' attitudes and mathematical reasoning. Moreover, attitude is significantly related to students' mathematical reasoning performance in university education. The next study's recommendation involves an interview session to explore more findings that might impact their learning in mathematical reasoning.
Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning Mandala, Arif Sapta; Anwar, Lathiful; Sa'dijah, Cholis; Zulnaidi, Hutkemri
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Abstract

Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduct research and development (R&D). The participants included six expert validators, two mathematics teachers, and eighteen eighth graders. In addition, the expert validators validated GEMBI AR in terms of quality. The result showed that GEMBI AR was valid as a geometry learning tool. According to the feedback of teachers and students, GEMBI AR was practical for educational purposes since the application positively impacted spatial reasoning. Students' spatial reasoning skills were also enhanced to compare the differences in the pre-test and post-test using Wilcoxon (Z = –3.578, p = 0.000 < 0.05). Meanwhile, the N-Gain score of 0.576, showing moderate improvement, reflected gains in spatial perception, mental rotation, and visualization. These findings suggest that GEMBI AR is a functional and valid educational resource useful for helping students develop geometric spatial reasoning. Thus, geometry learning supported by GEMBI AR has the potential to enhance spatial reasoning in secondary school.
Mathematics module based on STEAM and Quranic approach: A study for student’s perception Muzakkir; Zulnaidi, Hutkemri; Abd Rauf , Rose Amnah
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp363-384

Abstract

Monotonous mathematics learning focusing on textbooks only will make students bored and feel that studying mathematics is useless. Using attractive and meaningful approaches, like STEAM and Quranic approaches, is strongly motivated by the need to avoid tedious drilling for students in learning mathematics. This study aims to assess students' perceptions of the development of mathematics modules using science, technology, engineering, and art (STEAM) and AL-Quran approaches. The research approach employed in this research is embedded in mixed methods. Quantitative data was examined using percentages, while qualitative data were transcribed and then developed into codes, categories, and themes. The study recruited 146 Pidie senior high school students in the natural science stream, and five individuals were selected for one-to-one semi-structured interviews. The results of this study show that students have a negative experience in learning mathematics. However, they have a significant interest in integrated math learning with Quranic and STEAM approaches. Furthermore, they believe the modules are one learning medium ideal for mathematics. Finally, based on this study, mathematics teachers should be able to develop learning modules that can integrate STEAM approaches and the understanding of the Quran for senior high school students.
Curriculum and teacher assessment practices in mathematics learning: Alignment with higher order thinking skills in Indonesian secondary schools Zana, Firdha Mahrifatul; Sa'dijah, Cholis; Susiswo; Anwar, Lathiful; Zulnaidi, Hutkemri
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1311-1334

Abstract

Higher-Order Thinking Skills (HOTS) are an essential element in education that must be integrated into curricula and classroom assessments. In Indonesia, educational initiatives have increasingly emphasized the incorporation of HOTS into both curriculum design and assessment practices. However, prior research has primarily focused on the challenges faced by teachers in developing HOTS-based assessments and aligning their teaching with curriculum demands. This study aims to investigate how the Indonesian mathematics curriculum integrates HOTS and evaluate the alignment between the curriculum objectives and teacher-developed assessments in fostering HOTS. The study employed a descriptive qualitative approach and was conducted in two Indonesian high schools, one located in an urban area and the other in a regional setting. A total of 15 mathematics teachers from grades ten, eleven, and twelve participated in the research. Data collection methods included focus group discussions, document analysis of mathematics assessments, and semi-structured interviews. The analysis employed Anderson and Krathwohl’s Taxonomy to categorize cognitive levels. Findings reveal that the Indonesian Mathematics Curriculum predominantly emphasizes Low-Order Thinking Skills (LOTS), and teacher-developed assessments are largely aligned with these LOTS-focused objectives. Furthermore, even when curriculum indicators aim to target HOTS, teachers often struggle to design assessments that effectively evaluate students’ higher-order cognitive abilities. These findings highlight a significant gap between curriculum goals and the practical implementation of HOTS in assessments. The results provide valuable insights for curriculum developers, suggesting the need for a curriculum redesign that places greater emphasis on HOTS. Additionally, the study underscores the importance of professional development initiatives to equip teachers with the skills necessary to design and implement HOTS-based assessments. This research contributes to advancing educational practices and policies that prioritize the integration of HOTS into teaching and assessment frameworks.
Modeling English teachers’ intention to use ICT: technology acceptance and TPACK Cao, Li; Rasul, Mohamad Sattar; Omar, Marlissa; Zulnaidi, Hutkemri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30444

Abstract

Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.
Strategies toward the gold medal: Unveiling the anticipatory processes of junior high school olympiad students in geometry problem-solving Yudianto, Erfan; Ambarwati, Reza; Lusiana, Fina Yatul; Hayiduerapu, Nihassuna; Zulnaidi, Hutkemri
Jurnal Elemen Vol 11 No 2 (2025): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i2.27864

Abstract

The National Science Olympiad (NSO) presents significant challenges for most junior high school students. This qualitative study examines the cognitive processes of gold medal-winning students by analyzing their anticipation strategies in solving geometry problems. Employing a descriptive-exploratory approach, we conducted problem-solving tests (using modified NSO geometry questions) and semi-structured interviews with a gold medalist from SMPN 2 Jember. Our findings reveal three distinct anticipation patterns: (1) positive internalized anticipation - intuitive conceptual application yielding correct solutions (e.g., establishing geometric relationships without procedural calculations in Problem 1), (2) negative internalized anticipation - rapid but erroneous assumptions (evident in angle miscalculations in Problem 2), and (3) analytical anticipation - systematic verification through logical reasoning (demonstrated in ∠POR ratio reevaluation). These results provide empirical evidence of how anticipation strategies influence olympiad performance. The study suggests practical interventions including: (1) diagnostic tools for anticipation profiling, (2) teacher training programs to cultivate positive anticipation patterns, and (3) curricular integration of analytical anticipation as metacognitive strategy. For olympiad preparation, we recommend scaffolded problem-solving tasks with structured reflection to transform negative anticipation patterns. Future research should investigate the domain-specificity of these anticipation processes across mathematical disciplines.
HTML5 package media: How does it affect elementary school students’ concept understanding and self-efficacy? Rahman, Arief Aulia; Sanda, Elsa Alvionita; Refugio, Craig N; Zulnaidi, Hutkemri
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (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.v14i2.18129

Abstract

Background: HTML5 Package media, equipped with features and displays, provides a clearer visual display in learning geometry compared to traditional lecture-based teaching. This approach facilitates students in observing and understanding geometry concepts, positively impacting their self-efficacy.Aim: The study aims to assess the impact of HTML5 packages on students' understanding of geometry concepts and their self-efficacy.Method: The research, a quasi-experimental study, used simple random sampling to select 63 students. Data were collected through tests and questionnaires, and the analysis was conducted using MANOVA.Result: The findings reveal a significant effect of the HTML5 Package on both concept understanding and self-efficacy. The experimental group scored higher than the conventional group, with significant values in Pilae Trace, Wilk Lambda, Hotelling Trace, and Roy's Largest Root analyses.Conclusion: The HTML5 Package media effectively enhances the understanding of geometry concepts and self-efficacy among students. While the effect size is modest, it is notably better than conventional learning methods. The study suggests broader application and research involving more students and diverse mathematical topics could yield more influential results.
Problem-based learning innovation through realism and culture: Impact on mathematical problem solving and self-efficacy in primary school students Rahman, Arief Aulia; Mushlihuddin, Rahmat; 'Afifah, Nur; Refugio, Craig N; Zulnaidi, Hutkemri
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.v15i1.21932

Abstract

Background: Elementary school students in Aceh Tamiang often struggle with problem-solving which negatively impacts their confidence. To address this issue, a new teaching approach called PBL-Reathnomath was developed, combining problem-based learning with real-world math examples and cultural references.Aim: This study aimed to determine the effectiveness of the PBL-Reathnomath model at improving students' problem-solving skills and self-efficacy.Method: A study was conducted involving randomly selecting participants and dividing them into two groups. One group learned using the new PBL-Reathnomath model while the other group learned using traditional methods. Data were collected through tests and surveys and the results were analyzed using statistical methods.Results: The findings showed that the PBL-Reathnomath model significantly improved both the problem-solving abilities and self-efficacy of the students. The group that used this new model performed better on average than the group that used traditional methods. Further analysis confirmed that the PBL-Reathnomath model simultaneously affected problem-solving and self-efficacy, explaining a substantial portion of the variation in these outcomes.Conclusion: While the effect size was smaller compared to conventional learning, the study concluded that PBL-Reathnomath is a valuable and specialized approach for improving problem-solving skills and boosting self-confidence among elementary school students.
Blended Science-Mathematics Learning in Elementary Schools: A Factor Analysis Arifin, M Zainal; Makmuri, Makmuri; Heliawati, Leny; Zulnaidi, Hutkemri; Herlina, Eka
IJIS Edu : Indonesian Journal of Integrated Science Education Vol 6, No 2 (2024): July 2024
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ijisedu.v6i2.4313

Abstract

Although a great deal of study has been done on blended learning, less has been done to examine the execution component. The goal of this study is to develop a fit model and investigate the factors influencing the implementation of mixed learning in arithmetic. Stacey and Gerbic provide an effective implementation of mixed learning that takes into account four important factors: the condition of the foundation, teachers, students, and academic reflections. The method of inquiry that is employed is a quantitative overview approach. Testing utilizing arbitrary group evaluating adding up to 165 educators of grade schools in Bogor City, West Java, Indonesia, beginning from January to July 2020. The techniques used for data analysis are structural equation modeling (SEM) and descriptive analysis. The two phases of this model's evaluation are the measurement model and the structural measurement. The outcomes demonstrated that the most crucial element in improving the blended learning implementation was the teacher's state. The student's condition was the second most important factor, followed by pedagogical considerations and the state of the institution. This examination means quite a bit to use as a kind of perspective for the public authority and partners of every establishment in the progress of reinforcing the variables of executing numerical mixed learning.
Understanding High School Students’ Errors in solving Mathematics Problems: A Phenomenological Research Aljura, Ahmad Naufal; Retnawati, Heri; Zulnaidi, Hutkemri; Mbazumutima, Vianney
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.24005

Abstract

This research aims to understand a phenomenon regarding high school students’ errors in solving mathematics problems using a qualitative approach with phenomenology as the analysis framework. Data were collected through tests, classroom observations, documentation (students’ answer sheets, list of attendees, and students’ score lists), and unstructured phenomenological interviews with four purposively selected participants who met the selection criteria. The researchers used the mathematical problem-solving (MPS) model by Rott-Specht-Knipping and Aguas’ phenomenological data analysis steps using the NVIVO 12 software to analyze the students’ MPS process and identify their errors and the factors contributing to these errors. Errors were predominantly found in problems solved without engaging in the exploration phase. Analysis errors were the most common, while errors due to carelessness were the rarest. Factors contributing to these errors were identified across five domains: MPS Ability (MPSA), cognition, affection, motivation, and self-awareness. This research provides valuable insights into student errors in MPS for researchers and educators, particularly teachers, and provides recommendations for mathematics education policies and future research.
Co-Authors 'Afifah, Nur Abd Rauf , Rose Amnah Alias, Norlidah Aljura, Ahmad Naufal Ambarwati, Reza Ardiyanti, Yusi Armis Armis Arnellis, Arnellis Atika Sari Budi Setiawan Cao, Li Cholis Sa’dijah DeWitt, Dorothy Dori Lukman Hakim Eka Herlina Elfis Suanto Erfan Yudianto Eu, Leong Kwan Hanifah Nurus Sopiany Hayiduerapu, Nihassuna Hazar, Siti Heri Retnawati Karomah, Syarifatul Laksmi Dewi, Laksmi Lathiful Anwar Leny Heliawati Li, Hwa Li Lusiana, Fina Yatul M Zainal Arifin, M Zainal Makmuri Makmuri Mandala, Arif Sapta Mbazumutima, Vianney Mushlihuddin, Rahmat Muzakkir Omar, Marlissa Putri Yuanita Rahman, Arief Aulia Rasul, Mohamad Sattar Refugio, Craig N Rianti, Efni Rika Mulyati Mustika Sari Rudi Susilana, Rudi Sanda, Elsa Alvionita Susiswo Syaputra, Hamdani Tak, Chan Choon Tatag Yuli Eko Siswono Yadav, Dharmendra Kumar Yerizon Yerizon Zana, Firdha Mahrifatul