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All Journal Phenomenon : Jurnal Pendidikan MIPA Jurnal Elemen Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Range : Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika Hipotenusa: Journal of Mathematical Society Journal on Mathematics Education
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ANALISIS KEMAMPUAN PENALARAN MATEMATIS DITINJAU DARI KEMANDIRIAN BELAJAR PADA MODEL PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING (SFE) DENGAN METODE FLIPPED LEARNING BERBANTUAN GOOGLE CLASSROOM Khardita, Deby; Isnarto; Asih, Tri Sri Noor; Agoestanto, Arief
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 8 No. 2 (2023): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v8i2.10806

Abstract

This study aims to analyze the quality of mathematics learning after applying the Student Facilitator Explaining Learning Model with the Google Classroom-Assisted Flipped Learning Method on mathematical reasoning abilities in terms of student learning independence. The data collection techniques used are test methods, documentation, questionnaires, and observations. The research instruments used are mathematical reasoning ability test questions, liket scales of learning independence, observation sheets and learning implementation. In this study, quantitative research methods with purposive sampling technique research samples and obtained VII A as an experimental class and VII B as a control class. With the results of research (1) quality Google Classroom-assisted SFE learning on students' mathematical reasoning abilities (2) There is a strong influence of student learning independence on mathematical reasoning abilities in the Student Facilitator and Explaining learning model Assisted by Google Classroom.
Bahasa Matematis dalam Penentuan Waktu Siang - Malam menurut Tradisi Sunda Muhtadi, Dedi; Rochmad; Isnarto
Plusminus: Jurnal Pendidikan Matematika Vol. 1 No. 2 (2021): Juli
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v1i2.900

Abstract

Tasikmalaya merupakan wilayah Tatar Sunda yang julukannya sebagai: “Sang Mutiara Priangan Timur”, memiliki peran penting di Provinsi Jawa Barat Selatan. Peran ini sangat berpengaruh terhadap potensi masyarakat, termasuk di bidang kebudayaan. Namun seiring dengan perkembangan zaman, budaya tersebut kurang dikenal oleh generasi muda saat ini. Tujuan dari penelitian adalah untuk melestarikan budaya masyarakat Sunda khususnya di Tasikmalaya agar budaya tersebut tetap terjaga. Penelitian ini menggunakan metode kualitatif dengan pendekatan etnografi yang bersumber dari studi literatur, observasi lapangan dan wawancara dengan seorang ahli budaya Sunda. Hasil penelitian menunjukkan bahwa terdapat bahasa matematis dalam penentuan waktu sehari semalam yang digunakan oleh masyarakat Sunda di Tasikmalaya dan hal itu dapat menjadi sebagai titik tolak untuk acuan dalam pembelajaran matematika. Tasikmalaya is a Sundanese region whose nickname is: "The Pearl of East Priangan", an important role in South West Java Province. This role is very influential on the potential of the community, including in the field of culture. But along with the times, this culture is less well known by today's young generation. The purpose of this research is for the culture of the Sundanese people, especially in Tasikmalaya so that the culture is maintained. This study uses a qualitative approach with an ethnographic approach derived from literature studies, field observations and interviews with a Sundanese cultural expert. The results of the study indicate that there is a mathematical language in the right time of day and night that is used by the Sundanese people in Tasikmalaya and it can be a starting point to be used as a reference in learning mathematics.
A prospective mathematics teacher’s lesson planning: An in-depth analysis from the anthropological theory of the didactic Suryadi, Didi; Itoh, Takashi; Isnarto
Journal on Mathematics Education Vol. 14 No. 4 (2023): 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.v14i4.pp723-740

Abstract

This paper aims to explore an Indonesian prospective mathematics teacher’s lesson planning and identify its characteristics of mathematical task design from the viewpoint of the anthropological theory of the didactic. The well-documented activities concerning lesson planning developed by the prospective mathematics teacher in her experiment to conduct a study on mathematics teaching were used as the primary data to be analyzed. Part of the anthropological theory of the didactic, namely mathematical praxeology, was used as the theoretical framework to analyze and explore the mathematical tasks design, their techniques, theoretical arguments of the techniques used, and theories underpinning the theoretical discourses. The study points out mathematical praxeology for each mathematical task included in the lesson plan analyzed. In addition, this study also figured out the characteristics of the mathematical praxeology of the lesson design developed by the prospective teacher.
Optimising the Mathematical Creative Thinking Process of Deporter's Learning Style Assisted E- Module Strukbar Based on Case Method Isti Hidayah; Emy Sohilait; Isnarto; Kristina Wijayanti
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i1.3915

Abstract

The purpose of this research is (1) to identify the patterns of mathematical creative thinking processes based on DePorter's learning styles, and (2) to determine the improvement in mathematical creative abilities through learning assisted by the Strukbar E-module based on the Case Method. This research uses the Mixed Method with a Sequential Exploratory type. The research subjects are third-semester students of the 2024/2025 academic year in the Mathematics Education Study Program at STKIP Gotong Royong Masohi, Central Maluku, who are taking the Algebra Structure 1 course. In the qualitative research, the subjects consisted of three prospective teachers with DePorter's learning styles, while the quantitative research involved 26 participants. Data collection techniques include tests, DePorter learning style questionnaires, interviews, and documentation of prospective teachers' work. The research results show that DePorter's Visual, Auditory, and Kinesthetic learning styles each have their own advantages at the stages of mathematical creative thinking, from orientation, preparation, incubation, illumination, to verification. Moreover, the implementation of the Strukbar E-module based on the Case Method has been proven to significantly enhance the mathematical creative abilities of prospective teachers. These findings underscore the importance of teaching methods that align with individual learning styles and the use of digital technology in education.
The Impact of the DNTK Pattern Approach on Student Learning Outcomes in Introduction to Group Theory Course Mashuri; St. Budi Waluya; Zaenuri; Isnarto
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i1.4109

Abstract

Introduction to Group Theory is one of the courses in the field of algebra studies in Mathematics Education Study Program at Universitas Negeri Semarang. Various learning models are implemented in lectures to overcome students' difficulties in understanding and mastering abstract lecture material. In this research, learning was carried out using the DNTK Pattern approach. The DNTK pattern approach is a learning pattern that prioritizes understanding Definitions (D) and their Negations (N), Theorems (T) and their Contrapositions (K) before students are given exercises in the Introduction to Group Theory course. The main goal of this approach is to increase students' conceptual understanding of the structure and properties of groups. This research used quantitative methods and the TAM (Technology Acceptance Model) approach to evaluate the effectiveness of the DNTK pattern approach in improving student learning outcomes. The research results showed that students taught using the DNTK pattern approach have a deeper understanding and are able to apply concepts better compared to conventional learning. This article reviewed the DNTK pattern approach theoretically and empirically, and presented the research results as a basis for further implementation in Introduction to Group Theory lectures.
Pemecahan Masalah Persamaan Linear Ditinjau dari Kemandirian Belajar dengan Model Eliciting Activities (MEAs) Khumairo, Siti Latifatul; Masrukan; Isnarto
Jurnal Pendidikan Matematika Vol. 14 No. 2 (2023): July 2023
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v14i2.62

Abstract

Penelitian ini bertujuan untuk menguji keefektifan Model Eliciting Activities (MEAs) pada materi persamaan linear dan mendeskripsikan kemampuan pemecahan masalah matematis peserta didik ditinjau dari kemandirian belajar. Metode yang digunakan adalah metode campuran dengan desain eksplanatori sekuensial. Metode kuantitatif menggunakan desain penelitian Posttest Only Control Group Design, sedangkan kualitatifnya menggunakan analisis deskriptif. Dalam penelitian ini diambil 6 subjek penelitian berdasarkan tingkat kemandirian belajar peserta didik kelas VII D di SMP Negeri 1 Tayu tahun pelajaran 2022/2023. Teknik pengumpulan data berupa tes, angket, dan wawancara. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa (1) pembelajaran MEAs pada materi persamaan linear efektif terhadap kemampuan pemecahan masalah peserta didik, dan (2) subjek penelitian dengan kategori kemandirian belajar tinggi mampu memenuhi semua indikator kemampuan pemecahan masalah, yaitu membangun pengetahuan baru melalui pemecahan masalah, memecahkan masalah dengan melibatkan matematika dalam konteks lain, menerapkan berbagai strategi yang tepat untuk memecahkan masalah, dan merefleksikan proses pemecahan masalah; subjek penelitian dengan kategori sedang hanya mampu memenuhi dua indikator kemampuan pemecahan masalah yakni membangun pengetahuan baru melalui pemecahan masalah dan merefleksikan proses pemecahan masalah; sedangkan subjek penelitian dengan kategori kemandirian belajar rendah tidak mampu mencapai indikator kemampuan pemecahan masalah dengan baik.
Improving Critical Thinking Skills through Problem-Based Learning Models with Argumentation in the Group Theory Course Setyawati, Rina Dwi; Budi Waluya; isnarto; Putriaji Hendikawati
Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 2 (2024): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2024.14.2.24021

Abstract

Argumentation is one of the factors considered in measuring critical thinking skills. This study aims to evaluate the effectiveness of the Argumentationbased Problem-Based Learning model in enhancing the critical thinking skills of prospective mathematics teachers. This study used a post-test only control design involving 53 prospective mathematics teacher students at UPGRIS, consisting of two classes, namely the experimental class and the control class with a purposive sampling technique. The data collection technique was carried out through a critical thinking ability test. The data analysis technique used was a prerequisite test analyzing with a paired sample t-test hypothesis test, independent sample t-test and N-gain. The results showed that the experimental class experienced an increase in critical thinking skills in the group theory course. The critical thinking skills of the experimental class with the Problem Based Learning and Argumentation model learning were better than the control class with a sig <0.05. The increase in students' critical thinking skills increased significantly with a moderate category (N-gain = 0.47). The indicator of critical thinking skills in the criteria stating that there are problems in the information provided experienced the greatest increase, while the indicator of constructing valid arguments experienced the lowest increase. There was an increase in the ability of prospective teachers in constructing arguments but in the low criteria. The ability to construct arguments needs to be given special attention in efforts to improve critical thinking skills.
Critical Thinking Abilities of Prospective Mathematics Teachers Based on Learning Styles Rina Dwi Setyawati; Budi Waluya; Isnarto; Putriaji Hendikawati
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.4481

Abstract

This research attempts to describe the critical thinking abilities of prospective fifth-semester mathematics education teachers at PGRI University Semarang through a qualitative approach. The researcher, as the primary instrument, employed a learning style questionnaire, a Group  Theory  critical thinking test, and an interview guide with purposively selected subjects. Data were analyzed through flow diagrams which included data reduction, data presentation, and drawing conclusions. Data credibility is obtained through triangulation of sources and time. The research result show that the average critical thinking ability test for visual and audotory styles is relatively higher than for kinsestetic learners. At the stages of focus, reasoning, and inference, all three stylesthe stages of saturation, clarity, and overview, a clear distinction emerges, with the visual style demonstrating greater effectiveness by producing answer that are both accurate and complete, unlike the auditory and kinesthetic counterparts. The ability of the three learning styles to express valid arguments to clarify the truth of the answers they make is still very low. Providing training with open-ended problem-based questions and problem-based learning as well as honing the arguments of prospective mathematics teachers are the alternative solutions chosen to improve critical thinking skills.
Transformations of students’ cognitive processes when solving PISA-like problems: A commognitive analysis Atmaja, Satriya Adika Arif; Zaenuri; Isnarto; Dewi (Nino Adhi), Nuriana Rachmani
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.30715

Abstract

The mathematical literacy of Indonesian students in PISA 2022 was categorized as low, highlighting the importance of understanding students’ cognitive processes in mathematical problem solving. This study examines transformations in the cognitive processes of a 15-year-old Indonesian student when solving PISA-like problems using Sfard’s commognitive framework. A qualitative approach was employed to capture detailed learning dynamics. The participant was a 15-year-old student from a randomly selected junior high school in Rembang Regency, Central Java Province, Indonesia, purposefully selected based on the mathematics teacher’s nomination for strong mathematical ability and clear evidence of cognitive shifts during problem solving. The tasks were developed by the researcher and adapted to relevant Indonesian contexts. Qualitative data—including written work, observations, and semi-structured interviews—were analyzed using mathematical literacy processes (formulating, employing, interpreting, and evaluating) and mapped onto four commognitive components: Word Use (WU), Visual Mediators (VM), Routines (R), and Narratives (N). Findings show that reflective self-evaluation supports cognitive restructuring, enabling movement from procedural errors toward coherent reasoning through shifts in WU, VM, and R. The study underscores the need for instructional designs that foster meta-level discourse, reflective thinking, and flexible visual re-representation to strengthen students’ mathematical reasoning.
Commognitive Conflict: How do Critical Thinkers Solve Cognitive Conflict Problems in Geometry? Atmaja, Satriya Adika Arif; Zaenuri; Isnarto; Nuriana Rachmani Dewi (Nino Adhi)
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.9972

Abstract

There has been no research exploring cognitive conflict problems in geometry from commognitive framework. Nevertheless, this framework offers strong potential for gaining new theory about cognitive processes of critical thinkers. This study addresses this gap by exploring in depth how critical thinkers solve cognitive conflict problems in geometry from commognitive framework. Commognitive involves four main components: word use, visual mediators, routines, and narratives. This study employed a qualitative approach to explore the cognitive processes in depth. The instrument used in this study consisted of cognitive conflict problems in geometry designed for junior high school students. The subjects of this study consisted of 17 students from the mathematics olympiad group at Madrasah Tsanawiyah (MTs) Surya Buana Malang, Indonesia. The results revealed two categories: Category A met all critical thinking components and commognitive indicators, whereas Category B met only some. The commognitive conflicts highlighted key moments of cognitive engagement and discourse transformation. These conflicts activated critical thinking components, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Based on the result, it is recommended that future research explore the development of mathematics instructional designs in cognitive conflict problems based on commognitive framework.
Co-Authors Arief Agoestanto Asih, Tri Sri Noor Atmaja, Satriya Adika Arif Budi Waluya Dedi Muhtadi, Dedi Didi Suryadi Emy Sohilait Isti Hidayah Itoh, Takashi Khardita, Deby Khumairo, Siti Latifatul Kristina Wijayanti Mashuri Masrukan Masrukan Nino Adhi, Nuriana Rachmani Dewi Nuriana Rachmani Dewi (Nino Adhi) Putriaji Hendikawati Rina Dwi Setyawati Rina Dwi Setyawati RR. Ella Evrita Hestiandari St. Budi Waluya Zaenuri