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All Journal Journal of Didactic Mathematics International Journal of Social Learning (IJSL) SJME (Supremum Journal of Mathematics Education)
Heryanto, Fahmi Nugraha
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Arts Education Environmental Science Mathematics Social Sciences Other

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Enhancing Students Historical Thinking Based on Augmented Reality (AR) Media in Social Studies Siti Logayah, Dina; Salira, A Budhi; Rakhman, Muhammad Arief; Darmawan, Rizal Akbar; Heryanto, Fahmi Nugraha
International Journal of Social Learning (IJSL) Vol. 5 No. 2 (2025): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v5i2.402

Abstract

This study aims to analyze the effectiveness of the use of Augmented Reality (AR) technology in improving students' historical thinking skills, class VII at SMPN 13 Bandung in learning Social Studies. The quantitative approach with the Design Based Research (DBR) research method includes four stages, namely analysis, design, implementation, and evaluation. Data collection through observation, interviews, and questionnaires, then data analysis techniques are carried out descriptively. The results of the study showed that the effectiveness of using AR can increase student learning interactions by 82%, meaning that it shows more active involvement than conventional learning. Conceptual understanding increased by 45%, while critical thinking skills increased by 40%. This means that 85% of students are better able to understand the material on the development of Indonesian society during the Hindu and Buddhist periods in social studies. Other findings are that 90% based on information from social studies teachers there was an increase in students' analytical abilities and 95% of students expressed a high interest in using AR in social studies. This finding has an impact that the use of AR technology can improve students' historical thinking skills.
Exploring reversible thinking through comparison task in mathematical praxeology textbooks Pebrianti, Aneu; Darojat, Latifah; Heryanto, Fahmi Nugraha
Journal of Didactic Mathematics Vol 6, No 3 (2025): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i3.2903

Abstract

The capacity for reversible thinking is a fundamental aspect of proficient mathematical problem-solving. However, existing research indicates that students continue to encounter challenges in cultivating this cognitive process. One contributing factor to this difficulty is the inclination of textbook tasks to prioritize procedural learning over conceptual exploration. The objective of this study was to examine the task sequence structure in seventh-grade mathematics textbooks on the subject of comparison, specifically in two primary tasks: comparing two similar quantities and comparing two quantities with differing units. The textbook analysis technique employs a mathematical praxeology approach. The analysis encompasses four components of praxeology: tasks, techniques, technology, and theory. The textbook utilized is Mathematics, Grade 7, junior high school, Semester 2. The findings reveal that the majority of problem-solving techniques are presented directly within the textbook, thereby restricting students’ opportunities to develop their own strategies, particularly reversible thinking strategies. Furthermore, the majority of tasks are designed to promote forward thinking, thereby limiting students’ opportunities to develop two-way thinking skills. To address this issue, the study recommends formulating an alternative sequence of tasks that explicitly encourages the development of reversible thinking strategies.
Kajian Kemampuan Pemecahan Masalah Matematis Dan Berpikir Kritis Matematis Siswa Pada Persoalan Sistem Persamaan Linier Dua Variabel Dalam Konteks Kebudayaan Pebrianti, Aneu; Sari, Elia Nurindah; Hakim, Dori Lukman; Firmansyah , Dani; heryanto, Fahmi Nugraha; Bonyah, Ebenezer
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13321

Abstract

The objective of this study is to assess the mathematical problem-solving and critical thinking skills of students in the subject of Two-Variable Linear Equation Systems (SPLDV) within the context of batik culture. The research employed a descriptive qualitative approach, supplemented by rudimentary quantitative data, in a study of 36 eighth-grade students at a junior high school in Karawang Regency. The research instruments employed included a culture-based SPLDV written test, interviews, observations, and documentation. The analysis of mathematical problem-solving skills is referred to as Polya's stages, while mathematical critical thinking skills are analyzed based on Ennis' indicators. The findings indicate that students' mathematical critical thinking skills remain deficient, particularly in the domains of making conjectures, developing and evaluating arguments, and verifying solutions through substitution and graphical representation. Concurrently, mathematical problem-solving aptitudes indicated that the capacity to comprehend problems was in the adequate range, the aptitude to formulate strategies was in the satisfactory range, the aptitude to execute strategies was suboptimal, and the aptitude to verify was the least proficient aspect. These findings suggest a necessity for educational approaches that prioritize the cultivation of procedural, evaluative, and reflective skills by leveraging meaningful cultural contexts.
Co-Authors Bonyah, Ebenezer Darmawan, Rizal Akbar Darojat, Latifah Dori Lukman Hakim Firmansyah , Dani Pebrianti, Aneu Rakhman, Muhammad Arief Salira, A Budhi Sari, Elia Nurindah Siti Logayah, Dina