Article Per Year (5 Year)
p-Index From 2021 - 2026
3.109
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Advanced Sciences and Mathematics Education Jurnal Ilmiah Ilmu Terapan Universitas Jambi Polyhedron International Journal in Mathematics Education Indonesian Educational Research Journal International Journal of Didactic Mathematics in Distance Education Jurnal Infinity The International Journal of Mathematics and Sciences Education Journal on Mathematics Education
Rodríguez-Nieto, Camilo Andrés
Unknown Affiliation
Chemistry Education Engineering Industrial & Manufacturing Engineering Mathematics Physics Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
Integrating ethnomathematics and ethnomodeling in Institutionalization of school mathematics concepts: A study of fishermen community activities Sudirman; Rodríguez-Nieto, Camilo Andrés; Bonyah, Ebenezer
Journal on Mathematics Education Vol. 15 No. 3 (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.v15i3.pp835-858

Abstract

While previous studies have extensively explored ethnomathematics, the relationship between ethnomathematics and ethnomodeling remains underexamined. This study investigates the connections between ethnomathematics and ethnomodeling and their implications for the institutionalization of mathematics in the context of traditional fish auction activities within the Fishermen's Community in Indramayu, Indonesia. Utilizing an ethnographic design, the study involved participants in various auction roles, including auctioneers, boat owners, captains, crew members, and traders. Data were collected through interviews and observations and analyzed using content analysis. The findings reveal that ethnomathematical practices are evident in sorting and grading fish, as well as in auction transactions, with connections to mathematical concepts such as set theory, basic statistics, social arithmetic, and arithmetic operations within an ethnomodeling framework. These results suggest that the integration of ethnomathematics and ethnomodeling into the school curriculum could support the institutionalization of mathematics education and provide a foundation for developing instructional materials based on these practices in the context of traditional fish auctions.
Integrating cultural contexts into mathematics: effects of culture-based worksheets on students’ mastery of geometric transformations Khairunnisa, Ika Aulia; Mairing, Jackson Pasini; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Polyhedron International Journal in Mathematics Education Vol. 3 No. 1 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i1.167

Abstract

The integration of cultural elements into the learning process, particularly in mathematics, served as a strategic approach to create a contextual and engaging classroom environment. The use of Student Worksheet played a significant role in enhancing students’ comprehension of the subject matter and improving their academic performance. This research aimed to examine the effect of implementing culture based worksheet featuring the Mandau Talawang Dance of the Dayak Tribe in Central Kalimantan on students’ learning outcomes in the topic of geometric transformations. The research employed a quasi-experimental design, specifically using the one group pre-test and post-test design. Quantitative methods were used to analyze the data, applying statistical tests such as the shapiro-wilk test, the paired sample t-test, and the N-Gain Score. The participants consisted of 15 ninth grade students. The findings indicated that the data followed a not normally distributed, with significance levels of 0.013 for the pre-test and 0.002 for the post-test. The average N-Gain score showed a notable improvement in learning outcomes, reaching a high category score of 0.7829. Furthermore, the hypothesis testing using the Wilcoxon Signed Rank Test  confirmed the acceptance of H1, with a significance value of 0.000 (p < 0.05), demonstrating that the culture based worksheet had a statistically significant positive effect on students’ learning outcomes. Integrating culture-based worksheets into classroom mathematics instruction fostered students' awareness of local cultural heritage, enhanced their mathematical abilities, and improved their learning outcomes.
Digital Teaching Material Transformation: Design Student Worksheets using GeoGebra Based on Local Wisdom by Pre-service Teachers Sugiarni, Rani; Jusniani, Nia; Rodríguez-Nieto, Camilo Andrés
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i3.31034

Abstract

The limited ability of teachers to design interesting digital mathematics teaching materials, as well as the context that is free from local participant wisdom, also causes misconceptions and difficulties in understanding mathematical concepts in depth for students. This study aims to analyze the ability of pre-service mathematics teachers to design student worksheets using the GeoGebra application based on local wisdom in mathematics learning. This study uses a qualitative method with a descriptive analytical approach to describe the ability of the pre-service mathematics study program to design student worksheets with Geogebra software based on local wisdom in mathematics learning. Participants in this study were in the pre-service mathematics education study program in West Java. The data collection technique used documentation in the form of student digital open material designs. The digital teaching materials designed by pre-service mathematics students are worksheets with GeoGebra software based on local wisdom. The research instruments were lecturer and teacher assessment sheets to ensure the feasibility of digital teaching materials and student response questionnaires for the practicality of the results of the digital teaching material plan used by students. The results of the study can be explained by the fact that the ability of students in the mathematics education study program to create digital open materials, namely student worksheets and GeoGebra software media, is worthy of the high category as assessed by lecturers and teachers. Meanwhile, the students' response to the socialization of digital open media design by students gave a positive response with a high category. Thus, students' digital teaching materials support meaningful mathematics learning for students with technology and local wisdom.
Visualizing geometry: exploring the role of geogebra-assisted 6E-IM model in enhancing students’ spatial abilities Prasetya, Natan; Gorky Sembiring, Maximus; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
International Journal of Mathematics and Sciences Education Vol. 3 No. 1 (2025): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v3i1.176

Abstract

Students’ spatial visualization ability is a key component in understanding geometry, yet many students exhibit suboptimal performance in this area. This study aimed to (1) evaluate the quality of the Geogebra-assisted 6E-IM learning model, (2) examine its effect on students' spatial visualization ability, and (3) describe students' ability levels after receiving the intervention. A sequential explanatory mixed-methods design was used. The independent variable was the Geogebra-assisted 6E-IM model, while the dependent variable was students’ spatial visualization ability. A total of 60 students participated, with 30 assigned to the experimental group and 30 to the control group. Data were collected through tests, interviews, and questionnaires. Quantitative results showed that students in the experimental group significantly outperformed the control group (p < 0.05), indicating a positive effect of the Geogebra-assisted 6E-IM model on spatial visualization ability. Qualitative analysis revealed that students with high ability met all spatial visualization indicators; those with moderate ability met two indicators, while those with low ability met only one. These findings demonstrate that the integration of Geogebra in the 6E-IM learning model can effectively enhance students’ spatial visualization skills in geometry. This study contributes to the development of innovative, technology-integrated instructional strategies in mathematics education.
Numeracy Skills of Junior High School Students: A Comparative Study Based on Learning Approach Interventions Tae, Ana Paula; Son, Aloisius Loka; Kehi, Yohanes Jefrianus; Rodríguez-Nieto, Camilo Andrés; García-García, Javier
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.90

Abstract

This study aims to determine the achievement and improvement of students' numeracy skills based on the Realistic Mathematics Education (RME) approach intervention. This research used a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of two classes, namely the experimental class that used the RME approach and the control class that used conventional methods. The instrument used was a numeracy description test question on the material of the Two-Variable Linear Equation System. The results showed that the achievement and improvement of students' numeracy skills, who learned through the realistic mathematics education approach, were better than students who learn through conventional approaches. This shows that learning with a realistic mathematics education approach can facilitate the numeracy skills of junior high school students. It is hoped that future researchers can apply the realistic mathematics education approach to other mathematical skills.
Geometry from coastal life: A grounded theory of primary students’ 3D geometry understanding in Northern Coastal West Java Wahyuningrum, Endang; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.813

Abstract

Background: Although three-dimensional (3D) geometry is an essential component of the elementary school mathematics curriculum, research exploring how students develop spatial understanding of 3D geometric objects in authentic learning contexts remains limited. Furthermore, the challenge of bridging visual, verbal, and manipulative representations persists as a major gap in the literature.Aims: This study aims to address this gap by examining the process through which elementary students develop conceptual understanding of 3D geometry using a grounded theory approach.Method: The study was conducted at a public elementary school in Indramayu Regency, West Java, Indonesia. A total of 26 students (20 female and 6 male, aged 11–12) voluntarily participated. Data were collected through 3D geometric visualization tests and in-depth interviews focusing on students' thought processes in imagining, comparing, and manipulating spatial forms. Data analysis followed the three stages of grounded theory methodology: open coding, axial coding, and selective coding, to construct a theory grounded in empirical data.Results: The findings reveal that students’ understanding of 3D volume is still in a transitional stage, moving from concrete experiences to formal mathematical representations. Familiar local contexts alone were found insufficient to bridge spatial understanding without adequate visual and pedagogical support. Major obstacles included conceptual misconceptions, procedural errors, limited visualization skills, and reliance on teacher assistance.Conclusion: The core category, “multiple representations as a bridge to spatial understanding,” underscores the importance of integrating concrete visualization, verbal description, and mathematical symbolism in geometry instruction. This study suggests that teachers should design instructional strategies that systematically combine visual media, concrete manipulatives, and verbal approaches. Such integration is crucial to ensure that local contexts effectively serve as a bridge between real-world experiences and abstract mathematical understanding.
TRANSFORMATION OF MATHEMATICAL KNOWLEDGE FOR TEACHING NON-EUCLIDEAN GEOMETRY CONCEPT THROUGH E-LEARNING BASED ON THE THEORY OF DIDACTIC SITUATIONS USING A MULTIPHASE MIXED METHOD Noviyanti, Mery; Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.42976

Abstract

The understanding of non-Euclidean geometry is essential for mathematics teachers as it can broaden the spatial perspective and enhance logical and abstract thinking. However, many teachers face challenges in teaching this concept because it conflicts with the long-established intuitive understanding of Euclidean geometry. An innovative technology-based method is then required to make non-Euclidean geometry learning more effective. Therefore, this research aimed to explore how mathematical knowledge related to non-Euclidean geometry could be transformed and enhanced through e-learning based on the Theory of Didactic Situations (TDS). A multiphase mixed method (MMM) was used to achieve this objective. Approximately 20 mathematics teachers, including 6 males and 14 females, were selected as the participants. Data were collected using content development guidelines, observation sheets, interviews, and tests, as well as analyzed qualitatively and quantitatively. The results showed that e-learning based on TDS effectively improved teachers' understanding of non-Euclidean geometry. In addition, this method enhanced teachers' engagement and encouraged independent exploration during the learning process. There were still challenges in understanding hyperbolic, spherical, and elliptic geometry due to a limited understanding of non-Euclidean axiomatic systems. Conceptual and procedural errors were commonly traced back to the limitations of visualizing non-Euclidean spaces. To address such issues, a more interactive method, combining visual simulation and problem-based learning, was recommended to improve non-Euclidean geometry literacy among teachers and students.
Effectiveness of ChatGPT-integrated discovery learning on mathematical literacy in three-variable linear equation systems: A quasi-experimental study Monike, Rismun Sufia; Sudirman, Sudirman; Kandaga, Thesa; Rodríguez-Nieto, Camilo Andrés
International Journal of Didactic Mathematics in Distance Education Vol. 3 No. 1 (2026): ijdmde (in Progress)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v3i1.13157

Abstract

This quasi-experimental study investigated the effectiveness of ChatGPT-integrated discovery learning on high school students' mathematical literacy in three-variable linear equation systems, while examining the moderating role of self-efficacy. Eighty tenth-grade students from a public high school in Indonesia were assigned to either an experimental group receiving ChatGPT-supported discovery learning instruction or a control group receiving conventional instruction, with mathematical literacy assessed through problem-solving tests and self-efficacy measured using validated questionnaires. Statistical analyses using non-parametric tests, including Wilcoxon Signed Rank Test, Mann-Whitney U Test, and Rank-Based ANCOVA, revealed that the experimental group achieved significantly higher post-test scores (M=79.25, SD=8.42) compared to the control group (M=65.30, SD=9.18), yielding a large effect size (d=1.24, p<.001) that substantially exceeded typical outcomes reported in meta-analyses of computer-assisted mathematics instruction. Contrary to established theoretical frameworks positing strong relationships between self-efficacy and mathematics achievement, this study found that self-efficacy neither significantly predicted mathematical literacy (F=3.171, p=.083, η²=.077) nor interacted with the learning model, suggesting that ChatGPT's pedagogical benefits operated uniformly across students with varying confidence levels. These findings suggest that ChatGPT functioned as adaptive conversational scaffolding that provided immediate formative feedback, facilitated metacognitive engagement through dialogic prompting, and generated multiple mathematical representations to support conceptual understanding. The null self-efficacy effect may indicate that robust AI scaffolding serves as an external compensatory mechanism that equalizes learning opportunities by reducing students' dependence on internal confidence judgments, thereby contributing novel theoretical insights into the conditional nature of motivational constructs in AI-mediated learning environments and offering practical implications for implementing conversational AI in mathematics education.
Development and validation of ethnomathematics-based worksheets integrating Sundanese Pupuh for enhancing number pattern learning in Indonesian secondary schools Aulia, Pitri Aulia; Sugiarni, Rani; Rodríguez-Nieto, Camilo Andrés
Polyhedron International Journal in Mathematics Education Vol. 3 No. 2 (2025): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v3i2.275

Abstract

This study addresses the persistent challenge of low mathematical performance among Indonesian secondary students, particularly in learning number patterns, by developing culturally responsive teaching materials. Although Indonesia’s PISA performance has improved, students remain below the OECD average, with prior studies highlighting difficulties in pattern recognition, symbolic representation, and generalization. To address this issue, the study bridges abstract mathematical concepts with students’ cultural contexts through the development of ethnomathematics-based student worksheets integrating Sundanese Pupuh, a traditional literary art form characterized by structured numerical patterns in syllable counts and line arrangements. The research employed a Research and Development approach using the 4D model (Define, Design, Develop, Disseminate). The worksheets were designed to explicitly connect the inherent mathematical structures of Pupuh—guru wilangan and guru lagu—with formal number pattern concepts in the eighth-grade mathematics curriculum. The development process included needs analysis, alignment with Indonesia’s Merdeka Curriculum, and analysis of student characteristics. Expert validation conducted by mathematics education lecturers and prospective teachers resulted in a combined validity score of 90%, categorized as very valid. Practicality testing with eighth-grade students yielded a score of 92.6%, indicating high usability. This study contributes to mathematics education in three key ways: (1) introducing a novel pedagogical use of indigenous cultural heritage to support abstract mathematical learning, (2) providing empirically validated culturally responsive worksheets that address specific difficulties in number pattern learning, and (3) offering a replicable framework for integrating ethnomathematics into formal curricula. The findings suggest that culturally grounded instruction can enhance student engagement and conceptual understanding, with potential application to other cultural contexts.
MASSIVE OPEN ONLINE COURSE IN MATHEMATICS: PERSPECTIVES ON COUNTRY, PUBLICATION TRENDS, RESEARCH APPROACHES, PARTICIPANTS, AND CONTENT ELEMENT Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés; Susandi, Ardi Dwi; Isnawan, Muhamad Galang; Pauzan, Muh
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i2.36805

Abstract

Massive Open Online Courses (MOOCs) have emerged as powerful tools that bridge vast learning resources with diverse global learners, particularly gaining prominence during and after the COVID-19 pandemic. While numerous studies have investigated the general application of MOOCs, limited research has specifically focused on their distribution and utilization within the field of mathematics education, especially in the post-pandemic context. This study aims to fill that gap by conducting a systematic literature review on MOOCs in mathematics, using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure a rigorous and replicable review process. At the identification stage, 2,349,886 articles were initially retrieved. After a comprehensive screening process based on inclusion and exclusion criteria, 78,191 articles were considered relevant. From this pool, 12 articles specifically addressed MOOCs in mathematics. However, only 6 articles met all the eligibility criteria for in-depth analysis. The findings reveal several key insights: (1) mathematics MOOCs are underrepresented in research, particularly in the context of school education; (2) research output on mathematics MOOCs has declined post-pandemic; (3) quantitative research methods dominate the field, limiting deeper qualitative insights; and (4) African countries remain significantly underrepresented in terms of both production and study of MOOCs in mathematics. This study contributes novel insights to the literature by highlighting geographic and methodological research gaps. It suggests that future research should explore mathematics MOOCs in school contexts, particularly using mixed-method approaches, and focus on understudied regions like Africa to promote equitable digital education access and innovation.
Co-Authors Ardi Dwi Susandi Aulia, Pitri Aulia Bambang Avip Priatna Martadiputra cakrawala Bonyah, Ebenezer Cantillo-Rudas, Benilda María Dejarlo, Jenisus O. Endang Wahyuningrum Faizah, Siti Font Moll, Vicenç Font, Vicenç García-García, Javier Gorky Sembiring, Maximus Haji, H Saleh Hasan Basri Indahwati, Rohmah Isnawan, Muhamad Galang Jackson Pasini Mairing, Jackson Pasini Jusniani, Nia Kandaga , Thesa Khairunnisa, Ika Aulia Mery Noviyanti Moll, Vicenç Font mone, ferdinandus Monike, Rismun Sufia Oemanas, Hildegardis Kono Oemanas Pabón-Navarro, María Luisa Pacheco, Alonso Barrera Pakabu, Karunia Tumba Sanda Pauzan, Muh Pino-Fan, Luis Roberto Prasetya, Natan Rani Sugiarni Rifanda, Akhmad Riski Riyan Hidayat Rodríguez-Vásquez, Flor Monserrat Selestina Nahak Suárez-Durán, Mauricio Sudirman Sudirman Sudirman Sudirman Tae, Ana Paula Takiveikata, Sereima Thesa Kandaga Yohanes Jefrianus Kehi Yumiati