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All Journal Rangkiang Mathematics Journal Jurnal Edukasi dan Penelitian Matematika Journal on Mathematics Education
Asra, Aqilul
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Education Mathematics Social Sciences Other

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PENGARUH PENGGUNAAN FLIPBOOK BERBASIS PENDEKATAN CONTEXTUAL TEACHING AND LEARNING TERHADAP PENALARAN MATEMATIS PESERTA DIDIK KELAS VIII UPTD SMP NEGERI 1 KEC. GUGUAK Asra, Aqilul; Suherman, Suherman
Jurnal Edukasi dan Penelitian Matematika Vol 13, No 1 (2024): Maret
Publisher : Departemen Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pmat.v13i1.15627

Abstract

The development of reasoning skills is very important for students, because without reasoning skills, mathematics will only be an exercise to follow methods and imitate examples, without understanding. This study aims to assess whether mathematical reasoning skills will be superior using CTL-based flipbooks compared to conventional teaching materials in class VIII UPTD SMP Negeri 1 Kec. Guguak in TP 2023/2024. The research methodology applied was Quasi Experiment, and the design chosen was Nonequivalent Posttest-Only Control Group Design. The results prove that students' mathematical reasoning skills are superior when they are taught using flipbooks based on the Contextual Teaching and Learning approach, in class VIII UPTD SMP Negeri 1 Kec. Guguak.Keywords. – Mathematical Reasoning Ability, flipbook, Contextual Teaching and Learning approach 
Exploring Students’ Mathematical Representation through the Lens of APOS Theory of APOS Theory: An Exploratory Study Asra, Aqilul; Boriboon, Gumpanat
Rangkiang Mathematics Journal Vol. 4 No. 2 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i2.102

Abstract

Mathematical representation ability is one of the key competencies that reflects the depth of students’ conceptual understanding in mathematics learning. However, various studies show that mathematics education students still face difficulties in using and connecting multiple forms of representation, leading to limited conceptual understanding. This study aims to analyse students’ mathematical representation abilities using the APOS (Action, Process, Object, Schema) theoretical framework to reveal the underlying mental mechanisms. A qualitative descriptive method with data triangulation (test and interview) was employed. Six mathematics education students were selected and categorized into low (score < mean – SD), medium (mean – SD ≤ score < mean + SD), and high (score ≥ mean + SD) ability groups based on their mathematical representation test results. Data from tests and interviews were analysed through qualitative coding to ensure reliability and credibility. The findings indicate that low-ability students tended to remain at the Action stage, medium-ability students reached the Process stage, and high-ability students began to reach the Object and Schema stages. This study confirms that the quality of mathematical representation is closely related to students’ cognitive stages according to the APOS theory and introduces a novel link between representation indicators and APOS stages, offering valuable insights for mathematics education research.
Analytical rubrics for mathematical representation behaviour assessment: Development, validation, and cross-cultural application Harisman, Yulyanti; Asra, Aqilul; Hafizatunnisa; Elniati, Sri; Adnan, Mazlini
Journal on Mathematics Education Vol. 16 No. 4 (2025): 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.v16i4.pp1137-1166

Abstract

Mathematical representation plays a pivotal role in students’ understanding, reasoning, and problem-solving processes. Despite its centrality in mathematics education, systematic approaches to assessing representational behavior remain limited, particularly within diverse cultural and curricular contexts. Existing assessment practices often emphasize cognitive outcomes, overlooking affective, psychomotor, and meta-representational dimensions that shape students’ mathematical understanding. Addressing this gap, the present study developed and validated an analytical rubric designed to assess mathematical representation behavior comprehensively across these four domains. Grounded in the Educational Design Research (EDR) framework, the rubric was constructed through four iterative stages—reflection, recording, grouping and naming, and application. Six mathematics education experts from Indonesia and Malaysia participated in the validation process, while empirical data were collected from 42 undergraduate students who had completed a geometry course. The analysis revealed strong content validity, with Aiken’s V coefficients ranging from 0.78 to 0.93 and full expert agreement, confirming the rubric’s clarity and relevance in evaluating representational behaviors. The rubric categorized student performance into three levels—Eikasia, Dianoia, and Intellectus—providing a nuanced diagnostic framework for assessing students’ mathematical representation. This study contributes to the field by introducing a cross-culturally grounded assessment tool that integrates cognitive, affective, psychomotor, and meta-representational perspectives. The findings highlight the rubric’s potential as both a formative and diagnostic instrument, enhancing the precision of assessment and offering insights for improving mathematics instruction and future digital-based evaluation practices.
Co-Authors Adnan, Mazlini Boriboon, Gumpanat Elniati, Sri Hafizatunnisa Suherman, Suherman Yulyanti Harisman