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All Journal Jurnal Konseling dan Pendidikan Jurnal Elemen PYTHAGORAS: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Jurnal Pengabdian Pada Masyarakat International Journal of Community Service Learning Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal of Advanced Sciences and Mathematics Education Smart Society: Community Service and Empowerment Journal Edumatica: Jurnal Pendidikan Matematika International Conference on Health Science, Green Economics, Educational Review and Technology (IHERT) JPLED Polyhedron International Journal in Mathematics Education International Journal of Didactic Mathematics in Distance Education Panicgogy International Journal Jurnal Pendidikan MIPA
Thesa Kandaga
Universitas Pasundan
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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Representasi Matematis Siswa pada Resource-Based Learning Model berbantuan Google Classroom Anggiana, Agus Dede; Kandaga, Thesa
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 2 (2024): Edumatica: Jurnal Pendidikan matematika (Agustus 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i2.31751

Abstract

Mathematics is a subject rich in representations, ranging from tables, diagrams, symbols, physical, to verbal. In the realm of mathematics, students are required to master all of these types of representations. To facilitate learning encompassing all of these representations, various structured materials and references are necessary. The objective of this research was to determine the extent of improvement in mathematical representation among students who received Model Resource-based Learning aided by Google Classroom. The research method employed was quasi-experimental. Sample of this study were students of grade XI in the academic year 2021/2022 at one high school in Bandung. Purposive sampling technique was used for sample selection. The research sample was selected based on available classes, ensuring that both classes had equivalent initial capabilities. One class then became the experimental group, while the other class served as the control group. The research instrument was a test of mathematical representation ability. Based on the data analysis, the improvement in mathematical representation ability among students in the experimental group was higher compared to students in the control group. It was also found that despite being provided with resources in Google Classroom, students' verbal representations were still lacking and remained the lowest type of representation besides physical representation.
Improving Indonesian students' mathematical literacy with brain-based learning: a comparative study of pisa scores Kandaga, Thesa; Krisnadi, Elang; Nurhayati, Suci; Gusti, Valeria Yekti Kwasaning
Jurnal Konseling dan Pendidikan Vol. 12 No. 3 (2024): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1118500

Abstract

This research is driven by Indonesia's comparatively low performance in the 2023 PISA assessment, which indicates a significant deficiency in students' capacity to solve literacy-based mathematical problems, largely attributable to the absence of comprehensive, structured guidance. This consequently gives rise to low levels of mathematical literacy, thereby underscoring the necessity for enhanced learning methodologies. The objective of this study is to evaluate the efficacy of the Brain-Based Learning (BBL) model in enhancing students' mathematical literacy abilities in comparison to the traditional learning approach. This study employed a quasi-experimental methodology with an unequal control group design. The research subjects were 72 grade VIII students at SMPN 1 Baleendah, comprising 36 experimental group students (grade VIII K) and 36 control group students (grade VIII L). The data were obtained through mathematical literacy tests and subsequently analysed using descriptive and inferential statistics with the assistance of IBM SPSS 24.0 software. The results of the n-gain analysis indicated that the data were normally distributed with homogeneous variances. The results of the independent sample t-test indicated a statistically significant difference in the improvement of mathematical literacy skills between the two groups, with the BBL group exhibiting a greater degree of improvement than the conventional method. These findings contribute to the scientific literature on the effectiveness of the Brain-Based Learning (BBL) model in addressing low mathematical literacy in Indonesia, with statistically significant improvements. This research provides new insights into the application of brain-based learning models in the Indonesian educational context.
Completing second-grade thematic learning: a classroom action research by implementing learning video at Kabulangka Susyati, Susyati; Kandaga, Thesa
Panicgogy International Journal Vol. 2 No. 1 (2024): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v2i1.76

Abstract

The action research was motivated by the low level of learning outcomes of second grade students' at SD Negeri Kubulangka, Cukuh Balak Subdistrict. The purpose of this research was to enhance students' learning outcomes by utilizing video media. This research was conducted from October to November 2021 at Second Grade of SD Negeri Kubulangka, Cukuh Balak Subdistrict, Tanggamus Regency. This type of research was Classroom Action Research consisting of 3 cycles, with each cycle comprising 4 stages: Planning, Implementation, Observation, and Reflection. The data collection techniques and tools employed in this research included research instruments such as students' activity data during learning, activities performed by students during learning to assess their motivation level, teachers' performance in teaching, and learning outcomes at the end of each cycle as supporting data. The research findings indicated that the utilization of video media fostered an enjoyable learning atmosphere, leading to increased student learning activities, thereby resulting in enhanced student learning outcomes. From the first cycle to the second cycle, there was an improvement, with 8 students or 38.1% achieving satisfactory grades in the first cycle, while in the second cycle, there was an increase to 15 students or 71.4%, representing a 33.3% improvement. Meanwhile, in the third cycle, the number of students achieving satisfactory grades was 19 or 90.5%, marking a further increase from the second cycle by 4 students or 19.1%. It can be concluded that video media can enhance both the activity and learning outcomes in thematic learning at Second Grade of SD Negeri Kubulangka, Cukuh Balak Subdistrict, Tanggamus Regency.
Mapping Elementary Students’ Numeracy Literacy Skills: A Comprehensive Analysis Based on Six Indicators Susandi, Ardi Dwi; Kandaga, Thesa; Basri, Hasan; Rindastri, Vivi
Smart Society Vol. 5 No. 2 (2025): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/martsociety.v5i2.852

Abstract

Developing students’ numeracy literacy skills is essential in the 21st century, as these skills enable learners to interpret quantitative information, solve real-world problems, and make reasoned decisions. However, the mastery of numeracy literacy among elementary students in Indonesia remains uneven across regions. This study aimed to analyze the numeracy literacy skills of elementary school students in Region III Cirebon to identify their strengths and weaknesses across different competency indicators. A qualitative descriptive approach was employed, involving five elementary schools representing the region. Data were collected through numeracy literacy tests and semi-structured interviews. The instrument was developed based on six indicators: communication, representation, reasoning and argumentation, mathematization, problem-solving strategy, and the use of symbolic, formal, and technical operations. Data were analyzed through data reduction, data presentation, and conclusion drawing. The findings showed that students’ overall numeracy literacy skills ranged from medium to low levels. Communication skills were relatively strong, while reasoning, argumentation, and problem-solving strategies were moderate. In contrast, mathematization and symbolic operation skills were notably weak. These findings suggest that numeracy learning in elementary schools still emphasizes procedural understanding rather than conceptual and contextual reasoning. The study contributes to educational research by providing empirical evidence of the current state of numeracy literacy in elementary schools and offers implications for curriculum development and teacher training aimed at fostering deeper mathematical understanding and application.
Praxology in advanced geometry textbooks for distance education: A hermeneutic review of structure and knowledge representation Noviyanti, Mery; Sudirman, Sudirman; Kandaga, Thesa; Ramdhani, Sendi; Isnawan, Muhamad Galang
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.v5i2.840

Abstract

Background: Geometry plays a fundamental role in mathematics education by developing logical reasoning and spatial understanding. Despite its importance, geometry remains a difficult subject for university students, particularly in distance learning contexts. While several studies have analyzed geometry textbooks, few have examined their knowledge structures through a praxeological perspective. Aim: This study aims to analyze a university-level Euclidean geometry textbook by identifying how the components of praxeology, namely task (T), technique (τ), technology (θ), and theory (Θ), are organized and interconnected to support meaningful learning. Method: The research applied a hermeneutic phenomenological design. The textbook, used in a master’s geometry course at an Indonesian university, was analyzed through repeated readings and qualitative interpretation. Data were coded and categorized according to the praxeological framework and validated through researcher discussions. Result: The findings show that the textbook demonstrates a coherent praxeological structure with accurate theoretical explanations and effective technological representations. However, the analysis revealed weaknesses such as limited rationale for applying specific techniques, insufficient connection between theoretical concepts and exercises, and few examples of proofs. Conclusion: The study concludes that while the textbook reflects strong praxeological principles, improvements are needed in clarifying technique rationales, linking theory and practice, and structuring technological components. The results provide pedagogical insights for developing university geometry textbooks that enhance conceptual understanding, reflective reasoning, and learning effectiveness in both traditional and distance education settings.
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.
Co-Authors Adnan, Mazlini Agus Dede Anggiana Anggoro Ari Nurcahyo Ardi Dwi Susandi Beni Yusepa Ginanjar Putra Dadang Juandi Darhim Darhim Darta Darta Darta, Darta Gusti, Valeria Yekti Kwasaning Hasan Basri Hasratuddin Hermawan, Vevi Isnawan, Muhamad Galang Jusep Saputra, Jusep Krisnadi, Elang Mery Noviyanti Mohamad, Liana Mohamad, Liana Binti Monike, Rismun Sufia Nia Gardenia Nida Amelya Al Fitriani Nida Aulia Pangesti Limbangan Novianti, Idha Nurcahyo, Anggoro Ari Nurcahyo, Anggoro Ari Osman, Zahir Putri Andini, Putri Rindastri, Vivi Risnawati, Erna Rizky Rosjanuardi Rodríguez-Nieto, Camilo Andrés Sendi Ramdhani Setiawan, Wahyu Heri Sri Agustini Dalimunthe Suci Nurhayati Suci Nurhayati Sudirman Sudirman Sugilar, Sugilar Susyati Susyati, Susyati Taufiqulloh Dahlan