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All Journal AL ISHLAH Jurnal Pendidikan Indonesian Journal of Science and Mathematics Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Progresif Journal on Mathematics Education
Muhaimin, Lukman Hakim
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring Middle School Students' Challenges in Mathematical Literacy: A Study on AKM Problem-Solving Wahyuni, Astri; Muhaimin, Lukman Hakim; Hendriyanto, Agus; Tririnika, Yuliana
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5729

Abstract

Mathematical literacy is the ability to formulate, apply, and interpret everyday problems. The Minimum Competency Assessment (AKM) program in Indonesia is designed to evaluate these essential skills, similar to the PISA framework. Assessing mathematical literacy through the AKM ensures that students meet basic competency standards, helping to improve overall educational quality and better preparing students for global competition. This research reveals the characteristics of students' mathematical literacy when solving AKM problems. The study was conducted at a junior high school in Surakarta, Indonesia. The research stages included giving AKM problems, observing students' problem-solving processes through think-aloud methods, conducting interviews for confirmation, reducing data, coding data, analyzing data, and drawing conclusions. The data used included students' answers, observation sheets, and interview transcripts. When formulating problems, students often struggle to accurately understand the issues at hand. This leads to incomplete data during the problem-solving process, resulting in calculation errors or mistakes in applying formulas. These errors create a domino effect, leading to incorrect answers. Students' difficulties in formulating mathematical problems can potentially cause calculation errors and improper use of formulas, ultimately leading to incorrect solutions. This negatively impacts their conceptual understanding, learning motivation, and readiness to face educational challenges or enter the workforce. To address these difficulties, teachers can enhance students' conceptual understanding, promote critical thinking, implement problem-based learning, use visual aids, provide targeted support, and focus on developing mathematical literacy from an early age.
The didactic phenomenon: Deciphering students’ learning obstacles in set theory Hendriyanto, Agus; Suryadi, Didi; Juandi, Dadang; Dahlan, Jarnawi Afgani; Hidayat, Riyan; Wardat, Yousef; Sahara, Sani; Muhaimin, Lukman Hakim
Journal on Mathematics Education Vol. 15 No. 2 (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.v15i2.pp517-544

Abstract

Teachers play a crucial role in disseminating knowledge in educational settings, typically adhering to a credulist-testimonial approach outlined in pedagogical literature. Consequently, students often acquire knowledge through this method, potentially leading to discrepancies between their conceptual understanding and the intended educational objectives. This study investigates the phenomenon of learning obstacles encountered by junior high school students, with a particular emphasis on mathematics education. It is part of a series of Didactical Design Research (DDR) projects aimed at developing effective instructional materials. Employing an interpretive paradigm within the DDR framework, the study adopts a qualitative approach utilizing hermeneutic phenomenology design. Various research tools such as diagnostic assessments, interview guidelines, observation sheets, and audio recordings are employed. Data analysis is conducted using the Constant Comparative Method (CCM). The findings highlight ontogenic, didactic, and epistemological obstacles students face, stemming from factors such as a lack of interest in mathematics, ineffective material presentation, and misconceptions regarding set concepts. These results underscore the importance of educators employing effective teaching strategies to help students overcome these obstacles and succeed in their mathematics education.
Empowering Mathematics Teachers In Evaluating Textbooks: A Praxeological Approach To Enhancing Constructive Skepticism Hendriyanto, Agus; Abdurahman, Ayi; Winarni, Wiwin; Utomo, Utomo; Sajidin, Sajidin; Fatmasari, Deasy; Syaifana, Elsya; Muhaimin, Lukman Hakim
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 2 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i2.890

Abstract

This study aims to empower mathematics teachers in evaluating textbooks through the praxeological approach and the development of a constructive skepticism attitude. Textbooks are often used without critical evaluation, which can hinder the development of students' critical thinking skills. The praxeological approach provides a framework based on practical experience, while constructive skepticism encourages in-depth analysis of textbook content. The study employed a qualitative method with a hermeneutic phenomenological approach, involving 20 mathematics teachers in Sukabumi. Data were collected using semi-structured interviews and questionnaires, which explored teachers' criteria for textbook evaluation, challenges in using textbooks, and their attitudes toward textbook content. Thematic analysis was used to analyze the data, allowing the identification of patterns and themes related to teachers' evaluation practices. The results showed that training based on praxeology and constructive skepticism improved teachers' ability to evaluate textbooks, identify weaknesses, and select more relevant materials. This study recommends collaborative training programs to support more critical textbook evaluations, with the goal of enhancing the quality of mathematics education in Indonesia.
Mathematical framework for accurate prayer times: Insights from the bencet tradition Muhaimin, Lukman Hakim; Kusumah, Yaya S.; Juandi, Dadang; Hendriyanto, Agus; Sahara, Sani
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.19790

Abstract

Mathematics is fundamental in structuring religious practices, especially in determining prayer times. This study explores the mathematical concepts embedded in the traditional bencet tool used by communities to calculate prayer times accurately. Using a qualitative ethnographic approach, the research examines both the use and crafting of bencet through observations, interviews, and documentation. Based on the Miles and Huberman model, data analysis reveals that the bencet tongkat unconsciously incorporates mathematical concepts such as parallel lines, measurements, and planar surfaces. Similarly, the bencet garis reflects understanding parallel and perpendicular lines, circular constructions for 90° angles, and precise measurements. The findings underscore the deep interconnection between mathematical principles and cultural traditions. This study concludes that the bencet tool represents an untapped resource for ethnomathematics research. The implications highlight the potential of ethnomathematics as an innovative approach to mathematics education, integrating cultural heritage into learning.
A phenomenological study of mathematics academic anxiety and mathematics pedagogical anxiety in pre-service elementary school teachers Pahmi, Samsul; Priatna, Nanang; Suhendra, Suhendra; Martadiputra, Bambang Avip Priatna; Muhaimin, Lukman Hakim
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.28293

Abstract

This phenomenological study investigates mathematics academic anxiety and pedagogical anxiety among pre-service elementary school teachers. Data were collected through in-depth interviews, questionnaires, and observations involving pre-service teachers in teaching practice. The findings reveal that most participants experience high to very high levels of anxiety, both as mathematics learners and as future educators. Academic anxiety is more dominant, often manifesting as negative thoughts, overthinking, and avoidance behaviors, while pedagogical anxiety is slightly lower due to a greater sense of control during teaching practice. The sources of anxiety are multifaceted, including internal factors such as lack of confidence and negative past experiences, as well as external pressures from the educational environment. These results highlight the urgent need for systematic interventions in teacher education programs, such as anxiety management training, self-efficacy workshops, and supportive learning environments, better to prepare pre-service teachers for the challenges of mathematics instruction. Despite its contributions, the study is limited by its cross-sectional design and focus on a single institution. Future research should consider longitudinal approaches and broader samples. Addressing mathematics anxiety among pre-service teachers is crucial for developing confident and competent mathematics educators, ultimately improving the quality of mathematics learning in elementary schools.
Promoting the Pancasila Students’ Profiles through Mathematics Education in Schools: Ethnomathematics Roles Hendriyanto, Agus; Juandi, Dadang; Kuncoro, Krida Singgih; Fitriana, Laila; Sahara, Sani; Muhaimin, Lukman Hakim
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The Function of Ethnomathematics in the Development of Pancasila Student Profiles for Indonesian Students Via Mathematics Education in Schools. The present mathematics curriculum in Indonesia (IND) places a strong emphasis on the creation of a Pancasila student profile in order to ensure that pupils are learning mathematics in a meaningful way. This paper suggests an integration of ethnomathematics into the formal mathematics curriculum as one approach to dealing with these learning issues. It is based on a literature assessment of studies on ethnomathematics, mathematics education, and Pancasila student profile. The literature review method used with a narrative review design. A total of 28 articles were selected for publication at the final stage of the review process. In light of the preceding explanation, it is clear that ethnomathematics plays a part in the formal school mathematics curriculum since the context-relevant and constraint-filled problem-solving techniques give many abstract mathematical notions the required contextual meaning. Keywords: ethnomathematics, mathematics education, pancasila student profiles.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202305
Co-Authors Abdurahman, Ayi Astri Wahyuni Bambang Avip Priatna Martadiputra cakrawala Dadang Juandi Didi Suryadi Fatmasari, Deasy Fitriana, Laila Hendriyanto, Agus Jarnawi Afgani Dahlan Krida Singgih Kuncoro Nanang Priatna Pahmi, Samsul RR. Ella Evrita Hestiandari Sahara, Sani Sajidin Sajidin, Sajidin Suhendra Suhendra Syaifana, Elsya Tririnika, Yuliana Utomo Utomo Wardat, Yousef Winarni, Wiwin Yaya S. Kusumah