Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal of Authentic Research on Mathematics Eduacation (JARME)
Fauzi, Rival Muhamad
Unknown Affiliation
Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
DESIGNING HYPOTHETICAL LEARNING TRAJECTORIES FOR SET THEORY USING SCHOOL SNACK CONTEXTS IN MIDDLE SCHOOL Muhtadi, Dedi; Sukirwan, Sukirwan; Yulianto, Eko; Fauzi, Rival Muhamad
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 1 (2025)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i1.13665

Abstract

This study aims to design and implement Hypothetical Learning Trajectory (HLT) on set material with the context of school snacks for Junior High School students. The main focus of this study is to support students' understanding of basic set concepts, such as subsets, intersections, and unions, through a contextual approach that is relevant to students' daily lives. The research method used is educational design research, which includes the planning, implementation, and analysis phases of learning outcomes. The subjects of the study were grade VII students at a junior high school in Tasikmalaya City. The research instruments included: observation sheets, concept understanding tests, and interviews to explore students' thinking processes during learning. The results showed that the use of the school snack context was relevant to the topic of sets and was able to increase students' interest and motivation in learning set material. Students' conceptual understanding also increased significantly, especially in identifying set elements, as well as understanding intersections and unions between sets through visual representations and group activities. The discussion of these results emphasizes that HLT with everyday contexts, such as school snacks, provides opportunities to link abstract material to students' real experiences, thus facilitating meaningful learning. The implementation of this research provides practical implications for teachers in designing context-based learning that can be used for other materials, as well as a reference for developing a curriculum that is more relevant to life. 
ENHANCING STUDENTS’ CONCEPTUAL UNDERSTANDING IN MATHEMATICS THROUGH COMIC-BASED LEARNING: A MIXED-METHODS STUDY Mutaqin, Izay Zaenal; Alas’ari, Dicky Zaini Abdullah; Abdul Muin, Azwan Rhamdhan; Fauzi, Rival Muhamad
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.15538

Abstract

Conceptual understanding lies at the heart of meaningful mathematics learning, yet instructional practices in many contexts remain procedural and memorization-based, limiting students’ ability to connect symbolic, verbal, and visual representations. Addressing this gap, this study investigates the effectiveness and cognitive–affective mechanisms of comic-based learning in improving students’ conceptual understanding of mathematics and develops a new theoretical model, the Visual–Narrative Learning Framework (VNLF). Employing a mixed-methods sequential explanatory design, the research involved 60 eighth-grade students divided into an experimental group (comic-based instruction) and a control group (conventional teaching). Data were collected through conceptual understanding tests, motivation questionnaires, interviews, and classroom observations. Quantitative data were analyzed using t-tests, gain scores, and effect size, while qualitative data underwent thematic analysis. Findings revealed that the experimental group achieved significantly higher conceptual understanding (M = 93.6 vs. 81.4; t(58) = 7.25, p .001; d = 1.56, large effect; g = 0.72, high category). Comics facilitated the transformation of symbolic ideas into visual–narrative representations, increasing emotional engagement and intrinsic motivation. The integrated results produced the VNLF, which explains conceptual learning as the simultaneous interaction of visualization, narration, and teacher mediation. Theoretically, this study extends the Cognitive Theory of Multimedia Learning by incorporating affective and social dimensions into visual–narrative mathematics instruction. Practically, it positions comic-based learning as an integrative pedagogical strategy that enhances students’ numeracy, visual literacy, and engagement, supporting the goals of the Merdeka Curriculum and advancing digital transformation in mathematics education.
Co-Authors Abdul Muin, Azwan Rhamdhan Alas’ari, Dicky Zaini Abdullah Dedi Muhtadi, Dedi EKO YULIANTO Mutaqin, Izay Zaenal Sukirwan Sukirwan