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Analisis Berpikir Komputasional Siswa Dalam Memecahkan Masalah Kontekstual Matematika Citra Faradillah; Nyoman Sridana; M. Gunawan Supiarmo
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10494

Berpikir komputasional merupakan salah satu keterampilan kunci yang perlu diajarkan kepada semua siswa karena berperan penting membentuk cara berpikir logis dan sistematis dalam menyelesaikan masalah. Penelitian ini bertujuan mendeskripsikan proses berpikir komputasional siswa dalam memecahkan masalah kontekstual matematika siswa kelas VIII SMPN 8 Mataram. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek pada penelitian yaitu 6 siswa terpilih dari 33. Data penelitian terdiri atas jawaban siswa dan hasil wawancara semi terstruktur. Proses berpikir komputasional siswa dilihat melalui indikator dekomposisi, pengenalan pola, abstraksi, dan berpikir algoritma. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan berpikir komputasional kategori tinggi mampu menyelesaikan masalah hingga tahap berpikir algoritma, meskipun masih terdapat kesalahan. Siswa pada kategori sedang umumnya juga mencapai tahap algoritma, namun sebagian hanya berhenti pada tahap pengenalan pola dan masih ditemukan kesalahan. Sementara itu, siswa dengan kemampuan rendah hanya mampu memenuhi sebagian tahap dekomposisi sehingga tampak lemah pada seluruh indikator.

Concept Image Siswa dalam Materi Barisan dan Deret pada Pembelajaran Berdiferensiasi Dita Oktavihari; Junaidi Junaidi; Gilang Primajati; M. Gunawan Supiarmo; Eka Kurniawan; Alvano Tugas Hendrawan
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.11044

This study aims to describe students' concept images on sequences and series in differentiated learning and to examine the concept image gap between students, teachers, and mathematicians. This study used a qualitative approach with a didactic design and a hermeneutic phenomenology method. The research subjects included students, teachers, and mathematicians, who were selected purposively. Data were collected through learning observations, questionnaires, and in-depth interviews, and then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results showed that students' conceptual images of sequences and series were dominated by intuitive, visual, and procedural understandings. Students were able to recognize real-world patterns and contexts, but tended to rely on repeated addition or multiplication rather than using formal definitions and symbolic formulas. In geometric sequences and series, a concept image conflict was found due to students' difficulty in understanding exponential growth patterns. Although differentiated learning provides space for diverse student learning styles, the results show that this approach does not fully guarantee the formation of a complete formal conceptual understanding. Therefore, strengthening conceptual scaffolding is needed so that students' concept images are more aligned with the correct concept definition. Penelitian ini bertujuan untuk mendeskripsikan concept image siswa pada materi barisan dan deret dalam pembelajaran berdiferensiasi serta mengkaji kesenjangan concept image antara siswa, guru, dan matematikawan. Penelitian ini menggunakan pendekatan kualitatif dengan desain didaktis dan metode fenomenologi hermeneutik. Subjek penelitian meliputi siswa, guru, dan matematikawan, yang dipilih secara purposif. Pengumpulan data dilakukan melalui observasi pembelajaran, kuesioner, serta wawancara mendalam, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa concept image siswa pada materi barisan dan deret didominasi oleh pemahaman intuitif, visual, dan prosedural. Siswa mampu mengenali pola dan konteks nyata, namun cenderung mengandalkan penjumlahan atau perkalian berulang dibandingkan penggunaan definisi formal dan rumus simbolik. Pada barisan dan deret geometri, ditemukan conflict concept image akibat kesulitan siswa dalam memahami pola pertumbuhan eksponensial. Meskipun pembelajaran berdiferensiasi memberikan ruang bagi keberagaman cara belajar siswa, hasil penelitian menunjukkan bahwa pendekatan ini belum sepenuhnya menjamin terbentuknya pemahaman konseptual formal yang utuh. Oleh karena itu, diperlukan penguatan scaffolding konseptual agar concept image siswa lebih selaras dengan concept definition yang benar.

Penguatan Branding Desa Wisata Sawah Terasiring Melalui Strategi Promosi Digital Dan Pemasaran Berkelanjutan Nora Listantia; Muhammad Diaz Naufal Akhdiyat; Arif Rahman; Bening Sagita Lestari; Riska Ageng Pangestu; Zaura Fatilla; Risa Nadia Astuti; Putri Handayani; Khairul Wajdi; Beni Nasriadi; Fitri Aliyah; Karoluslina; Sartika Hijriati; M. Gunawan Supiarmo
Jurnal Pengabdian Magister Pendidikan IPA Vol 9 No 2 (2026): April-Juni 2026
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpmpi.v9i2.15415

Thematic Community Service Program (Kuliah Kerja Nyata/KKN) is a form of community engagement that plays a strategic role in supporting village development, particularly in the tourism sector based on local potential. This community service activity was carried out using a participatory approach, involving the community actively from the stages of observation, planning, implementation, to evaluation of the activities. The work programs implemented included the construction of a photo spot stage, the installation of TPQ signboards, teaching Qur’an recitation at the TPQ, community clean-up activities, and weekly exercise sessions with village children. The results of the activities showed that the construction of the photo spot stage was able to strengthen the visual identity of Mareje Village as a nature- and agriculture-based tourism village, as well as improve the effectiveness of digital promotion through social media platforms such as Instagram and TikTok. In addition, the social and educational programs had a positive impact on strengthening TPQ institutions, increasing children’s participation in religious and sports activities, and raising public awareness of the importance of environmental cleanliness and social collaboration. Overall, this KKN program contributed to encouraging sustainable village tourism development in social, economic, and environmental aspects.

Concept Image Siswa dalam Pembelajaran Matematika Dita Oktavihari; M. Gunawan Supiarmo
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12630

Concept image is a mental representation that plays an important role in shaping students'conceptual understanding of mathematical concepts. The difference between concept image andconcept definition often causes misconceptions and students' difficulties in understanding andapplying mathematical concepts. This study aims to examine and synthesize research resultsregarding students' concept image in mathematics learning. The study used the SystematicLiterature Review (SLR) method by analyzing ten scientific articles published in national andinternational journals. The review process was carried out through the stages of identification,selection, evaluation, and synthesis of articles based on their suitability to the research focus. Theresults of the study indicate that students' concept images in various mathematical materials, suchas algebra, systems of linear equations in two variables, matrices, exponents, exponentialfunctions, sequences and series, quadrilaterals, and the Pythagorean Theorem, are still not fullyin line with the concept definition. This discrepancy is influenced by learning experiences, learningstrategies, mastery of prerequisite concepts, as well as didactic, epistemological, and ontogenicobstacles. In addition, procedure-oriented learning tends to produce less in-depth conceptualunderstanding than learning that emphasizes concept exploration and the use of variousmathematical representations. Therefore, mathematics learning needs to be designed to facilitatethe formation of concept images aligned with concept definitions through meaningful learningexperiences. This study is expected to serve as a reference for researchers and educators indeveloping learning strategies that support improved student conceptual understanding.

Implementasi Computational Thinking dalam Pembelajaran Sekolah Dasar: Sebuah Systematic Literature Review terhadap Penelitian Tahun 2021–2026 M. Gunawan Supiarmo; Gilang Primajati
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12649

Computational Thinking (CT) is a crucial 21st-century competency that should be cultivated starting at the primary school level. This study aims to analyze research trends, implementation, and the impact of CT in primary school education during the 2021–2026 period. A Systematic Literature Review (SLR) methodology was employed. Scholarly articles were sourced from Scopus, ERIC, SpringerLink, ScienceDirect, ProQuest, SINTA, Garuda, and Google Scholar, and subsequently analyzed using a descriptive-qualitative approach. The findings indicate a rise in CT research, accompanied by increasingly diverse implementation methods-such as Scratch, robotics, STEM, Project-Based Learning, educational games, Artificial Intelligence, and unplugged activities. CT implementation has been shown to enhance algorithmic thinking, decomposition, pattern recognition, abstraction, problem-solving, creativity, and student learning motivation. However, implementation still faces challenges regarding teacher competence, curriculum integration, and the development of appropriate assessments. Consequently, there is a need to strengthen teacher capacity, develop an integrated curriculum, and conduct further research to optimize CT implementation at the primary school level.

Pengembangan E-Modul Geometri Berbasis Etnomatematika Melalui Eksplorasi Kain Tenun di SMPN 6 Mataram Destiana Safitri; Amrullah Amrullah; M. Gunawan Supiarmo
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1090

The low level of students’ understanding of geometric concepts and the lack of contextual teaching materialsmake mathematics learning tend to be abstract and less engaging. In addition, mathematics learning inschools is still rarely connected to local culture that is closely related to students’ daily lives. Learning thatintegrates local culture can create a more meaningful learning experience for students. Ethnomathematicsbasede-modules can visualize geometric concepts through cultural exploration as a learning medium. Thisstudy aimed to describe the development and determine the validity of an ethnomathematics-based geometrye-module integrating Sasak culture through woven fabric exploration for seventh-grade students at SMPN 6Mataram. The research employed a Research and Development (R&D) approach using Thiagarajan’s 4Dmodel, consisting of the define, design, develop, and disseminate stages. Data from material and media expertevaluations were analyzed using Aiken’s V formula. The results indicated that the developed e-module washighly valid, with a media validity score of 0.86, a material validity score of 0.82, and an overall averagevalidity score of 0.84. Therefore, the interactive website-based e-module is theoretically highly valid for useas a supplementary teaching material in mathematics learning.

Desain E-LKPD Berbasis Concept Image Siswa pada Materi Barisan dan Deret Dita Oktavihari; Junaidi Junaidi; Gilang Primajati; M. Gunawan Supiarmo; Eka Kurniawan
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1329

This study aims to develop a concept image-based E-LKPD on sequences and series using the ADDIE model.This development research was carried out up to the Development stage, which includes Analysis, Design,and Development. In the analysis stage, learning needs were identified through concept image tests,interviews, and documentation studies. The results of the analysis showed that students still had difficultyin understanding the concepts of sequences and series in depth, differentiating the concepts of sequences andseries, and connecting various mathematical representations. Based on these needs, an E-LKPD was designedthat included problem-oriented activities, pattern exploration, concept construction, concept reflection, andcontextual application. In the development stage, the E-LKPD prototype was compiled and validated bymaterial experts and media experts to assess the feasibility of content, presentation, language, andappearance. The validation results showed that the developed E-LKPD met the valid criteria and was suitablefor use as a supporting teaching material for mathematics learning. The concept image-based E-LKPD isexpected to help students build a better conceptual understanding of sequences and series through theintegration of visual, verbal, numeric, and symbolic representations.

Systematic Literature Review Model Matematika Kompartemen pada Penyakit dan Kontagion Sosial Gilang Primajati; M. Gunawan Supiarmo
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1339

Epidemic-type mathematical compartmental models are no longer limited to biological infectious diseases; they are increasingly adapted to behavioral and social contagion phenomena. This study aimed to systematically review the use of SIR, SEIR, SEIRS, and modified compartmental models in infectious disease transmission and social phenomena. A systematic literature review was conducted by screening 24 full-text articles collected from journal databases and publisher repositories from 2020 to 2026. Eighteen primary modelling studies were included in the main synthesis, while six review or guideline articles were used as theoretical and methodological support. Data were extracted on model type, domain, compartments, data source, mathematical analysis, simulation method, software, and major findings. The reviewed infectious disease studies addressed tuberculosis, malaria, COVID-19, and typhus, whereas social-domain studies covered online game addiction, social media addiction (TikTok), online gambling, gambling crime, and impulsive buying. SEIR was the most frequent structure, followed by SEIRS and SIR. Most studies calculated equilibrium points and the basic reproduction number; fewer studies reported sensitivity analysis, parameter calibration, uncertainty analysis, or empirical validation. The findings indicate that compartmental models are flexible analytical tools across biological and social systems, but future studies need stronger reporting transparency, parameter justification, validation, and reproducible simulation procedures.

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