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All Journal AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Kognitif: Jurnal Riset HOTS Pendidikan Matematika Al Khawarizmi: Jurnal Pendidikan Matematika AFORE: Jurnal Pendidikan Matematika Journal Focus Action of Research Mathematic (Factor M) Journal on Mathematics Education Research Mathema: Jurnal Pendidikan Matematika
Bill Chairy Rizki Bustaren
Universitas Pendidikan Indonesia
Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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PENGEMBANGAN DAN EVALUASI GAME EDUKASI BERBASIS ANDROID DENGAN UNITY 3D UNTUK MENINGKATKAN PEMAHAMAN KONSEP PERSAMAAN LINEAR SATU VARIABEL Bill Chairy Rizki Bustaren; Wahyudin Wahyudin; Aan Hasanah; Nurmala Setianing Putri Putri
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 11 No. 3 (2024)
Publisher : Universitas Ahmad Dahlan

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Abstract

Kebanyakan siswa yang didukung dengan teknologi seperti handphone, biasanya cenderung memanfaatkan teknologi tersebut untuk aspek hiburan. Hal ini cukup memalukan, karena kemudahan dalam menggunakan teknologi tersebut seharusnya bisa dimanfaatkan untuk mendukung proses pembelajaran. Terlebih lagi, ternyata banyak pula siswa di tingkat SMA yang mengalami hambatan dalam memahami konsep matematika. Melalui ketersediaan teknologi, seperti handphone dan Unity 3D, diharapkan dapat tercipta sebuah game edukasi yang menyenangkan bagi siswa dan juga efektif dalam meningkatkan pemahaman siswa terhadap konsep matematika yang dianggap memiliki kesulitan. Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis game Android menggunakan Unity 3D pada materi Persamaan Linear Satu Variabel (PLSV). Penelitian ini termasuk ke dalam jenis penelitian Research and Development (R&D). Model pengembangan media pembelajaran pada penelitian ini diadaptasi dari model desain instruksional ADDIE. Hasil dari penelitian ini adalah penggunaan media pembelajaran berbasis mobile game android pada materi PLSV dinilai baik dan efektif untuk meningkatkan minat siswa terhadap pembelajaran matematika, sehingga berimplikasi pada peningkatan hasil belajar siswa khususnya dalam materi PLSV.
ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL MATERI LINGKARAN YANG DILAKUKAN OLEH SISWA SMP BERDASARKAN TAHAPAN KASTOLAN Nadia Ulfa; Darhim; Kartika Yulianti; Ulfah Nur Azizah; Fitri Rahmawati; Yusuf Adhitya; Nurmala Setianing Putri; Bill Chairy Rizki Bustaren
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 11 No. 3 (2024)
Publisher : Universitas Ahmad Dahlan

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Abstract

Kemampuan siswa SMP dalam memahami konsep geometri masih tergolong rendah. Hal ini harus segera diatasi dikarenakan geometri memiliki kedudukan penting untuk diajarkan di sekolah mengingat bahwa konsep geometri sering dimanfaatkan dalam berbagai aspek kehidupan. Tujuan penelitian ini adalah untuk menganalisis kesalahan siswa dalam menyelesaikan soal lingkaran yang merupakan salah satu materi dalam konsep geometri. Penelitian ini menggunakan metode kualitatif yang melibatkan 30 siswa kelas 8 di salah satu SMP kota Bandung. Triangulasi dalam pengumpulan data meliputi (1) pemberian instrumen tes kemampuan pemahaman matematis siswa terkait materi lingkaran, dan (2) instrumen non tes yang meliputi pedoman observasi dan wawancara siswa, serta studi dokumen. Berdasarkan hasil temuan dan pembahasan pada penelitian ini, diperoleh informasi bahwa dalam menyelesaikan soal lingkaran, kesalahan siswa teridentifikasi dalam 2 bentuk kesalahan dari 3 kesalahan yang dapat dikategorikan melalui tahapan Kastolan yaitu kesalahan konseptual yang meliputi kesalahan dalam menentukan definisi juring, kesalahan dalam menentukan rumus panjang busur lingkaran, dan lain-lain; serta kesalahan prosedural yang meliputi kesalahan yang diakibatkan karena tidak teraturnya langkah-langkah pengerjaan soal, dan kesalahan yang diakibatkan karena ketidaktelitian siswa memahami soal dan dalam melakukan perhitungan.
Peningkatan kemampuan berpikir kritis matematis melalui model Problem Based Learning dengan pendekatan Culturally Responsive Teaching dan Teaching at the Right Level Nurmala Setianing Putri; Eka Firmansyah; Bill Chairy Rizki Bustaren; Fitri Rahmawati
Journal on Mathematics Education Research (J-MER) Vol 5, No 2 (2024): November
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v5i2.78906

Abstract

Kemampuan berpikir kritis matematis siswa merupakan salah satu keterampilan yang perlu dikembangkan agar siswa mampu mengatasi tantangan masa depan. Selain itu, bernalar kritis adalah salah satu aspek dalam Profil Pelajar Pancasila yang perlu dikembangkan dalam Kurikulum Merdeka. Berkaitan dengan upaya meningkatkan kemampuan tersebut, penelitian ini bertujuan untuk mengetahui aktivitas pendidik dan siswa dalam pembelajaran yang menerapkan model pembelajaran Problem Based Learning (PBL) dengan Pendekatan Culturally Responsive Teaching (CRT) dan Teaching at the Right Level (TaRL) serta mengetahui peningkatan kemampuan berpikir kritis matematis siswa setelah melakukan pembelajaran tersebut. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas dengan 2 siklus yaitu Siklus 1 yang terdiri dari 2 pertemuan dan Siklus 2 yang terdiri dari 3 pertemuan. Subjek penelitian ini adalah siswa kelas VIII A SMP Negeri 13 Bandung. Kesimpulan yang diperoleh pada penelitian ini ialah bahwa penerapan model pembelajaran PBL dengan pendekatan CRT dan TaRL dapat meningkatkan kemampuan berpikir kritis matematis siswa SMP.
ANALISIS PERSPEKTIF GURU MATEMATIKA SMP DI KABUPATEN BOGOR TERHADAP STEM CHALLENGE SEBAGAI ASESMEN DALAM PEMBELAJARAN MATEMATIKA Bustaren, Bill Chairy Rizki; Priatna, Nanang; Putri, Nurmala Setianing; Ulfa, Nadia
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2901

Abstract

This study aims to analyze the perspectives of junior high school mathematics teachers in Bogor Regency regarding the implementation of the STEM Challenge as an alternative assessment in mathematics learning. This research uses a qualitative approach with a phenomenological method. Data were collected through open-ended questionnaires, in-depth interviews, and document studies. The results of the study reveal three findings: (1) teachers assess that the STEM Challenge is quite appropriate and has the potential to assess students' abilities, especially related to 21st century skills such as critical thinking, creativity, communication, and collaboration; (2) many teachers realize that conventional assessments (written tests) have limitations as they tend to focus only on cognitive aspects; and the last, (3), although the STEM Challenge is considered a good alternative assessment, teachers also expressed Challenges and obstacles in its implementation, including limitations in infrastructure, lack of learning time, and the need for adaptation for teachers and students. This research recommends the need for policy support, teacher training, and the provision of resources so that the STEM Challenge can be effectively implemented in order to make assessments in mathematics learning more contextual and meaningful.
Using Digital Pythagorean Tangram to Enhance Mathematical Justification Skills of Prospective Mathematics Teachers Adhitya, Yusuf; Putri, Nurmala Setianing; Bustaren, Bill Chairy Rizki
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.4020

Abstract

Mathematical justification is a crucial skill for mathematics teachers because it emphasizes proof and reasoning. This study examines how using the media “Digital Pythagorean Tangrams,” a manipulable, multimedia tool on Polypad, can improve prospective teachers' justification skills when proving the Pythagorean theorem. This research used a one-group pretest-posttest design where students were given a pre-test, then received an intervention using the media, and subsequently completed a post-test. The participants included 44 mathematics education students at a university in Bandung. Instruments comprised a mathematical justification test (pretest and posttest) and Digital Pythagorean Tangram media. Pretest and posttest data were analysed to obtain the N-gain score to estimate the effect size. The N-gain data were analysed using a one-sample t-test to check whether the improvement was statistically significant.  The results revealed an average N-gain score of 0.42, which falls into the medium category, demonstrating a notable improvement in students' mathematical justification skills before and after using the digital tangram media. The One-Sample t-test also indicated a significance level below 0.05, confirming that the increase in students' mathematical justification ability is significant. Integrating digital manipulatives into proof-oriented instruction can meaningfully enhance prospective teachers’ justification skills and may serve as a practical pedagogical approach in mathematics teacher education.
Improving Integral Concept Understanding Ability through ICT: Systematic Literature Review Lina Nurhayati; Nurmala Setianing Putri; Bill Chairy Rizki Bustaren
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1368

Abstract

Understanding the concept of integral is critical for engineering students, particularly civil engineering students. Many civil engineering students struggle to understand the concept of antiderivatives and the procedure for calculating integral. The objective of this study was to examine if technology, especially information and communication technology (ICT), can significantly improve civil engineering students' knowledge of the integral. The research sample comprises ten studies that employ diverse research approaches to investigate the impact of integrating ICT, including GeoGebra, Maple, MATLAB, and Other technologies, on enhancing knowledge of integral concepts. The method employed was a Systematic Literature Review (SLR) that followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. ERIC, SCOPUS, and Google Scholar-indexed journals published between 2012 and 2023 were sampled. The findings revealed that studying with Maple and Integrating technology has a significant impact on helping students comprehend integrals. It is demonstrated by the effect size values of 1,23 and 1,26, respectively.
Analisis Persepsi Mahasiswa Pendidikan Matematika terhadap Pemanfaatan Python dalam Analisis Data Statistika Talitha Diva Sadina; Bill Chairy Rizki Bustaren; Yaya Sukjaya Kusumah
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 2 (2026): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 2 Tahun 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i2.5128

Abstract

Dalam pendidikan matematika, peranan teknologi semakin dibutuhkan, salah satunya pada mata kuliah statistika. Pemanfaatan teknologi diperlukan untuk mempermudah serta mempercepat proses perhitungan tanpa mengurangi keakuratan hasil outputnya. Salah satu bahasa pemrograman yang dapat dimanfaatkan untuk pengolahan data adalah Python. Python dikenal sebagai bahasa pemrograman yang mudah dipelajari dan digunakan, namun hal tersebut tidak menutup kemungkinan munculnya hambatan ketika proses pengintegrasiannya. Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa terhadap penggunaan Python dalam pembelajaran analisis data statistika. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Matematika semester 4 yang sedang menempuh mata kuliah Statistika Penelitian Pendidikan. Metode yang digunakan adalah kualitatif deskriptif dengan instrumen berupa kuesioner yang terdiri atas 40 pernyataan tertutup dan 5 pertanyaan terbuka. Data dianalisis melalui tahapan reduksi data, kategorisasi, dan interpretasi untuk memperoleh gambaran yang komprehensif mengenai persepsi mahasiswa. Hasil menunjukkan bahwa mayoritas mahasiswa sudah memiliki keterampilan IT yang mumpuni, tetapi dalam konteks pemrograman Python masih menghadapi kendala signifikan dalam memahami sintaks maupun proses coding. Pengalaman tersebut mengindikasikan adanya kesenjangan antara keterampilan dasar IT yang dimiliki mahasiswa dan kemampuan dalam mengaplikasikan Python untuk analisis data. Dapat disimpulkan bahwa Python berpotensi meningkatkan kualitas pembelajaran statistika, tetapi efektivitas implementasinya sangat bergantung pada strategi pembelajaran yang digunakan.
Learning through explaining: A case study of students' perceptions of oral mathematical communication in a complex variable function course Bill Chairy Rizki Bustaren; Encum Sumiaty; Yusuf Adhitya; Fitri Rahmawati; Jay Fie Paler Luzano
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 2 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i2.22921

Abstract

Oral mathematical communication is an important aspect of mathematics learning, particularly in advanced courses that involve abstract and symbolic concepts.  However, previous studies have mainly examined whether explaining improves learning, while less is known about how students perceive where learning occurs during oral explanation in advanced mathematics. This study aims to explore students’ perceptions of oral mathematical communication in a Complex Variable Function course. A qualitative case study design was employed involving 14 mathematics education students who had participated in oral explanation activities during the course. Data were collected through open-ended questionnaires and analyzed using reflexive thematic analysis. The findings revealed three main themes: explaining to understand, learning happens before speaking, and understanding through support and interaction. Students perceived oral explanation not merely as a speaking activity but as a learning process that helped them reorganize ideas, deepen conceptual understanding, and identify gaps in their knowledge. The most meaningful learning experience was often reported during the preparation stage, when students reviewed materials, searched for additional resources, and structured their explanations. Students also emphasized the importance of representations, lecturer feedback, peer discussion, and technological resources in supporting their understanding. The study did not independently measure learning gains but the findings from student’s perceptions suggest that oral explanation activities should be designed as structured learning experiences that include preparation, representation, interaction, and feedback.
KONTRIBUSI EFIKASI DIRI DAN PEMANFAATAN TEKNOLOGI PEMBELAJARAN TERHADAP CAPAIAN BELAJAR MATEMATIKA SISWA KELAS VI SEKOLAH DASAR Vania Rahmawati Dewi; Shafara Nasywa Akbar; Aprillian Joanita Rachman; Lintang Junia Pratiwi; Bill Chairy Rizki Bustaren
AL KHAWARIZMI: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2026): Juli 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/kjpm.v6i2.5138

Abstract

Abstrak: Penelitian ini berangkat dari permasalahan capaian matematika siswa yang masih rendah, yang diduga berkaitan dengan lemahnya keyakinan terhadap kemampuan diri serta pemanfaatan teknologi pembelajaran yang belum maksimal. Penelitian ini bertujuan mengidentifikasi besarnya kontribusi efikasi diri dan penggunaan teknologi pembelajaran terhadap hasil belajar matematika, baik secara individual maupun ketika dianalisis secara simultan. Pendekatan kuantitatif dengan rancangan korelasional diterapkan dalam penelitian ini. Partisipan penelitian berjumlah 26 siswa kelas VI dari sebuah sekolah dasar di Kota Bogor yang ditentukan melalui teknik purposive sampling. Data efikasi diri dan pemanfaatan teknologi diperoleh melalui angket berskala Likert, sedangkan nilai matematika siswa dikumpulkan melalui dokumentasi hasil belajar. Data diolah dengan bantuan SPSS melalui pengujian normalitas, korelasi sederhana, dan regresi linear berganda. Efikasi diri ditemukan berkorelasi positif dan signifikan dengan hasil belajar matematika pada tingkat hubungan sedang serta memberikan kontribusi sebesar 17,64%. Sementara itu, korelasi antara pemanfaatan teknologi pembelajaran dan hasil belajar matematika tergolong sangat lemah serta tidak signifikan, dengan kontribusi hanya 0,64%. Ketika dianalisis secara bersama-sama, kedua variabel menunjukkan hubungan pada kategori sedang, tetapi belum mencapai signifikansi statistik, dengan proporsi kontribusi sebesar 17,72%. Temuan tersebut mengindikasikan adanya faktor lain di luar model penelitian yang memiliki peran lebih besar dalam menjelaskan variasi hasil belajar matematika. Kata Kunci: efikasi diri; teknologi pembelajaran; hasil belajar; sekolah dasar Abstract : This study was conducted in response to students’ relatively low achievement in mathematics, which may be associated with limited self-efficacy and the insufficient integration of technology into learning activities. It investigated the extent to which self-efficacy and technology-assisted learning contributed to mathematics achievement, both separately and simultaneously. A quantitative correlational design was adopted. The participants were 26 sixth-grade students from an elementary school in Bogor City, recruited through purposive sampling. Self-efficacy and technology use were measured using Likert-type questionnaires, while mathematics achievement data were obtained from school records. The data were processed in SPSS using normality testing, bivariate correlation, and multiple linear regression. The findings revealed a positive, moderate, and statistically significant association between self-efficacy and mathematics achievement, accounting for 17.64% of the variance. In contrast, technology use demonstrated only a very weak and nonsignificant relationship with mathematics achievement and explained 0.64% of the variance. When examined jointly, self-efficacy and technology use produced a moderate but statistically nonsignificant relationship and accounted for 17.72% of the variation in mathematics achievement. These results suggest that a substantial proportion of students’ achievement is explained by factors beyond those included in the present model.  Keywords: self efficacy; educational technology; mathematics achievement; elementary school
Trends and research mapping of mathematical mindset publications: A bibliometric analysis using Vosviewer Yusuf Adhitya; Nurmala Setianing Putri; Bill Chairy Rizki Bustaren; Jay Fie Paler Luzano
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i1.4931

Abstract

In addition to the theory and implementation, the description of research trends and the direction of development of mathematical mindset research still needs to be explored. The study aims to find trends and mapping from the mathematical mindset research development. The method used is bibliometric with the help of MS Excel and VosViewer. The metadata is 995 articles indexed by Google Scholar from 2019 to 2025, obtained from Publish or Perish by entering the keyword "mathematical mindset." The results show a sharp decline in post-2020 publications, the most in 2020, as many as 272, but plummeting to 3 in early 2025. This decline occurred due to policy changes after the pandemic, reallocating funding to digital learning, and competition for research priorities. Boaler's book related to Mathematical Mindset 2022 became the publication with the most citations (2329). The VOSviewer analysis results identified four main clusters, with the mathematical mindset being in cluster three. In addition, it found the potential for a weak connection with technological terms, which could be a new research direction. The results of this study provide optimism and opportunities for mathematical mindset research to be more associated with other terms that can be connected, especially in mathematics education research.
Co-Authors Aprillian Joanita Rachman Arsya Putri Khairunnisa Cici Utami Salamah Dadang Juandi Darhim Darhim Eka Firmansyah Encum Sumiaty, Encum Fatimah Aqilah Ichtiari Fitri Rahmawati Ibtisamah Laila Irene Feby Putri Jay Fie Paler Luzano Jay Fie Paler Luzano Kartika Yulianti Lina Nurhayati Lintang Junia Pratiwi Mohd Afifi Bahurudin Setambah Nanang Priatna Natasha Dwi Fitria Nurmala Setianing Putri Nurmala Setianing Putri Rakhmah Fakhriani Ramaniza Adinda Maharani Rinjania Rinjania Shafara Nasywa Akbar Talitha Diva Sadina Ulfa, Nadia Ulfah Nur Azizah Vania Rahmawati Dewi Yaya Sukjaya Kusumah Yusuf Adhitya Yusuf Adhitya