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Developing pre-service mathematics teachers’ curriculum knowledge for designing mathematics lesson: A professional development model Ekawati, Rooselyna; Palupi, Evangelista Lus Windyana; Kohar, Ahmad Wachidul; Putri, Hani Rizkia
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 1 January 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i1.2295

This paper aims to describe an innovative Teacher Professional Development Program (TPDP) to develop pre-service mathematics teachers’ curriculum knowledge. The participants of this study were eighteen pre-service mathematics teachers who have not learned about curriculum as a course in their teacher education program. Two different instruments to measure Pre-Service Teacher Curriculum Knowledge in the domain of statistics and algebra were delivered before and after the TPDP. The innovative TPDP for pre-service teachers in this study considered the current school mathematics curriculum as an entry object of learning. Furthermore, the triangle object such as the development of curriculum among countries, essential mathematics content, as well as designing lessons were elaborated in the model. The developed TPDP and pre-service teachers' lesson designs were described and analyzed qualitatively to see the pre-service teachers' curriculum knowledge. The result of the study shows that there is an improvement in Pre-Service Teachers' Curriculum Knowledge in almost all the components of Curriculum Knowledge, except basic skills and concepts. This implies that for designing a lesson plan, pre-service mathematics teachers need to carefully understand the school mathematics structure as a whole in a brief before the basic competence is reviewed.

Verbal Mathematical Communication in Solving Sequence and Series Problem Based on Learning Style Putri, Ulinnuha Aisya; Palupi, Evangelista Lus Windyana
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p870-882

The research aims to describe students’ verbal mathematical communication skills in solving sequence and series problems, considering their visual, auditory, and kinesthetic learning style. The study addresses the issue that many students still struggle to express their thoughts on sequence and series problems. A qualitative approach is employed in this study, focusing on grade XI students who exhibit a dominant visual, auditory, and kinesthetic learning style. Data collection methods include a learning style assessment, a prerequisite test, and both oral test and written tests on mathematical problem-solving. Results from the oral and written tests are analyzed to characterize each student’s verbal and written mathematical communication. Findings indicate that visual students struggle to verbally communicate mathematical ideas but are able to provide solutions and conclusions. Auditory learners, who excel at learning through listening, meet all indicators, effectively communicating mathematical ideas, presenting solutions, and making conclusions. Meanwhile, kinesthetic learners face challenges to satisfy one of the indicators, namely making conclusions but able to communicate mathematical ideas and provide the solution in their preferred way.

Developing E-Mowara: An archipelago-insighted electronic module to train middle school students' computational thinking skills Nisa’, Thoiffatul Khusnun; Tazkia, Savirra; Fildzah, Natasya Nurhusnina; Palupi, Evangelista LW
Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i1.6122

To face the challenges of Indonesian education in the 21st century, the requirements for abilities are crucial, but the facts show that students are less able to use and adapt their abilities with insights aligned with the identity of the Indonesian nation. For this reason, researchers developed an E-Mowara: Interactive Emodule with an Archipelagic Outlook. This study aimed to develop the E-Mowara electronic module and find out students' responses after using the developed media. The target of this study was class VIII junior high school students with number pattern material. This development research uses a design research type of development study. The data collection technique in this study used a questionnaire with data processing techniques analyzed using percentage data analysis techniques. This is based on the validation results in terms of the material average of 84.35% with the appropriate criteria, and in terms of media, an average of 85.90% with the appropriate criteria. Students' responses to E-Mowara were quite good, with a percentage of 92.5%. Based on this result, the E-Mowara Electronic Module is known as valid, easy to use, and effective in developing computational thinking skills with insights that are in harmony with the identity of the Indonesian nation.

Developing E-Mowara: An archipelago-insighted electronic module to train middle school students' computational thinking skills Nisa’, Thoiffatul Khusnun; Tazkia, Savirra; Fildzah, Natasya Nurhusnina; Palupi, Evangelista Lus Windyana
Jurnal Gantang Vol 9 No 1 (2024): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v9i1.6910

To face the challenges of Indonesian education in the 21st century, the requirements for abilities are crucial, but the facts show that students are less able to use and adapt their abilities with insights aligned with the identity of the Indonesian nation. For this reason, researchers developed an E-Mowara: Interactive Emodule with an Archipelagic Outlook. This study aimed to develop the E-Mowara electronic module and find out students' responses after using the developed media. The target of this study was class VIII junior high school students with number pattern material. This development research uses a design research type of development study. The data collection technique in this study used a questionnaire with data processing techniques analyzed using percentage data analysis techniques. This is based on the validation results in terms of the material average of 84.35% with the appropriate criteria, and in terms of media, an average of 85.90% with the appropriate criteria. Students' responses to E-Mowara were quite good, with a percentage of 92.5%. Based on this result, the E-Mowara Electronic Module is known as valid, easy to use, and effective in developing computational thinking skills with insights that are in harmony with the identity of the Indonesian nation.

Pengembangan Lembar Kerja Peserta Didik Materi Teorema Pythagoras Kelas VIII dengan Pendekatan Realistic Mathematics Education Oktavia, Siwi Putri; Palupi, Evangelista Lus Windyana
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p410-430

Although Kurikulum Merdeka encourages active and project-based learning, many teachers have difficulty compiling appropriate student worksheet. To overcome the difficulties experienced by teachers, it is necessary to conduct research on the development of student worksheet to be used as a reference by teachers. This study aims to describe the development process and the results of the validity, practicality, and effectiveness of RME student worksheet for the Pythagorean theorem. This development research uses the research design of ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Student worksheet was developed based on iceberg activities designed at the design stage. The ‘situational’ level solves the problem of the square tangram context, the ‘model of’ level constructing a right triangle from several square pieces and identifying its area, the ‘model for’ level determining the length of the sides of a right triangle, and the ‘formal’ level formulating the concept and formula of the Pythagorean theorem. The Realistic Mathematics Education approach is crucial in learning as it presents problems closely related to students' lives, helping them understand faster. This aligns with the Kurikulum Merdeka;s goal of using student-based experiential learning.. Validation was carried out by three validators, then the student worksheet was tested on 30 students of class VIII of SMP Negeri 24 Surabaya. The data collected included learning implementation data, student responses, and pre-test post-test. The validation results show that the student worksheets reached the very valid criteria with a score of 4.4048. The practicality of student worksheet based on the results of the learning implementation data analysis reached the very practical criteria with an average percentage of 94.79% and student responses reached the practical criteria with a total average of 80.20%. The effectiveness based on the N-gain score of student learning outcomes reached moderate criteria with a score of 0.49. This student worksheet focuses on a fun and familiar learning process through paper crafting activities, with students responding positively to it. Thus, the RME student worksheet for the Pythagorean theorem is proven to be valid, practical, and effective.

Research on spatial reasoning in mathematics education: Trend and opportunity Palupi, Evangelista LW; Juniati, Dwi; Khabibah, Siti
Jurnal Gantang Vol 8 No 2 (2023): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v8i2.6619

Spatial thinking is important in learning Science, Technology, Engineering, and Mathematics. Numerous studies about spatial ability in various fields like mathematics, neuroscience and phycologist considered various factors such as gender, age, or demography. However, a few studies are still about enhancing spatial ability in the context of mediated pedagogies. This study aims to describe spatial research on mathematics education, especially related to the intervention or learning design of spatial reasoning. A bibliometric study is employed to determine the research trend of spatial reasoning, especially related to teaching practice. The review follows a structured design consisting of several stages of the PRISMA method. From 652 documents about spatial in mathematics education gathered from the Scopus data, it is reduced to 40 documents regarding spatial reasoning in mathematics education. Further, only 19 documents about intervention and practice in enhancing spatial reasoning exist. This study may benefit researchers in mathematics education by showing the development and trend of spatial reasoning research and suggesting new directions for future research.

Peningkatan kompetensi profesional guru SD melalui pelatihan pengembangan Iceberg matematika realistik berbasis budaya lokal Palupi, Evangelista Lus Windyana; Ekawati, Rooselyna; Kohar, Ahmad Wachidul; Mubarkah, Resti Elmi; Kartikawati, Wahyu; Purbaningrum, Mayang
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 4 No 2 (2023): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v4i2.24685

Mathematics education needs to be taught meaningfully using problem contexts and facilitating reasoning, modeling, collaboration, and connection with other mathematical concepts. This community service project aimed to train primary school teachers in developing Realistic Mathematics Education (RME) 'icebergs' utilizing the local cultural context of Magetan. Twelve primary school teachers in Magetan participated in the RME training, which focused on developing the RME 'icebergs' through exploratory and contextual approaches. The research method included face-to-face sessions, group discussions, and individual tasks to design relevant learning materials. The training results showed significant improvement in the understanding and application of RME. Before the training, teachers faced challenges in engaging students in grades 4-6 and in using local context in mathematics teaching. Post-training, 67% of the teachers demonstrated a positive change in their teaching approach, shifting from lecture and drill methods to an RME-based approach. Additionally, 50% of the participants successfully developed RME icebergs that integrated problems within the local cultural context of Magetan. The training evaluation indicated that over 50% of participants responded positively, showing increased knowledge about realistic mathematics and the application of culturally contextualized problems. The conclusion of this study asserts that the RME approach, especially when combined with local cultural context, is effective in enhancing mathematics teaching skills and enriching numeracy literacy among primary school teachers. The implications of this research suggest integrating RME into the primary school mathematics curriculum to develop critical thinking, creativity, and collaboration skills in students, in line with the demands of the 21st century.

Mendaur Ulang Soal Lama Menjadi Soal Baru: Pelatihan untuk Guru Sekolah Menengah Pertama (SMP) Bidang Studi Matematika Rosyidi, Abdul Haris; Palupi, Evangelista Lus Windyana; Kurniasari, Ika; Masriyah, Masriyah; Siswono, Tatag Yuli Eko
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 11, No 4 (2020): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v11i4.4894

Pentingnya mengajarkan pemecahan masalah matematika kepada siswa dan ketersediaan soal kategori masalah yang terbatas mengakibatkan perlunya penguasaan kemampuan membuat masalah matematika oleh guru. Membuat masalah matematika yang benar-benar baru bukanlah sesuatu yang mudah untuk dilakukan. Namun, dengan mengubah masalah matematika yang sudah ada menjadi soal baru akan mempermudah pembuatan soal baru tersebut. Pelatihan ini bertujuan untuk melatih guru matematika SMP di Kab. Ponorogo dalam membuat masalah matematika baru dengan mendaur ulang masalah lama. Sehingga, guru matematika SMP di Kabupaten Ponorogo dapat memfasilitasi siswanya untuk belajar pemecahan masalah matematika. Pelatihan dilakukan dalam dua tahap yang dilakukan secara tatap muka (tahap 1) dan daring (tahap 2). Tahap (1) yaitu pemaparan materi dan workshop dan tahap (2) meliputi penugasan dan evaluasi. Oleh peserta pelatihan, pelatihan dinilai bermanfaat dan menambah pengetahuan guru mengenai pembuatan soal. Selain itu, pelatihan ini berhasil meningkatkan variasi masalah matematika yang dibuat peserta.

Students’ commognition in solving linear programming question Achmad Ghozi Khoiruddin; Ali Shodikin; Evangelista Lus Windyana Palupi
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.34184

Although mathematical communication is considered important, students still struggle to express mathematical ideas effectively. Therefore, this research is going to use a commognitive framework that provides a valuable lens for analyzing and enhancing students' mathematical communication skills. The purpose of this study is to describe students' cognition in solving linear programming problems. The researcher selected six students for interviews based on the consistency of their answers and then selected two students from the six students who had been interviewed. Commognitive analysis shows striking differences in mathematical thinking and communication between DAJ and ED subjects, who are students with high and low commognitive abilities, respectively. Students with high commognitive abilities tend to be more comprehensive and exploratory. In contrast, a student with low commognitive ability is relatively more limited and procedural. This implies that teachers cannot judge understanding only by whether students reach the correct answer. They must also attend to how students talk, write, and represent mathematics, since these discursive moves reveal whether their routines are genuinely conceptual or merely imitative. As a result, it is advised that future studies include a group discussion, better-developed question types, and more specified student criteria.

Miskonsepsi Peserta Didik SMPpada Materi Operasi Hitung Bentuk Aljabar Ianatun Nafilah Anwar; Evangelista Lus Windyana Palupi
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p477-491

The low understanding of mathematical concepts is one of the obstacles in the process of learning mathematics. The cause of this low understanding is due to misconceptions. Misconceptions in algebra arise from two factors: internal factors and external factors. Misconceptions are defined as repeated errors made by students in understanding and interpreting a concept. In line with the research objective, which is to describe junior high school students’ misconceptions in algebraic operations, this study employed a qualitative approach. The subjects consisted of 20 students out of a total of 25 who participated in the four-tier diagnostic test. Through qualitative analysis, this research can capture the context underlying students' misconceptions in algebraic operations, which may be difficult to measure with numbers or statistics. Based on qualitative analysis, several results were obtained, including: (1) The most common misconceptions experienced by students on commutative operation questions were notation misconceptions and rule application misconceptions. (2) The misconceptions experienced by students on associative operation questions included misconceptions in interpreting letters, notation, and rule application. (3) The misconceptions experienced by students on these questions involved notation and rule application misconceptions.

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