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All Journal AKSIOMA Al-Jabar : Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran JTAM (Jurnal Teori dan Aplikasi Matematika) Symmetry: Pasundan Journal of Research in Mathematics Learning and Education JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Pengabdian UNDIKMA JME (Journal of Mathematics Education) Jurnal VARIDIKA International Journal of Review in Mathematics Education
Santosa, Yoga Tegar
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Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Implementation of GeoGebra-based LMS canvas on conceptual understanding of geometry transformation of grade XI students Santosa, Yoga Tegar; Maulida, Dini Wardani; Murtiyasa, Budi
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 16, No 1 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v16i1.21713

Abstract

One of the most important things that students must learn in mathematics is conceptual understanding skills. However, in reality, students' conceptual understanding skills is often still low. The aims of this study is to test the difference in conceptual understanding between students who use the Geogebra-based Learning Management System (LMS) Canvas and those who do not use the media. This study uses a quasi-experimental quantitative type with a pretest and posttest non-equivalent control group design. The research subjects consisted of students in grade XI MIPA 1 and MIPA 2 at one of the high schools in Boyolali, each of which amounted to 36 students. The validated mathematical conceptual understanding skill test is applied as a research instrument. Descriptive and inferential statistics are used in data analysis. The results showed that there was a significant difference in student's conceptual understanding skills in the experimental and control classes.  In addition, the results showed that compared to the control group, the experimental group had superior conceptual understanding skills. This is shown by the median and mean rank of students' posttest scores in experimental class (median = 80; mean rank = 51.25), higher than in control class (median = 46; mean rank = 21.75).
INTERVENSI TERBATAS UNTUK MENGATASI MISKONSEPSI KORELASIONAL PADA MATERI PELUANG SISWA KELAS XII SMA Santosa, Yoga Tegar; Antara, Setiya; Irmanopaliza, Ade; Ferdianto, Juli; Hidayati, Yulia Maftuhah
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i1.7157

Abstract

Correlational misconceptions experienced by students must be overcome so that they can better understand the relationship between concepts and avoid reasoning errors in solving problems. This study aims to explore the forms of correlational misconceptions experienced by students and analyze the types of limited interventions in each form of student correlational misconceptions on probability materials. This type of research is qualitative-case study. The research subjects were 10 grade XII students at SMA Negeri 1 Boyolali. Data collection uses participatory observation, document analysis, and in-depth interviews. The validity of the data uses triangulation methods. Data analysis includes reduction, presentation, and withdrawal of data conclusions. This study reveals four forms of correlational misconceptions grouped into three main categories. The first category has two misconceptions about students' inability to connect mathematical concepts or procedures logically. This misconception can be overcome by applying disequilibration strategies and cognitive conflicts in sequence. Meanwhile, the second and third categories each include one form of misconception. In the second category, there is a misconception about applying concepts or procedures that are irrelevant to a particular context. On the other hand, the third category is a misconception regarding the error of connecting specific events with general principles. Combination strategies involving disequilibration, cognitive conflict, and scaffolding effectively overcome misconceptions in the second and third categories. The results of these findings can be the basis for further research to develop a learning model that can anticipate the occurrence of correlational misconceptions in students.
ETNOMATEMATIKA DAN PELESTARIAN BUDAYA BATIK: SEBUAH STUDI KUALITATIF-ETNOGRAFIS TENTANG KONSEP MATEMATIKA DALAM BATIK CEPLOK KASATRIAN Santosa, Yoga Tegar; Maulida, Dini Wardani; Irmanopaliza, Ade; Ishartono, Naufal
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 10 No. 1 (2025): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v10i1.28298

Abstract

Batik Ceplok Kasatrian is an Indonesian cultural heritage that is full of philosophical meaning but is less known by the younger generation. Therefore, the integration of batik in mathematics learning can be one of the strategies to preserve tradition of batik culture. This research aims to explore mathematical concepts, such as geometry, algebra, arithmetic, and statistics, in Batik Ceplok Kasatrian motifs. This research uses qualitative-ethnographic. The subject of this study is the Batik Ceplok Kasatrian motif. Data validity is obtained through source triangulation, while data analysis includes reduction, presentation, and conclusion. The exploration process is carried out by answering four main questions: "Where do I begin exploring?", "How can I discover it?", "How will I know if it has discovered something important?", and "How can I make sense of it?". The results show that of the four mathematical concepts, only two mathematical concepts are found in this batik, namely geometry and arithmetic. Geometry subconcepts include transformation (reflection, translation, dilation) and plane geometry (line segments, symmetry, congruence). Arithmetic subconcept includes integers (odd-even numbers). These findings can be integrated into mathematics learning through the development of ethnomathematics-based assessments oriented towards High Order Thinking Skills.
EFEKTIVITAS MULTIMEDIA BANGUN RUANG MENGGUNAKAN ARTICULATE STORYLINE BERBASIS TEORI EKSPERIENSIALISME TERHADAP HASIL BELAJAR DAN RETENSI MEMORI SISWA Santosa, Yoga Tegar; Maulida, Dini Wardani; Murtiyasa, Budi
MaPan : Jurnal Matematika dan Pembelajaran Vol 13 No 1 (2025): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2025v13n1a3

Abstract

Learning outcomes and memory retention play a crucial role in mathematical learning. However, many students still show low learning outcomes and memory retention, especially in the polyhedron topics. The objective of this study is to examine the effectiveness of multimedia based on Articulate Storyline, oriented to the experientialism theory, student learning outcomes, and memory retention. The study uses a quantitative approach with a quasi-experimental design of the pretest and posttest non-equivalent control group types. The research population is all grade VIII students in one of the Middle schools in Wonosobo Regency. A total of 32 students from class VIII B were assigned as the experimental group, while 32 students from class VIII C served as the control group. The data collection instruments consisted of multiple-choice tests to measure students' learning outcomes and essays to measure students' memory retention. Both have been tested for validity and reliability. Data analysis involved the use of inferential and descriptive statistics. The findings revealed that the learning achievements of students in the experimental group were significantly higher than those in the control group. Additionally, the memory retention of students in the experimental group was also superior to that of the control group. These results provide valuable insights for educators and instructional media developers in creating meaningful learning experiences to enhance students' understanding and memory retention. Abstrak: Hasil belajar dan retensi memori berperan penting dalam pembelajaran matematika. Namun, banyak siswa masih menunjukkan hasil belajar dan retensi memori yang rendah, khususnya pada topik bangun ruang sisi datar. Penelitian ini bertujuan menguji efektivitas multimedia berbasis Articulate Storyline yang berorientasi pada teori eksperiensialisme terhadap hasil belajar dan retensi memori siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe pretest and posttest non-equivalent control group. Populasi penelitian adalah seluruh siswa kelas VIII di salah satu SMP Negeri di Kabupaten Wonosobo. Sampel terdiri dari 32 siswa kelas VIII B sebagai kelas eksperimen dan 32 siswa kelas VIII C sebagai kelas kontrol. Instrumen pengumpulan data terdiri dari tes pilihan ganda untuk mengukur hasil belajar siswa dan uraian untuk mengukur retensi memori siswa. Keduanya telah diuji validitas dan reliabilitasnnya. Analisis data dilakukan dengan statistik inferensial dan deskriptif. Hasil penelitian menunjukkan bahwa hasil belajar siswa kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Retensi memori siswa kelas eksperimen juga lebih baik dibandingkan kelas kontrol. Temuan ini memberikan implikasi bagi pendidik dan pengembang media pembelajaran dalam merancang pengalaman belajar yang bermakna untuk meningkatkan pemahaman dan daya ingat siswa.
Exploring Relational Understanding in Statistical Problem Solving Based on Secondary School Students’ Learning Styles Santosa, Yoga Tegar; Nisita, Indriastri; Masduki, Masduki
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 4 (2025): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i4.32412

Abstract

Relational understanding is one of the crucial aspects of solving mathematical problems, especially on statistical topics. It enables students to apply procedures correctly and understand the underlying concepts, justify their reasoning, and connect mathematical ideas meaningfully. However, most students still lack relational understanding, reflected in their limited ability to interpret, apply, and connect mathematical concepts meaningfully in problem-solving contexts. Although previous studies have examined relational understanding from various psychological perspectives such as adversity quotient, cognitive styles, and self-esteem no studies have specifically and in-depth explored students' relational understanding based on their learning styles. Therefore, this study aims to explore students' relational understanding skills in solving statistical problems based on their learning styles (visual, auditory, reading, and kinesthetic). This study uses a qualitative approach with a case study design. The participants were 31 seventh-grade students from one of the public secondary schools in Karanganyar Regency, Central Java. Data were collected through learning style questionnaires, mathematical problem-solving tests, and in-depth interviews. Data validity was ensured through triangulation, and the data were analyzed through data reduction, presentation, and conclusion drawing. The results showed that student with a visual learning style fulfilled all indicators of relational understanding, including classifying objects, applying and justifying mathematical procedures, and connecting concepts. Reading-style student also met all indicators, though they showed less strength in defining necessary and sufficient conditions. In contrast, while auditory and kinesthetic learners did not meet all relational understanding indicators, their difficulties varied. Auditory student struggled particularly with justifying procedures and connecting concepts, while kinesthetic learners faced challenges in explaining reasoning and classifying objects. These findings can serve as a reference for teachers and educators in designing instructional strategies that are aligned with students’ learning styles to enhance their conceptual understanding in mathematics.
Profiles of mathematical identity among prospective mathematics teachers: A qualitative case study across mathematical ability levels Santosa, Yoga Tegar; Setyaningsih, Nining; Kholid, Muhammad Noor
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.28718

Abstract

Purpose: This study aims to explore how prospective mathematics teachers construct their mathematical identity at different levels of mathematical ability. The research focuses on five key components of mathematical identity: interest, recognition, competence, performance, and belief about the nature of mathematics, and examines how these dimensions interact to shape teachers’ self-perception and readiness for professional practice. Method: A qualitative case study design was employed involving 46 undergraduate students from Mathematics Education programs in the Surakarta region, Indonesia. Three participants representing high, medium, and low mathematical ability levels were purposively selected for in-depth analysis. Data were collected through a non-routine mathematics test, a mathematical identity questionnaire, and semi-structured interviews. The analysis followed the Miles and Huberman interactive model through data reduction, data display, and conclusion drawing, supported by method triangulation for validity. Finding: The findings reveal variations in the formation of mathematical identity across ability levels. High-ability students demonstrated strong and stable identities characterized by internalized motivation, balanced recognition, and reflective competence. Medium-ability students showed partially developed identities influenced by contextual and social factors, while low-ability students exhibited fragile identities shaped by external motivation yet showed emerging reflective awareness. Significance: These findings highlight that mathematical identity develops dynamically through the interaction of cognitive ability, reflection, and social validation. The study emphasizes the need for identity-oriented pedagogical interventions such as guided reflection, peer teaching, and mentoring to strengthen reflective engagement and intrinsic motivation among prospective mathematics teachers. 
Mathematics for Life: Community Service through Realistic Mathematics Education at SMP Muhammadiyah 1 Kartasura Santosa, Yoga Tegar; Setyaningsih, Nining; Mahmudah, Mutiara Hisda; Sukowati, Berliani Ardelia; Maulida, Dini Wardani; Wibowo, Eko Ari
Jurnal Pengabdian UNDIKMA Vol. 6 No. 3 (2025): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v6i3.16721

Abstract

This community service program aims to implement RME in secondary school mathematics, develop RME-based worksheets, assess its impact on students' outcomes, and explore teachers' and students' responses. The participants involved were students from a combined class of Grade VIII Tahfidz and Regular tracks. The activity was carried out using a Participatory Action Research model. Data were collected through questionnaires, mathematics tests, observations, interviews, and documentation. A paired sample t-test was employed to analyze the data and determine whether there was a significant difference in students’ learning outcomes prior to and following the implementation of RME. The community service results indicated that the implementation of RME successfully enhanced student engagement and understanding in mathematics learning. Statistical analysis showed a significant difference between students’ scores before and after the RME-based instruction, with the average score increasing from 46.36 to 62.44. Questionnaire responses revealed that students positively perceived the RME-based learning, particularly in terms of engagement, conceptual clarity, and meaningful learning experiences. Teachers also expressed that the RME approach provided new perspectives for delivering mathematics more contextually and engagingly, and showed interest in applying it to other mathematical topics. These findings imply that the RME approach has the potential to be sustainably integrated into broader mathematics learning through continued collaboration and material development.
THE INFLUENCE OF METACOGNITIVE AWARENESS, MATHEMATICAL DISPOSITION, AND SELF-EFFICACY ON REFLECTIVE THINKING AND MATHEMATICS ACHIEVEMENT Santosa, Yoga Tegar; Antara, Setya; Ismiyati, Ismiyati; Setyaningsih, Nining
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2707

Abstract

Student learning achievement is one of the most crucial aspects of mathematicseducation. Various factors have been found to influence this achievement, suchas metacognitive awareness, mathematical disposition, self-efficacy, andreflective thinking. However, previous studies have rarely investigated thesimultaneous effect of these four factors, especially through the mediating roleof reflective thinking. This study aims to: (1) examine the direct effects ofmetacognitive awareness, mathematical disposition, and self-efficacy onreflective thinking; (2) test the direct effects of these variables on mathematicsachievement; and (3) analyze indirect effects on achievement throughreflective thinking. This study uses quantitative-correlational. The studyinvolved 200 students from grades X and XI at SMA 1 Boyolali. Data werecollected using validated questionnaires and mathematics tests, then analyzedusing path analysis. The results showed that metacognitive awareness,disposition, and self-efficacy significantly affected reflective thinking, with acontribution of 66.1%. Additionally, those three factors also had significantdirect effects on mathematics achievement, contributing 67.4%. Furthermore,reflective thinking was found to mediate the indirect effect of metacognitiveawareness, disposition, and self-efficacy on mathematics achievement. Thesefindings contribute to the development of more comprehensive models ofmathematics learning by highlighting the central role of reflective thinking asa mediator.
Enhancing Conceptual Understanding in Geometry of Curved Solids: A Constructivist Philosophy Approach through Interactive E-Module for Secondary School Students Santosa, Yoga Tegar; Hastuti, Windi; Ismiyati, Ismiyati; Ferdianto, Juli; Kholid, Muhammad Noor
Jurnal VARIDIKA Volume 38 No 2, August 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i2.13706

Abstract

Conceptual understanding is a crucial aspect of mathematics learning. However, in practice, students’ mathematical conceptual understanding often tends to be low. One potential solution is the implementation of an interactive e-module grounded in constructivist philosophy to facilitate deeper understanding of mathematical concepts. This study aims to examine the influence of using a constructivist-philosophy-based interactive e-module on students’ conceptual understanding in geometry of curved solids at the secondary school level. The research employed a quantitative quasi-experimental approach with a pretest–posttest non-equivalent control group design. The participants consisted of 62 ninth-grade students from a public junior secondary school in Boyolali Regency, Indonesia, who were divided into experimental and control groups. Data were collected using a conceptual understanding test that was validated and demonstrated good reliability (Cronbach’s α = 0.82). Data analysis was conducted using descriptive and inferential statistics. The Mann–Whitney U test revealed a significant difference in post-test scores between the experimental and control groups (p < 0.001), with the experimental group achieving a higher median score (75) than the control group (55.5). The effect size analysis indicated a strong practical effect (r = 0.77), suggesting that the observed difference was not only statistically significant but also educationally meaningful. These findings indicate that the constructivist-philosophy-based interactive e-module was effective in supporting the enhancement of students’ conceptual understanding of geometry of curved solids. Furthermore, students who learned the material using the e-module demonstrated significantly better conceptual understanding than those who did not. These findings can serve as a reference for teachers in selecting appropriate digital learning media, while also contributing to the development of mathematics learning innovations oriented towards constructivism.
Reflective Thinking and Self-Efficacy: A Meta-Analysis and Its Implications for Mathematics Learning Santosa, Yoga Tegar; Mahmudah, Mutiara Hisda; Yulindra, Devi; Pakpahan, Akbar Waliyuddin
International Journal of Review in Mathematics Education Volume 1 No. 1: March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.14592

Abstract

Reflective thinking and self-efficacy are two crucial constructs in education, particularly in mathematics education, and both have been reported to share a positive relationship across various contexts. However, empirical findings regarding the strength of this relationship remain inconsistent. This study presents a meta-analysis to investigate the relationship between reflective thinking and self-efficacy by addressing four research questions: (1) What is the overall strength of the relationship between reflective thinking and self-efficacy? (2) Is there significant heterogeneity among the studies? (3) Do the year of study, country, participants, educational level, and sample size serve as moderators? (4) How can the findings of this meta-analysis be integrated into mathematics learning practices? A total of 28 articles meeting the inclusion criteria were synthesized from the Scopus, ScienceDirect, and ERIC databases, following the PRISMA search protocol. The analysis involved calculating effect sizes, estimating a random-effects model, testing for heterogeneity, analyzing moderator variables, and examining publication bias. The results revealed a positive and statistically significant relationship between reflective thinking and self-efficacy (t(27) = 5.56, p < 0.001). The heterogeneity analysis indicated substantial variation among the included studies. Moderator analysis indicated that participant characteristics were a significant source of this variability, with pre-service mathematics teachers representing one of the key contributing groups. These findings highlight the importance of integrating reflective activities into mathematics learning in ways that are responsive to learner characteristics across educational levels. The results also underscore the need for future research to examine theory-driven pedagogical moderators to further clarify the mechanisms linking reflective thinking and self-efficacy.
Co-Authors Antara, Setiya Antara, Setya Budi Murtiyasa Ferdianto, Juli Hastuti, Windi Irmanopaliza, Ade Ismiyati, Ismiyati Mahmudah, Mutiara Hisda Masduki Maulida, Dini Wardani Muhammad Noor Kholid Naufal Ishartono Nining Setyaningsih Nisita, Indriastri Pakpahan, Akbar Waliyuddin Sukowati, Berliani Ardelia Wibowo, Eko Ari Yulia Maftuhah Hidayati Yulindra, Devi