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All Journal Jurnal Elemen AKSIOMA Al-Jabar : Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran JTAM (Jurnal Teori dan Aplikasi Matematika) Beta: Jurnal Tadris Matematika Symmetry: Pasundan Journal of Research in Mathematics Learning and Education JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) IJECA (International Journal of Education and Curriculum Application) Jurnal Pengabdian UNDIKMA Journal Focus Action of Research Mathematic (Factor M) 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 Computer Science & IT 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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Investigating the fragmentation of students’ creative thinking structures in realistic mathematics education: A qualitative case study of junior high school students Santosa, Yoga Tegar; Setyaningsih, Nining; Sukowati, Berliani Ardelia; Maulida, Dini Wardani; Mahmudah, Mutiara Hisda; Meganingrum, Ade Ayu
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32899

Abstract

The fragmentation of creative thinking structures is a phenomenon requiring serious attention in Realistic Mathematics Education (RME). However, studies that systematically explore how students’ creative thinking fragmentation manifests across RME learning stages remain limited. This study aims to examine the types and forms of students' creative thinking fragmentation across four RME activities: situation, model of situation, model for knowledge, and formal mathematics. This research employs a qualitative case study design. Participants consisted of 18 seventh-grade students from an Integrated Islamic Junior High School in Sukoharjo Regency. Data were collected through non-routine mathematical problem tests and in-depth interviews, with validity ensured through source triangulation. Data analysis involved thematic coding based on a fragmentation typology aligned with RME stages, followed by data reduction, display, and conclusion drawing. The results identified five types of fragmentation: (1) less-strict fragmentation at the situation stage, (2) translational fragmentation (text to symbol) at the situation stage, (3) pseudo-false fragmentation at the model of situation stage, (4) translational fragmentation (text to image) at the model for knowledge stage, and (5) pseudo-true fragmentation at the formal mathematics stage. These findings extend theoretical perspectives and inform instructional design and scaffolding strategies in RME classrooms.
Students’ conceptual difficulties in learning curved-surface solids: The needs for RME-based interactive e-module Santosa, Yoga Tegar; Mahmudah, Mutiara Hisda; Wibowo, Eko Ari
Beta: Jurnal Tadris Matematika Vol. 19 No. 1 (2026): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v19i1.737

Abstract

[English]: This study aims to identify students’ difficulties in learning curved-surface solids, analyze the key aspects of their conceptual understanding, and explore their needs regarding content and digital features for an RME-based e-module. A mixed-method approach with a sequential explanatory design was employed. The participants consisted of 94 ninth-grade students from a private junior high school in Surakarta, Indonesia. Data were collected using a questionnaire as well as in-depth interviews. Quantitative data were analyzed descriptively, while qualitative data were processed through reduction, display, and conclusion drawing. The findings reveal that students continue to struggle with visualizing three-dimensional shapes, understanding the structure and use of formulas for volume and surface area, and identifying components of curved-surface solids. Their conceptual understanding falls within the “moderate” category, with noticeable uncertainty in explaining, connecting, and applying concepts. Moreover, students require content that offers deeper conceptual explanations, step-by-step procedural examples, and contextualized exercises, highlighting the need for integrating the RME approach into the e-module. They also expect digital features such as 3D visualizations, tutorial videos, interactive object manipulation, and automated assessments. [Bahasa]: Penelitian ini bertujuan untuk mengidentifikasi kesulitan belajar dan menganalisis pemahaman konsep siswa pada materi bangun ruang sisi lengkung, serta mengeksplorasi kebutuhan mereka terhadap konten dan fitur e-module sebagai landasan pengembangan e-module berbasis realistic mathematics education (RME). Penelitian ini menggunakan pendekatan mixed-method dengan desain sequential explanatory. Partisipan terdiri atas 94 siswa kelas IX dari salah satu SMP swasta di Kota Surakarta, Indonesia. Data diperoleh melalui angket dan wawancara mendalam. Analisis data kuantitatif dilakukan secara deskriptif, sedangkan data kualitatif dianalisis melalui proses reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam memvisualisasikan bentuk tiga dimensi, memahami struktur dan penerapan rumus volume serta luas permukaan, serta mengidentifikasi komponen bangun ruang sisi lengkung. Pemahaman konsep siswa berada pada kategori cukup dengan kecenderungan ketidakpastian dalam menjelaskan, menghubungkan, dan menerapkan konsep. Selain itu, siswa membutuhkan konten berupa penjelasan konseptual yang mendalam, contoh prosedural bertahap, dan latihan kontekstual yang menunjukkan perlunya integrasi pendekatan RME pada e-module. Siswa juga mengharapkan fitur digital seperti visualisasi 3D, video tutorial, manipulasi objek interaktif, dan asesmen otomatis.
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 Meganingrum, Ade Ayu Muhammad Noor Kholid Naufal Ishartono Nining Setyaningsih Nisita, Indriastri Pakpahan, Akbar Waliyuddin Sri Sutarni Sukowati, Berliani Ardelia Wibowo, Eko Ari Yulia Maftuhah Hidayati Yulindra, Devi