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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Range : Jurnal Pendidikan Matematika Paradigma: Jurnal Ilmu Pendidikan dan Humaniora Pakem : Jurnal Pengabdian Kepada Masyarakat
Marjud, Fujiama
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Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PENDEKATAN TERPADU DALAM PERSIAPAN UTBK Elisya, Nur; Jupri, Al; Wahab A, Abdul; Izzah, Aqidatul; Laia, Harun Onesimus; Candraningsih, Yosy; Sungkono, Sugeng; Marjud, Fujiama
PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2025): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.5.2.62-71

Abstract

Preparing for the Computer-Based Written Examination (UTBK) poses a significant challenge for high school students, not only in terms of academic mastery but also in mental readiness to face exam pressure. One of the main issues identified is math anxiety, which can disrupt concentration and lower academic performance. To address this challenge, the SMART UTBK program was developed as a comprehensive approach that integrates anxiety management strategies with competency strengthening through UTBK-style practice questions. The program includes educational webinars that discuss techniques to overcome math anxiety and offer practical tips for solving UTBK math problems, as well as online tryout sessions designed to simulate real test conditions. A total of 100 senior high school students participated in this initiative. Evaluation results indicated that over 70% of participants found the math anxiety material helpful in managing excessive exam-related stress and reported improved understanding of problem-solving strategies. The tryout sessions were also considered representative and effective in helping students assess their readiness in a realistic context. This program not only addresses technical knowledge needs but also provides the psychological support essential for students facing university entrance exams. The SMART UTBK program underscores the importance of integrative interventions, demonstrating that equipping students both psychologically and academically can significantly enhance their emotional and cognitive preparedness
Moderating Effects of Educational Level and Mathematical Competence on the Effectiveness of Cognitive Conflict Strategy: A Meta-Analysis Onesimus Laia, Harun; Martadiputra, Bambang Avip Priatna; Candraningsih, Yosy; Marjud, Fujiama
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9531

Abstract

This study aims to analyze the effectiveness of the cognitive conflict strategy in mathematics learning and to examine whether educational level and mathematical competence act as moderators in this strategy. A meta-analysis approach was conducted on 41 effect sizes. Data were analyzed using a random-effects model, with effect sizes calculated using Hedges' g. The data analysis was performed using the Comprehensive Meta-Analysis (CMA) software to ensure the accuracy of effect size calculations, heterogeneity tests, and moderator analyses. The results show that the cognitive conflict strategy has a significant effect (g = 1.047; p < 0.05). Additionally, mathematical competence was found to be a significant moderator (p < 0.05), with the highest effect sizes observed in conceptual understanding (g = 1.712) and critical thinking (g = 1.355). However, the educational level did not serve as a significant moderator (p = 0.092), indicating that the cognitive conflict strategy is beneficial across various educational levels. This study concludes that the cognitive conflict strategy is effective in enhancing mathematics learning, especially in conceptual understanding and critical thinking. Its novelty lies in identifying mathematical competence, not educational level, as a significant moderator. This implies that implementation should be adjusted based on the targeted competence. Future research may explore other potential moderators, including learner traits, instructional design, and technology use, to refine its application.
A Study Of Differences In Mathematical Reasoning Among Junior High Students With Field Independent And Field Dependent Cognitive Styles Marjud, Fujiama; Hasanah, Aan; Lukman, Lukman; Harahap, Putri Ardhanita
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.1049

Abstract

Mathematical reasoning plays a vital role in helping students understand concepts, identify patterns, and solve problems effectively. This study aimed to investigate whether students with Field-independent (FI) and Field-dependent (FD) cognitive styles exhibit significant differences in their mathematical reasoning abilities. To examine the variation in students’ reasoning skills according to their cognitive styles, a quantitative approach using a comparative method was employed. After a preliminary test of homogeneity of variances using Levene's Test, which produced a significance value of 0.820 (> 0.05), Data were analyzed using an Independent Samples t-test. The results indicated that the assumption of equal variances was met, thereby validating the use of parametric analysis. The t-test revealed a statistically significant difference between the two cognitive style groups, with a t-value of 3.232, 40 degrees of freedom, and a significance level of 0.002 (< 0.05). In terms of mathematical reasoning, students identified as FI performed better than those classified as FD. This finding suggests that while FD learners tend to rely more on external cues and structured guidance when solving problems, FI learners are generally more analytical and able to process information independently. The findings also suggest that pupils' capacity for mathematical reasoning is significantly influenced by their cognitive style. These results emphasise the necessity of varied teaching strategies that take into account both learning styles from a pedagogical standpoint. Teachers can build more inclusive, balanced, and productive mathematics learning environments by incorporating exploratory, Problem-based tasks are more suitable for FI learners, whereas structured instructional approaches better support FD learners.
HOW MATHEMATICS IS TAUGHT IN INCLUSIVE CLASSROOMS: A SYSTEMATIC LITERATURE REVIEW MARJUD, FUJIAMA
PARADIGMA: Jurnal Ilmu Pendidikan dan Humaniora Vol 12 No 1 (2026): PARADIGMA JURNAL ILMU PENDIDIKAN DAN HUMANIORA
Publisher : LPPM Universitas Banda Naira

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research examines teaching mathematics in inclusive classrooms through the PRISMA method with a focus on approaches, strategies, and challenges in creating inclusive learning. Inclusive education aims to integrate students with various needs, including students with special needs, into regular classes. Strategies used include collaborative teaching, curriculum adaptation, differentiation of learning, and utilization of interactive technologies such as Geogebra and Microsoft PowerPoint, which effectively explain abstract mathematical concepts concretely. Collaboration between teachers, parents, and the community is also a key element. However, various challenges include limited training teachers, lack of resources, and discrimination that can hinder student participation. Overcoming this requires continuous training for teachers in implementing inclusive strategies and assistive technology, education policy reforms that encourage greater collaboration, and individual ability-based evaluation for fairer assessment. This research emphasizes the importance of a systemic approach in overcoming social and economic barriers in inclusive education. By creating adaptive learning environments, teaching mathematics in inclusive classrooms can increase student engagement, create equity and support success regardless of background or special needs. These strategies can build effective and sustainable inclusive education, strengthening the foundation of equity in the education system.
Co-Authors Aan Hasanah Bambang Avip Priatna Martadiputra cakrawala Candraningsih, Yosy Elisya, Nur Harahap, Putri Ardhanita Izzah, Aqidatul Laia, Harun Onesimus LUKMAN, LUKMAN Onesimus Laia, Harun Sungkono, Sugeng Wahab A, Abdul