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All Journal PHI: Jurnal Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion
Ulum, Subatul
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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PENGARUH KEMAMPUAN PENALARAN TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA PADA MATERI BANGUN RUANG SISI DATAR Izzati, Nurma; Nurkhamdalah, Nurkhamdalah; Ulum, Subatul
PHI: Jurnal Pendidikan Matematika Vol 9, No 2 (2025): EDISI OKTOBER, 2025
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v9i2.518

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan penalaran terhadap kemampuan pemahaman konsep matematis siswa pada materi bangun ruang sisi datar. Penelitian ini menggunakan metode kuantitatif dengan desain penelitian one-shot case study . Populasi pada penelitian ini adalah seluruh siswa SMP Negeri 2 Pangenan Cirebon tahun ajaran 2024/2025 sebanyak 150 siswa. Teknik pengambilan sampel dalam penelitian ini menggunakan teknik cluster random sampling . Terpilih kelas IX A sebanyak 30 siswa. Tenkik pengumpulan data menggunakan tes yang terdiri dari tes kemampuan penalaran dan tes kemampuan pemahaman konsep matematis. Hasil penelitian menunjukkan bahwa kemampuan penalaran berpengaruh secara signifikan terhadap kemampuan pemahaman konsep matematis siswa. Hasil regresi menunjukkan bahwa koefisien regresi sebesar 1,063. Kemampuan penalaran memberikan pengaruh sebesar 85,9% terhadap kemampuan pemahaman konsep matematis siswa pada materi bangun ruang sisi datar.
Ethnomathematical Exploration of the Kelana Mask Dance in Cirebon, Indonesia: Geometric Concepts and Cultural Integration Rahima, Agni; Sakinah, Inah; Pratiwi, Almarsharen; Zahra, Aghni Fatimatul; Ulum, Subatul; Muchyidin, Arif
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.586

Abstract

Geometry learning is often perceived as abstract and disconnected from students’ lived experiences; therefore, this study aims to explore the potential of the Gegesik-style Kelana Mask Dance (Cirebon) as a contextual medium for mathematics learning through an ethnomathematics approach. The study employed a descriptive qualitative approach with an ethnographic design, collecting data through a literature review, participant observation, and analysis of performance documentation (videos), systematic notes on movement structures and floor patterns, and interviews with dancers/artists to strengthen the interpretation of movement meanings. The findings indicate that the choreography of the Kelana Mask Dance embodies fundamental mathematical—particularly geometric—concepts such as angles, lines, rotation, symmetry, and plane figures; its floor patterns display geometric forms (e.g., circles, triangles, and straight lines), while directional changes and turns produce angles and symmetry that can be leveraged as learning contexts.  In addition, the symbolism embedded in movements and dance properties enriches learning by linking mathematical ideas with cultural values. In conclusion, the Kelana Mask Dance has strong potential as an engaging, contextual resource for teaching geometry while also supporting the preservation of local culture and strengthening students’ cultural identity.
Co-Authors Arif Muchyidin Nurkhamdalah, Nurkhamdalah Nurma Izzati Pratiwi, Almarsharen Rahima, Agni Sakinah, Inah Zahra, Aghni Fatimatul