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All Journal de Fermat : Jurnal Pendidikan Matematika Jurnal Pengabdian Masyarakat Khatulistiwa Journal of Instructional Mathematics
Bella Arisha
Universitas Jambi
Arts Humanities Earth & Planetary Sciences 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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Uncovering Gaps in Deductive Geometry Thinking: Rasch-Based Evidence from Students’ Work on Quadratic Functions Fiki Alghadari; Bella Arisha; Nurul Hidayah; Saparuddin Saparuddin; Budi Eka Dharma
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2510

Abstract

The deductive structure is fundamental in mathematics, but students often struggle to derive logical consequences when constructing proofs or engaging in the bridging process. This study analyzed students’ ability to deduce logical relationships between properties in geometric thinking on quadratic functions. The participants were students (N=139) from the mathematics education program. The properties of quadratic functions and their interrelationships contained in the premises represented students’ responses to the instrument. The responses were dichotomously coded based on the criteria of the carried-out deduction process and then evaluated using Rasch analysis. The findings revealed that, in general, the distribution of students’ ability levels was below most levels of the carried-out deduction process. Although a group of students had already reached the high-ability category, the overall distribution was still dominated by low-ability levels. Many students continued to face serious challenges in reaching the final stage of the deduction process—advanced premise integration and deductive synthesis—since most of them established relationships among properties merely from the given information. There were indications that learning experiences during higher education contributed positively to the improvement of students’ ability at the deduction level. The study recommends four steps to habituate students to the process of deduction.
PELATIHAN PEMBUATAN E-COMATS BERBASIS ETHNOMATHEMATICS BERBANTUAN AR UNTUK MENINGKATKAN LITERASI TEKNOLOGI GURU Novferma Novferma; Nizlel Huda; Destrinelli Destrinelli; Bella Arisha; Nurul Hidayah
Jurnal Pengabdian Masyarakat Khatulistiwa Vol 8, No 2 (2025): NOPEMBER
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpmk.v8i2.5436

Abstract

ABSTRACTThe limited technological literacy and teachers’ ability to integrate digital learning media remain major challenges in implementing the Merdeka Curriculum. Addressing this issue, this study introduced the development of E-COMATS (Ethnomathematics Comic Augmented Reality for Teaching and Learning) grounded in local cultural contexts, specifically Rumah Adat Kajang Leko. The objective was to train junior high school teachers to design interactive ethnomathematics-based media using Augmented Reality (AR) in order to foster deep learning and enhance digital competence. The program was conducted as community service in an onsite workshop at SMAN 8 Muaro Jambi, engaging lecturers, students, and partner teachers. A hands-on approach was applied, starting from the introduction of ethnomathematics concepts, E-COMATS design, AR feature integration, to the production of ready-to-use media. Findings revealed that more than 85% of teachers successfully produced AR-supported E-COMATS independently, while questionnaire results showed an increase in technological literacy with an average score of 4.35 out of 5. Participants perceived the developed media as relevant, innovative, and applicable in classroom practices. These results indicate that ethnomathematics-based E-COMATS training supported by AR is effective in improving teachers’ digital literacy and strengthening the integration of local culture into mathematics learning.Keywords: Augmented Reality, E-COMATS, Ethnomathematics, Junior High School Teachers, Technological Literacy ABSTRAKRendahnya literasi teknologi dan kemampuan guru dalam mengintegrasikan media pembelajaran digital masih menjadi tantangan utama dalam penerapan Kurikulum Merdeka. Untuk menjawab permasalahan tersebut, penelitian ini mengembangkan E-COMATS (Ethnomathematics Comic Augmented Reality for Teaching and Learning) berbasis konteks budaya lokal, yaitu Rumah Adat Kajang Leko. Tujuan kegiatan adalah melatih guru SMP agar mampu merancang media pembelajaran interaktif berbasis ethnomathematics dengan dukungan teknologi Augmented Reality (AR), sehingga dapat mendorong pembelajaran mendalam sekaligus meningkatkan kompetensi digital guru. Program dilaksanakan sebagai kegiatan pengabdian melalui workshop luring di SMAN 8 Muaro Jambi dengan melibatkan dosen, mahasiswa, dan guru mitra. Metode yang digunakan adalah praktik langsung mulai dari pengenalan konsep ethnomathematics, perancangan E-COMATS, integrasi fitur AR, hingga menghasilkan media siap pakai. Hasil menunjukkan lebih dari 85% guru berhasil menyelesaikan produk E-COMATS berbantuan AR secara mandiri, sedangkan hasil kuesioner memperlihatkan peningkatan literasi teknologi dengan skor rata-rata 4,35 dari skala 5. Guru menilai media yang dikembangkan relevan, inovatif, dan aplikatif dalam pembelajaran. Dengan demikian, pelatihan E-COMATS berbasis ethnomathematics berbantuan AR terbukti efektif dalam meningkatkan literasi digital guru sekaligus memperkuat integrasi budaya lokal dalam pembelajaran matematika.Kata Kunci: Augmented Reality, E-COMATS, Ethnomathematics, Guru SMP, Literasi Teknologi
PERSEPSI SISWA TERHADAP PENERAPAN PROBLEM BASED LEARNING BERBASIS ETNOMATEMATIKA PADA MATERI SPLDV Dwi Susanti; Husni Sabil; Bella Arisha
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2548

Abstract

Problem Based Learning is a learning model that focuses on contextual problem solving to help students understand concepts in a more meaningful way. In its implementation, PBL can be combined with ethnomathematics by linking learning materials to cultural contexts, so that the problems presented become closer to students’ experiences. This study aims to examine students’ perceptions and identify the factors that influence them in the SPLDV material. This study uses a qualitative approach with 30 eighth-grade students of SMP Negeri 22 Sarolangun as the subjects. Data were collected through questionnaires, interviews, and observations. The results of the study show that students’ perceptions of learning are in the high, medium, and low categories based on the questionnaire results. This shows that students’ perceptions vary among individuals. Learning that is linked to cultural contexts can help students’ understanding and increase their interest and engagement, but it has not been felt evenly by all students. These perceptions are influenced by internal factors, such as attention, motivation, experience and prior knowledge, attitudes, and self-confidence, as well as external factors which include the characteristics of learning and the social, cultural, and physical environment. Thus, students’ perceptions are formed through the interaction of various factors in learning experiences
EKSPLORASI STRATEGI KOGNITIF SISWA SMA DALAM BERPIKIR GEOMETRI PADA FUNGSI INVERS Laurin Wijayanti Khoiriyah; Fiki Alghadari; Bella Arisha
De Fermat : Jurnal Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v9i1.2550

Abstract

Mathematics learning is expected to develop students' geometric thinking skills and cognitive strategies, but in fact, these skills are still relatively low, especially in the material of functions. This study aims to analyze students' cognitive strategies in solving inverse function problems in terms of the Van Hiele geometric thinking level. This study uses a qualitative approach with a descriptive research type. The subjects of the study consisted of eleventh grade students selected based on Van Hiele's thinking levels from level 0 to level 3. Data were collected through tests, interviews, and documentation, then analyzed through data reduction, data presentation, and drawing conclusions. The results of the study show that students' cognitive strategies differ at each Van Hiele thinking level. Students at the low level tend to use simple procedures and are not yet able to explain concepts in depth, while students at the high level are able to use systematic strategies, analyze conceptual relationships, and provide logical reasons for solving inverse function problems. Differences in geometric thinking abilities also affect students' cognitive strategies in solving problems. Therefore, learning is needed that can train students to think gradually so that geometric thinking abilities develop more optimally
Co-Authors Budi Eka Dharma Destrinelli Destrinelli Dwi Susanti Fiki Alghadari Husni Sabil Laurin Wijayanti Khoiriyah Nizlel Huda novferma, novferma Nurul Hidayah Saparuddin Saparuddin