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The effect of GeoGebra android on increasing mathematical understanding ability based on gender Rizki Dwi Siswanto; Dadan Dasari; Agus Hendriyanto; Lukman Hakim Muhaimin; Rahmat Kusharyadi; Sani Sahara
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i1.14462

This study aims to describe the increase of students' mathematical understanding ability in learning the two-variable linear equation system (SPLDV) and the two-variable linear inequality system (SPTLDV) with Android GeoGebra media reviewed by gender. This experimental quasi research is one group pretest postest design. The sample in this study was a class XI of 32 students with Purposive Random Sampling techniques. Data collection in this study uses an instrument for a mathematical understanding ability test in the form of a description. The results of the study can be concluded in the learning of Android GeoGebra, the mathematical understanding of male students is significantly different from the mathematical understanding of female students. It means that in learning the Android GeoGebra Improvement of the Mathematical Understanding Ability of Male Students is greater than female students. Thus it can be concluded that in the learning of Android GeoGebra, an increase in the mathematical understanding of male students is better than female students.

USING THE JIGSAW AND TAI MODELS TO ANALYZE A MATH LEARNING EXPERIMENT, REVIEW THE STUDENTS' ADVERSITY QUOTIENT Agus Hendriyanto; Sani Sahara; Lukman Hakim Muhaimin
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 7, No 1 (2019)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v7i1.51733

Abstract: The goal of this study was to identify: (1) Significant differences in mathematics learning results between the jigsaw learning model and TAI. (2) Significant variations in kids' AQ levels and mathematical learning results (3) There is a relationship between students' AQ scores and the outcomes of mathematics learning. A quasi-experimental research design is used in this quantitative study type. 98 students from SMP Muhammadiyah 5 Surakarta in the seventh grade made up the research population. The first class was sampled using the jigsaw model, the second class was sampled using the TAI model, and the third class was sampled using the conventional model. Cluster random sampling was employed as the sampling method. ways for gathering data via tests, surveys, and documentation. Two-way analysis of variance with uneven cells is the analytical method employed. Using the study's findings and a 5% level of significance, the following was discovered: (1) Jigsaw, TAI, and conventional learning models all produce the have different in terms of learning outcomes for mathematics, however Jigsaw performs better than TAI and conventional; (2) There are variations in kids' AQ levels in terms of mathematics learning results. While students with AQ campers are superior to students with AQ quitters, students with AQ climbers are superior to students with AQ campers and quitters; (3) There is a relationship between AQ levels (climbers, campers, quitters) and learning models (Jigsaw, TAI, and traditional) on the outcomes of mathematics learning. Students who are AQ climbers in the jigsaw learning paradigm learn mathematics more effectively than students who are AQ quitters.Abstrak: Penelitian ini bertujuan untuk mengidentifikasi: (1) Perbedaan hasil belajar matematika yang dihasilkan dari penerapan model pembelajaran jigsaw dan TAI; (2) perbedaan hasil belajar matematika siswa antar kategori AQ; (3) interaksi antara penerapan model pembelajaran (jigsaw dan TAI) dengan AQ siswa terhadap hasil belajar matematika. Desain quasi-experimental digunakan dalam penelitian kuantitatif ini. Populasi penelitian merupakan siswa kelas 7 SMP Muhammadiyah 5 Surakarta yang berjumlah 98 siswa. Cluster random sampling digunakan sebagai metode pengambilan sampel. Kelas pertama dijadikan sampel untuk penerapan model jigsaw, kelas kedua dijadikan sampel untuk penerapan model TAI, dan kelas ketiga dijadikan sampel untuk penerapan model konvensional. Data dikumpulkan melalui teknik tes, survei, dan dokumentasi. Analisis varians dua arah dengan sel tak sama adalah jenis formula statistik yang digunakan. Dengan menggunakan tingkat signifikansi 5%, ditemukan hal-hal berikut: (1) model pembelajaran jigsaw, TAI, dan konvensional semuanya menghasilkan hasil yang berbeda dalam hal hasil belajar matematika, jigsaw berkinerja lebih baik daripada TAI dan konvensional; (2) Terdapat perbedaan hasil belajar matematika ditinjau dari variasi tingkat AQ. Sementara siswa dengan AQ camper lebih unggul daripada siswa dengan AQ quitter, siswa dengan AQ climber lebih unggul dari siswa dengan AQ campers dan quitter; (3) Ada interaksi antara model pembelajaran (Jigsaw, TAI, dan traditional) dan tingkat AQ (climbers, campers, quitters) terhadap hasil belajar matematika. Siswa dengan AQ climber dan menggunakan model jigsaw memiliki hasil belajar matematika lebih baik daripada siswa dengan AQ quitters.

Transformation geometry in eleventh grade using digital manipulative batik activities Sahara, Sani; Dolk, Maarten; Hendriyanto, Agus; Kusmayadi, Tri Atmojo; Fitriana, Laila
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp55-78

Learning Transformation Geometry (TG) needs a more informal approach to concern situational problems. This study aims to develop actionable knowledge of TG in the form of design related to context and yet general enough to use digital manipulative activities in new situations. We propose such knowledge in the form of conjectured Local Instructional Theory (LIT) in the framework of design research methodological framework. The designed learning activities were based on Realistic Mathematics Education (RME) principles and used batik as the context and van Hiele’s mode of geometric thought. In addition, the CorelDraw software is used as a tool to transform batik-making activities into a digital manipulative environment. The design consists of a pre-assessment and four learning activities. The data were analyzed retrospectively in accordance with the HLT. The analysis of the data described above and the justification of the processes during the teaching experiment indicate a compelling trajectory for students learning transformation geometry for this specific context and the prospect for future studies.

The didactic phenomenon: Deciphering students’ learning obstacles in set theory Hendriyanto, Agus; Suryadi, Didi; Juandi, Dadang; Dahlan, Jarnawi Afgani; Hidayat, Riyan; Wardat, Yousef; Sahara, Sani; Muhaimin, Lukman Hakim
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp517-544

Teachers play a crucial role in disseminating knowledge in educational settings, typically adhering to a credulist-testimonial approach outlined in pedagogical literature. Consequently, students often acquire knowledge through this method, potentially leading to discrepancies between their conceptual understanding and the intended educational objectives. This study investigates the phenomenon of learning obstacles encountered by junior high school students, with a particular emphasis on mathematics education. It is part of a series of Didactical Design Research (DDR) projects aimed at developing effective instructional materials. Employing an interpretive paradigm within the DDR framework, the study adopts a qualitative approach utilizing hermeneutic phenomenology design. Various research tools such as diagnostic assessments, interview guidelines, observation sheets, and audio recordings are employed. Data analysis is conducted using the Constant Comparative Method (CCM). The findings highlight ontogenic, didactic, and epistemological obstacles students face, stemming from factors such as a lack of interest in mathematics, ineffective material presentation, and misconceptions regarding set concepts. These results underscore the importance of educators employing effective teaching strategies to help students overcome these obstacles and succeed in their mathematics education.

Mathematical framework for accurate prayer times: Insights from the bencet tradition Muhaimin, Lukman Hakim; Kusumah, Yaya S.; Juandi, Dadang; Hendriyanto, Agus; Sahara, Sani
Indonesian Journal of Science and Mathematics Education Vol. 6 No. 3 (2023): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v6i3.19790

Mathematics is fundamental in structuring religious practices, especially in determining prayer times. This study explores the mathematical concepts embedded in the traditional bencet tool used by communities to calculate prayer times accurately. Using a qualitative ethnographic approach, the research examines both the use and crafting of bencet through observations, interviews, and documentation. Based on the Miles and Huberman model, data analysis reveals that the bencet tongkat unconsciously incorporates mathematical concepts such as parallel lines, measurements, and planar surfaces. Similarly, the bencet garis reflects understanding parallel and perpendicular lines, circular constructions for 90° angles, and precise measurements. The findings underscore the deep interconnection between mathematical principles and cultural traditions. This study concludes that the bencet tool represents an untapped resource for ethnomathematics research. The implications highlight the potential of ethnomathematics as an innovative approach to mathematics education, integrating cultural heritage into learning.

Ecological dimension of fraction arithmetic activities within two neighbouring countries: Study on textbooks and reference model Sahara, Sani; Suryadi, Didi; Tarmudi, Tarmudi; Dasari, Dadan
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.26456

In this study, how the mathematical activities of fraction arithmetic within the textbooks of two neighbouring countries, Indonesia and Malaysia, are influenced by the specific conditions and constraints presented in school textbooks is reviewed and examined, and the reasons behind them are understood. Two complementary frameworks, the anthropological theory of didactics and didactical design research are used to conduct an ecological analysis contributing to the theoretical discourse and practical application. The theoretical conversation suggests that ecological differences shaping the content of textbooks from both countries exert distinct influences on specific tasks, particularly within contexts with the unique characteristics of each nation. Furthermore, the scope of additional components is also examined regarding how situational sets are presented. A reference epistemological model to frame the epistemological analysis as a basis for future didactic design is also discussed for its implications on practice.

Promoting the Pancasila Students’ Profiles through Mathematics Education in Schools: Ethnomathematics Roles Hendriyanto, Agus; Juandi, Dadang; Kuncoro, Krida Singgih; Fitriana, Laila; Sahara, Sani; Muhaimin, Lukman Hakim
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

The Function of Ethnomathematics in the Development of Pancasila Student Profiles for Indonesian Students Via Mathematics Education in Schools. The present mathematics curriculum in Indonesia (IND) places a strong emphasis on the creation of a Pancasila student profile in order to ensure that pupils are learning mathematics in a meaningful way. This paper suggests an integration of ethnomathematics into the formal mathematics curriculum as one approach to dealing with these learning issues. It is based on a literature assessment of studies on ethnomathematics, mathematics education, and Pancasila student profile. The literature review method used with a narrative review design. A total of 28 articles were selected for publication at the final stage of the review process. In light of the preceding explanation, it is clear that ethnomathematics plays a part in the formal school mathematics curriculum since the context-relevant and constraint-filled problem-solving techniques give many abstract mathematical notions the required contextual meaning. Keywords: ethnomathematics, mathematics education, pancasila student profiles.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202305

The Role of Digital Technology in the Design of Mathematics Teaching and Learning: A Systematic Literature Review Fitriana, Laila; Hendriyanto, Agus; Sahara, Sani; Muhaimin, Lukman Hakim; Wintarti, Atik; Listiawan, Tomi; Saputro, Anip Dwi; A Dewi, Deshinta
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2503

Purpose of the study: This study systematically reviews the role of digital technologies in the design of mathematics teaching and learning over the past decade. It aims to evaluate how digital tools have been integrated into task and lesson design, identifying emerging trends, challenges, and innovations. Methodology: A systematic literature review (SLR) following the PRISMA framework was conducted, analyzing studies published between 2014 and 2023. A total of 32 studies were included, sourced from various academic databases. These studies were examined to explore the use of digital technologies such as GeoGebra, Dynamic Geometry Environments (DGE), mobile apps, and others in mathematics instruction. Main Findings: The review found that digital technologies, particularly GeoGebra and DGE, were frequently used to enhance mathematical exploration and conjecturing. Other tools, including mobile applications, augmented reality (AR), and AI, have contributed to innovative teaching strategies, increasing student engagement and understanding. However, challenges such as unequal access to technology and the need for teacher training in tool integration were identified. Novelty/Originality of this study: This study provides a unique contribution by focusing not only on the use of digital tools but also on their role within the broader teaching design context. It offers insights into how these technologies shape pedagogical strategies, helping educators design more effective and inclusive mathematics education environments.

The effect of GeoGebra android on increasing mathematical understanding ability based on gender Siswanto, Rizki Dwi; Dasari, Dadan; Hendriyanto, Agus; Muhaimin, Lukman Hakim; Kusharyadi, Rahmat; Sahara, Sani
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i1.14462

This study aims to describe the increase of students' mathematical understanding ability in learning the two-variable linear equation system (SPLDV) and the two-variable linear inequality system (SPTLDV) with Android GeoGebra media reviewed by gender. This experimental quasi research is one group pretest postest design. The sample in this study was a class XI of 32 students with Purposive Random Sampling techniques. Data collection in this study uses an instrument for a mathematical understanding ability test in the form of a description. The results of the study can be concluded in the learning of Android GeoGebra, the mathematical understanding of male students is significantly different from the mathematical understanding of female students. It means that in learning the Android GeoGebra Improvement of the Mathematical Understanding Ability of Male Students is greater than female students. Thus it can be concluded that in the learning of Android GeoGebra, an increase in the mathematical understanding of male students is better than female students.

“They give students too much for their age”: Toward deep learning from primary school teachers’ perspective through interpretive phenomenology Sani Sahara; Mohammad Idham Chaled; Fizar Indrawijaya; Nadya Syifa Utami; Phoong Seuk Yen
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.21296

The Indonesian Deep Learning “Pembelajaran Mendalam” initiative represents an effort to address long-standing deficits in students’ critical thinking and higher-order skills. However, for teachers on the ground, the policy often collides with a very different reality. This interpretive phenomenological study explores the challenges associated with the initiative by focusing on the lived experiences of elementary school teachers in South Jakarta as they navigate the new mandate. Rather than measuring implementation fidelity, the analysis reveals the difference between policy and teachers’ everyday experience. Teachers describe a professional world dominated by the immediate demands of classroom management, in which abstract policy goals feel largely unattainable. They express a deep sense of overload—both logistical and developmental—arguing that the curriculum demands forms of philosophical reasoning from children who are still mastering basic concrete concepts. Moreover, the implementation is experienced visible in workshops and policy documents but failing in daily classroom practice. This study contributes to the literature by demonstrating that the difficulties surrounding Pembelajaran Mendalam not from teacher resistance but from a policy design that insufficiently accounts for the developmental and practical realities of elementary education.

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