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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Jurnal PEKA (Pendidikan Matematika) Brillo Journal Journal of Educational Technology and Learning Creativity SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Jurnal Pendidikan Progresif Journal on Mathematics Education JPP (Jurnal Pendidikan dan Pembelajaran)
Sani Sahara
Universitas Negeri Jakarta
Computer Science & IT Education Mathematics Social Sciences Other

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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

Abstract

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 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

Abstract

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.
AN INVESTIGATION OF TEACHERS' PERCEPTIONS TOWARD DEEP LEARNING PEDAGOGY IN PRIMARY MATHEMATICS CLASSROOMS Novi Andri Nurcahyono; Sani Sahara; Wily Wandari
Brillo Journal Vol 5 No 2 (2026)
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/bj.v5i2.177

Abstract

This study aims to analyze elementary school teachers' perceptions of deep learning in mathematics. This qualitative study was conducted at SDN Cipinang Melayu 09 Pagi, Jakarta (May-December 2025). Fourteen elementary school teachers were selected using purposive sampling. Data were collected through questionnaires and in-depth interviews, with method triangulation employed to ensure validity. Data analysis followed qualitative research principles through reduction, categorization, presentation, and conclusion drawing. All respondents demonstrated sound understanding of deep learning as an approach focusing on mindful, meaningful, and joyful learning and acknowledged its potential benefits in enhancing concept understanding, learning motivation, and problem-solving abilities. Teacher readiness varied, with high readiness (85.7%-100%) in basic teaching skills and collaboration, and moderate readiness (78.6%-85.7%) in practical implementation. Major barriers included infrastructure limitations (71.4%), administrative burden (57.1%-64.3%), and insufficient training (78.6% had attended related training). All respondents (100%) expressed strong expectations for specialized training, adequate devices, government support, and user-friendly platforms. While teachers possessed positive perceptions and sound conceptual understanding of deep learning, effective implementation requires comprehensive systemic support including intensive training, adequate infrastructure, user-friendly platforms, policy support, reduced administrative burden, continuous mentoring, and communities of practice. With such support, deep learning possesses significant potential to transform elementary mathematics instruction.
Research Evolution of Artificial Intelligence in Mathematics Learning: A Bibliometric Review from 2015 to 2026 Nadya Syifa Utami; Hafsah Adha Diana; Verra Budhi Lestari; Sani Sahara
JPP (Jurnal Pendidikan dan Pembelajaran) Vol. 33 No. 1 (2026)
Publisher : Lembaga Pengembangan Pendidikan dan Pembelajaran, Universitas Negeri Malang in Collaboration with Asosiasi Pendidik dan Pengembang Pendidikan Indonesia (APPI)

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Abstract

Background: The recent growth of Artificial Intelligence (AI) has attracted increasing attention in mathematics learning research, yet a comprehensive understanding of its development remains limited.Objective: This study aims to explore the research evolution of AI in mathematics learning from 2015 to 2026 using a bibliometric approach.Method: Data were collected from the Scopus database, yielding 169 publications comprising journal articles and conference papers. Analysis was conducted using Bibliometrix and VOSviewer to examine publication trends, leading sources, contributing countries, influential references, keyword cooccurrence, and thematic evolution.Results: The findings reveal a significant growth in publications, particularly after 2021, reflecting expanding research interest. The United States and China are the most productive contributors, while several recent works demonstrate strong citation impact. Keyword and thematic analyses reveal a focus on the intersection of AI and mathematics education, with emerging topics such as generative AI, chatbots, and personalized learning.Conclusion: Overall, the research of AI in mathematics learning has shifted from general technological exploration toward more pedagogically oriented applications. These findings suggest that educators and curriculum developers should prioritize AI tools for personalized and effective learning, while researchers are encouraged to focus empirically evaluating their impact in real classroom contexts.
Diagnosis Kesulitan Belajar Matematika Siswa Sekolah Dasar Berdasarkan Perspektif Guru Wandari, Wily; Amani, Shafira Rizka; Sahara, Sani; Nurcahyono, Novi Andri; Sari, Venna Puspita; Aeni, Maisa Hurul
Jurnal PEKA (Pendidikan Matematika) Vol. 10 No. 1 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/8q9cqa13

Abstract

Mathematics learning difficulties in elementary school may arise from conceptual, procedural, linguistic, and affective factors; therefore, teachers' perspectives are essential for identifying the source of errors and selecting responsive support. This study examined teachers' perspectives through three connected foci: diagnosis of learning difficulties, mathematical topics perceived as difficult, and intervention strategies. A descriptive survey with qualitative components involved 31 elementary school and madrasah ibtidaiyah teachers teaching Grades I-VI. The instrument consisted of 24 unique Likert statements and two open-ended questions. Quantitative data were analyzed using descriptive statistics and Cronbach's alpha, while open responses were coded thematically. The overall score was very high (M = 4.38; SD = 0.43; alpha = .965). Affective support and classroom climate obtained the highest mean (M = 4.47), followed by identification and understanding of difficulties (M = 4.38), while instructional strategies and collaboration were relatively lower (M = 4.33). Multiplication-division and fractions-decimals-percentages were the most frequently reported difficult topics. Teachers mainly used concrete or visual representations, scaffolded practice, games, contextual tasks, and individual support. The analysis indicates a relative diagnosis-to-intervention gap: teachers show strong diagnostic awareness and affective support, but differentiated follow-up, family communication, and systematic monitoring require further strengthening. These findings provide an empirical basis for developing a teacher-based diagnostic model for mathematics learning difficulties in elementary schools
Co-Authors A Dewi, Deshinta Amani, Shafira Rizka Anip Dwi Saputro, Anip Dwi Atik Wintarti, Atik Dadan Dasari Dadang Juandi Didi Suryadi Fitriana, Laila Fizar Indrawijaya Hafsah Adha Diana Hendriyanto, Agus Jarnawi Afgani Dahlan Krida Singgih Kuncoro Lukman Hakim Muhaimin Lukman hakim muhaimin Maarten Dolk, Maarten Maisa Hurul Aeni Mohammad Idham Chaled Muhaimin, Lukman Hakim Nadya Syifa Utami Novi Andri Nurcahyono Phoong Seuk Yen Rahmat Kusharyadi RR. Ella Evrita Hestiandari Sari, Venna Puspita Siswanto, Rizki Dwi Tarmudi, Tarmudi Tomi Listiawan Tri Atmojo Kusmayadi Verra Budhi Lestari Wardat, Yousef Wily Wandari Yaya S. Kusumah