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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Didactical Mathematics AB-JME: Al-Bahjah Journal of Mathematics Education
Septiani Yugni Maudy
Universitas Singaperbangsa Karawang
Religion Computer Science & IT Education Mathematics Social Sciences

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Pre-service mathematics teachers' relational understanding in solving special cases of systems of linear equations in two variables David Pratama; Septiani Yugni Maudy; Warissara Audjam
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 14 No 1 (2026)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v14i1.22213

Abstract

This study aims to describe the profile of Pre-service Mathematics Teachers' relational understanding in solving special cases of Systems of Linear Equations in Two Variables (SLETV) and to identify the factors underlying the emergence of cognitive impasse during the solving process. Using a qualitative method with a case study approach, the research was conducted on two final-year students at a state university in Karawang through whiteboard observations and unstructured clinical interviews during a comprehensive examination. The findings reveal that while students are proficient in solving routine problems with a single solution, they face a complete standstill when variables are entirely eliminated, such as in 0 = 0 or 0 = c results. Students tend to memorize technical steps without understanding the logical meaning behind the "disappearing variables". The primary factors for this confusion are low sensitivity to mathematical symbols and a reliance on mechanical self-learning from digital media. Although limited to two participants, this study highlights that pre-service teacher who only master technical procedures risk avoiding deeper conceptual teaching in future classrooms. This study concludes that a strong dominance of procedural fluency without relational understanding leads to cognitive impasse when students encounter non-typical algebraic structures. The contribution of this study lies in providing empirical evidence on the gap between procedural mastery and conceptual meaning-making among pre-service teachers, as well as offering critical insights for teacher education programs to design instruction that strengthens symbol sense, relational understanding, and pedagogical readiness in teaching non-routine mathematical cases.
From Multiplicative Growth to Institutionalized Exponential Knowledge: A Praxeological Analysis of Exponential Learning in a Secondary Mathematics Textbook Laila Cantika; Septiani Yugni Maudy; Mulia Putra
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18499

Abstract

This study investigates the praxeological organization of exponent learning in a Grade 10 mathematics textbook through the lens of the Anthropological Theory of the Didactic (ATD). The study aims to examine how exponent knowledge is introduced, developed, and institutionalized through the relationships among tasks, techniques, technologies, and theories. A qualitative document analysis was conducted using the exponent chapter of the 2021 Indonesian Mathematics Electronic School Book. The analysis focused on Exploration 1.1, Exploration 1.2, and Exercise 1.1, which cover the initial development of concepts of exponents. Mathematical tasks were identified and reconstructed into local praxeologies, which were subsequently synthesized into a global praxeological organization. The findings reveal a coherent learning trajectory consisting of three successive phases. Exploration 1.1 constructs exponentiation through multiplicative growth situations, enabling students to develop meaning from repeated multiplication. Exploration 1.2 extends this understanding by identifying and generalizing the properties of exponents. Exercise 1.1 institutionalizes exponent knowledge by transforming exponent properties into tools for justification, equation solving, and symbolic simplification. The reconstructed global organization demonstrates a progression from meaning construction to formal mathematical practice. The analysis further shows that the visibility of the praxis block increases throughout the chapter, whereas technological explanations become less explicit during the institutionalization phase. These findings contribute to textbook research by illustrating how the sequencing of praxeological components shapes students' opportunities to construct, generalize, and apply mathematical knowledge. The study also highlights the value of ATD as a framework for examining the epistemological organization of mathematical content in school textbooks
Learning Obstacles in Understanding Pyramid Volume: An Epistemological and Didactical Analysis within the Didactical Design Research Framework Vallieskha Nurmanita Dhaffah; Septiani Yugni Maudy; Mulia Putra
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.18713

Abstract

Understanding the concept of pyramid volume remains challenging for many students, even after prior study. These difficulties indicate learning obstacles that need to be identified before designing effective instructional interventions. This study aimed to identify students’ learning obstacles related to the concept of pyramid volume within the prospective analysis phase of Didactical Design Research (DDR). A qualitative approach was employed involving 35 ninth-grade students from SMP Negeri 13 Tambun Selatan who completed a diagnostic test consisting of six validated items. Based on variations in students’ response patterns, six students were purposively selected for in-depth interviews. To strengthen the credibility of the findings, interviews with a mathematics teacher were also conducted. Data were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings revealed seven learning obstacles, comprising four epistemological and three didactical. The epistemological obstacles included difficulties in understanding relationships among pyramid elements, distinguishing points and planes in identifying pyramid bases, recognizing two-dimensional properties as prerequisites for determining pyramid bases, and understanding the meaning of one-third in the pyramid volume formula. The didactical obstacles were associated with procedurally oriented instruction, insufficient reinforcement of prerequisite concepts, and limited opportunities for independent learning. These findings demonstrate that students’ conceptual difficulties are closely related to instructional practices experienced during learning. Therefore, the identified obstacles provide an important foundation for designing learning trajectories and didactical situations that support meaningful understanding of pyramid volume concepts.
Many paths, one unknown: Uncovering the diverse minds behind algebraic thinking Septiani Yugni Maudy
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i2.19502

Abstract

This qualitative study examines the diversity in algebraic thinking among high school students (Grades VII-IX) by considering algebraic activity models, reasoning types, and generalization layers. We used clinical interviews along with task-based assessments so that we could investigate students' problem-solving processes with just a hermeneutic phenomenological approach. Participants solved contextualized algebra problems using several solution strategies. These strategies included visual representations, arithmetic generalizations, proportional reasoning, and symbolic parameterization. The findings reveal three key conclusions: (1) students think algebraically and develop along a continuum from concrete representations to abstract symbolic reasoning; (2) cultural and instructional contexts influence their ability to transition between factual, contextual, and symbolic generalization layers quite greatly; and (3) multimodal approaches understand algebra better via accommodating diverse cognitive styles. This study contributes in two primary ways for mathematics education research: First, it analyzes semiotic progression within non-Western educational contexts through such culturally-situated framework, which then addresses a gap for current algebra research. Second, it offers design principles validated empirically for creating inclusive algebraic tasks. These tasks do support multiple entry points as well as solution pathways. The results do show that it is important for us to teach in an adaptive manner by both recognizing and then nurturing diverse mathematical styles of thinking in algebra education.
Pengembangan Multimedia Pembelajaran dengan Konteks Arsitektur Rumah Adat Sunda pada materi Kekongruenan dan Kesebangunan Mukhtarotul Najiba; Hanifah Nurus Sopiany; Septiani Yugni Maudy
AB-JME: Al-Bahjah Journal of Mathematics Education Vol. 4 No. 1 (2026): AB-JME Vol. 4 No.1 2026
Publisher : STAI Al-Bahjah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61553/abjme.v4i1.1144

Abstract

A preliminary study indicated that students still struggle to grasp the concepts of congruence and similarity because instruction has not sufficiently linked the material to real-life contexts. Limitations regarding visual aids also meant teachers had to spend time manually drawing geometric shapes, while students' knowledge of traditional Sundanese houses remained limited. This study aimed to develop mathematics learning multimedia contextualized around traditional Sundanese house architecture that is valid, practical, and has a potential impact on students' conceptual understanding. The study employed the Research and Development method using the 4D model, comprising the define, design, develop, and disseminate stages. Research instruments included validation sheets for content, media, and language experts; a student response questionnaire; and pre-test and post-test questions. Product assessment involved four teachers and seven lecturers as validators, while trials involved 50 seventh-grade students—10 in the limited trial and 40 in the field trial. The results showed that the multimedia achieved validity scores of 92.50% from content experts, 96.43% from media experts, and 91.67% from language experts. Practicality ratings reached 91.88% in the limited trial and 87.72% in the field trial. The average student score rose from 45.75 on the pre-test to 71.63 on the post-test; thus, the multimedia was deemed highly valid, highly practical, and capable of positively influencing students' understanding of mathematical concepts.
Co-Authors Hanifah Nurus Sopiany Laila Cantika Mukhtarotul Najiba Mulia Putra Pratama, David Vallieskha Nurmanita Dhaffah Warissara Audjam