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All Journal Jurnal Pendidikan Islam Mathematics Education Journal
Al Jupri
Department of Mathematics Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Education Mathematics Other

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Computational Thinking and Mathematical Problem Solving in Madrasah Tsanawiyah Students I Made Suarsana; Tatang Herman; Elah Nurlaelah; Didi Suryadi; Irianto Irianto; Al Jupri; Asep Bayu Dani Nandiyanto; Zulkaidah Nur Ahzan
Jurnal Pendidikan Islam Vol 12 No 1 (2026): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v12i1.42091

Abstract

The integration of computational thinking into mathematics learning is increasingly important in preparing students for problem-solving in the digital era, and visual programming tools such as Flowgorithm offer potential pedagogical support. This study analyzes the effect of Flowgorithm-assisted instruction on students’ computational thinking skills and mathematical problem-solving abilities. A quasi-experimental pretest–posttest control group design was employed and implemented in two phases: a programming phase and a mathematics learning phase. The population consisted of all eighth-grade students at Madrasah Tsanawiyah in Bali Province, Indonesia, from which 34 students were selected using cluster random sampling (20 in the experimental group and 14 in the control group). Data on computational thinking and mathematical problem-solving abilities were collected using achievement tests and analyzed using MANCOVA, followed by post hoc tests, with effect sizes reported using partial eta squared. The findings reveal significant differences between the experimental and control groups, with post hoc analysis indicating that Flowgorithm-assisted mathematics learning significantly improved students’ computational thinking skills, while no significant difference was found in mathematical problem-solving abilities. Despite a non-significant effect on problem-solving, the integration of Flowgorithm showed no negative impact, suggesting that Flowgorithm-assisted instruction can be a viable approach for embedding computational thinking concepts into mathematics curricula and instructional practices.
The Concept of Angles Formed by a Transversal in Indonesian Textbook: An External Didactic Transposition Study Herizal Herizal; Nanang Priatna; Sufyani Prabawanto; Al Jupri
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i2.pp543-570

Abstract

External didactic transposition plays an important role in shaping how mathematical concepts are represented in textbooks, potentially influencing students’ conceptual understanding. However, this process remains underexplored in Indonesian school textbooks. This study examined the transposition of angles formed by a transversal concept from scholarly knowledge to knowledge to be taught. Employing a qualitative textbook analysis approach, the study conducted a didactic transposition analysis by comparing three scholarly geometry textbooks with a mathematics textbook for seventh-grade students. Praxeological tools from the Anthropological Theory of Didactic was used to examine transformations in task types, techniques, technological discourse, and theoretical grounding. The study revealed significant transformations in the sequencing of content, conceptual depth, form of representation, and the epistemic goals. While scholarly sources introduce transversal angles in the context of any two lines, the school textbook restricts the context to parallel lines intersected by a transversal. This narrowing may result in epistemological obstacles, influencing students’ concept images toward overgeneralized or incomplete understandings. The findings highlight the need for mathematics educators to design tasks that introduce the concept from general to specific cases, and emphasize conceptual justification to prevent misconceptions. This study contributes novel insights to external didactic transposition through the underexplored case of angles formed by a transversal in Indonesian textbooks within the Anthropological Theory of the Didactic framework.
Co-Authors Asep Bayu Dani Nandiyanto Didi Suryadi Elah Nurlaelah Herizal Herizal I Made Suarsana Irianto Irianto Nanang Priatna Sufyani Prabawanto Tatang Herman Zulkaidah Nur Ahzan