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Andhika Ayu Wulandari
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Pendidikan Matematika Universitas Veteran Bangun Nusantara Sukoharjo Jl. Letjend S. Humardani No. 1 Sukoharjo, Jawa Tengah, Indonesia
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ABSIS : Mathematics Education Journal
Published by Universitas Veteran Bangun Nusantara
ISSN : 26860104     EISSN : 26860090     DOI : http://dx.doi.org/10.32585/absis.v1i2.433
Core Subject : Education,
Mathematics
ABSIS adalah jurnal pendidikan matematika berskala nasional yang diterbitkan oleh Program Studi Pendidikan Matematika Universitas Veteran Bangun Nusantara Sukoharjo. ABSIS terbit 2 kali dalam setahun yaitu pada bulan Mei dan November. ABSIS mewadahi hasil riset maupun kajian ilmiah di bidang pendidikan matematika dari para peneliti, akademisi, praktisi, pelajar dan pemerhati pendidikan matematika yang belum pernah dipublikasikan ke jurnal atau konferensi lainnya. Focus dan scope dari ABSIS (Mathematics Education Journal meliputi Realistic) Mathematics, Ethnomathematics, Lesson Study, Design/Development Research in Mathematics Education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol 7 No 2 (2025): November 2025" : 5 Documents clear
Developing the Religious Attitudes of MTs Students Through Islamic Value Based Mathematics Learning in Statistics Abdillah; Irvandi, Wandra; Utin Desy Susiaty
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7273

Abstract

This study aims to: 1) ascertain the extent to which developing religious attitudes in MTs students is influenced by learning mathematics with Islamic values on statistical material supported by e-modules, and 2) ascertain the features of the religious attitudes of MTs students following their involvement in learning mathematics with Islamic values on statistical material supported by e-modules. This study used an experimental methodology. These findings are based on tests that researchers administered to students in classes IX A and IX B at MTs Negeri 1 Pontianak in the form of essay questions. Each class had 30 students. SPSS's independent sample t test yielded a Sig. (2-tailed) value of 0.019, where <0.05. Based on these findings, it can be said that 1) students who received instruction using e-modules on statistics that included Islamic content had higher learning outcomes for their religious views than students who received standard instruction. 2) Out of 30 students who worked on the posttest questions on religious attitudes in statistics in the experimental class, the religious attitudes of MTs students with the help of e-modules and Islamic-containing mathematics learning fall into the same category as 83.3% of students who finished classically.
Developing Mathematical Language Literacy Skills Through the Use of Indonesian in Learning Real Analysis Courses Dewi Leni Mastuti; Buchari; Utin Desy Susiaty
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7277

Abstract

The study's objectives are to: 1) ascertain the extent to which the teaching module aids in learning through the use of Indonesian in the Real Analysis course, and 2) ascertain the features of mathematical language literacy skills following participation in learning through the use of Indonesian in the Real Analysis course. This study used an experimental approach using Posttest-Only Control Design and True Experimental Designs research. Researchers administered an essay test consisting of up to four items to students in the real analysis lecture class in semester VI. The two-tailed significance level is 0.000, where <0.05. This indicates that there is a significant difference, at a probability of 0.05, between the outcomes of the mathematics language literacy skills learned using the Indonesian language actual analysis course teaching module. The mean difference column, which reads 15.31, indicates how much the average or mean of the two groups differed. It is possible to draw the conclusion that students who get instruction using the Indonesian language actual analysis course teaching module have superior mathematical language literacy skills compared to those who receive instruction using standard learning methods.
Students’ Errors in Exponential and Logarithmic Functions: An Error Analysis Using AVAEM Categories Ramadhanti, Febi Tasya
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7357

Abstract

This study aims to analyze students' errors in exponential and logarithmic functions using the AVAEM error category framework: ARITH, VAR, AE, EQS, and MATH. A qualitative method with a case study approach was employed. Thirty-four tenth-grade students from a high school in Samarinda City were involved as research subjects. Data were collected through written tests and interviews with representatives from each error category. The identified AVAEM errors included: 1) ARITH—errors in understanding the rules of operations and properties of exponents and logarithms; 2) VAR—errors in understanding the meaning and role of variables; 3) AE—errors in seeing the structure of algebraic expressions; 4) EQS—misinterpreting the “=” sign as procedural instead of equality; and 5) MATH—errors in vertical and horizontal mathematization. These errors largely stem from difficulties in applying exponent and logarithm properties, memorizing formulas without conceptual understanding, and correctly modeling equations. Consequently, this study offers a valuable starting point for investigating students' learning obstacles, providing a basis for creating a didactical design to help teachers guide students in overcoming them.
Differentiated Learning in the Independent Curriculum to Enhance Mathematical Connection and Resilience of State Junior High School Students in East Kalimantan Province Abdul Razak; Rumainur
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7630

Abstract

This quasi-experimental study aims to analyze the effectiveness of differentiated learning within the Merdeka Curriculum in enhancing the mathematical connection and resilience of junior high school students in East Kalimantan Province. The research employed a pretest-posttest control group design, involving purposively selected eighth-grade students from several public schools. Data was collected through a mathematical connection test, a resilience questionnaire, and learning process observations. The results indicate that differentiated learning significantly improved students' mathematical connection and resilience compared to conventional instruction. The experimental group's average mathematical connection score increased from a low to a high category, with notable improvements in their ability to relate mathematical concepts to daily life and other mathematical ideas. Furthermore, students demonstrated significantly enhanced mathematical resilience, particularly in perseverance, problem-solving persistence, and adaptability to challenges. Key success factors included needs-based lesson planning, active student engagement, and motivating reflective practices.In conclusion, Differentiated instruction is effective in significantly increasing the mathematical resilience of eighth-grade students in East Kalimantan, with a significant value of 0.000 < 0.05. Differentiated instruction is effective in significantly increasing the mathematical connection of eighth-grade students in East Kalimantan, with a significance value of 0.000 < 0.05.Differentiated instruction is effective in simultaneously and significantly increasing both the mathematical resilience and mathematical connection of eighth-grade students in East Kalimantan, with a significance value of 0.000 < 0.05. It is recommended that teachers adopt differentiated strategies more widely to support inclusive, meaningful learning and develop student competencies in the era of independent learning.
Exploration of Ethnomathematics in Roro Ngigel Dance: Representation of Motion and Pattern in Mathematics Vemas Dwi Agustino; Isna Farahsanti; Eka Prasetyaningsih
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7798

Abstract

The purpose of this research is to express the representation of movements and patterns in Roro Ngigel dance in mathematics. The method used in this research is a qualitative method with an ethnographic approach. The instrument in this research is the researcher himself and cannot be represented. The data analysis technique was carried out by determining the geometry domain which was then described. The results obtained in this study are that there is ethnomathematics in the Roro Ngigel dance in the form of angles, lines, translations, and reflections. This research has implications in learning mathematics for learning through the development of mathematical skills, contextual learning, and cultural development or preservation. This can be done with learning strategies such as PjBL, PBL, or Inkuri Learning. The conclusion was obtained ethnomathematics in motion and pattern.

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