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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 1,070 Documents
 101   102   103   104   105 
A Systematic Analysis of Effective Math Trail Characteristics in Mathematics Learning: A Literature Review Ainun Mardia; Zulkardi Zulkardi; Ratu Ilma Indra Putri; Kamid Kamid
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3314

Abstract

Math trails dan pembelajaran di luar ruangan menawarkan matematika dengan konteks, namun karakteristik efektifnya belum dibahas. Systematic Literature Review mensintesis efektifitas dan dukungan digital. Menggunakan PRISMA, jurnal yang terindeks Scopus (2019–2025) kata “math trails” dan “outdoor learning”, menghasilkan 312 artikel dan 50 artikel yang memenuhi kriteria inklusi. Analisis deskriptif dan tematik menjawab tiga pertanyaan. Efektivitas sejalan dengan desain tugas yang kontekstual, terstruktur, dan kolaboratif; dukungan digital yang proporsional, yang mendukung eksplorasi kontekstual tanpa mendominasi pengalaman belajar (umpan balik/validasi berbasis perangkat, geolokasi/GPS, dasbord pemantauan, realitas tertambah); dan koordinasi yang disengaja oleh peneliti di seluruh fase briefing pra-lapangan, petunjuk di pos dan refleksi pasca-aktivitas. Hasil dilaporkan secara konsisten mencakup peningkatan pemahaman konseptual, pemecahan masalah, motivasi dan sikap, literasi spasial, dan keterampilan sosial. Efektivitas meningkat ketika konteks budaya lokal diintegrasikan dengan scaffolding eksplisit dan teknologi yang sesuai. Batasan intervensi yang singkat dan akses teknologi yang tidak merata di sekolah. Temuan ini menawarkan kerangka kerja praktis desain kurikulum dan pengembangan pelatihan. Math trails and outdoor learning offer context-rich mathematics, yet effective characteristics remain scattered. This review synthesizes effective features, digital supports, and key outcomes. Using PRISMA, we searched Scopus-indexed journals (2019–2025) with “math trails” and “outdoor learning,” yielding 312 records; 50 met inclusion criteria. Descriptive and thematic analyses addressed three questions. Effectiveness aligned with contextualized, scaffolded, collaborative task design; proportional digital supports contextual exploration without dominating the learning experience (device-based feedback/validation, geolocation/GPS, monitoring dashboards, augmented reality); and deliberate teacher/researcher orchestration across phases pre-field briefing, on-site prompts and hints at each post, and post-activity reflection. Reported outcomes consistently included gains in conceptual understanding, problem solving, motivation and attitudes, spatial literacy, and social skills. Effectiveness strengthened when local cultural contexts were integrated with explicit scaffolding and appropriate technologies. Limitations involved short intervention windows and uneven school access to technology. Findings offer a practical framework for curriculum design and teacher professional development.
Bilingual Pop Up Mathbook Based on Bangka Belitung Culture: An Innovative Learning Media of Geometry Iis Juniati Lathiifah; Rindu Handayani
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3321

Abstract

Tiga jenis literasi yang baiknya dikuasai adalah literasi matematika, bahasa, dan science. Sayangnya, laporan PISA tahun 2022 menunjukkan ketiga literasi tersebut menurun. Ditambah minimnya media ajar inovatif yang mampu memvisualisasikan konsep dan pemahaman abstrak matematika. Siswa Sekolah Dasar memerlukan integrasi pembelajaran yang meningkatkan kreatifitas, kolaborasi, komunikasi, serta cara berpikir yang kritis sesuai dengan keterampilan abad 21. Penelitian bertujuan mengembangkan pop up mathbook bilingual dengan sajian budaya Bangka Belitung yang valid pada materi bangun ruang. Penelitian menggunakan model Pengembangan ADDIE dengan lima tahapan penelitian yang terdiri dari tahap Analyze, Design, Development, Implementation dan Evaluation. Instrumen menggunakan lembar validasi, dan angket. Hasil validitas instrumen didapat bahwa bilingual pop up mathbook berbasis budaya Bangka Belitung sangat valid dengan nilai konten 100%, konstruk 96,59% dan Bahasa 90,63%. Sehingga pop up mathbook dapat diimplementasikan kepada siswa untuk menyiapkan generasi abad 21. Adapun hasil respon siswa didapat bahwa media dinyatakan sangat praktis digunakan dengan nilai 87,23%. Media yang dihasilkan memiliki karakteristik khas menggunakan bentuk bangun rumah adat, jembatan, makanan, alat transportasi serta produk pangan khas Bangka Belitung. Three types of literacy that should be mastered are mathematical, linguistic, and scientific literacy. The 2022 PISA report shows that three types of literacy have declined. Lack of innovative teaching media capable of visualizing abstract mathematical concepts and understanding. Students need learning that enhances creativity, collaboration, communication, and critical thinking to 21st-century skills. This study aims to develop a valid bilingual pop-up mathbook with Bangka Belitung cultural. Research uses the ADDIE development model with steps of the Analyze, Design, Development, Implementation, and Evaluation. The results showed that Bangka Belitung culture-based bilingual pop-up mathbook was very valid, with a content score of 100%, a construct score of 96.59%, and a language score of 90.63%. Therefore, the pop-up mathbook teaching book can be implemented for students to prepare the 21st-century generation. The results of student responses showed that the media was stated to be very practical to use with a value of 87.23%. The resulting media has unique characteristics using the forms of traditional houses, bridges, food, means of transportation and typical Bangka Belitung food products.
The Influence of Perceived Mathematical Literacy on Accounting Self-Efficacy Kartini Hutagaol; Humala Situmorang; Hendri Prastyo; Daniel Nicson Simanjuntak; Juli Antasari Br Sinaga
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3355

Abstract

Penelitian ini bertujuan untuk menginvestigasi pengaruh persepsi literasi matematis terhadap efikasi diri mahasiswa akuntansi. Pendekatan kuantitatif korelasional digunakan dalam penelitian ini dengan melibatkan 65 responden yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan kuesioner berskala Likert. Uji validitas dan reliabilitas mengonfirmasi bahwa seluruh butir instrumen persepsi literasi matematis dan efikasi diri layak digunakan. Uji prasyarat menunjukkan bahwa data berdistribusi normal dan memiliki hubungan linear yang signifikan. Analisis korelasi Pearson menunjukkan hubungan yang kuat dan positif antara persepsi literasi matematis dan efikasi diri. Lebih lanjut, regresi linear sederhana menghasilkan persepsi literasi matematis berpengaruh secara signifikan terhadap efikasi diri. Temuan ini mengindikasikan bahwa persepsi literasi matematis yang lebih tinggi dapat meningkatkan kepercayaan diri mahasiswa dalam menyelesaikan tugas-tugas akuntansi. Penelitian ini menyiratkan bahwa pengintegrasian persepsi literasi matematis ke dalam desain kurikulum dapat memperkuat efikasi diri, motivasi, dan kompetensi mahasiswa. Dengan demikian, persepsi literasi matematis tidak hanya berfungsi sebagai landasan untuk memahami konsep akuntansi, tetapi juga sebagai faktor psikologis yang mendukung pembelajaran yang efektif. This study investigates the influence of mathematical literacy perception on the self-efficacy of accounting students. A quantitative correlational design was employed, involving 65 respondents selected through purposive sampling. Data were collected using a Likert-scale questionnaire. Instrument testing confirmed that all items were valid and reliable for mathematical literacy perception and for self-efficacy. Prerequisite analyses demonstrated that the data were normally distributed and exhibited a significant linear relationship. The Pearson correlation analysis revealed a strong, positive relationship between the two variables. Furthermore, simple linear regression yielded that mathematical literacy perception significantly predicts self-efficacy. These findings suggest that a higher perception of mathematical literacy enhances students’ confidence in completing accounting tasks. Consequently, integrating mathematical literacy perception into the curriculum is recommended to strengthen students’ self-efficacy, motivation, and competence. Thus, mathematical literacy perception serves not only as a cognitive foundation for understanding accounting concepts but also as a crucial psychological factor supporting effective learning.
Designing a Game-Based PMRI Learning Trajectory on Money Value Equivalence for Autistic Students Marhamah Marhamah; Ratu Ilmu Indra Putri; Zulkardi Zulkardi; Yusuf Hartono
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3372

Abstract

Penelitian ini bertujuan mengembangkan lintasan belajar bagi siswa autistik untuk memahami konsep kesetaraan uang melalui permainan Monopoli yang dimodifikasi, di mana konteks berenang di Opi Waterfun ditempatkan sebagai salah satu petak dalam papan permainan. Menggunakan penelitian desain yang mencakup tiga tahap, desain awal, eksperimen pembelajaran, dan analisis retrospektif. Penelitian ini melibatkan delapan siswa autistik kelas VIII dengan level kemampuan berada pada kategori menengah (moderate), ditandai dengan keterbatasan komunikasi sosial dan kesulitan berpikir abstrak. Data dikumpulkan melalui observasi, rekaman video, dan hasil kerja siswa untuk mengidentifikasi lintasan belajar aktual yang muncul selama kegiatan bermain. Hasil penelitian menunjukkan bahwa penggunaan rupiah dalam konteks berhenti pada petak aktivitas berenang, seperti membeli tiket masuk dan menyewa pelampung, membantu siswa mengenali, membandingkan, dan mengombinasikan nilai uang secara bermakna. Lintasan belajar berkembang dari mengenali pecahan uang, menghitung total biaya, hingga melakukan pembayaran kontekstual secara tepat. Berdasarkan prinsip PMRI, permainan Monopoli yang dimodifikasi secara kontekstual dapat membuat pembelajaran matematika lebih adaptif, menyenangkan, dan inklusif bagi siswa autistik. This study aims to develop a learning trajectory for autistic students to understand the concept of money value equivalence through a modified Monopoly game, in which a swimming context at Opi Waterfun is embedded as one of the board spaces. The study employed a design research methodology consisting of three phases, preliminary design, teaching experiment, and retrospective analysis. It involved eight eighth-grade autistic students with moderate-level abilities, characterized by limitations in social communication and difficulties in abstract thinking. Data were collected through observations, video recordings, and student work to identify the actual learning trajectory that emerged during the game-based activities. The findings show that the use of Indonesian rupiah within the swimming activity space, such as purchasing entry tickets and renting float rings, helped students recognize, compare, and combine money values meaningfully. Their learning trajectory progressed from identifying denominations and calculating total costs to making accurate contextual payments. Guided by PMRI principles, the contextually modified Monopoly game supports mathematics learning that is more adaptive, engaging, and inclusive for autistic students.
The Integration of Local Wisdom in Mathematics Education: Developing a Culture-Based Digital Platform for Mathematical Literacy in the Kuta Traditional Village Mega Nur Prabawat; Eva Mulyani; Siska Ryane Muslim
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3434

Abstract

Penelitian ini bertujuan untuk menjelaskan kelayakan platform digital untuk literasi matematika berbasis budaya Kampung Adat Kuta dan menganalisis respons siswa terhadap penggunaannya dalam pembelajaran matematika. Metode penelitian yang digunakan adalah Penelitian dan Pengembangan (R&D) dengan model pengembangan Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi (ADDIE). Teknik pengumpulan data meliputi wawancara semi-terstruktur dan kuesioner. Instrumen penelitian terdiri dari lembar panduan wawancara dan kuesioner penilaian kualitas media. Subjek penelitian adalah pakar materi, pakar media, dan siswa kelas 8 SMP Negeri 10 Tasikmalaya. Hasil penelitian menunjukkan bahwa platform digital yang dikembangkan berhasil mengintegrasikan kearifan lokal Kampung Adat Kuta ke dalam pembelajaran matematika secara interaktif. Kelayakan platform dinilai berdasarkan aspek kelayakan konten, presentasi, dan bahasa oleh pakar materi, serta aspek tampilan, kemudahan penggunaan, kegunaan, dan grafis oleh pakar media. Kedua pakar menyimpulkan bahwa platform tersebut sangat layak digunakan. Lebih lanjut, siswa memberikan respons yang sangat positif terhadap penggunaan platform digital ini. Oleh karena itu, dapat disimpulkan bahwa integrasi kearifan lokal melalui media digital dapat menjadi alternatif inovatif untuk meningkatkan literasi matematika siswa. This study aims to explain the feasibility of a digital platform for mathematical literacy based on the culture of Kampung Adat Kuta and to analyze students’ responses to its use in mathematics learning. The research method employed is Research and Development (R&D) with the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) development model. Data collection techniques included semi-structured interviews and questionnaires. The research instruments consisted of interview guideline sheets and media quality assessment questionnaires. The research subjects were material experts, media experts, and eighth-grade students of SMP Negeri 10 Tasikmalaya. The results of the study indicate that the developed digital platform successfully integrates the local wisdom of Kampung Adat Kuta into mathematics learning in an interactive manner. The feasibility of the platform was assessed based on content, presentation, and language feasibility aspects by material experts, as well as display, ease of use, usability, and graphic aspects by media experts. Both experts concluded that the platform is highly feasible for use. Furthermore, students gave very positive responses toward the use of this digital platform. Therefore, it can be concluded that the integration of local wisdom through digital media can serve as an innovative alternative to enhance students’ mathematical literacy.
Development of MilleaLab Virtual Reality Media to Enhance Middle School Students’ Mathematical Digital Communication Skills Surya Amami Pramuditya; Hanan Hanan; Laelasari Laelasari
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3449

Abstract

Penelitian ini bertujuan untuk mengembangkan Virtual Reality (VR) Millealab untuk mendukung kemampuan komunikasi digital matematis siswa SMP. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE. Implementasi terbatas dilakukan kepada 6 siswa SMP, sedangkan uji praktikalitas melibatkan 19 responden yang terdiri atas mahasiswa, guru, dosen, siswa, dan masyarakat umum. Hasil observasi menunjukkan bahwa seluruh siswa mampu mengidentifikasi unsur-unsur aljabar, namun 4 dari 6 siswa masih mengalami kesulitan dalam menentukan koefisien dan 2 siswa menunjukkan keraguan dalam menyelesaikan soal aljabar secara mandiri. Meskipun demikian, siswa mampu mengomunikasikan pemahaman matematisnya melalui penyelesaian soal evaluasi setelah menggunakan media VR MilleaLab. Hasil uji praktikalitas menunjukkan bahwa mayoritas responden memberikan tanggapan positif terhadap penggunaan VR dalam pembelajaran matematika. Media ini dinilai menarik, membantu pemahaman konsep, dan meningkatkan minat belajar matematika. Dengan demikian, VR MilleaLab dinilai praktis dan berpotensi mendukung pengembangan kemampuan komunikasi matematis digital siswa SMP. This study aims to develop Virtual Reality (VR) learning media to support middle school students' mathematical digital communication skills. The study employed a Research and Development (R&D) approach using the ADDIE model. A limited implementation involved 6 middle school students, while the practicality test included 19 respondents from various backgrounds. The results showed that all students were able to identify algebraic elements; however, 4 out of 6 students experienced difficulties in determining coefficients and 2 students showed hesitation in solving algebraic problems independently. Nevertheless, students were able to communicate their mathematical understanding through evaluation tasks after using the MilleaLab VR media. The practicality test indicated that the majority of respondents responded positively to the use of VR in mathematics learning. The VR media was considered engaging, supportive of conceptual understanding, and effective in increasing learning interest. Therefore, MilleaLab VR is practical and has the potential to support the development of students’ mathematical digital communication skills.
Exploring Creative Thinking in Probability Through Polya’s Framework and Contextual Learning Hilda Mahmudah; Nia Kania
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3452

Abstract

Kemampuan berpikir kreatif matematis merupakan keterampilan penting bagi siswa dalam menghadapi berbagai situasi yang menantang pada abad ke-21. Penelitian ini bertujuan untuk menganalisis bagaimana siswa menerapkan empat tahap pemecahan masalah Polya dalam menyelesaikan soal peluang kontekstual secara kreatif. Sebanyak 32 siswa kelas XII di salah satu SMA negeri di Majalengka terlibat sebagai subjek penelitian dengan pendekatan kualitatif deskriptif, dengan berdasarkan hasil tes tertulis, tiga siswa dipilih secara purposif untuk mengikuti wawancara mendalam, yang masing-masing mewakili kategori kemampuan berpikir kreatif tinggi, sedang, dan rendah. Data dikumpulkan melalui tes uraian kontekstual, observasi, dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa sebagian besar siswa mampu melaksanakan rencana penyelesaian secara sistematis, namun masih mengalami kesulitan pada tahap memahami masalah dan memeriksa kembali hasil. Hanya 16% siswa yang melakukan refleksi akhir secara efektif. Temuan ini menunjukkan bahwa sebagian besar siswa mampu melaksanakan strategi penyelesaian, yang mencerminkan kelancaran dan elaborasi dalam berpikir kreatif matematis. Namun, keterbatasan siswa dalam memahami konteks permasalahan membatasi keluwesan dan keaslian mereka dalam menghasilkan berbagai pendekatan penyelesaian masalah. The ability to think creatively in mathematics is crucial for pupils to deal with a variety of difficult problems in the twenty-first century. The purpose of this study is to examine how students creatively solve contextual probability questions using Polya's four stages of problem-solving. Using a descriptive qualitative approach, 32 twelfth-grade students from a Majalengka public high school served as research subjects based on the written exam results, three students were purposefully chosen to participate in in-depth interviews, each of whom represented the categories of high, medium, and poor creative thinking abilities. Semi-structured interviews, observations, and contextual essay examinations were used to gather data. The study's findings indicate that while most students can follow the solution plan methodically, they still struggle with comprehending the issue and analyzing the findings. Just 16% of students completed their final reflection successfully. based on the written exam results, three students were purposefully chosen to participate in in-depth interviews, each of whom represented the categories of high, medium, and poor creative thinking abilities.
Exploring Gender Differences in Spatial Reasoning: Analyzing Hyperbolic Problem-Solving Skills Among University Students Siti Suprihatiningsih; Rizki Kurniawan Rangkuti; Muhammad Firman Annur; Erwin Erwin; Irvan Irvan; Ebenezer Bonyah
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3464

Abstract

Penelitian mengenai perbedaan penalaran spasial berdasarkan gender di tingkat universitas masih memerlukan konfirmasi lebih lanjut. Penelitian ini bertujuan mendeskripsikan perbedaan langkah-langkah penyelesaian soal hiperbola antara mahasiswa laki-laki dan perempuan. Menggunakan metode kualitatif, penelitian ini melibatkan 30 mahasiswa yang dipilih melalui rumus Slovin dari total populasi 480 mahasiswa. Instrumen penelitian meliputi tes soal hiperbola dan pedoman wawancara. Hasil penelitian menunjukkan adanya perbedaan signifikan pada aspek orientasi spasial, di mana mahasiswa perempuan menunjukkan keunggulan dalam langkah-langkah penyelesaian karena pemahaman konsep jarak yang lebih baik. Temuan ini menyimpulkan bahwa terdapat karakteristik unik pada penalaran spasial perempuan di tingkat pendidikan tinggi yang berbeda dari temuan umum di tingkat sekolah. Hasil penelitian ini memberikan kontribusi teoretis bagi pengembangan literatur penalaran spasial dalam pendidikan matematika. Research on gender-based differences in spatial reasoning at the university level requires further empirical confirmation. This study aims to describe the differences in procedural steps for solving hyperbola problems between male and female students. Employing a qualitative method, the study involved 30 students selected via Slovin’s formula from a population of 480. Research instruments consisted of hyperbola problem-solving tasks supported by interview transcripts. The findings reveal distinct differences in spatial orientation, where female students demonstrated superior performance in solving steps due to a robust understanding of distance concepts. In conclusion, these results highlight unique spatial reasoning characteristics among female students in higher education, diverging from common findings at the school level. This research contributes to the theoretical development of spatial reasoning literature within mathematics education.
The Students’ Ability in Differentiating Linear and Non-Linear Functions Assisted by Photomath Diah Nur’Aini; Indaryanti Indaryanti
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3470

Abstract

Penggunaan aplikasi berbasis kecerdasan buatan dalam pembelajaran matematika telah meningkat secara signifikan, termasuk juga penggunaan aplikasi Photomath, yang menyediakan solusi instan dan visualisasi grafis. Studi ini bertujuan untuk mendeskripsikan kemampuan pemahaman siswa dalam membedakan fungsi linear dan non-linear dengan bantuan aplikasi Photomath. Studi ini dengan menggunakan studi deskriptif yang melibatkan 20 siswa kelas VIII.1 di SMPN 2 Indralaya Utara. Data dikumpulkan melalui tes pemahaman tertulis dan dianalisis berdasarkan tiga indikator: translasi, interpretasi, dan ekstrapolasi. Hasil menunjukkan bahwa Photomath sangat mendukung kemampuan interpretasi siswa, khususnya dalam menginterpretasikan karakteristik grafis fungsi linear dan non-linear. Namun, keterbatasan diamati pada indikator translasi dan ekstrapolasi. Beberapa siswa mengalami kesulitan dalam menerjemahkan representasi grafis ke dalam gambar dan tabel manual, serta dalam melakukan sintesis berbagai karakteristik menjadi kesimpulan yang komprehensif. Temuan ini menunjukkan bahwa secara keseluruhan Photomath efektif mendukung visualisasi dan interpretasi awal, namun tidak secara otomatis mendorong kelancaran representasi atau penalaran tingkat tinggi. Oleh karena itu, penggunaan Photomath harus disertai dengan dukungan instruksional yang eksplisit untuk mendukung pemahaman konseptual yang lebih mendalam. The use of artificial intelligence-based application in mathematics learning has increased significantly, including the Photomath application, which provides instant solutions an graphical visualizations. This study aims to describe students’ comprehension ability in distinguishing linear and non-linear functions assisted by the Photomath application. The study employed a descriptive study involving 20 students of class VIII.1 at SMP 2 Indralaya Utara. Data were collected through written comprehension test and analyzed based on three indicators: translation, interpretation, and extrapolation. The results indicate that Photomath strongly support students’ interpretations abilities, particularly in identifying and interpreting graphical characteristic of linear and non-linear functions. However limitations were observed in the translation and extrapolation indicators. Several students experienced difficulties in translating graphical representations into manual drawings and tables, as well as in synthesizing multiple chracteristics into comprehensive conclusions. Theses findings suggest that whole Photomath effectively supports visualization and initial interpretation, it does not automatically foster representational fluency or higher-order reasoning. Therefor,  the use Photomath should be accompanied by explicit instructional scaffolding to support deeper conceptial understanding. 
Binary Representation of the Weaving Motifs of Rumah Bubungan Tinggi: An Ethnomathematical Exploration for Discrete Mathematics Learning Arifin Riadi; Turmudi Turmudi; Dadang Juandi; Jarnawi Afgani Dahlan; Rolina Amriyanti Ferita
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3471

Abstract

Motif anyaman pada dinding anjung Rumah Bubungan Tinggi menampilkan pola berulang yang dapat dimodelkan sebagai barisan biner. Penelitian eksploratif kualitatif ini merepresentasikan orientasi bilah sebagai digit 1 dan 0, kemudian menganalisis periodisitas, memformulasikan aturan berbasis modulo, serta melakukan konversi biner–desimal–karakter untuk menautkan motif tradisional dengan struktur pengodean informasi digital. Hasil menunjukkan motif membentuk barisan biner deterministik berperiode tertentu yang dapat dijelaskan melalui fungsi modulo. Berdasarkan pemetaan digit–arah bilah, disusun pula model konseptual steganografi: penyisipan pesan biner melalui variasi orientasi bilah tanpa mengubah karakter visual motif. Temuan ini menegaskan potensi motif anyaman sebagai media representasi informasi sekaligus konteks budaya untuk pembelajaran matematika diskret melalui tugas bertahap (pengodean motif, identifikasi unit ulang/periode, penurunan aturan modulo, dan konversi bilangan). Motif weaving on the anjung wall of the Rumah Bubungan Tinggi exhibits repeating patterns that can be modeled as binary sequences. This qualitative exploratory study encodes strip orientation as 1 and 0, then examines periodicity, formulates modulo-based rules, and performs binary–decimal–character conversions to connect traditional motifs with the basic structure of digital information encoding. The results show that the motifs form deterministic binary sequences with specific periods that can be described using modulo functions. Based on digit-to-orientation mapping, the study also proposes a conceptual motif-based steganography model: embedding binary messages through variations in strip orientation without altering the motif’s overall visual character. These findings highlight the potential of weaving motifs as both an information representation medium and a cultural context for discrete mathematics learning through stepwise tasks (motif encoding, identification of repeating units/periods, derivation of modulo rules, and number conversion).

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