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Muchamad Subali Noto
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Euclid
Published by Universitas Swadaya Gunung Jati
ISSN : 25414453     EISSN : 23551712     DOI : https://doi.org/10.33603/e.v10i1.7258
Core Subject : Education, Social,
Education Mathematics Social Sciences
The aim of Euclid, p-ISSN 2355-1712 and e-ISSN 2541-4453, is to provide a national forum for sharing, dissemination and discussion of research, experience and perspectives across a wide range of pure and applied mathematics, education, teaching, development, instruction, educational projects and innovations, learning methodologies, and new technologies in mathematics education. The Journal invites original articles and not simultaneously submitted to another journal or conference. The whole spectrum of research in pure mathematics, applied mathematics, and mathematics education are welcome, which includes, but not limited to the following topics: Mathematics Learning Model, Assesment and Evaluation in Mathematics Teaching, Design/Development Research in Mathematics Education, Mathematics Ability, ICT in Mathematics Education, Ethnomathematics. Applied Mathematics: Environmental Mathematics, Industrial Mathematics, Computational Mathematics, Mathematical Economics, Financial Mathematics, Statistics. Pure Mathematics: Algebra, Geometry, Analysis, Discrete Mathematics/ Combinatorics.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 4 Documents
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Search results for , issue "Vol 13 No 1 (2026)" : 4 Documents clear
MATEMATIKA TANPA SIMBOL: PENALARAN MATEMATIS DALAM PROSES NGIJING PEMBUATAN PONDASI RUMAH Muchamad Subali Noto; Lukman Harun
Euclid Vol 13 No 1 (2026)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v13i1.11832

Abstract

Penelitian ini bertujuan untuk mengungkap praktik etnomatematika yang terkandung dalam proses pembuatan pondasi rumah (ngijing) oleh tukang bangunan di Desa Gebang. Berangkat dari pandangan bahwa matematika merupakan praktik budaya yang hidup dalam aktivitas masyarakat, penelitian ini memfokuskan kajian pada penalaran matematis implisit yang digunakan dalam tahapan konstruksi pondasi rumah tradisional. Penelitian ini menggunakan pendekatan kualitatif dengan desain etnografi. Data dikumpulkan melalui observasi partisipan, wawancara mendalam tidak terstruktur, dan dokumentasi terhadap lima orang tukang bangunan yang berpengalaman. Analisis data dilakukan secara induktif melalui tahapan analisis domain, taksonomi, komponen, dan tema. Hasil penelitian menunjukkan bahwa proses ngijing terdiri atas beberapa tahapan utama, yaitu pembuatan sketsa, pengukuran dan penggalian tanah, pemasangan batu pondasi (kijing), serta pengecoran. Pada setiap tahapan tersebut ditemukan penerapan konsep matematika seperti skala, perbandingan, luas, jarak, bangun datar, bangun ruang, dan rasio material yang digunakan secara konsisten tanpa simbol matematika formal. Praktik tersebut mencerminkan penalaran matematis adaptif yang berkembang dari pengalaman kerja dan transmisi budaya. Penelitian ini menyimpulkan bahwa ngijing merupakan sistem etnomatematika yang bersifat prosedural dan kontekstual, bukan sekadar aktivitas teknis konstruksi. Temuan ini berkontribusi pada penguatan teori etnomatematika serta membuka peluang pemanfaatan praktik budaya lokal sebagai konteks pembelajaran matematika yang bermakna, khususnya pada materi pengukuran, perbandingan, dan geometri.
KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS MAHASISWA: SLR DALAM PERSPEKTIF EPISTEMIK DAN DISKURSIF Cita Dwi Rosita; Irmawati Liliana Kusuma Dewi; Asep Amam
Euclid Vol 13 No 1 (2026)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v13i1.11833

Abstract

Mathematical reasoning and mathematical communication are two fundamental dimensions of learning mathematics in higher education that are often investigated separately. This article aims to reconceptualize their relationship through an epistemic–discursive perspective, viewing reasoning and communication as mutually constitutive practices in undergraduate students’ mathematical activity. The study employs a systematic literature review of articles published in internationally reputable journals over the last decade that address mathematical reasoning, communication, argumentation, and discourse in higher education contexts. The synthesis was conducted using thematic synthesis enriched by theoretical analysis. The findings indicate that mathematical reasoning cannot be fully understood without considering the communicative dimension and the discursive norms that mediate it, while mathematical communication functions as a medium of thinking and meaning-making rather than merely a means of expression. Based on these findings, the article proposes an integrative conceptual framework that positions mathematical argumentation and epistemic norms as central mediators between students’ reasoning and communication. This study contributes theoretically by offering a reconceptualization of reasoning and communication that is relevant for research and teaching in undergraduate mathematics education.
PEMAHAMAN KONSEP MATEMATIS: DARI KOGNISI INDIVIDUAL MENUJU PRAKTIK EPISTEMIK–DISKURSIF Irmawati Liliana Kusuma Dewi; Cita Dwi Rosita; Marwia Tamrin Bakar
Euclid Vol 13 No 1 (2026)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v13i1.11834

Abstract

Mathematical conceptual understanding is a fundamental goal of mathematics education, particularly in higher education where students are required to engage with abstract concepts, formal structures, and relationships among mathematical ideas. However, research consistently indicates that instructional practices tend to prioritise procedural success over the development of deep conceptual understanding. This article aims to systematically synthesise research on undergraduate students’ mathematical conceptual understanding by adopting an epistemic–discursive perspective. A systematic literature review was conducted on Scopus-indexed journal articles published between 2014 and 2024 that focus on higher education mathematics. The findings indicate that mathematical conceptual understanding is constructed through the interaction of mathematical representations, discourse and communication, mathematical reasoning, and epistemic norms embedded in learning environments. The review also reveals that conceptual understanding should not be viewed solely as an individual cognitive attribute, but rather as a practice that develops through students’ participation in formal mathematical activity. Based on this synthesis, the article proposes an integrative conceptual framework that positions mathematical conceptual understanding as an epistemic–discursive practice. This framework is expected to contribute to theoretical advancement and inform future research and instructional design in undergraduate mathematics education.
Representasi Matematis sebagai Mediator Pembentukan Makna Asnawati, Sri
Euclid Vol 13 No 1 (2026)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v13i1.11835

Abstract

Mathematical representations play a fundamental role in mathematics learning as they mediate meaning making, conceptual understanding, and students’ mathematical activity. In higher education, representations become increasingly critical due to the growing complexity of mathematical concepts and the need to coordinate symbolic, graphical, verbal, and visual forms. However, research indicates that university mathematics instruction often prioritises symbolic manipulation, leading students to experience difficulties in coordinating and transforming multiple representations. This article aims to systematically synthesise research on undergraduate students’ mathematical representations from a semiotic–representational perspective. A systematic literature review was conducted on Scopus-indexed journal articles published between 2014 and 2024. The findings reveal that mathematical representations function as primary epistemic mediators in learning mathematics, and that deep understanding depends on students’ ability to coordinate and translate across representations. The review also shows that the dominance of symbolic representations without meaningful integration of other forms tends to result in fragmented understanding. Based on this synthesis, the article highlights the need to position mathematical representations at the core of higher education mathematics instruction and proposes a conceptual framework that emphasises representational coordination as a foundation for mathematical meaning making.

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