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Proceeding International Conference on Mathematics and Learning Research
Published by Universitas Muhammadiyah Surakarta
ISSN : -     EISSN : 28077245     DOI : -
Core Subject : Education,
Education Mathematics
The International Conference on Mathematics and Learning Research (ICOMER) held by Mathematics Education Department, Universitas Muhammadiyah Surakarta, Indonesia. It is transformation from previous national-level conference "Konferensi Nasional Penelitian Matematika dan Pembelajarannya (KNPMP)". This the place for the undergraduate/graduate/doctoral students, teachers, lecturers, and observers in the interest of mathematics and mathematics education to disseminate their research results
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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Development of GeoGebra-Based PjBL Activities Containing Ethnomathematics in Spatial Geometry to Improve Mathematical Communication Falah, Fajrul; Waluyo, Mohamad
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The low mathematical communication skills of junior high school students, particularly in presenting mathematical ideas and arguments in writing, form the background of this study. As a solution, a Project-Based Learning (PjBL) activity that integrates ethnomathematics content and is assisted by GeoGebra software was developed. This research is a development study (R&D) that adopted the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The aim of this research is to develop ethnomathematics-based Project-Based Learning activities and teaching tools assisted by GeoGebra on the topic of three-dimensional flat-sided shapes (cubes, cuboids, prisms, and pyramids), as well as to test their validity. The ethnomathematics context used is the architecture of the Dieng Temple to study the concept of surface area. The resulting product was assessed by subject matter and media experts. The validation results show an average score of 0.8542, which falls into the highly valid category. Therefore, the developed learning product is declared valid and feasible for use to support mathematical communication.
Assessment of Mathematics Proof Construction: Preservice Mathematics Teacher Training and Upper Secondary School Students Waluyo, Mohamad; Sutama, S; Setyaningsih, Nining
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Constructing valid mathematical proofs is a fundamental yet persistent challenge for students. This study investigates the developmental trajectory of proof construction abilities among Indonesian students, spanning from upper secondary school (Grades 10-11) to undergraduate mathematics levels. Adopting a descriptive cross-sectional design, data were collected from 479 participants using open-ended proof construction tasks and a survey on proof perception. The results reveal a pervasive dominance of empirical proof schemes, where students rely on specific numerical examples rather than generalized logical arguments. Notably, formal proof construction was virtually non-existent at the secondary level, highlighting a significant pedagogical gap. While the frequency of formal proof attempts increased among university students, valid execution remained limited, indicating a disconnect between students' strategic knowledge and their normative understanding of "correct" proof. Furthermore, findings show a critical misalignment between perception and performance; students often recognized formal algebraic arguments as superior yet reverted to empirical methods in practice. The study concludes that the transition from inductive to deductive reasoning does not occur naturally and requires explicit instructional interventions to bridge the cognitive rupture between secondary calculation-based mathematics and tertiary formal reasoning.
Exploration of Students' Mathematics Concept Understanding Ability on Social Arithmetic Material in Terms of Gender Differences Mahmudah, Mutiara Hisda; Maulida, Dini Wardani; Sukimin, S; Kholid, Muhammad Noor
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Concept understanding allows students to relate existing knowledge to new information or situations, so that they can represent mathematical ideas in various forms, both verbally, visually, and symbolically. This study aims to describe the effect of gender differences on students' mathematical concept understanding ability in social arithmetic material in junior high school. The research method used was qualitative with a case study approach, involving 22 seventh-grade students who were selected voluntarily. Data were collected through observation, tests, document analysis, and in-depth interviews, then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results showed that male students tend to rely more on logic and reasoning in solving problems, while female students are more analytical but sometimes less optimal in mathematical representation. Nevertheless, both gender groups were able to fulfill the indicators of concept understanding, such as restating concepts, classifying objects, and applying concepts, although with different approaches. These findings indicate the importance of considering gender differences in designing inclusive and effective mathematics learning strategies. In addition, this study provides important implications for the development of gender-responsive learning strategies to improve students' conceptual understanding.
The Impact of Project-Based Learning with Delphi Software on Students' Computational Thinking Skills Juniarto, Suci; Sutama, S; Sutopo, Anam; Prayitno, Harun Joko; Fauziati, Endang; Muhibbin, Ahmad; Suansah, S
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Problem-solving skills and Computational Thinking (CT) are very important skills in today's digital era. Improving the ability of CT mathematics education students is becoming increasingly important as the need for skills develops in the 21st century. Project-based learning (PBL) has been shown to be effective in improving these skills. However, the limited research examining the impact of PBL with Delphi software on computational thinking skills in mathematics education encourages the need for further research. This study aims to explore the impact of project-based learning with Delphi on improving students' computational thinking skills. This type of research is a quantitative research with a quasi-experimental design. The population is 6th semester students of mathematics education. The sample consisted of two classes totaling 40 students. The results of the T test showed that the experimental group showed a significant improvement compared to the control group (t = 4,102, p < 0.05). The implications of this research are important for the development of a technology-based mathematics education curriculum. It is recommended for further research with a larger sample of different institutions to explore the long-term impact as well as other factors that may affect project-based learning outcomes.
The Ability of Student of SMK Negeri 1 Sragen employs Cognitive Method on Algebra Questions Sumardi, S; Susanto, Bangun Dwi
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study explores students' conceptual understanding and problem-solving approaches in algebra, specifically focusing on the interpretation and manipulation of algebraic expressions and equations. The research was conducted at SMK Negeri 1 Sragen with first-year students as informants. Using a qualitative descriptive method, the study analyzes students' responses to algebraic problems that involve symbolic reasoning, operations with variables, and rational expressions. Data collection involved observation, problem-solving tests, and interviews, with data validity ensured through triangulation techniques. Two informants employed different cognitive strategies in solving equivalent algebraic problems. While both demonstrated some logical consistency, their solutions revealed common misconceptions, such as misapplying the distributive property and misunderstanding the implications of dividing by zero. In particular, the study identified that assuming division by zero in expressions like y/z - z led to invalid conclusions. However, when solving the equation xy = x/y = x-y both informants eventually arrived at the consistent solution x=−1/2, y=−1 confirming the validity of their algebraic reasoning under guided support.The results highlight the need for deeper conceptual instruction in algebra, especially in understanding symbolic manipulation and domain restrictions. The findings also underscore the importance of implementing cognitive-based learning strategies in mathematics education to enhance students' critical thinking and problem-solving skills.

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