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Ratna Marlina
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Pi Radian Journal
Published by CV Pustaka Literasi Ilmiah
ISSN : 30319552     EISSN : 30319544     DOI : https://doi.org/10.63214/piradian
Core Subject : Education,
Mathematics
Pi Radian Journal of Mathematics Education is a journal published twice a year, on March and September by CV Pustaka Literasi Ilmiah. This journal focuses on mathematics education and disciplined inquiry into the teaching and learning of mathematics. The scope of this journal is students mathematical abilities, High Order Thinking Skills in Mathematics, Learning Media or Manipulative Tools, Classroom Action Research, Qualitative or Quantitative Research, Didactical Design Research (DDR), Design Research (DR), Research and Development (RnD). The publication language of Pi Radian is English. All manuscripts submitted to Pi Radian should be submitted in English. Any submitted paper must be research articles, which have been carefully reviewed, should followed the author guidelines, use the Pi Radian journal template, use Mendeley in references, have a minimum of 15 journal articles as references, and have a minimum of ten pages. This will make the process and publication faster. Any paper that does not meet the requirements will be rejected. Any submitted paper will be reviewed by reviewers. The review process employs a Double blind Review that the reviewer does not know the identity of the author, and the author does not know the identity of the reviewers.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 22 Documents
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Development of google site-based mathematics learning media with core model for grade VIII students Dilla, Siska Chindy; Hidayat, Wahyu
Pi Radian: Journal of Mathematics Education Vol. 1 No. 2 (2023): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v1i2.pp73-82

Abstract

21st century learning strives for students to be able to actively construct concepts, develop their knowledge, and use ICT tools. Especially the transition from post-pandemic learning, students are required to be more independent in learning. So we need learning media that can help overcome these problems. The purpose of this research is to develop and produce a website-based learning media with the google site combined with the CORE model in mathematics learning for junior high school students in good quality statistical material by meeting the validity and feasibility criteria. The selected development model is the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The instruments used include validation questionnaires, practicality questionnaires, and learning outcomes tests.Technical analysis of the data was carried out qualitatively to measure the data descriptively and quantitatively to calculate the scores of the results of the feasibility test of the learning media that the researchers had developed. The results of the research on the development of learning media are based on the material aspect of 77,5%, the media aspect of 81%, the practicality of the learning media from the responses of students to get a percentage of 85,2% with a very decent category.After trying the learning media, students were asked to do posttest and learning questionnaires, 78,6% of students had good learning achievements.Thus, the learning media of mathematics learning media using the google site with the CORE model that the researcher developed is very suitable for use in learning.
Development of augmented reality learning media to improve mathematical problem-solving skills of 8th grade junior high school students Al-jabar, Sheila Zalzabilla; Rosidah, Siti; Rosidah, Eka Ririn Nur
Pi Radian: Journal of Mathematics Education Vol. 2 No. 1 (2024): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v2i1.pp41-50

Abstract

This research aims to develop learning media that can assist students in enhancing their mathematical problem-solving skills in 8th grade junior high school. This study utilizes a design research method with a development study approach conducted in two phases: initial design and formative evaluation, including self-evaluation, prototyping (expert review, one-to-one, and small groups), and field research conducted at SMP Negeri 7 Cimahi. The research subjects consist of 35 students from class VIII E of the junior high school. Data collection techniques used in this study include documentation, interviews, student response questionnaires, and tests. The research data are analyzed quantitatively and qualitatively. The data analysis results reveal that this study produces a logically reasoned mathematical thinking for Augmented Reality learning media on two-dimensional solid shapes that are valid, practical, and have potential effects. In this regard, the Augmented Reality learning media has valid and constructive content, as well as language validation from expert reviews. Conversely, the practicality of the Augmented Reality learning media has been achieved through revisions based on one-to-one feedback and small group discussions. Furthermore, the prototype of the Augmented Reality learning media has shown potential effects in enhancing students' mathematical problem-solving skills.
Problem based learning with geogebra software on self confidence of junior high school students Marlina, Ratna
Pi Radian: Journal of Mathematics Education Vol. 1 No. 2 (2023): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v1i2.pp65-72

Abstract

This research is motivated by the low level of confidence of junior high school students, so it is necessary to design learning that overcomes these problems. One of the alternative solutions is using problem-based learning approach with the help of GeoGebra software. In the process, this research uses an experimental design, where there is an experimental class that uses a problem-based learning approach and a control class using the usual approach. The population in this study were junior high school students in Cimahi city while the sample was in one of the junior high schools in Cimahi city. Data collection techniques using non-test instruments in the form of self-confidence questionnaire as many as 25 questions. Data processing techniques using two mean difference test. The results showed a significant 0.490 > 0.05. which means that there is no difference in mathematical self-confidence of junior high school students using a problem-based learning approach assisted by geogebra with those who learn using ordinary learning. This happens because of several factors such as time and learning environment that is less conducive, the use of methods, students such as lack of enthusiasm and concentration.
Development of learning media for square topics using scratch platform for grade VII Al jabar, Sheila Zalzabilla; Supriatna, Tatang
Pi Radian: Journal of Mathematics Education Vol. 1 No. 2 (2023): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v1i2.pp83-92

Abstract

This research aims to develop teaching materials for quadrilateral topics assisted by Scratch with valid, practical, and effective quality based on the stages of geometry skills using the Research and Development (R&D) method. The subject of this study involved a limited trial conducted at Sumur Bandung Junior High School in Cililin, with 10 students from 7th grade. A broader trial was conducted at Sumur Bandung Junior High School in Cililin, with 45 students from 7th grade. The final product was tested at Sumur Bandung Junior High School in Cililin, consisting of two classes: an experimental class (VII-A) and a control class (VII-B), each comprising 22 and 23 students, respectively. Data collection techniques employed were observation, interviews, and documentation. The data analysis involved descriptive statistics and inferential statistics. The instruments used in this study were reasoning ability tests based on mathematical reasoning indicators and interview questionnaires. The research findings indicated that the use of Scratch-assisted teaching materials had a positive impact, enhancing students' mathematical reasoning ability to an excellent category. Students who learned with the Scratch-assisted materials demonstrated better mathematical reasoning ability compared to those who received conventional instruction. Therefore, the Scratch-assisted teaching materials were considered valid and effective for instructional purposes.
Mathematical ideas embedded in water debit practices of sand sellers in Ciseupan: An ethnomathematics study Muthia, Shahla Naila; Maulani, Indria
Pi Radian: Journal of Mathematics Education Vol. 3 No. 1 (2025): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v3i1.pp51-60

Abstract

Indonesia is a country rich in local cultural practices that not only reflect traditional values but also hold great potential for the development of contextual learning based on local wisdom. One such form of wisdom is reflected in the economic activities of the community of Kampung Ciseupan, South Cimahi, in the form of sand sales practices that have been passed down from generation to generation and contain various mathematical concepts that have not been widely explored. This study aims to explore the mathematical concepts embedded in these cultural practices, particularly the concept of flow rate that emerges in sand loading and unloading activities. The approach used is ethnography, in line with the principles of ethnomathematics, which examines mathematical practices from the perspective of the cultural practitioners themselves. Data was collected through field observations and semi-structured interviews with the main participant, Mrs. LM, a sand seller. The researcher served as the primary instrument in observing, exploring, and analyzing the connection between cultural activities and mathematical concepts. The research findings indicate that sand selling activities contain concepts of debit, volume, distance, speed, and time that are implicitly present in community practices. These findings suggest that local culture can serve as an authentic, contextual, and relevant source of mathematical learning for students' daily lives, and can encourage students to understand and appreciate their own culture.  
Research on mathematical abstraction literacy in China Tang, Shiewei; Pereira, Jerito
Pi Radian: Journal of Mathematics Education Vol. 3 No. 1 (2025): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v3i1.pp1-16

Abstract

Mathematical abstraction is the basic idea of mathematics, which is an important foundation for the formation of rational thinking, reflects the essential characteristics of mathematics, and permeates its generation, development, and application. The latest version of the general high school mathematics curriculum standard lists mathematical abstraction as the primary core literacy of the discipline, and mathematical abstraction literacy has become the focus of educational research. A number of scholars have researched mathematical abstraction literacy in senior high schools in China in recent years, but there is no literature that summarizes and compiles this aspect. This paper employs the literature analysis method to review and sort out the relevant literature on mathematical abstraction literacy and draws the following conclusions: (1) Previous research on mathematical abstraction literacy mainly contains five aspects, which are the connotation of mathematical abstraction, the current status quo of the level, the evaluation method, the influencing factors, and the strategies for the cultivation. (2) There are generally more studies on the connotation of mathematical abstraction, the current status of the level, and the cultivation strategy. However, in terms of influencing factors, the views in the existing literature are scattered, and no major influencing factors have been found. (3) The research methods are relatively single, with literature analysis or discursive methods predominating, especially the analysis of the influencing factors is not systematic and objective enough, lacks quantitative research for empirical evidence, and lacks targeted and practical cultivation strategies
Preservice teachers’ perceptions of large-scale instructional units in mathematics education Xu, Jiawen; Zhou, Ying; Pang, Guoping
Pi Radian: Journal of Mathematics Education Vol. 3 No. 2 (2025): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v3i2.pp77-88

Abstract

While Large-Scale Instructional Units in Mathematics Education benefit students’ core competencies, in-service teachers’ professional capabilities, and preservice teachers’ higher-order thinking, research on this construct remains scarce. Most preservice and in-service teachers lack in-depth understanding of these units, with some unaware underscoring the urgency of investigating Preservice Teachers’ Perceptions of Large-Scale Instructional Units in Mathematics Education, as such perceptions shape the units’ classroom implementation. This study explores preservice mathematics teachers’ perceptions of these units via a questionnaire survey, with participants from over ten universities (e.g., Guangxi Normal University, Chongqing Normal University). Using data from more than 400 valid questionnaires, it identifies their knowledge levels and internal recognition of the units, analyzes their views on the units’ learning and practical value, and synthesizes strategies for learning and disseminating the units. Key findings reveal 69% of the preservice teachers have limited knowledge of the units, while over 95% recognize their learning value. Ultimately, this study fills the research gap, strengthens their awareness of the units, and provides empirical references for subsequent mathematics teaching practices.
Investigating eighth-grade students’ conceptual understanding of cartesian coordinates in junior high school mathematics Sihombing, Karlina Mutiara
Pi Radian: Journal of Mathematics Education Vol. 3 No. 1 (2025): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v3i1.pp41-50

Abstract

Understanding mathematical concepts is a crucial aspect of learning mathematics, as it enables students to solve problems, reason logically, and apply knowledge in various contexts. This study aimed to analyze eighth-grade students’ conceptual understanding of Cartesian coordinate material. The population of this research consisted of junior high school students in a school located in the Karawang district, with a sample of 30 students from class VIII. Data were collected using a mathematical comprehension test consisting of four questions, each designed to assess specific indicators of conceptual understanding, including identifying points, determining direction and distance, and analyzing the relative positions of lines. The results showed that students frequently made errors in several areas: many struggled to accurately identify points on the Cartesian plane, had difficulty determining direction and distance from a given point, and often misinterpreted the positions of lines relative to one another. These findings indicate that students’ conceptual understanding of Cartesian coordinates remains limited, which may hinder their overall mathematical performance. Therefore, it is recommended that teachers implement more targeted instructional strategies, such as visual representations, guided practice, and interactive exercises, to enhance students’ comprehension and strengthen their mathematical reasoning skills. The contribution of this study lies in providing empirical evidence on students’ specific misconceptions related to Cartesian coordinates and offering pedagogical implications that can inform the development of more effective instructional approaches in mathematics classrooms.
Teaching polyhedra to eighth-grade junior high school students using the hypnoteaching method assisted by audio-visual media Sipa'i, Shintia; Putra, Didik Adi; Rohaeti, Euis Eti
Pi Radian: Journal of Mathematics Education Vol. 3 No. 1 (2025): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v3i1.pp33-40

Abstract

This study explores the challenges faced by teachers in implementing online learning, the instructional process and learning scenarios, as well as teacher and student responses, and the learning difficulties experienced by eighth-grade students in understanding polyhedra three-dimensional geometric figures with flat surfaces through the hypnoteaching method assisted by audiovisual media. The participants consisted of 23 eighth-grade students from SMP Mahardika Batujajar, West Bandung Regency. Using a qualitative descriptive design, data were collected through written tests, closed-ended questionnaires, student interviews, and teacher interview guidelines. The written test consisted of six essay questions, while the questionnaire included 24 statements, and interviews and observations were conducted to obtain deeper insights. The findings indicated that teachers encountered several obstacles, mainly limited digital learning facilities, inadequate infrastructure, and unstable internet connectivity. Learning activities were delivered through platforms such as WhatsApp, Google Classroom, Zoom, and Google Forms, supported by lesson plans adapted to the hypnoteaching method. Teacher responses toward the implementation were highly positive, with an average score of 85.69%, while student responses revealed 61.32% positive and 38.68% negative statements, categorized as moderately favorable. Students experienced the greatest difficulty in question six, which required higher-order thinking and the application of formulas related to polyhedra. The average student score was 68.8%, classified as moderately good.
Exploring 11th-grade students’ mathematical reasoning ability on sequences and series: A qualitative study Faridah, Nurul; Marlina, Ratna
Pi Radian: Journal of Mathematics Education Vol. 3 No. 1 (2025): Pi Radian Journal
Publisher : CV. Pustaka Literasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63214/piradian.v3i1.pp17-32

Abstract

This study aims to provide an analytical description of how students solve five essay questions aligned with indicators of mathematical reasoning ability. A descriptive qualitative method was employed, with a purposive sample of seven 11th-grade high school students in West Bandung Regency. Data were collected through students’ written responses to test instruments and subsequently analyzed to identify errors in the problem-solving process and to measure mathematical reasoning skills. The measured indicators included: (1) formulating conjectures, (2) performing mathematical manipulations, (3) constructing evidence and providing justification for multiple solutions, (4) drawing conclusions from statements, and (5) verifying the validity of arguments. The findings show that indicator (1) reached the very good category with a percentage of 85.71%, while indicator (2) was categorized as good with 60.71%. Indicators (3) and (5) fell into the sufficient category with percentages of 32.14% and 46.43%, respectively. Indicator (4) was categorized as poor with 25.00%. Overall, the average percentage across all indicators was 50.00%, indicating that the mathematical reasoning ability of 11th-grade high school students in the school under study falls into the sufficient category. This study contributes to the existing body of knowledge by offering a detailed profile of students’ reasoning performance across multiple indicators, providing empirical evidence of specific reasoning weaknesses often overlooked in quantitative assessments, and highlighting the need for targeted instructional interventions to strengthen conceptual understanding and argumentation in mathematics learning.

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