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Fatqurhohman
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SMARTH: Journal of Mathematics Education and Learning
Published by CV. Ihsan Cahaya Pustaka
ISSN : -     EISSN : 31248667     DOI : 10.66031/smarth
Core Subject :
SMARTH: Journal of Mathematics Education and Learning publishes empirical research, theoretical studies, and innovations in mathematics education. The journal focuses on mathematical abilities, problem solving, conceptual understanding, mathematical representation, ethnomathematics, learning technology, assessment and evaluation, curriculum development, teacher professionalism, and innovative mathematics learning in the digital era and Society 5.0. The journal prioritizes articles with scientific novelty and significant contributions to the development of theories and practices in mathematics education.
Arjuna Subject : -
Articles 11 Documents
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Development of Student Worksheets Containing Ethnomathematics as Mathematics Teaching Materials for Class X of SMAN 1 Tulungagung Ardiansyah Dwi Rangga; Putra Trio Ramadani; Rahmadhani Eka Lestari
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1: April 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Mathematics learning in secondary schools often remains abstract and insufficiently connected to students’ cultural contexts, which can limit engagement and problem-solving skills; therefore, ethnomathematics offers a meaningful approach by linking mathematical concepts with local cultural practices. This study aimed to develop and evaluate the validity, practicality, and effectiveness of ethnomathematics-based Student Worksheets (LKPD) on geometry for Grade X students at SMAN 1 Tulungagung. The research employed a Research and Development (R&D) method using the 4-D model, consisting of the Define, Design, Develop, and Disseminate stages, in which the LKPD were designed by integrating local cultural elements of Batik Reog Kendang Tulungagung into geometry learning activities. The results showed that expert validation achieved a Content Validity Index (CVI) of 0.86, indicating very high validity, while practicality assessments from teachers and students yielded an average score of 89%, categorized as very good. Furthermore, post-test results demonstrated that 84.38% of students met the minimum mastery criterion, supported by classroom observations that revealed increased student engagement and active participation. In conclusion, the ethnomathematics-based LKPD developed in this study are valid, practical, and effective, providing a culturally responsive instructional approach that enhances students’ conceptual understanding and mathematical problem-solving abilities in geometry learning.
Optimalisasi Pembelajaran Matematika di Era Digital: Masalah dan Strategi Nadia Christi Lintang; Melinda Surtila; Abdul Rahman Mustafa
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1: April 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Transformasi digital telah membawa perubahan signifikan dalam pendidikan matematika di tingkat SMP, terutama dalam cara materi pembelajaran disampaikan, diakses, dan dipelajari oleh siswa. Meskipun pemanfaatan media digital semakin meluas, masih terdapat berbagai tantangan, seperti efektivitas pedagogis, kesesuaian dengan tujuan kurikulum, serta dampaknya terhadap pemahaman konseptual dan motivasi belajar siswa. Penelitian ini bertujuan untuk menganalisis secara kritis integrasi pembelajaran matematika digital dengan menyoroti pengaruhnya terhadap pemahaman konsep dan motivasi belajar siswa, tantangan implementasi, serta strategi pembelajaran yang efektif dan kontekstual. Metode penelitian yang digunakan adalah telaah pustaka kritis terhadap sumber-sumber ilmiah yang relevan dan kredibel di bidang pendidikan matematika digital, pembelajaran berbasis teknologi, dan desain instruksional. Hasil kajian menunjukkan bahwa media digital seperti video pembelajaran, aplikasi interaktif, gamifikasi, dan platform daring berpotensi meningkatkan pemahaman konseptual, keterlibatan, dan motivasi belajar siswa. Namun, efektivitasnya sangat bergantung pada kualitas desain instruksional, kompetensi guru, kesiapan siswa, serta dukungan kurikulum dan infrastruktur teknologi. Oleh karena itu, integrasi teknologi digital harus dirancang secara pedagogis untuk mendukung pembelajaran aktif, pemahaman mendalam, dan keterampilan berpikir tingkat tinggi.
Profile of Junior High School Students' Critical Thinking Skills in Solving Geometric Problems Based on Cognitive Styles Sadana Wicaksono; Ilhammudin Saputra; Syamsuddin Noor Hamzah
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1: April 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Critical thinking is a fundamental competency in mathematics education, particularly in geometry, where students must interpret, analyze, evaluate, and draw inferences from abstract representations; however, these abilities can be influenced by differences in cognitive styles. This study examines the critical thinking profiles of eighth-grade students in solving plane geometry problems by exploring how field-independent (FI) and field-dependent (FD) cognitive styles shape problem-solving processes and outcomes. Cognitive styles were identified using the Group Embedded Figures Test (GEFT), and four students representing FI and FD styles with equivalent mathematical ability were purposively selected. Data were collected through geometry problem-solving tests and semi-structured interviews based on four indicators of critical thinking: interpreting, analyzing, evaluating, and inferring. The results show that FI students demonstrated more systematic, reflective, and autonomous problem-solving approaches, effectively integrating all critical thinking indicators. In contrast, FD students performed adequately in interpretation and basic analysis but experienced difficulties in higher-level processes, particularly evaluation and inference. Inference was identified as the most challenging indicator for students in both cognitive style groups. These findings underscore the influence of cognitive style on students’ critical thinking in geometry and highlight the need for differentiated instructional strategies. Open-ended tasks can support autonomy and deeper reasoning for FI students, while structured scaffolding and guided support are crucial for helping FD students develop higher-order thinking skills and achieve more equitable learning outcomes.
Mathematical Representations of Students with Dyscalculia in Differentiated Learning Environments: A Conceptual Review Fatqurhohman Fatqurhohman; Adnan Noor Malini; Ferdiano Mendyas
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1: April 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Students with dyscalculia experience persistent difficulties in numerical processing, number sense, relational understanding, and arithmetic procedures, which negatively affect their cognitive, affective, social, and functional development. Conventional mathematics instruction often fails to accommodate these diverse needs, resulting in low engagement, heightened mathematics anxiety, and weak conceptual understanding. This conceptual review synthesizes research on mathematical representation strategies for students with dyscalculia within differentiated learning contexts, with an emphasis on evidence-based approaches that support conceptual understanding and flexible problem solving. A comprehensive review of relevant scholarly literature was conducted, focusing on multimodal representations (concrete, pictorial, and symbolic) integrated within differentiated instruction and Universal Design for Learning (UDL) frameworks. The analysis highlights studies examining cognitive, affective, and functional outcomes in mathematics learning for students with dyscalculia. The findings indicate that the use of multimodal representations combined with differentiated learning reduces cognitive load, supports the progression from concrete to abstract thinking, and enhances problem-solving flexibility. In addition, these approaches help reduce mathematics anxiety, increase student engagement, strengthen self-confidence, and foster a more positive mathematical identity. This review proposes a conceptual framework to guide educators, parents, and practitioners in designing adaptive, inclusive, and evidence-based interventions, contributing to more equitable and sustainable mathematics instruction for students with dyscalculia.
Perceptions of Pre-Service Teachers of Mathematics on Peer-Feedback in Classroom Learning Siti Jamilah Noor; Noor Baiti Rahmatika; Juhairiah Lissa
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 1: April 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Mathematics learning in higher education increasingly demands active, collaborative, and self-regulated learning; however, classroom practices often remain lecturer-centered, limiting students’ opportunities to reflect on their understanding and engage meaningfully with peers. Peer feedback is a collaborative instructional strategy with strong potential to address this gap by promoting dialogue, reflection, and shared knowledge construction. This study investigates pre-service teachers’ perceptions of peer feedback in mathematics learning, focusing on its contributions to conceptual understanding, engagement, motivation, collaboration, and self-regulated learning. A quantitative descriptive design was employed involving 20 pre-service teachers who participated in structured peer feedback activities over one academic semester. Data were collected using a 35-item Likert-scale questionnaire and analyzed through descriptive statistics, including mean scores and frequency distributions. The results indicate consistently positive perceptions across all indicators, with mean scores ranging from 3.30 to 3.50. Participants reported that peer feedback helped clarify mathematical concepts, deepen conceptual understanding, increase learning motivation and engagement, encourage collaborative interaction, and support reflective thinking. These findings suggest that well-structured peer feedback functions as an effective pedagogical complement to lecturer instruction, offering cognitive, motivational, and social benefits. Integrating peer feedback into mathematics classrooms can strengthen interactive learning environments and support the development of reflective, autonomous, and self-regulated future mathematics teachers.
Evaluation of Junior High School Students’ Representation Skills in Differentiated Learning Jason W. Lin; Sophia L. Zhao; Puguh Darmawan; Fatqurhohman Fatqurhohman
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2: October 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Developing junior high school students’ conceptual understanding through coherent mathematical representations remains a persistent challenge, as conventional assessments tend to prioritize procedural accuracy while neglecting how students construct, connect, and integrate symbolic, visual, and verbal forms. Differentiated learning is designed to address learner diversity, yet its role in fostering representational competence and providing diagnostic insight is still insufficiently examined. This study evaluates students’ mathematical representation skills within differentiated learning environments by identifying representational patterns, variations across readiness levels, and the diagnostic value of representation-focused assessment. Using a qualitative approach, data were collected through analysis of students’ written work and semi-structured interviews in classrooms implementing differentiated mathematics tasks. Participants were categorized into high, moderate, and low representational readiness levels. The findings reveal substantial variability in representational quality and integration. High-readiness students demonstrated flexible coordination across multiple representations, while moderate- and low-readiness students tended to rely on single or fragmented forms. Although differentiated tasks increased engagement and learner choice, effective representational coherence required explicit and targeted scaffolding. Importantly, representation-focused assessment uncovered learning gaps, misconceptions, and conceptual weaknesses that were often overlooked by procedural evaluations. The study concludes that differentiated learning can support the development of representational competence, but its effectiveness depends on intentional scaffolding and diagnostic assessment practices that promote deeper, more equitable conceptual understanding in mathematics.
[RETRACTED] Enhancing Pre-Service Mathematics Teachers’ Numeracy Through Integrated STEAM Geometry: Bridging Creativity and Mathematical Precision Jana Fenyvess; Norvelyn Theodora Sylvenia; Rina Hafizah Siskawati; Syam Haerul
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2: October 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

RETRACTION NOTICE This article has been formally retracted by the Editorial Board of SMARTH: Journal of Mathematics Education and Learning. Following a formal complaint and subsequent investigation, it was determined that this article involved the unauthorized use of an individual’s name and institutional affiliation. The individual concerned confirmed that they had no involvement in the authorship, review, or approval of this manuscript. This constitutes a serious breach of publication ethics, specifically authorship misrepresentation. In accordance with the guidelines of the Committee on Publication Ethics (COPE), the article has been withdrawn to maintain the integrity of the scholarly record. The content of this article should not be considered reliable and should not be cited. The Editorial Board regrets that this issue was not identified prior to publication and has implemented additional measures to strengthen the editorial and verification process.
Machine Learning Evaluation of Junior High Student’s Math Representations in Complex Problem-Solving Tasks Olumide F. Adeyemi; Amara M. Xaviel; Fatqurhohman Fatqurhohman; Rahmad Bustanul
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2: October 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Mathematical representation is central to problem solving, especially in tasks requiring Higher-Order Thinking Skills (HOTS), as students’ ability to construct and coordinate symbolic, visual, and verbal forms strongly influences conceptual understanding and solution flexibility. However, students with different mathematical ability levels demonstrate distinct representational preferences and constraints that shape their problem-solving effectiveness. This study investigates how high-, medium-, and low-ability students employ symbolic, visual, and verbal representations when solving HOTS problems, while also examining the cognitive and affective factors underlying these representational choices. A mixed-methods design was adopted, integrating quantitative analysis of students’ problem-solving performance with structured interviews to capture reasoning processes, representational strategies, and encountered difficulties. Six students representing high, medium, and low ability levels were purposively selected as research participants. The findings reveal clear differences in representational use: high-ability students flexibly integrated multiple representations, medium-ability students relied predominantly on symbolic procedures with limited translation across forms, and low-ability students tended to depend on verbal explanations with minimal formal representation. Notably, procedural fluency did not always correspond to strong conceptual flexibility. These results underscore the need for scaffolded, multi-representational instruction that explicitly supports translation among representations through guided prompts, visual supports, and collaborative problem-solving. Such pedagogical approaches are essential for strengthening conceptual understanding, enhancing cognitive flexibility, and improving students’ performance in HOTS-oriented mathematical problem-solving.
Penerapan Scaffolded Direct Instruction untuk Meningkatkan Pemahaman Konseptual Matematika Siswa Christine J. Manoppo; Titaley Manurung Shalaki; Findra Raoda
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2: October 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Pemahaman konseptual matematika merupakan kompetensi fundamental yang menopang kemampuan berpikir tingkat tinggi, namun masih menjadi tantangan utama dalam pembelajaran matematika di sekolah akibat dominannya pendekatan prosedural dan minimnya dukungan pedagogis yang membantu siswa membangun makna konsep secara mendalam. Penelitian ini bertujuan untuk meningkatkan pemahaman konseptual matematika siswa melalui penerapan scaffolded direct instruction pada materi relasi dan fungsi. Penelitian menggunakan desain penelitian tindakan kelas dengan model Pelton yang dilaksanakan dalam dua siklus dan melibatkan 21 siswa sekolah menengah atas. Data dikumpulkan melalui tes pemahaman konseptual dan lembar observasi aktivitas pembelajaran, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan bertahap pada rata-rata skor, ketuntasan klasikal, serta pencapaian setiap indikator pemahaman konseptual dari tahap pra-tindakan hingga Siklus II. Ketuntasan klasikal pada akhir Siklus II mencapai lebih dari 85%, sehingga memenuhi kriteria keberhasilan penelitian. Temuan ini menunjukkan bahwa scaffolded direct instruction efektif dalam meningkatkan pemahaman konseptual matematika siswa melalui penyajian materi yang terstruktur dan dukungan bertahap sesuai kebutuhan belajar. Dengan demikian, strategi ini dapat dijadikan alternatif pembelajaran yang adaptif dan berorientasi pada konstruksi makna konsep matematika secara bermakna.
Pemahaman Konsep Matematika Siswa: Peran Kecemasan Belajar dan Kemandirian Belajar Taufany Witarto; Juliyanto Eka Saputra; Fidya Nur Rohayah
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2: October 2025
Publisher : CV. Ihsan Cahaya Pustaka

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Abstract

Pemahaman konsep matematika merupakan kompetensi fundamental yang mendasari berpikir kritis dan pemecahan masalah, namun pencapaiannya sering terhambat oleh tingginya kecemasan belajar dan rendahnya kemandirian belajar siswa, sehingga pembelajaran cenderung prosedural dan kurang bermakna. Penelitian ini bertujuan menelaah pengaruh kecemasan belajar dan kemandirian belajar terhadap pemahaman konsep matematika serta mengeksplorasi peran strategi pembelajaran berbasis pengalaman, refleksi, dan konteks dalam memoderasi interaksi faktor kognitif dan non-kognitif. Penelitian menggunakan pendekatan critical literature review dengan mensintesis sepuluh artikel empiris dan teoretis terkini yang relevan. Analisis tematik dilakukan untuk mengidentifikasi pola hubungan, mekanisme pengaruh, dan implikasi pedagogis. Hasil kajian menunjukkan bahwa kecemasan belajar menurunkan motivasi, keterlibatan, dan kapasitas berpikir kritis siswa, sedangkan kemandirian belajar meningkatkan inisiatif, self-efficacy, dan pengelolaan strategi belajar sehingga mampu mereduksi dampak negatif kecemasan. Selain itu, strategi pembelajaran berbasis pengalaman dan refleksi memperkuat internalisasi konsep, menumbuhkan kemandirian, dan menurunkan kecemasan. Temuan ini menegaskan pentingnya strategi pembelajaran holistik yang secara simultan memperkuat kemandirian belajar, menekan kecemasan, dan mendorong keterlibatan aktif untuk meningkatkan pemahaman konsep matematika secara berkelanjutan.

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