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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 6 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2025): October 2025" : 6 Documents clear
Evaluation of Junior High School Students’ Representation Skills in Differentiated Learning Lin, Jason W.; Zhao, Sophia L.; Darmawan, Puguh; Fatqurhohman, Fatqurhohman
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): October 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i2.169

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 Fenyvess, Jana; Sylvenia, Norvelyn Theodora; Siskawati, Rina Hafizah; Haerul, Syam
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): October 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar

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 Adeyemi, Olumide F.; Xaviel, Amara M.; Fatqurhohman, Fatqurhohman; Bustanul, Rahmad
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): October 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i2.171

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 Manoppo, Christine J.; Shalaki, Titaley Manurung; Raoda, Findra
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): October 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i2.172

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 Witarto, Taufany; Saputra, Juliyanto Eka; Rohayah, Fidya Nur
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): October 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i2.173

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.
Geometri Berbasis STEM dalam Pendidikan Calon Guru Matematika: Kajian Literatur Konseptual Sidik, Duwi Purnama; Fatqurhohman, Fatqurhohman; Rofikoh, Siti
SMARTH: Journal of Mathematics Education and Learning Vol. 1 No. 2 (2025): October 2025
Publisher : CV. Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/smarth.v1i2.187

Abstract

Kompetensi calon guru matematika dalam konteks pembelajaran abad ke-21 menuntut penguasaan numerasi, representasi matematis, dan penalaran spasial yang terintegrasi secara interdisipliner. Kajian ini bertujuan mensintesis literatur mengenai pembelajaran geometri berbasis STEM dalam pendidikan calon guru matematika, mencakup lima dimensi utama: implementasi STEM, desain pembelajaran, pengembangan kompetensi, representasi matematis, serta integrasi dan tantangan. Metode yang digunakan adalah kajian literatur konseptual melalui penelusuran sistematis di Scopus, Web of Science, ERIC, dan Google Scholar terhadap publikasi periode 2020–2026. Hasil kajian menunjukkan bahwa implementasi STEM yang efektif mensyaratkan ekosistem pedagogis yang komprehensif, desain pembelajaran berbasis proyek yang terstruktur, serta integrasi teknologi visualisasi dinamis untuk mengembangkan kemampuan spasial dan representasi. Tantangan utama meliputi dualisme representasional dan ketegangan antara kreativitas dan rigor matematis. Kajian ini berkontribusi pada kerangka teoretis integratif yang menghubungkan numerasi, spasial, dan pedagogik STEM sebagai landasan penelitian empiris selanjutnya dalam pendidikan matematika.

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