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Wayan Rumite

Universitas Negeri Makassar

Author-ID : 10099850

Agriculture, Biological Sciences & Forestry Humanities Astronomy Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Mathematical Representations in Determining the Area of a Triangle: Visual Representation as a Cognitive Guide Wayan Rumite; Lathifaturrahmah Lathifaturrahmah; Intan Buhati Asfyra
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 8 No. 2 (2026): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : FKIP Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v8i2.21661

Mathematical representation is a critical competency that prospective mathematics teachers must possess in order to understand concepts and solve problems effectively. However, previous studies still leave conceptual gaps in explaining how prospective mathematics teachers construct and coordinate representations as cognitive guidance mechanisms, particularly when calculating the area of a triangle. This study aims to uncover the involvement of visual representations and cognitive guidance during the process of solving problems involving the area of a triangle. This study employs an exploratory qualitative approach. Data were collected through problem-solving tests and semi-structured interviews with five subjects selected from 93 prospective participants. The data were analyzed based on the use of visual representations, the concept of coordinate transformation, plotting accuracy, and indications of cognitive guidance. The results revealed four characteristics of representation use: (1) no visual representation, incorrect coordinate transformation, failure to plot coordinate points, and no cognitive guidance; (2) visual representation, incorrect coordinate transformation, incorrect plotting of coordinate points, and cognitive guidance; (3) does not involve visual representations, correct coordinate transformations, does not plot coordinate points, and is not cognitively guided; and (4) involves visual representations, correct coordinate transformations, plots coordinate points accurately, and is cognitively guided. Visual representations help understand geometric structures and spatial relationships, while symbolic representations formalize computational procedures.

TRANSITIONAL STRUCTURE OF MATHEMATICAL THINKING FROM STRUCTURAL INTUITIVE TO DEDUCTIVE WITH THE FREEMAN FRAMEWORK Abdul Aziz; Wayan Rumite; Sri Suryanti; Agung Setiawan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.16273

Formal thinking requires analytical skills to evaluate whether a statement is true or false. However, researchers have found that some students complete the mathematical proof process using intuitive thinking. Students who studied mathematical proof in their early semesters often struggle to construct structural proofs intuitively. Therefore, this study aims to explore students' thought processes in conducting mathematical proofs, transitioning from intuitive reasoning to deductive reasoning, and achieving correct conclusions. The research employs a qualitative descriptive method, validated by experts in mathematical proof and reasoning, all of whom have at least ten years of teaching experience in the field. The subjects of this study were two students selected based on their thought processes, ranging from intuitive to deductive reasoning, with both providing correct and incorrect answers. Students who struggle with this transition tend to rely on institutional and evaluative assurances. In contrast, those who successfully navigate the transition are able to integrate evaluative, empirical, and a priori warrants into their reasoning. This research suggests that all parties involved in mathematical proof need to pay careful attention to each stage of the reasoning process to ensure accuracy.

Students' Problem-Solving Strategies in Solving Equation and Linear Inequality Problems of One Variable Nadhifah Kansah Hanif; Tina Yunarti; Wayan Rumite; Niki Pujarwati
Lembaran Ilmu Kependidikan Vol. 55 No. 2 (2026): Technology and Innovation in Education and Educational Theory and Practice
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v55i2.24497

Background - Students’ ability to solve mathematical problems reflects their mastery of mathematical concepts, their thinking processes, and the strategies they use when facing cognitive challenges. Examining these strategies helps clarify how students interpret problems, organize information, and develop solutions. Purpose - This study aimed to identify and describe students’ problem-solving strategies when solving linear equations and inequalities with one variable, focusing on students with different mathematical ability levels. Method/approach - The study employed a qualitative approach with a single instrumental case study design and an evaluative method. Three students representing high, moderate, and low mathematical ability levels were selected from 29 potential participants. Data collection involved written task sheets on one-variable linear equations and inequalities and semi-structured interviews. The analysis followed three stages: data condensation, data display, and conclusion drawing. Findings - The three selected students demonstrated different problem-solving strategies. The student with high mathematical ability predominantly used logical reasoning to develop systematic solutions. The student with moderate ability organized data to understand the available information and structure the solution process. The student with low ability relied on trial-and-error strategies. Written responses and interview explanations provided complementary insights into how each student approached the tasks.Conclusion – The study identified three problem-solving strategies: logical reasoning, data organization, and trial and error. Each strategy involved a different approach to interpreting information and developing solutions. These findings describe variations across the three selected cases. Novelty/Originality/Value - The study integrates written solutions with interview explanations to describe contrasting strategy profiles among three students working on one-variable linear equations and inequalities. This combination provides a more detailed account of students’ solution processes than written answers alone.

Analysis of students' mathematical reasoning difficulties in solving systems of linear equations in two variables Novita Dwi Lestari; Nurhanurawati; Wayan Rumite
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 2 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i2.3211

The purpose of this study was to describe students' mathematical reasoning difficulties in solving problems involving systems of linear equations in two variables. This research employed a mixed-methods design with an explanatory sequential approach. The participants were 31 eighth-grade students in Class VIII-C at SMP Negeri 14 Bandar Lampung. Data were collected through tests and interviews. The test, consisting of four essay-type questions, was administered to all 31 students, while interviews were conducted with two selected students. The instruments used included a written test and an interview guide. Data analysis was carried out in two stages: descriptive statistical analysis was used for the quantitative data, and the Miles and Huberman model (data reduction, data display, and conclusion drawing) was applied for the qualitative data. The results showed that the average percentage of students' mathematical reasoning difficulties was 54.91%. The stages with the highest levels of difficulty were performing mathematical manipulations (58.33%) and drawing conclusions (76.34%). The analysis revealed that students struggled with algebraic operations and basic calculations when solving systems of linear equations in two variables. Furthermore, the interviews indicated that some students failed to provide final answers either because they had difficulty interpreting the results within the problem context or simply forgot to write them down.

Pemanfaatan Media Interaktif Quizizz dalam Pembelajaran Matematika Materi Statistika pada Siswa Kelas Viii Sekolah Indonesia Kuala Lumpur Fajar Arwadi; Wayan Rumite; Theona Kezia Marimbun; Angelica Magelheins; Sriyuliana Nasir
Journal of Community Services and Development Vol. 2 No. 1 (2026): May 2026
Publisher : LPP Chani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64619/v2i1.44

Perkembangan teknologi dalam dunia pendidikan mendorong guru untuk memanfaatkan media pembelajaran interaktif guna menciptakan proses pembelajaran yang lebih menarik dan efektif. Namun, dalam pembelajaran matematika masih ditemukan berbagai kendala, seperti rendahnya keaktifan siswa dan adanya perbedaan kemampuan dasar matematika pada siswa. Kondisi tersebut ditemukan selama pelaksanaan KKN-PPL di Sekolah Indonesia Kuala Lumpur, khususnya pada siswa kelas VIII dalam pembelajaran statistika. Penelitian ini bertujuan untuk mendeskripsikan pemanfaatan media interaktif Quizizz dalam pembelajaran matematika materi statistika. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa penggunaan Quizizz mampu menciptakan suasana pembelajaran yang lebih aktif, interaktif, dan menyenangkan. Siswa terlihat lebih antusias dalam mengikuti pembelajaran serta lebih berani terlibat dalam menjawab pertanyaan dan berdiskusi. Selain itu, penggunaan Quizizz membantu guru menghadapi perbedaan kemampuan dasar matematika siswa yang beragam. Pembelajaran berbasis permainan edukatif membuat siswa lebih termotivasi dan fokus dalam mengikuti pembelajaran statistika. Dengan demikian, Quizizz dapat menjadi alternatif media pembelajaran yang efektif dalam mendukung pembelajaran matematika di kelas dengan kemampuan siswa yang heterogen.

ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL Elsya Salsabilla Dasaad; Sugeng Sutiarso; Wayan Rumite
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 2 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i2.7591

Penelitian ini bertujuan menganalisis kemampuan representasi matematis dalam memecahkan masalah persamaan dan pertidaksamaan linear satu variabel menggunakan mixed method dengan model sequential explanatory. Pendekatan kuantitatif dilakukan terlebih dahulu melalui tes yang diikuti 29 siswa kelas VII.3 SMP Negeri 26 Bandar Lampung, kemudian dilanjutkan dengan pendekatan kualitatif melalui wawancara terhadap 3 siswa dengan tingkat kemampuan berbeda. Data kuantitatif dianalisis secara statistik deskriptif, sedangkan data kualitatif menggunakan tahapan Miles Huberman. Hasil penelitian menunjukkan bahwa kemampuan visual siswa berapa pada kategori cukup (65%), representasi simbolik kategori baik (84%), dan representasi verval kategori baik (76%). Kesulitan dalam representasi visual disebabkan oleh pemahaman konsep geometri yang rendah dan minimnya latihan. Siswa dengan kemampuan simbolik dan verbal yang baik lebih sistematis dalam menyelesaikan soal. Penguatan aspek representasi visual melalui pembelajaran berbasis media dan latihan interpretasi gambar diperlukan untuk meningkatkan pemahaman siswa secara menyeluruh.

ANALISIS UMPAN BALIK GURU DALAM MEMOTIVASI SISWA PADA PEMBELAJARAN MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL Aulia Namira Syahputri; Tina Yunarti; Wayan Rumite; Niki Pujarwati
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.8354

Persepsi siswa terhadap umpan balik yang memotivasi memegang peranan penting dalam menunjang pemahaman mereka terhadap materi Persamaan dan Pertidaksamaan Linear Satu Variabel. Penelitian ini bertujuan untuk mendeskripsikan persepsi siswa terhadap umpan balik guru dalam pembelajaran materi tersebut serta menganalisis pengaruhnya terhadap motivasi belajar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek siswa kelas VII-1 SMP Negeri 26 Bandar Lampung semester ganjil tahun pelajaran 2024/2025, yang dikategorikan berdasarkan kemampuan matematis (tinggi, sedang, dan rendah). Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Data dianalisis melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil menunjukkan bahwa sebagian besar siswa memiliki persepsi positif terhadap umpan balik guru, dengan hanya satu siswa yang menunjukkan persepsi netral. Selain itu, umpan balik guru berpengaruh terhadap motivasi belajar siswa, yang tercermin dari respons aktif pada siswa berkemampuan tinggi, respons cukup baik namun belum konsisten pada siswa berkemampuan sedang, serta respons pasif pada siswa berkemampuan rendah.

STUDENTS’ MATHEMATICAL REASONING ABILITY AS AN OUTCOME OF THE CREATIVE PROBLEM SOLVING (CPS) LEARNING MODEL Zahro, Ayu Naharotu; Nurhanurawati, Nurhanurawati; Rumite, Wayan
Jurnal Pendidikan Matematika dan IPA Vol. 17 No. 3 (2026): September 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v17i3.93507

Mathematical reasoning does not grow from memorization, but from the experience of solving real problems that encourage students to think logically, make connections between concepts, and make decisions based on deep understanding. To find out the results of students' mathematical reasoning skills through the creative problem solving (CPS) learning model. Sampling in this study was conducted using cluster random sampling, research was conducted using a mixed method. The subjects in this study were 32 students of class VIII B of SMP Muhammadiyah 3 Bandar Lampung. The purpose of this study was to determine the effect of using the CPS model on students' mathematical reasoning abilities. Quantitative data were analyzed using the normalized gain value (N-Gain) to measure the improvement of students' mathematical reasoning ability then the Mann-Whitney U test was used. Qualitative data were analyzed through data reduction, data presentation, and conclusion drawing stages. The results showed that the CPS learning model can improve students' mathematical reasoning ability. These results are supported by the results of interviews which show that the increase is due to students being able to understand the problems in the test instrument.

Eksplorasi Etnomatematika Motif Jumputan Palembang dalam Pembelajaran Transformasi Geometri Intan Buhati Asfyra; Wayan Rumite; Syamsinar; Fadhilah Nur Sa’diyyah
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 3 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i3.438

Integrasi budaya lokal dalam pembelajaran matematika menjadi penting untuk menjembatani konsep matematika yang abstrak dengan pengalaman kontekstual siswa serta menumbuhkan apresiasi terhadap warisan budaya daerah. Penelitian ini bertujuan untuk mengungkap konsep etnomatematika yang terkandung dalam motif jumputan Palembang dan mengidentifikasi keterkaitannya dengan konsep transformasi geometri dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif dengan metode eksploratif melalui studi literatur, observasi terhadap pola motif jumputan, wawancara, serta analisis matematis terhadap bentuk dan keteraturan pola yang muncul. Hasil penelitian menunjukkan bahwa motif jumputan Palembang mengandung berbagai konsep transformasi geometri, seperti translasi, refleksi, rotasi, dan dilatasi yang tampak pada pengulangan pola, kesimetrian, dan variasi ukuran motif. Temuan ini menunjukkan bahwa motif jumputan dapat dimanfaatkan sebagai konteks pembelajaran yang kontekstual untuk membantu siswa memahami konsep transformasi geometri secara lebih konkret. Penelitian ini berkontribusi dalam memperkaya kajian etnomatematika serta memberikan alternatif sumber belajar berbasis budaya lokal yang dapat mendukung pembelajaran matematika yang lebih bermakna dan kontekstual.

Pendampingan Inovasi Pembelajaran melalui Pemanfaatan Online Stopwatch sebagai Media Game Edukatif bagi Pengajar Rumah Belajar Alempureng Syarifuddin Rahman, Muhammad; Hamid , Abdurahman; Syamsinar; Rumite, Wayan; Muftin, Amhar
Jurnal Pengabdian Masyarakat Ilmu Pendidikan Vol. 5 No. 3 (2026): September 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpm-ip.vol.5i.3.2149

The utilization of digital technology in learning remains a challenge for non-formal education instructors, particularly in developing interactive learning media that can enhance student engagement. Rumah Belajar Alempureng, as the partner institution in this community service program, faced challenges related to the limited use of digital game-based learning media in the learning process. This community service activity aimed to improve instructors’ understanding of the Game-Based Learning concept, enhance their skills in utilizing Online Stopwatch as a game-based learning medium, and assist them in developing more creative, interactive, and engaging learning activities for students. The program was implemented using a participatory training approach through material delivery, demonstrations of Online Stopwatch features, hands-on practice, mentoring in educational game development, and evaluation through pre-test, post-test, and participant satisfaction questionnaires with 10 participants. The results showed an improvement in participants’ understanding and skills in utilizing Online Stopwatch as a Game-Based Learning medium. The pre-training evaluation showed an average score of 2.25 on a 5-point scale, whereas the post-training evaluation showed an average score of 4.25 on a 5.00-point scale, categorized as very good, while the overall participant satisfaction level reached 84.44%, also categorized as very good. Furthermore, participants were able to develop game-based learning activities by utilizing Online Stopwatch features. This activity contributes to the development of a Game Based Learning based mentoring model through the use of a simple digital technology the Online Stopwatch which can enhance teachers’ digital pedagogical competencies and be replicated to create more interactive, creative, and student-centered learning experiences.

Co-Authors Abdul Aziz Abdul Aziz Adib Mustofa Zaman Afifah, Nadia Zahra Agung Putra Wijaya AGUNG SETIAWAN agung setiawan Angelica Magelheins Arianto, Halil Arnelis Djalil asfyra, intan Aulia Namira Syahputri Buhati Asfyra, Intan Caswita Caswita Elsya Salsabilla Dasaad Fadhilah Nur Sa’diyyah Fajar Arwadi Halil Arianto Halil Arianto Hamid , Abdurahman Henry Kurniawan Ikfini, Ikfini Aulia Hakika Ikram, Muhammad Intan Buhati Asfyra Intan Buhati Asfyra Intan Buhati Asfyra kadek ardiago Kalla, Nuratika Rahmat Lathifaturrahmah Lathifaturrahmah Lina Tri Wahyuni Luthfia Azzahra M. Coesamin Machudor Yusman Meriza, Nadya Mohammad Ghani Muftin, Amhar Muhammad Syarifuddin Rahman Muhammad Syarifuddin Rahman Nadhifah Kansah Hanif Niki Pujarwati Niki Pujarwati Novita Dwi Lestari Nur Ismiyati Nur Sa'diyyah, Fadhilah Nur Sa'diyyah, Fadhillah Nurhanurawati Nurhanurawati Nurhanurawati Nurharunawati, Nurhanurawati Rahayu, Chika Rini Rita T Marpaung Rini Rita T Marpaung Safitri, Vivi Irvana Selvia Lovita Sari Setiani, Widya Rahmadatul Sri Suryanti Sriyuliana Nasir Sugeng Sutiarso Sugeng Sutiarso Syamsinar Syamsinar Syamsinar Syamsinar Theona Kezia Marimbun Tina Yunarti Tomi Listiawan Widyastuti Widyastuti Widyastuti Widyastuti Wijaya, Agung Putra Wijaya, Tomy Tanu Zahro, Ayu Naharotu

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