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All Journal EDU-MAT: Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Mandalika Mathematics and Educations Journal Jurnal Didactical Mathematics JME (Journal of Mathematics Education)
Muthiah Fildzah Noverli
Universitas Singaperbangsa Karawang
Education Mathematics

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THE EFFECT OF SELF EFFICACY ON MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON NEWMAN'S STAGES Luthfi Hanafiah Alhaidar; Hanifah Hanifah; Muthiah Fildzah Noverli
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2747

Abstract

Students' low ability to solve contextual mathematical problems is often influenced by affective factors, one of which is self-efficacy. This study aims to determine the effect of self-efficacy on students' mathematical problem-solving ability based on Newman's stages. The research approach used was quantitative with a causal-associative method. The sample in this study consisted of 31 students. The research instruments consisted of a self-efficacy questionnaire and a mathematical problem solving ability test. Data analysis techniques included prerequisite tests and hypothesis testing using the t-test and the coefficient of determination. The analysis results showed a significant value of 0.010 0.05, so it can be concluded that there is a significant influence of self-efficacy on students' mathematical problem-solving ability, namely 20.7%.
Analisis Kebutuhan Media Pembelajaran Interaktif pada Materi Statistika SMP Kelas VIII Aisyah Three Hapsari; Hendra Kartika; Muthiah Fildzah Noverli
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12073

Abstract

The utilization of interactive learning media in statistics instruction remains suboptimal, whilestudents demonstrate an increasing need for more engaging technology-based learning. Thiscondition emphasizes the importance of needs analysis as a foundation for developing relevantlearning media. This study aims to analyze and identify the needs for interactive learning mediain statistics for eighth-grade junior high school students. This research is a descriptive studyemploying a qualitative approach. The subjects consisted of two mathematics teachers and eightstudents from eighth-grade selected purposively with heterogeneous academic abilities. Datacollection was conducted through semi-structured interviews. The data were analyzed using theMiles, Huberman, and Saldaña model, encompassing data reduction, data display, and conclusiondrawing. The findings concluded that teachers and students require interactive learning mediawith specific characteristics to address students' learning difficulties in understanding statisticalconcepts. The identified media needs were categorized into three main aspects, including graduallystructured content presentation accompanied by real-world examples and dynamic visualizationsusing images or animations; two-way interactivity through quizzes or games coupled with practiceexercises featuring immediate feedback; and visually appealing yet simple design with flexibleaccessibility via smartphones. Therefore, the development of interactive learning media with suchcharacteristics is highly necessary to support more effective, interactive, and meaningful statisticslearning for eighth-grade junior high school students.
Analisis kemampuan representasi matematis siswa kelas IX pada materi statistika Shafira Nur Annisa; Hanifah Hanifah; Muthiah Fildzah Noverli
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 3 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i3.31172

Abstract

The ability to represent mathematical concepts is one of the crucial skills. However, this skill has not developed well. This study aims to explain how ninth-grade junior high school students can demonstrate mathematical representation related to verbal, pictorial, and symbolic elements. The descriptive quantitative method is used in this study, which involves the analysis of descriptive statistical data. There are 33 junior high school students in Karawang Regency who are the subjects of the study. This study uses a series of tests consisting of six questions based on the metrics of mathematical representation ability. The collection of student ability categories, average, and standard deviation were calculated for data analysis. As shown by the research results, students do not have ideal mathematical representation skills. While most students have moderate scores, their average is still below standard. Image representation reached the highest level, while verbal representation reached the lowest level. These findings show that students struggle to convey mathematical concepts and relate various representations when solving statistical problems. Therefore, a more structured learning method is needed to strengthen students' abilities in mathematical representation.
ANALISIS HUBUNGAN ANTARA PEMAHAMAN KONSEP MATEMATIS DAN KEMAMPUAN PEMECAHAN MASALAH SISWA MELALUI K-MEANS CLUSTERING Supian Hidayat; Muthiah Fildzah Noverli; Hendra Kartika
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24510

Abstract

Pemahaman konsep matematis dan kemampuan pemecahan masalah merupakan dua kompetensi penting dalam pembelajaranmatematika. Penelitian ini bertujuan untuk mengukur tingkat hubungan antara pemahaman konsep matematis dengan kemampuan pemecahan masalah pada siswa kelas XI. Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan korelasional. Sampel penelitian terdiri dari 62 siswa kelas XI di SMA Negeri 1 Bojongmangu yang dipilih secara acak menggunakan teknik randomsampling. Instrumen yang digunakan berupa tes uraian, terdiri dari 5 soal untuk mengukur pemahaman konsep matematis dan 3 soaluntuk mengukur kemampuan pemecahan masalah, khusus pada materi barisan dan deret. Teknik analisis data menggunakan korelasi Rank Spearman. Hasil penelitian menunjukkan adanya hubungan yang signifikan antara pemahaman konsep matematis dan kemampuan pemecahan masalah dengan tingkat kekuatan hubungan pada kategori sedang. Namun, analisis lebih lanjut berdasarkan klasterisasi menggunakan K-Means menunjukkan bahwa pada Cluster 1 (kategori rendah) dan Cluster 2 (kategori sedang), tidak ditemukan hubungan yang signifikan antara kedua kemampuan tersebut. Kata kunci: Pemahaman Konsep Matematis, Kemampuan Pemecahan Masalah, K-means Clsutering Abstract: Conceptual understanding and problem-solving ability are two essential competencies in mathematics learning. This study aims to measure the degree of correlation between students’ mathematical conceptual understanding and their mathematicalproblem-solving ability in grade XI. A quantitative research method with a correlational approach was employed. The research sample consisted of 62 eleventh-grade students from SMA Negeri 1 Bojongmangu, selected randomly using a simple random sampling technique. The research instruments were essay tests comprising five items to assess conceptual understanding and threeitems to evaluate problem-solving ability, specifically on the topic of sequences and series. Data analysis was conducted using Spearman’s rank correlation. The results indicate a significant correlation between conceptual understanding and problem-solving ability, with a moderate level of relationship. However, further analysis using K-Means clustering revealed that no significant correlation was found in Cluster 1 (low category) and Cluster 2 (moderate category).Keywords: Mathematical Conceptual Understanding, Problem-Solving Ability, K-means Clustering
Stage-Specific Patterns in Students’ Statistical Problem Solving: A Qualitative Analysis Through Pólya’s Framework Laura Fatikhatus Salim; Muthiah Fildzah Noverli; Hendra Kartika
Jurnal Didactical Mathematics Vol. 8 No. 2 (2026): Oktober 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i2.19208

Abstract

This study examined Grade VIII students’ mathematical problem-solving performance in statistical tasks through Pólya’s four problem-solving stages: understanding the problem, devising a plan, carrying out the plan, and looking back. A qualitative descriptive design was employed to examine students’ written responses across these stages. The participants were 30 eighth-grade students from MTsN 4 Bogor who completed an open-ended mathematical problem-solving test. Based on their overall scores, six students representing high-, moderate-, and low-achievement categories were purposively selected for qualitative analysis. The analysis focused on the evidence of students’ problem interpretation, planning, procedural execution, and post-solution evaluation in their written work. The findings showed that students’ performance was uneven across the four stages. Students differed in how explicitly they identified relevant information and documented their solution plans, while procedural execution varied in accuracy and consistency. The clearest difficulty occurred in the looking-back stage, as the responses examined did not provide explicit written evidence of verification or evaluation of the obtained results. Stage-specific performance also did not consistently correspond to overall achievement classification: students with lower overall scores demonstrated competence in particular stages, while a student with the highest overall score did not explicitly demonstrate verification in the response examined. These findings indicate that overall achievement scores do not fully represent the characteristics of students’ problem-solving processes. Examining written work across Pólya’s stages can therefore provide a more differentiated account of students’ statistical problem solving, particularly by making stage-specific strengths and difficulties visible
Co-Authors Aisyah Three Hapsari Hanifah Hanifah Hendra Kartika Laura Fatikhatus Salim Luthfi Hanafiah Alhaidar Shafira Nur Annisa Supian Hidayat