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All Journal Jurnal Pendidikan Matematika Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat JEMST: Journal of Education in Mathematics, Science, and Technology SIGMA Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Range : Jurnal Pendidikan Matematika Journal of Instructional Mathematics MATH-EDU: Jurnal Ilmu Pendidikan Matematika Fraktal: Jurnal Matematika dan Pendidikan Matematika Smart Society: Community Service and Empowerment Journal Jurnal Pendidikan dan Pengabdian Masyarakat Indonesian Educational Research Journal Jurnal Infinity Proceeding International Conference on Mathematics and Learning Research Mathematics Education Journal
Maifa, Talisadika Serrisanti
Universitas Timor
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Journal : Range : Jurnal Pendidikan Matematika

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IMPLEMENTASI BENTUK DUALITAS DANANALISA SENSITIVITAS MASALAH GOAL PROGRAMMING Maifa, Talisadika Serrisanti; Garak, Siprianus Suban; Dominikus, Wara Sabon
RANGE: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2019): RANGE Juli 2019
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (152.986 KB) | DOI: 10.32938/jpm.v1i1.313

Abstract

Penelitian ini merupakan penelitian dasar yang bertujuanuntuk mengkaji apakahbentuk dual dan analisa sensitivitas goal programming dapat diimplementasikan dalam kasus-kasus goal programming. Metode penyelesaian yang digunakan adalah metode grafik dan simpleks. Hasil penelitian menunjukkan bahwa teori bentuk dual dan analisa sensitivita Goal Programming dapat dimplementasikan pada masalah-masalah Goal Programming. Solusi optimal diperoleh dengan menggunakan metode grafik dan simpleks.
Profile of Mathematics Communication Ability of Seventh-Grade Students in Solving Set Problems Based on Cognitive Style Kresensia Usolin; Aloisius Loka Son; Talisadika Serrisanti Maifa; Javier García-García
RANGE: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2023): RANGE Januari 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v4i2.3593

Abstract

This study aims to describe the profile of students' mathematical communication ability in solving set problems in terms of field-dependent and field-independent cognitive styles. This research method includes qualitative descriptive research. In this study, the collected data was in the form of words so that it did not emphasize numbers. Participants in this study consisted of three students with a field-dependent cognitive style and three students with a field-independent cognitive style from class VII at one of the junior high schools in North Central Timor Regency. The instruments used are a mathematical communication ability test, Group Embedded Figure Test, and interviews. The results showed that students with a field-independent cognitive style have high mathematical communication abilities. This can be seen from the test results of the three field-independent students who are able to express mathematical ideas through oral, written, demonstration and describe in visual form, are able to analyze, interpret, and evaluate mathematical ideas through oral, written, and other visual forms, and are able to use terms, mathematical notations, and their structures to present ideas, describe relationships, and situation models when solving problems mathematical sets. Meanwhile, students with a field-dependent cognitive style have low mathematical communication abilities. This can be seen from the results of the mathematics communication ability test of the three field-dependent students who have not been able to meet all the indicators of mathematical communication.
Exploring the Thinking Experiences of Preservice Mathematics Teachers in Learning Geometric Transformation Proofs Maifa, Talisadika Serrisanti; Suryadi, Didi; Fatimah, Siti; Suhendra
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9662

Abstract

This study aimed to explore the thinking experiences of preservice mathematics teachers in learning geometric transformation proofs, focusing on four categories of thinking: personalization, contextualization, depersonalization, and decontextualization. Employing a qualitative approach with a phenomenological design, the study involved 24 preservice mathematics teachers in a mathematics education program who had completed a course on Geometric Transformations. Data were collected through written test tasks and in-depth interviews and analyzed thematically. The data analysis followed a four-stage phenomenological procedure: bracketing, to suspend researcher assumptions; intuiting, to immerse in participants’ experiences; thematizing, to identify recurring patterns; and describing, to construct a comprehensive understanding of the phenomenon. The findings identified seven key themes that reflect the thinking experiences of preservice mathematics teachers. Through an in-depth analysis of these themes, it was revealed that the participants’ reasoning predominantly remained at the stages of personalization and contextualization. Depersonalized and decontextualized thinking was not identified, suggesting that the transition toward formal and abstract mathematical reasoning had not yet occurred. The findings suggest possible cognitive obstacles experienced by preservice teachers in transitioning toward formal reasoning, based on interview responses. However, the exploration of these challenges was limited to data gathered through interviews. Future studies are recommended to conduct deeper investigations through classroom observations and analysis of instructional materials to better understand how these thinking difficulties emerge.
Co-Authors Andika Putra R Bete, Hendrika Cecilia Novianti Salsinha Deda, Yohanis Ndapa Desiana Ukat Didi Suryadi Dina Timutang Dominikus, Wara Sabon Fallo, Maria Delastrada Fitriani Fitriani Garak, Siprianus Suban Hendrika Anunut Hijriani, Lailin Javier García-García Kresensia Usolin N. Nurjanah Siahaan, Meiva Marthaulina Lestari SITI FATIMAH Siti Fatimah Suhendra Tas’au, Maria Fransiska Tonra, Wilda Syam Wilda Syam Tonra Willy Abdul Ghany Wua Laja, Yosepha Patricia Zulkaidah Nur Ahzan