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All Journal Jurnal Edu Research Journal of Research in Science and Mathematics Education
Tasya Indri Rangkuti
Universitas Pasir Pengaraian
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Other

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A TEORI BILANGAN SEBAGAI SARANA PENGEMBANGAN BERPIKIR DEDUKTIF MAHASISWA DALAM PEMBELAJARAN MATEMATIKA Rika Septianingsih; Tasya Indri Rangkuti; Meliya Afprida
Jurnal Edu Research Vol. 14 No. 2 (2025): Jurnal Edu Research
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jer.v14i2.4271

Abstract

This study aims to describe the initial mathematical ability of students in a Mathematics Education program in the context of developing deductive thinking through number theory learning. The research employed a descriptive quantitative approach with 17 students as participants. Data were collected through a deductive thinking ability test and analyzed using descriptive statistics by categorizing students’ abilities into low, medium, and high levels. The results indicate that the average level of students’ deductive thinking ability falls within the medium category, with considerable variation among students. These findings suggest that differences in initial mathematical ability influence students’ deductive reasoning processes in understanding concepts, formalizing arguments, and solving number theory problems. Therefore, mapping students’ initial mathematical ability is an important step in designing adaptive learning strategies that support the strengthening of deductive thinking in higher education.
Mapping Undergraduate Students' Misconceptions and Their Developmental Trajectory in Fundamental Concepts of Complex Analysis Rika Septianingsih; Arcat; Jajang Rahmatudin; Nia Kania; Lilis Marina Angraini; Tasya Indri Rangkuti
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): August
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2347

Abstract

Purpose: Conceptual understanding is fundamental in Complex Analysis because students must coordinate algebraic, geometric, and polar representations to construct advanced mathematical concepts. However, existing studies have primarily focused on identifying students' errors rather than explaining how misconceptions develop across interconnected concepts. This study aimed to map undergraduate students' misconception profiles and identify the developmental trajectory of misconceptions in fundamental Complex Analysis concepts. Methodology: A descriptive qualitative approach was employed involving nine mathematics education students who had completed a Complex Analysis course. Data were collected through an open-ended diagnostic test and analyzed using open, axial, and selective coding. Findings: The findings revealed that the most frequent misconception occurred in the application of De Moivre's Theorem (66.7%), followed by the polar form (55.6%), argument and argument in polar form (44.4%), analyticity of complex functions (44.4%), and complex number representation and the Cauchy–Riemann equations (33.3%). Significance: The analysis suggested a hierarchical pattern in students' misconceptions, beginning with complex number representation and extending to argument, polar form, De Moivre's Theorem, and analytic functions. This pattern indicates a possible developmental trajectory of misconceptions across interconnected concepts. These findings suggest a possible developmental trajectory of misconceptions and provide implications for designing instruction that emphasizes conceptual connections and the coordination of multiple mathematical representations.
Co-Authors Arcat Jajang Rahmatudin Lilis Marina Angraini Meliya Afprida Nia Kania Rika Septianingsih