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All Journal SIGMA: Jurnal Pendidikan Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA)
Ulfah Nur Azizah
Indonesia University of Education
Mathematics Other

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ANALISIS KEMAMPUAN LITERASI MATEMATIS SISWA SMA PADA KONTEN UNCERTAINTY AND DATA DITINJAU DARI GENDER Salamah Hujaimah; Sufyani Prabawanto; Ulfah Nur Azizah
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 18 No. 1: Juni 2026
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/q953eh15

Abstract

Tujuan: Penelitian ini bertujuan untuk menganalisis kemampuan literasi matematis siswa SMA pada konten uncertainty and data ditinjau dari gender dan empat konteks soal PISA. Metode: Penelitian kualitatif dengan desain studi kasus ini melibatkan delapan siswa kelas X di salah satu SMA swasta di Bandung yang dipilih menggunakan teknik purposive sampling dengan pendekatan maximum variation sampling. Pengumpulan data dilakukan menggunakan instrumen tes dan wawancara, yang selanjutnya diolah melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil: Temuan studi mengindikasikan bahwa sebagian siswa telah memiliki kemampuan dasar dalam proses formulate, employ, dan interpret, namun kemampuan tersebut belum berkembang secara optimal. Siswa masih melakukan kesalahan tahap formulate pada konteks societal dan occupational, tahap employ pada konteks personal, serta tahap interpret pada konteks scientific. Ditinjau dari aspek gender, siswa laki-laki dan perempuan menunjukkan kemampuan literasi matematis yang relatif setara tanpa perbedaan yang berarti. Simpulan: Temuan ini memberikan implikasi bagi guru untuk merancang pembelajaran kontekstual agar siswa terbiasa menghubungkan data dengan situasi nyata. Selain itu, guru dapat menerapkan strategi pembelajaran kolaboratif tanpa perlu membedakan perlakuan berdasarkan gender.
Uncovering Student Errors and Learning Obstacles in Composition and Inverse Functions through An AVAEM Error Analysis Nadia nadia Ulfa; Al Jupri; Dadang Juandi; Dilham Fardian; Ulfah Nur Azizah
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 1 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 1 Februari
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i1.39246

Abstract

Our study aims to analyze the learning obstacles experienced by students in understanding the concepts of composition of functions and inverse functions using the AVAEM error categorization framework (ARITH, VAR, AE, EQS, and MATH). We employed a qualitative approach with triangulation techniques, collecting data through written tests, interviews, and document analysis. A total of 70 students aged 14–15 years participated in our study. Our findings indicate three types of learning obstacles: epistemological, ontogenetic, and didactical. Epistemological obstacles arise from students' limited conceptual understanding, especially when they encounter unfamiliar problem contexts. Ontogenic obstacle were found in two forms: conceptual (stemming from a weak understanding of prerequisite concepts) and instrumental (related to technical errors in applying key procedures in the composition of function). Didactical obstacles arise from the presentation of material in textbooks that does not align with scientific concepts. Mapping these learning obstacles through the AVAEM error categorization framework provides valuable insights for mathematics education. One of the main implications of this research is the development of learning designs based on students learning obstacles. This kind of learning design is expected to help reduce students' difficulties in learning composition of functions and inverse functions in the future, especially in online or distance learning environments.
Co-Authors Al Jupri Dadang Juandi Dilham Fardian Nadia nadia Ulfa Salamah Hujaimah Sufyani Prabawanto, Sufyani