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Primajati, Gilang
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Penerapan Pewarnaan Graf pada Pembagian Kamar Asrama Mahasiswi Universitas Mataram dengan Algoritma Welch Powell Cinthami, Ratih Dhamayyana Dwi; Prayitno, Sudi; Primajati, Gilang
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10001

Abstract

Room assignments at the female dormitory of Universitas Mataram are still done manually, often placing students from the same study program and semester in the same room. This condition limits academic diversity, which is essential to foster social interaction and enhance academic performance. This study aims to apply graph coloring theory to address this issue. Each student is represented as a vertex, and connections between students with the same academic background are represented as edges. The Welch Powell algorithm is applied to color the vertices so that no adjacent vertices share the same color, ensuring students with similar academic characteristics are not assigned to the same room. This applied research uses Visual Basic for Applications (VBA) Macro in Microsoft Excel to automate the creation of matrices and implementation of the algorithm. The results show that this approach is effective and efficient in grouping students into rooms while promoting academic heterogeneity. This method is expected to serve as a practical solution for dormitory management in other higher education institutions.
Concept Image Siswa dalam Materi Barisan dan Deret pada Pembelajaran Berdiferensiasi Oktavihari, Dita; Junaidi, Junaidi; Primajati, Gilang; Supiarmo, M. Gunawan; Kurniawan, Eka; Hendrawan, Alvano Tugas
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.11044

Abstract

This study aims to describe students' concept images on sequences and series in differentiated learning and to examine the concept image gap between students, teachers, and mathematicians. This study used a qualitative approach with a didactic design and a hermeneutic phenomenology method. The research subjects included students, teachers, and mathematicians, who were selected purposively. Data were collected through learning observations, questionnaires, and in-depth interviews, and then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results showed that students' conceptual images of sequences and series were dominated by intuitive, visual, and procedural understandings. Students were able to recognize real-world patterns and contexts, but tended to rely on repeated addition or multiplication rather than using formal definitions and symbolic formulas. In geometric sequences and series, a concept image conflict was found due to students' difficulty in understanding exponential growth patterns. Although differentiated learning provides space for diverse student learning styles, the results show that this approach does not fully guarantee the formation of a complete formal conceptual understanding. Therefore, strengthening conceptual scaffolding is needed so that students' concept images are more aligned with the correct concept definition. Penelitian ini bertujuan untuk mendeskripsikan concept image siswa pada materi barisan dan deret dalam pembelajaran berdiferensiasi serta mengkaji kesenjangan concept image antara siswa, guru, dan matematikawan. Penelitian ini menggunakan pendekatan kualitatif dengan desain didaktis dan metode fenomenologi hermeneutik. Subjek penelitian meliputi siswa, guru, dan matematikawan, yang dipilih secara purposif. Pengumpulan data dilakukan melalui observasi pembelajaran, kuesioner, serta wawancara mendalam, kemudian dianalisis menggunakan teknik reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa concept image siswa pada materi barisan dan deret didominasi oleh pemahaman intuitif, visual, dan prosedural. Siswa mampu mengenali pola dan konteks nyata, namun cenderung mengandalkan penjumlahan atau perkalian berulang dibandingkan penggunaan definisi formal dan rumus simbolik. Pada barisan dan deret geometri, ditemukan conflict concept image akibat kesulitan siswa dalam memahami pola pertumbuhan eksponensial. Meskipun pembelajaran berdiferensiasi memberikan ruang bagi keberagaman cara belajar siswa, hasil penelitian menunjukkan bahwa pendekatan ini belum sepenuhnya menjamin terbentuknya pemahaman konseptual formal yang utuh. Oleh karena itu, diperlukan penguatan scaffolding konseptual agar concept image siswa lebih selaras dengan concept definition yang benar.
PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN GEOGEBRA TERHADAP HASIL BELAJAR MATEMATIKA PADA MATERI TEOREMA PYTHAGORAS SISWA KELAS VIII SMPN 23 MATARAM TA 2025/2026 Pratama, Izza; Azmi, Syahrul; Primajati, Gilang
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39059

Abstract

This study aims to determine the effect of using GeoGebra as a learning medium on students’ mathematics learning outcomes in the Pythagorean theorem material among eighth-grade students of SMP Negeri 23 Mataram in the 2025/2026 academic year. This research employed a quasi-experimental method with a posttest-only control group design. The population in this study consisted of all eighth-grade students of SMP Negeri 23 Mataram in the 2025/2026 academic year. The sample was determined using a saturated sampling technique, in which the entire population consisting of two classes was taken directly as the sample. Class VIII B was assigned as the experimental group and class VIII A as the control group. The experimental group used GeoGebra as the learning medium, while the control group used PowerPoint. The research instruments included observation sheets, learning outcome tests, and learning tools. Data analysis using the t-test showed that the calculated value = 2,194 was greater than = 1,999. This means that there was a difference in the average mathematics learning outcomes between students in the experimental class who used GeoGebra and students in the control class who used PowerPoint. The average post-test score of the experimental class was 74,19, which was higher than the control class score of 63,13, with the effect categorized as moderate based on the effect size value of = 0.558. Thus, it can be concluded that there is an effect of using GeoGebra as a learning medium on the mathematics learning outcomes of eighth-grade students of SMP Negeri 23 Mataram in the Pythagorean theorem material for the 2025/2026 academic year.
Co-Authors Abdurahim, Abdurahim Abi Rizky, Muhammad Ahmad Ahmad Ahmad Amanifalah, Deati Amrullah Amrullah Amrullah Amrullah Amrullah Anas, Andy Sofyan Anthony Anggrawan Arjudin Azizah, Baiq Yana Latifatul Baidowi Baidowi Cinthami, Ratih Dhamayyana Dwi Dedi Aprianto Dinisa Putri, Baiq Elda Efendi, Chaerunnisa Sumiatun Erwin Suhendra Etmy , Desventri Fadila, Kasturi Anisa Fitriana Aziza, Istin Gyanendra Ali Baska, Adam Habib Ratu Perwira Negara Hendayanti, Ni Putu Nanik Hendrawan, Alvano Tugas Herawati, Baiq Candra Hidayat, Agus Sofian Eka Juanda, M. Rizky Ujiana Junaidi Junaidi Kamil, Wahyu KETUT SARJANA, KETUT Khawarizmi, Bunial Khoiroh, Auliya Muhimmatul Kurniawan, Eka Laila Hayati, Laila Lutfianti, Lulu Mardianti, Titis Rizki Nurul Hikmah Oktavihari, Dita Phyta Rahima Pramesti Wulandari, Nourma Pratama, Izza Priangka, Nabila Aulia Rusdianto Rusdianto, Rusdianto Ruslin, Ruslin Salsabila, Nilza Humaira Siti Soraya Sofiana, Dina Rizkya Sripatmi Sripatmi Sripatmi, Sripatmi Sudi Prayitno Supiarmo, M. Gunawan Supiarmo, M.Gunawan Syahrul Azmi Ulfa Lu’luilmaknun Wulandari, Nourma Pramestie Zafitri, Pujita