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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Southeast Asian Mathematics Education Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Dedikasi: Jurnal Pengabdian Kepada Masyarakat Jumper : Journal of Educational Multidisciplinary Research Jurnal El-Hadhary: Jurnal Penelitian Pendidikan Multidisiplin
Noviani, Julia
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Religion Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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ANALISIS KESALAHAN TAHAPAN KASTOLAN DAN PEMECAHAN MASALAH MODEL POLYA PADA MATA KULIAH MATEMATIKA FINANSIAL Noviani, Julia
Al-Qalasadi : Jurnal Ilmiah Pendidikan Matematika Vol 3 No 1 (2019): Jurnal Ilmiah Pendidikan Matematika AL QALASADI
Publisher : Program Studi Pendidikan Matematika FTIK IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (875.565 KB)

Abstract

Penelitian ini bertujuan untuk menganalisis kesalahan mahasiswa dalam memecahkan masalah pada mata kuliah matematika finansial berdasarkan model Polya dan tahapan kesalahan Kastolan. Penelitian dilakukan di Sekolah Tinggi Agama Islam Negeri Gajah Putih Takengon dengan subjek penelitian mahasiswa program studi Perbankan Syariah yang berjumlah 9 orang. Metode yang digunakan adalah kualitatif deskriptif. Instrumen pengumpulan data adalah soal tes yang terdiri dari 3 soal dan wawancara tidak terstruktur. Berdasarkan hasil penelitian, jenis kesalahan dibedakan menjadi 3 jenis, yaitu kesalahan konsep, kesalahan hitung dan kesalahan strategi. Kesalahan yang paling banyak dilakukan adalah kesalahan hitung yaitu sebanyak 11 kasus atau 45,83% dari semua kesalahan. Kesalahan konsep yang dilakukan oleh mahasiswa sebanyak 10 kasus atau 41,67% dan kesalahan strategi sebanyak 3 kasus atau 12,50% dari semua kesalahan. Tahapan pemecahan masalah berdasarkan tahapan Polya yang paling banyak ditemukan kesulitannya adalah tahapan memahami masalah, pada tahapan ini mahasiswa tidak mampu menemukan fakta dan informasi yang terdapat dalam soal. Tahapan merancang suatu rencana, mahasiswa tidak dapat mengaitkan fakta-fakta yang di dapat dengan fakta lain secara tepat. Tahapan menyelesaikan rencana, belum mampu menghubungkan konsep-konsep matematika yang telah dipelajari sebelumnya untuk menyelesaikan masalah. Tahapan memeriksa kembali, mahasiswa terkesan terburu-buru dan kurang teliti sehingga tidak memeriksa kembali langkah-langkah pengerjaan yang dilakukan.
ANALISIS KEMAMPUAN BERPIKIR LOGIS PADA MATERI PELUANG DI KELAS IX SMP NEGERI 1 TAKENGON Noviani, Julia; Hakim, Hilda; Jarwandi, Jarwandi
Jurnal Ilmiah Pendidikan Matematika Al-Qalasadi Vol 4 No 1 (2020): Jurnal Ilmiah Pendidikan Matematika AL QALASADI
Publisher : Program Studi Pendidikan Matematika FTIK IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/v3i2.1196

Abstract

This study aims to describe the ability of students to think logically on probability subject in class IX in SMP Negeri 1 Takengon. This study uses a qualitative approach to the type of descriptive research. The subject of this study consisted of three students, with the criteria of one student with high ability, one with moderate ability, and one with low ability. Data collection used tests and semi-structured interviews. The instrument used was a test of probabality material. The process of data analysis in this study includes data reduction, data presentation, and drawing conclusions. Based on the analysis of the description of students logical thinking abilities with high criteria (student 1) showed excellent logical thinking skills. Then students with moderate abilities (student 2) showed good logical thinking skills. Student 2 has a deficiency in the stage of thought twitching. While students with low criteria (student 3) demonstrate sufficient logical thinking skills. Student 3 has a deficiency in the stage of thought twitching and drawing conclusions that indicate the student's inaccuracy. Overall the ability to think logically these three students can be said to be good. This can be seen from every work and interview results,, students are able to do most of the indicators of logical thinking ability.
Analysis of High School Students' Difficulties in the Material of Two Variable Linear Equation Systems Wahyuni, Septia; Noviani, Julia; Ismayanti; Saputra, Edy
EL-Hadhary: Jurnal Penelitian Pendidikan Multidisiplin Vol 1 No 01 (2023): El-Hadhary
Publisher : Lembaga Swadaya Masyarakat Asosiasi Masyarakat Madani Indonesia (AMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61693/elhadhary.vol101.2023.39-51

Abstract

Some students still find it difficult to learn mathematics because of the many obstacles they face. The view that mathematics is an abstract, theoretical science, has symbols and formulas that are difficult and confusing so that students have difficulty understanding it. This study used qualitative research methods. Research subjects were taken using a purposive sampling technique. Researchers then grouped students based on their level of ability, namely high ability, medium ability and low ability. The research subjects in this study were 3 students. The data collection technique in this study used a test technique which contained a system of two-variable linear equations and interviews. Data analysis techniques are data reduction, data presentation and drawing conclusions. Based on the research results obtained in solving problems on the material system of linear equations of two variables, it was concluded that there were several difficulties experienced by students, namely conceptual difficulties which lay in the fact that students were unable to deduce information from a given concept, then principle difficulties, namely difficulties applying solving methods in solving problems, and skill difficulties that lie in the difficulty of arithmetic operations.
THE ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS’ MATHEMATICAL LITERACY VIEWED FROM PISA PROBLEMS Rahmadhani, Elfi; Noviani, Julia; Putri, Hasni
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8624

Abstract

Literacy skills are important in learning mathematics. Mathematical literacy skills are able to provide opportunities for students to understand the benefits and practicalities of mathematics in real life, solve real-life problems using mathematics and can also be applied in decision making. This study aims to describe students' mathematical literacy abilities in terms of PISA problems. This research is descriptive qualitative. Selection of research subjects using purposive sampling. The research subjects in this study were students of Al Azhar Takengon Integrated High School, class XII Science, consisting of two students with high abilities. The data collection technique used the PISA problems and interviews. Data were analyzed using data analysis techniques proposed by Miles and Huberman. This study uses time triangulation to check the validity of the data. The research results showed that the profile of the mathematical literacy ability of students with high mathematical ability in solving PISA problems is classified as good. Subjects are able to think at an advanced level and students are able to complete the six levels of PISA problems given by fulfilling each mathematical process in mathematical literacy; formulate, employ, and interpret.   Kemampuan literasi menjadi hal yang penting dalam pembelajaran matematika. Kemampuan literasi matematika mampu memberikan kesempatan pada siswa untuk memahami manfaat dan kepraktisan matematika dalam kehidupan nyata, memecahkan masalah pada kehidupan nyata dengan menggunakan matematika serta dapat juga diaplikasikan dalam pengambilan keputusan. Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika siswa ditinjau dari soal PISA. Penelitian ini merupakan penelitian kualitatif deskriptif. Pemilihan subjek penelitian menggunakan purposive sampling. Subjek penelitian pada penelitian ini adalah siswa SMA Terpadu Al Azhar Takengon kelas XII IPA yang terdiri dari dua orang siswa yang berkemampuan tinggi. Pengumpulan data menggunakan tes PISA dan wawancara. Data dianalisis dengan menggunakan teknik analisis data yang dikemukakan oleh Miles dan Huberman. Penelitian ini menggunakan triangulasi waktu untuk pemeriksaan keabsahan data. Hasil penelitian menunjukkan bahwa profil kemampuan literasi matematis siswa berkemampuan matematika tinggi dalam menyelesaikan soal PISA tergolong baik. Subjek sudah mampu berpikir pada tingkat lanjut dan mampu menyelesaikan enam level soal PISA yang diberikan dengan memenuhi setiap proses matematika pada literasi matematis, yaitu memformulasi, menerapkan, dan menginterpretasikan
Profile of Spatial Ability of High School Students when Solving Geometry Problems Wahyuni, Septia; Noviani, Julia; Saleha, Dian
Southeast Asian Mathematics Education Journal Vol 14, No 1 (2024)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v14i1.288

Abstract

Learning geometry began in elementary school and continued through high school, as well as at more advanced levels in the area of interest of higher education. This is because studying geometry can enhance students' problem-solving skills and mathematical reasoning. Prioritized in geometry are the acquisition of spatial reasoning skills and an understanding of geometrical shapes and properties. This research aims to describe the spatial abilities of high school students in solving geometry problems. This study used qualitative research methods using descriptive design. The research subjects in this study were ten grade students in a senior high school in Aceh, Indonesia, consisting of three subjects with high, medium and low geometry abilities. Data collection techniques used were tests and interviews. The instruments in this study were geometric ability tests, spatial ability tests and interview guidelines. Data analysis techniques use data analysis techniques; data reduction, data display and draw a conclusion. The results of the study show that the spatial ability profile of students in the high and medium categories in solving geometry problems is that they have good abilities in showing correct perception of the position of geometric objects; have good ability to show correct perception of the shape of a geometric object. The low category students have good abilities in spatial perception but have poor abilities in visualization abilities. Students with high, medium and low abilities in solving geometry problems have good abilities in demonstrating mental rotation abilities.
PELATIHAN MEDIA PEMBELAJARAN DIGITAL CANVA UNTUK MENINGKATKAN KOMPETENSI GURU BAHASA INGGRIS Noviani, Julia; Diana, Sari
Bestari: Jurnal Pengabdian Kepada Masyarakat Vol 4, No 3 (2024)
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/dpkm.v4i3.1925

Abstract

Pada era 5.0 ini, media pembelajaran digital merupakan media pembelajaran yang paling banyak digunakan oleh guru-guru. Media pembelajaran digital tersebut tersedia dalam berbagai macam platform online sehingga memudahkan guru-guru untuk merancang atau mendesain materi ajar yang menarik. Kegiatan pelatihan media pembelajaran digital Canva bertujuan untuk mendampingi guru-guru Bahasa Inggris agar dapat menyajikan materi pelajaran yang lebih variatif dan menyenangkan bagi siswa menggunakan aplikasi Canva. Metode pelaksanaan pelatihan ini melalui tiga tahapan, yaitu: perencanaan, pelaksanaan dan evaluasi. Kegiatan ini dilaksanakan pada tanggal 22 Juli 2023 di MAN 2 Suak Timah yang diikuti oleh guru-guru Bahasa Inggris yang tergabung di MGMP Bahasa Inggris Aceh Barat. Dari hasil kegiatan pengabdian, guru-guru Bahasa Inggris MGMP Aceh Barat memberikan respon positif dan sangat bersemangat terhadap kegiatan pelatihan ini, hal ini dibuktikan dari hasil evaluasi pada aplikasi Mentimeter.
Students' Mathematical Problem Solving Ability In Faraidh Noviani, Julia; Hakim, Hilda
Jumper: Journal of Educational Multidisciplinary Research Vol 1 No 1 (2022): Jumper: Journal of Educational Multidisciplinary Research
Publisher : LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (463.429 KB) | DOI: 10.56921/jumper.v1i1.32

Abstract

Problem solving ability is a process to find a combination of a number of rules that can be applied in an effort to overcome new situations. This study aims to describe students' mathematical problem solving in faraidh. This study uses a qualitative approach. The subjects in this study consisted of 3 people with high, medium and low mathematical abilities. The instrument used is a faraidh problem-solving test in the form of fractional questions and interviews. Data analysis was carried out to describe students' ability in problem solving supported by test and interview results, followed by drawing conclusions. Based on the results of the study, subjects with high abilities had good problem solving skills on faraidh problems, as evidenced by all stages of problem solving that were met by highly skilled subjects starting from answering questions and interviews. Moderately capable subjects have sufficient problem-solving skills on the faraidh problem, it is proven that the subject is not right in solving problem solving and the subject does not properly explain problem solving. Low-ability subjects have sufficient problem-solving skills on the faraidh problem, it is proven that the subject has not been able to explain problem solving.
Through the Teacher's Lens: Perspectives on Integrating Higher-Order Thinking Skills into Mathematics Instruction Gradini, Ega; Noviani, Julia; Samsudin, Syafiza Saila
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 2 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i2.30074

Abstract

The integration of Higher-Order Thinking Skills (HOTS) in mathematics instruction holds significant potential to deepen students’ conceptual understanding and fostering analytical thinking. However, its implementation is often hindered by gaps in teacher competency, curricular limitations, and outdated assessment methodologies. This study aims to explore mathematics teachers’ perspective on HOTS integration by examining four dimensions: understanding, perceived need, implementation challenges, and classroom practices. A descriptive survey design was employed, involving 186 junior and senior high school teachers selected through stratified random sampling. Data were collected via a structured questionnaire and analyzed using descriptive and inferential statistics, including Pearson correlation. Findings reveals a noticeable gap between teachers’ conceptual understanding of HOTS and its practical application in the classroom. While teachers acknowledge the importance of HOTS and frequently incorporate problem-solving and analytical activities, practical application is inconsistent due to time constraints, insufficient training, and limitation of resources. Differences were observed across teaching levels and school types: private and senior high school teachers, showing stronger understanding and more frequent HOTS integration. Weak correlation among understanding, perceived need, and practice indicate that awareness alone does not ensure effective implementation. These findings underscore the need for systematic support, targeted professional development, and policy reforms to bridge the gap between theory and practice. The study contributes to educational practice by highlighting actionable areas for institutional support and inform policy development aimed at enhancing the integration of HOTS in mathematics education.
Fostering Higher-Order Thinking Skills in Mathematics Education: Strategies, Challenges, and Classroom Practices Gradini, Ega; Firmansyah B, Firmansyah B; Noviani, Julia; Ulya, Khairatul
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 2: April 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i2.15099

Abstract

Despite increasing emphasis on Higher-Order Thinking Skills (HOTS) in mathematics curricula, classroom implementation remains limited and inconsistent. This qualitative study explored HOTS implementation in mathematics education, aimed to (1) identify effective instructional strategies for fostering HOTS, (2) examine teacher’ challenges, and (3) analyze classroom practices. The study involved 25 stratified junior high school mathematics teachers, with data collected over one academic year through semi-structured interviews, classroom observations, and document analysis. Thematic analysis followed Braun and Clarke’s six-phase framework.. The study highlights that an integrated instructional framework combining inquiry-based learning, collaborative practices, progressive learning support tailored to student needs, and technology significantly enhances higher-order thinking in mathematics. It demonstrates that aligning teacher beliefs, professional development, and systemic curricular support not only validates but also strengthens effective pedagogy for meeting the contemporary demands of critical thinking and problem-solving. Implementation is hindered by misalignment between curriculum goals and classroom realities, assessment practices, and theoretical professional development. Mathematics classrooms are progressively shifting toward critical problem-solving approaches, with teachers integrating analysis, evaluation, and creative tasks. Students demonstrate greater engagement with authentic tasks that connect to real-world contexts. These findings support the redesign of professional development programs and curriculum planning to enhance HOTS implementation in mathematics education.
Analyzing Students’ Numeracy Skills in Personal Context Problems: A Study of the Minimum Competency Assessment (MCA) Noviani, Julia; Wahyuni, Septia; Khairani, Anisah; Ulfa, Mahfudzah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15262

Abstract

This study addresses the gap in understanding how personal context influences students’ numeracy skills, particularly in the context of the Minimum Competency Assessment (MCA) in Indonesia. The research problem centers on the challenge of engaging students with numeracy tasks that are not only mathematically relevant but also relatable to their personal experiences. While the MCA assesses mathematical reasoning and problem-solving, students often struggle to apply these skills to real-world scenarios, particularly when the context of the problems is unfamiliar or disconnected from their daily lives. This study aims to analyze the numeracy skills of eighth-grade students in solving problems with a personal context within the Minimum Competency Assessment (MCA). The study employed a mixed-methods design, integrating both quantitative and qualitative data. Quantitative data were analyzed using content validity analysis (Aiken’s V) and inter-rater reliability (Cohen’s Kappa) to assess the validity and consistency of the MCA questions. Descriptive statistics were used to analyze the students' numeracy scores. For qualitative analysis, semi-structured interviews were conducted to explore students' reasoning and problem-solving strategies. The triangulation of data from the MCA tests and interviews provided a comprehensive understanding of how students engaged with mathematical problems and applied their numeracy skills in real-world contexts. A total of 17 eighth-grade students were selected, and three students from each numeracy category; high, medium, and low were chosen using a categorization method based on standard deviation. Results showed that students with high numeracy abilities demonstrated effective problem-solving and reasoning skills, while medium and low numeracy students struggled with complex problems and real-world application. The study suggests that while personal context can enhance student engagement, its effectiveness depends on a solid foundation in numeracy skills. The findings recommend a balanced approach in teaching, strengthening foundational skills alongside contextualized learning. In conclusion, while the personal context in MCA increases student engagement and relevance, particularly among high-performing students, its effectiveness is contingent on a solid foundation in basic numeracy skills. A balanced approach that strengthens basic numeracy skills while incorporating personal contexts is necessary to foster critical thinking and effective application of mathematics across all ability levels.
Co-Authors Diana, Sari Edy Saputra Ega Gradini Firmansyah B, Firmansyah B Hakim, Hilda Ismayanti Jarwandi, Jarwandi Khairani, Anisah Putri, Hasni Rahmadhani, Elfi Saleha, Dian Samsudin, Syafiza Saila Ulfa, Mahfudzah Ulya, Khairatul Wahyuni, Septia