Articles
<![CDATA[Students’ Mathematical Literacy Ability: Evaluation of Validity and Reliability ]]>
<![CDATA[Salam, Asa Raila]]>;
<![CDATA[Fikriyati, Adzkia]]>;
<![CDATA[Faradillah, Ayu]]>;
<![CDATA[Miyatun, Asih]]>;
<![CDATA[Salam, Abd]]>
<![CDATA[ Pattimura Proceeding Vol 5 No 1 (2024): Prosiding Konferensi Nasional matematika (KNM) XXII Tahun 2024 ]]>
Publisher : <![CDATA[Pattimura University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30598/ppcst.knmxxiiv5i1p31-40
<![CDATA[Mathematical literacy is the ability to understand, use and convey mathematical concepts in various contexts known as mathematical literacy. In Indonesia, the level of students’ mathematical. Mathematical literacy is the ability to understand, use, and convey mathematical concepts in various contexts known as mathematical literacy. In Indonesia, the level of students' mathematical literacy skills is still low. This research aims to evaluate the validity and reliability of mathematical literacy test instruments using Rasch Model and SPSS. This research used a quantitative method with a survey approach involving 100 high school students from various demographic backgrounds, the instrument must be valid and reliable to ensure accurate measurement. The results of the analysis showed that the instruments tested has the same result which is invalid on item 5 and have good reliability of 0.639.]]>
<![CDATA[Validity of the Rasch Model-Based Mathematical Critical Thinking Ability Instrument ]]>
<![CDATA[Mawaddah, Dinda Aulia]]>;
<![CDATA[Faradillah, Ayu]]>;
<![CDATA[Alyani, Fitri]]>
<![CDATA[ Pattimura Proceeding Vol 5 No 1 (2024): Prosiding Konferensi Nasional matematika (KNM) XXII Tahun 2024 ]]>
Publisher : <![CDATA[Pattimura University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30598/ppcst.knmxxiiv5i1p41-48
<![CDATA[Critical intellectual skills are very necessary to make a decision, but students' critical intellectual abilities are still very low due to students' lack of ability to solve problems. This research aims to determine the results of instrument validation of applications of the Rasch model to critical thinking abilities. This study employs survey methodologies together with a quantitative methodology. The subjects of this research consisted of 134 high school students consisting of class XI. The results of this study showed two valid items, with one misfit item and five misfit items, while the DIF test showed all items indicated DIF. Testing the reliability of the instrument with the Winsteps application, obtained reliability with a Cronbach Alpha (KR-20) of 0.87, it appears that 0.87 is greater than 0.7 thisfalls into the category of excellent. People's 0.84 dependability score falls into the excellent range. An item's dependability of 0.98 falls within the excellent range. The 2.31person separation falls within the "good" category.]]>
<![CDATA[Analysis of the Rasch Model: Validity of Students' Mathematical Creative Thinking Ability on Quadratic Function Material ]]>
<![CDATA[Yusfiah, Khaerani]]>;
<![CDATA[Zakiyah, Siti]]>;
<![CDATA[Faradillah, Ayu]]>;
<![CDATA[Jusra, Hella]]>
<![CDATA[ Pattimura Proceeding Vol 5 No 1 (2024): Prosiding Konferensi Nasional matematika (KNM) XXII Tahun 2024 ]]>
Publisher : <![CDATA[Pattimura University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30598/ppcst.knmxxiiv5i1p49-56
<![CDATA[Creative thinking skills are important skills in the world of education, but students are less enthusiastic when solving math problems which causes students' mathematical creative thinking skills to be low. This study aims to determine the validity of students' mathematical creative thinking skills on quadratic function material with the Rasch Model. This study uses a quantitative method with a survey approach. The subjects of this study are 106 students consisting of school students, this research is carried out by testing instruments on research subjects. Through the instrument, there are four indicators consisting of eight questions that are tested for validity and bias using the Rasch Model, the results are that all items are declared fit on the validity test, 24 people are declared misfit, with a reliability test score of 0.73 including high criteria and seven items are indicated as biased items.]]>
<![CDATA[Survey of Rasch Model Analysis of Mathematical Literacy Abilities of Senior High School Students ]]>
<![CDATA[Widyaningrum, Azzahra]]>;
<![CDATA[Lutfiyana, Riza Dwi]]>;
<![CDATA[Faradillah, Ayu]]>;
<![CDATA[Miatun, Asih]]>
<![CDATA[ Pattimura Proceeding Vol 5 No 1 (2024): Prosiding Konferensi Nasional matematika (KNM) XXII Tahun 2024 ]]>
Publisher : <![CDATA[Pattimura University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30598/ppcst.knmxxiiv5i1p57-66
<![CDATA[Mathematical literacy skills are needed in everyday life, but the mathematical literacy skills of students in schools show that Indonesian students are very low in the field of mathematical literacy. Therefore, this study aims to determine the Rasch model analysis survey of mathematical literacy skills of senior high school students. This study uses quantitative research methods with a survey approach and uses the Rasch model as a measurement. The subjects studied were 100 students consisting of grades X and XI of high schools in Bekasi city. Furthermore, the results of this study indicate that there is 1 out of 8 items that are misfit and for the provisional calculation of reliability is 0.42, so it is declared not reliable and for the DIF test results there is only one item that is biased.]]>
<![CDATA[Students’ Critical Thinking Skills on Algebraic Problems Through Mathematical Resilience ]]>
<![CDATA[Faradillah, Ayu]]>;
<![CDATA[Humaira, Tia]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 11 No 2 (2022): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (505.761 KB)
|
DOI: 10.23887/jpiundiksha.v11i2.33881
<![CDATA[Mathematics has an important role in carrying out everyday life and in other sciences because mathematics can involve many things. This study aims to analyze students’ critical thinking skills through mathematical resilience. This study used a descriptive qualitative method. The number of subjects of this study were 473 Senior High School students from 6 different schools, in which the process of selecting the subject used Winstep. The research instruments were questionnaires, test and interviews. The analysis in this study is seen from two aspects, namely school and gender. To find out the students' responses to the questionnaire that had been distributed, the researcher used the Rasch Model which was then exported into an excel file. After that, the data were analyzed using Winstep software. The result of this research was that mathematical resilience had no effect on critical thinking skills. It was proven in this study that students with high mathematical resilience turned out to have low critical thinking skills, students with medium mathematical resilience had high critical thinking skills, and students with low mathematical resilience had medium critical thinking skills.]]>
<![CDATA[Mathematical Anxiety and Resilience as an Influence of Mathematical Literacy Skills ]]>
<![CDATA[Bilhaki, Raden Roafli]]>;
<![CDATA[Faradillah, Ayu]]>
<![CDATA[ Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/j-ps.v13i3.15468
<![CDATA[Mathematical literacy is essential for applying mathematical concepts to real-life problems, yet its development is often hindered by psychological factors such as anxiety and resilience. Mathematics anxiety negatively affects students' cognitive and problem-solving abilities, while resilience supports emotional regulation and sustained learning. This study aims the combined influence of mathematics anxiety and resilience on students’ mathematical literacy. The research method used was qualitative with a phenomenological approach. Subsequently, using Winsteps on the Wright Map table, three students were selected from a population of 128 grade XII students to become research subjects. The three subjects were selected based on the categories of mathematical anxiety and resilience. The results of the study indicate that students with high anxiety levels and low resilience have lower mathematics literacy scores. They are unable to complete all the ability indicators. Similarly, students with moderate anxiety and moderate resilience also showed low literacy scores. They were able to complete questions on the comprehension and representation indicators. Conversely, students with low anxiety and high resilience showed higher mathematical literacy scores, indicating that resilience plays a key role in overcoming anxiety and improving performance in mathematical tasks.]]>
<![CDATA[The Algebraic Thinking Process in Solving Hots Questions Reviewed from Student Achievement Motivation ]]>
<![CDATA[Hadi, Windia]]>;
<![CDATA[Faradillah, Ayu]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 10 No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/ajpm.v10i2.5331
<![CDATA[This research is a preliminary study that aims to describe the algebraic thinking process of prospective mathematics teachers. This research is a qualitative descriptive study. Subjects were grouped into two categories based on high and low achievement motivation. Data is obtained based on the results of tests conducted in the algebra process. Research subjects (S1) and (S2) with high achievement motivation and subjects (S3) and (S4) with low achievement motivation using different algebraic thought processes. Subjects (S1) are able in the process of thinking algebra until crashing indicators assess understanding with understanding of the concept wrong in solving Higher Order Thinking Skills (HOTS) problems, whereas, (S2) the process of thinking algebra is only capable of chunking information (pieces of information), (S3) able in the process of thinking algebra until indicators of change with wrong answers, and the subject (S4) is able in the process of thinking algebra only until chunking information (pieces of information). Factors that cause subjects S1, S2, S3, and S4 are still unable to solve HOTS questions in algebraic thinking processes are questions of knowledge on HOTS material and difficulty understanding concepts in working on algebra need special handling in improving understanding of concepts in algebra. ]]>
<![CDATA[How Does Problem-solving Method Affect Students’ Self-confidence and Mathematical Understanding? ]]>
<![CDATA[Rahayuningdewi, Putri Dorojatun]]>;
<![CDATA[Faradillah, Ayu]]>
<![CDATA[ Indonesian Journal of Science and Mathematics Education Vol. 3 No. 2 (2020): Indonesian Journal of Science and Mathematics Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/ijsme.v3i2.6640
<![CDATA[This study aimed to determine the effects of problem-solving method on students’ self-confidence and mathematical understanding in learning. This study used quantitative and qualitative methods. The research followed the process of quantitative calculation from instruments about mathematical understanding and described students’ self-confidence, analyzed using Rasch with the WinSteps application. This research was conducted at SMPN 30 Jakarta with class VIII students as the research population. Based on this population, 34 students were selected as the sample with a cluster random sampling technique. Based on the data obtained, it was known that there is a significant effect of problem-solving methods on mathematical understanding. Meanwhile, Rasch data analysis showed a high category for the relationship between understanding and self-confidence of students by 60%. This proved that the effect of the problem-solving method on self-confidence and mathematical understanding is directly proportional.]]>
<![CDATA[Application of Discovery Learning Method in Mathematical Proof of Students in Trigonometry ]]>
<![CDATA[Hadi, Windia]]>;
<![CDATA[Faradillah, Ayu]]>
<![CDATA[ Desimal: Jurnal Matematika Vol. 3 No. 1 (2020): Desimal: Jurnal Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24042/djm.v3i1.5713
<![CDATA[Trigonometry is a part of mathematics in learning that is related to angles. The purpose of this study was to determine the effect of the application of discovery learning methods in students' mathematical proof ability on trigonometry. The research method used in this study is quasi-experimental. The population in this study was the second semester of 2016/2017. The sample was 66 people who were determined by purposive sampling. The instrument used in this study was a mathematically proof ability test. Analysis of the data used is the t-test. The results of this study are (1) based on an average score of mathematical proof ability The student's mathematical proof ability in applying the Discovery Learning Method to trigonometry is not higher than the mathematical proof ability of students who do not use the discovery method (2) there is no significant influence in the application of learning methods Discovery in students' mathematical proofs on trigonometry.]]>
<![CDATA[The Impact of Anxiety and Self-Motivation Based on Mathematical Literacy ]]>
<![CDATA[Widyaningrum, Azzahra]]>;
<![CDATA[Faradillah, Ayu]]>
<![CDATA[ RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025 ]]>
Publisher : <![CDATA[Pendidikan Matematika UNIMOR ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32938/jpm.v7i1.9604
<![CDATA[Mathematical literacy skills play an important role in students' learning success as it helps them understand and apply mathematical concepts in everyday life, while anxiety experienced during the learning process can hinder this ability, and strong self-motivation is needed to drive and sustain actions focused on achieving specific goals. Although extensive research on the impact of math anxiety and motivation has been conducted, few studies have explored the simultaneous interaction of these variables in influencing students' mathematical literacy. This study aims to examine how math anxiety and self-motivation interact and influence students' mathematical literacy skills. Using a qualitative phenomenological approach, data were from 66 tenth grade students at a public high school in Jakarta. The instruments used included a validated mathematics literacy test, anxiety and motivation questionnaires, and interview guidelines. The validity and reliability of the questionnaire was assessed using Winsteps 3.73 software, and three representative students were selected based on the Wright Map results for testing and in-depth interviews.The research findings revealed that students with low anxiety and high self-motivation demonstrated the highest mathematical literacy performance, while students with high anxiety and low self-motivation demonstrated limited problem-solving ability and self-confidence. Moderate levels of both factors resulted in average performance, with little doubt but fundamental logical development. This research implies that educational strategies should address the emotional and self-motivational aspects of learning.]]>
