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All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Al-Jabar : Jurnal Pendidikan Matematika MATEMATIKA DAN PEMBELAJARAN Mattawang: Jurnal Pengabdian Masyarakat Jurnal Ilmiah Wahana Pendidikan Jurnal Pengabdian Kepada Masyarakat Patikala Pedagogy : Jurnal Pendidikan Matematika Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) SMART: Jurnal Pengabdian Kepada Masyarakat GENIUS: Jurnal Inovasi Pendidikan dan Pembelajaran
Alimuddin, Fauziyyah
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Analisis Kesulitan Belajar Siswa SMA dalam Pembelajaran Matriks: Systematic Literature Review Hamid, Abdurahman; Asmaun, Asmaun; Alimuddin, Fauziyyah
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.367

Abstract

This aims of study are to analyze senior high school students’ learning difficulties in matrix topics and to identify their causal factors and potential instructional solutions through a Systematic Literature Review (SLR). Research on matrix learning difficulties is urgent, as matrices constitute a foundational topic for advanced mathematical concepts and their applications across various disciplines, yet many students continue to demonstrate persistent conceptual and procedural challenges. A total of 13 peer-reviewed articles published between 2014 and 2024 were systematically selected and analyzed based on three main focuses: types of learning difficulties, contributing factors, and recommended learning strategies. The findings indicate that students commonly experience difficulties in four aspects: understanding basic matrix concepts, performing matrix operations, solving contextual problems, and interpreting and constructing matrices from word problems. These difficulties are influenced by internal factors such as low mathematical ability and learning motivation, as well as external factors including social environment, limited instructional resources, and family economic conditions. This study recommends strengthening conceptual understanding, providing systematic operational practice, integrating visual learning media, and offering additional instructional support for students with limited learning resources. The results provide valuable insights for teachers, curriculum developers, and researchers to improve the quality of matrix learning at the secondary school level.
Tracing students understanding and misconceptions of continuity and differentiability through multi representations of mathematical problem Arsyad, Nurdin; Ikram, Muhammad; Alimuddin, Fauziyyah; Nisa, Khaerun; Sosa-Moguel, Landy; Garcia-Garcia, Javier
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29062

Abstract

Purpose: This study investigates undergraduate students’ understanding and misconceptions concerning continuity and differentiability across multiple mathematical representations. It specifically examines whether misconceptions remain stable or shift when concepts are presented in symbolic, graphical, and contextual forms. Method: A qualitative exploratory case study was conducted involving 83 undergraduate mathematics education students at a leading public university in Indonesia. Data were collected using 11 validated and reliable multiple-choice items designed to elicit reasoning across different representations. Students’ written responses were analyzed to identify patterns of understanding and error. In-depth interviews with selected participants were conducted to clarify underlying reasoning processes. A collective case study framework was employed, treating each representation as a micro case to enable systematic cross-representation comparison. Findings: The results indicate that misconceptions were widespread and often consistent across representations. Common errors included interpreting graphical smoothness as proof of differentiability, assuming differentiability without verifying continuity, and conflating the existence of a limit with the function’s value. Many students relied on procedural manipulation, visual intuition, or contextual familiarity rather than formal limit-based reasoning, revealing fragmented conceptual understanding. Significance: The findings highlight the need for instructional approaches that explicitly integrate multiple representations and strengthen connections between intuitive reasoning and formal definitions. By addressing persistent misconceptions across representations, calculus instruction can better support the development of coherent and conceptually grounded mathematical understanding.
Co-Authors Ahmad Zaki Ahmad Zaki Amrin, Irfan Pratama asmaun, asmaun Assaaf, Said Fachry Ayu Rahayu Azizah Aksa, Nurul Baharuddin Baharuddin Djam'an, Nurwati García-García, Javier Hamid, Abdurahman Hasan, Nursakilah Hisyam Ihsan Ikram, Muhammad Ilham Minggi Khadijah Khadijah Likur, Fadhillah Abdul Halik Liyani, Ahyani Mirah Mar Athul Wazithah T. Nasir, Norma Nasrullah Nisa, Khaerun Nur Isra' Ahmad Nurdin Arsyad, Nurdin Nurdin R. Sappa, Sri Rusmini A. Sosa-Moguel, Landy Tampa, Alimuddin