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All Journal Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Southeast Asian Mathematics Education Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jumper : Journal of Educational Multidisciplinary Research Jurnal El-Hadhary: Jurnal Penelitian Pendidikan Multidisiplin
Wahyuni, Septia
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Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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EFEKTIVITAS PENERAPAN PEMBELAJARAN MATEMATIKA QUR’ANI DALAM PEMBELAJARAN HIMPUNAN Gradini, Ega; Wahyuni, Septia; Ansor, Ansor
Al-Khawarizmi Vol 1, No 1 (2017): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v1i1.1728

Abstract

Conducting successful mathematics instructions that attach values is a major issue of mathematics education recently. Various programs have been done to meet the purpose. One of them is knowledge islamization which is believed as an alternative-strategic solution. This effort is compatible with the objective of education in Aceh and Indonesia Education System that annunciate the goal of Education in Indonesia to bring the people into religious life. Then, integration of Islamic values onto mathematics instruction is an alternative that has to be chosen in order to make integrated-holistic education. This study aims to determine the effectiveness of the implementation of Qur'anic Mathematics Instruction (QMI) on Set theory. It was a follow-up of QMI Research and Development that has been designed before. Data gathered through test, teacher’s and students’ activity observations. Three madrasah with the indexes of competency are "High", "Medium" and "Low" taken as the research subjects. The results showed that students in the "high"index has t-count value 0.023
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.
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.
Model Pembelajaran Scaffolding Terhadap Kemampuan Pemahaman Matematis Siswa Wahyuni, Septia; Rahmadhani, Elfi; Azis, Abdul
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 (461.355 KB) | DOI: 10.56921/jumper.v1i1.37

Abstract

The ability to understand mathematics is an ability that must be possessed by students. With good understanding skills, students will be able to solve both simple and complex problems. Scaffolding learning model is a learning model that provides sufficient assistance to students according to the difficulties they face. The method used in this research is an experimental method with a quantitative approach to class VIII students of SMP Negeri 18 Takengon. Data analysis using t-test of two independent samples. Based on the results of the study, it was found that the scaffolding learning model affected the students' mathematical understanding ability.
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.
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 students with medium and low numeracy abilities struggled with complex problems and real-world applications. 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 Abdul Azis Ansor, Ansor Edy Saputra Ega Gradini Ismayanti Khairani, Anisah Noviani, Julia Rahmadhani, Elfi Saleha, Dian Ulfa, Mahfudzah