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ANALYSIS OF STUDENTS' MATHEMATIC COMMUNICATION ABILITY IN SOLVING MATHEMATICS PROBLEMS AT SENIOR HIGH SCHOOL Eryna Pudi Kania; Nailul Authary; Novi Trina Sari
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 1, No 1, Juni (2021): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v1i1, Juni.1049

Abstract

The ability of students in learning Mathematics Senior high school, still cannot be categorized as good, because students who have only been able to work on questions without being able to communicate it well back to other parties. This study raises the problem of how students' mathematical communication skills in solving mathematics problems at Senior high school?. This study aims to determine students' mathematical communication skills in solving mathematical problems at Senior high school. This research uses field research method with qualitative approach and descriptive research type. The subjects of this study consisted of three students. Data collection techniques were carried out by tests and interviews. The data was then analyzed using a qualitative descriptive approach. Based on the results of the study, it can be seen that the mathematical abilities of the students of Senior high school Sabang City can be classified into three levels of ability, namely students with high, medium and low abilities. Students who have high abilities in addition to being able to work on questions well are also able to communicate them to others. Students who have moderate mathematical ability are only able to do one aspect, namely only being able to work on questions without being able to communicate them well to other parties. Meanwhile, low-ability students are only able to solve problems and are not good at communicating mathematically to other parties.
VISUAL-SPATIAL INTELLIGENCE PROFILES OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING GEOMETRY PROBLEMS Annisa Azkia; Nailul Authary; Nazariah Nazariah
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 5, No 2 (2025): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v5i2.2634

Abstract

This study is entitled The Profile of Junior High School Students’ Visual-Spatial Intelligence in Solving Geometry Problems. The purpose of this research is to describe the visual-spatial intelligence profile of junior high school students in solving geometry problems. This study employed a qualitative approach using a descriptive research design. The research subjects were selected based on visual-spatial intelligence levels, which were categorized into high, moderate, and low. Data were collected through geometry problem-solving tests, in-depth interviews, and documentation of students’ work. The data were analyzed through data reduction, data display, and conclusion drawing. The results indicate that students with high visual-spatial intelligence are able to visualize geometric shapes clearly, organize problem-solving steps systematically, and apply concepts and formulas accurately. Students with moderate visual-spatial intelligence show sufficient understanding of geometry problems but experience limitations in visualization and accuracy. Meanwhile, students with low visual-spatial intelligence encounter difficulties in visualizing geometric forms, understanding concepts, and tend to rely on memorizing formulas without conceptual comprehension. These findings demonstrate that visual-spatial intelligence plays a crucial role in students’ success in solving geometry problems, highlighting the importance of instructional strategies that emphasize visualization and the use of appropriate learning media
IMPROVING MATHEMATICS LEARNING OUTCOMES WITH REALISTIC MATHEMATICS LEARNING (PMR) FOR HIGH SCHOOL (SMA) STUDENTS Ully Reza; Nazariah Nazariah; Nailul Authary
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 4, No 2 (2024): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v4i2.2301

Abstract

Low mathematics learning outcomes greatly influence students’ motivation in learning, the lack of mathematics learning outcomes can originate from students, teachers and the environment. Therefore, to improve mathematics learning outcomes, teachers should use realistic mathematics learning (PMR) for cclass XII MIPA 1 MAN 1 ACEH BESAR students. This research aims to improve mathematics learning autcomes by applying a realistic mathematics learning model to class XII MIPA 1 MAN 1 ACEH BESAR students. This type of research is quasi-experimental research. Data collection was carried out using tests (pretest and posttest) and questionnaires. The collected data was analyzed using quantitative analysis. The results of the research show that the pretest and posttest variables obtained were significant 0.0000.05, so H0 was rejected and Ha was accepted so that in accordance with the basis for decision making in data hypothesis testing it can be concluded that the data has a significant influence. Based on this, it can be concluded that the use of realistic mathematics learning models can improve students’ mathematics learning outcomes in permutation and combination material.
EVALUATION OF LEARNING OUTCOMES IN SOCIAL ARITHMETIC MATERIALS BY APPLYING THE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) COOPERATIVE LEARNING MODEL Siti Mawaddah; Nailul Authary
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 2, No 2,Desember (2022): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v2i2.1548

Abstract

The purpose of this study was to describe the evaluation of learning outcomes on the application of the student team achievement division (STAD) cooperative model to social arithmetic material for class VII MTsS Baitul Arqam. This study uses a quantitative method with a descriptive approach. This study's population was all class VII MTsS Baitul Arqam, while the sample consisted of 25 students. The instrument used was an arithmetic test question on STAD learning. After the data is obtained, then the data is analyzed with the percentage of completeness. The results of the study were based on the analysis of the data on the results of the learning completeness of class VII students of MTsS Baitul Arqam on the social arithmetic material above; the result was found that 100% of students in class VII had completed learning activities using the STAD type cooperative learning model. Therefore, it can be stated that the learning outcomes of class VII students of MTsS Baitul Arqam on social arithmetic material in a classical manner have been completed with 100% completeness.
NUMERACY AND LITERACY SKILLS OF JUNIOR HIGH SCHOOL STUDENTS IN RELATION TO MATHEMATICAL ABILITY: A SYSTEMATIC LITERATURE REVIEW Moulianur Moulianur; Nailul Authary
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 5, No 2 (2025): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v5i2.2635

Abstract

Numeracy literacy is an essential competency that students need to solve contextual problems in everyday life. Various studies indicate that students’ numeracy literacy, particularly at the primary and secondary education levels, still requires improvement. This study aims to systematically review trends in numeracy literacy learning models and examine the relationship between numeracy literacy and students’ self-efficacy. The research employed a Systematic Literature Review(SLR) method consisting of planning, conducting, and reporting stages. Relevant articles were collected from Google Scholar using Publish or Perish software, covering publications from 2020 to 2023 and selected based on predefined inclusion criteria. The results reveal that Problem Based Learning is the most frequently applied learning model to enhance students’ numeracy literacy, followed by Discovery Learning, cooperative learning, and Contextual Teaching and Learning. Furthermore, the findings indicate a positive relationship between numeracy literacy and self-efficacy. Students with higher levels of self-efficacy tend to demonstrate better numeracy literacy skills. In conclusion, the implementation of appropriate learning models and the development of students’ self-efficacy play a significant role in improving numeracy literacy. This study is expected to provide insights for educators and researchers in designing more effective numeracy literacy learning strategies.
ANALYSIS OF COGNITIVE LOAD IN STUDENTS' BASIC MATHEMATICS COURSES REVIEWED FROM MATHEMATICAL ABILITIES Nailul Authary; Muhammad Yani; M. Riski Alkhalisi
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 3, No 2,Desember (2023): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v3i2.1937

Abstract

Basic math courses contribute to strengthening basic math skills so students don't experience difficulties when they have to solve math-related problems in other courses. The reality in the field is that students still experience difficulties in learning basic mathematics caused by cognitive processes. The purpose of this study was to determine the cognitive load in basic mathematics courses in terms of students' mathematical abilities. This type of research is descriptive using a qualitative approach. There were 3 research subjects who were grouped based on mathematical abilities. The result of this research is that for subjects with high mathematical ability (S1), the cognitive load that appears the most is intrinsic cognitive load. The subject of moderate mathematical ability (S2) cognitive loads that appear most frequently are intrinsic and extraneous. Meanwhile, subjects with low mathematical abilities, (S3) experienced intrinsic, foreign and close burdensKeywords: cognitive load; students' basic mathematics; mathematical abilities
ANALYSIS OF STUDENT ERRORS IN SOLVING STORY PROBLEMS MATERIAL SYSTEM OF LINEAR EQUATIONS WITH TWO VARIABLES AT VOCATIONAL SCHOOL 3 BANDA ACEH Mainidar Mainidar; Nazariah Nazariah; Nailul Authary
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 4, No 2 (2024): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v4i2.2302

Abstract

This research aims to describe the errors made by students in solving the System of Linear Equations in Two Variables (SPLDV) at SMK 3 Banda Aceh. The type of research used is qualitative research, with research subjects consisting of three students who were selected using purposive sampling techniques based on those who made the most mistakes in solving SPLDV form questions. The instruments used were interviews and error test questions in solving mathematics story problems on SPLDV material, in the form of two questions in the form of descriptions. The data obtained was then analyzed through three stages, namely data reduction, data presentation and drawing conclusions. To maintain the validity of the data, triangulation techniques were also carried out. The research results showed that there were several students' errors in solving two-variable linear equation system (SPLDV) problems such as: (1) Conceptual errors, namely students' errors in understanding story problems, in completing mathematical sentences and not creating mathematical models correctly. The causal factor is that students do not understand the questions given. (2) Principle errors, namely students' errors in using mathematical formulas, drawing conclusions, and determining the final answer. The factors that cause errors are because students are mistaken, lack understanding, are not careful and do not understand the characteristics of SPLDV operations. (3) Operational errors, namely errors made by students in using calculation operations, addition, multiplication and division. The factors that cause errors are because students are not careful and do not understand the questions given.
The Effect of Differentiated Instruction on Vocational High School Students’ Mathematical Understanding in Terms of Visual, Auditory, and Kinesthetic Learning Styles Ilham Wahyudi; Nailul Authary; Nazariah Nazariah; Risy Mawardaty
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 5, No 2 (2025): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v5i2.2636

Abstract

This study aims to determine the effect of differentiated learning on mathematical understanding among vocational high school (SMK) students, considering their visual, auditory, and kinesthetic learning styles. The research method employed was a quasi-experiment with a pre-test and post-test control group design. The sample consisted of 46 students divided equally into an experimental group (differentiated learning) and a control group (conventional learning). Data collection instruments included learning style questionnaires and mathematical understanding tests on the System of Linear Equations with Two Variables (SPLDV). Data analysis was performed using SPSS 27, including normality tests, paired sample t-tests, homogeneity tests, independent sample t-tests, and N-gain score calculations. The results indicated that: (1) students possess varied learning styles, predominantly auditory and kinesthetic; (2) there was a significant difference (Sig. 0.05) in pre-test and post-test scores, with the experimental class mean increasing from 53.30 to 89.43, while the control class increased from 51.43 to 75.39; and (3) differentiated learning showed a high effectiveness category with an N-gain of 77%, compared to the conventional method's 46.2% (less effective). These findings confirm that differentiated learning significantly enhances mathematical understanding.
CREATIVE THINKING : A STUDENT PROFILE ON SOLVING FRACTION PROBLEM Ita Sari; Nailul Authary
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 2, No 1, Juni (2022): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v2i1.1359

Abstract

The aim of this study was to determine students' thinking processes in solving fractional problems. This research is expected to provide benefits in the form of information about students' thinking processes in solving fraction problems so that it can be used as a reference for educators in general in teaching fractions material. The formulation of the problem in research is how students think in solving fractional problems. Place The research was conducted at Ibnu Khaldun Junior High School, Banda Aceh. The subject of this research is one person. This study uses a qualitative approach. The results of this study are choosing a rare completion by multiplying the denominator times the denominator and the quantifier times the numerator. In solving problems with different denominators, the subject chooses to equate the denominators by multiplying the two denominators on the problem. A further creative rarity is if the question has a different denominator, that is, the denominator is different, then the subject solves the problem by means of a cross and the denominator is multiplied by the denominator, then the subject can simplify the form of the fraction by equally dividing it by one number.
A SYSTEMATIC LITERATURE REVIEW ON THE EFFECTIVENESS OF THE PROJECT-BASED LEARNING MODEL IN MATHEMATICS EDUCATION Zulbaida Zulbaida; Nailul Authary
Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika Vol 5, No 2 (2025): JIPPMA: Jurnal Ilmiah Pendidikan dan Pembelajaran Matematika
Publisher : Prodi Tadris Matematika Universitas Muhammadiyah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37598/jippma.v5i2.2637

Abstract

This study aims to systematically review the effectiveness of the Project-Based Learning (PjBL) model in mathematics education. The research employed a Systematic Literature Review (SLR) method by analyzing relevant journal articles and conference proceedings published between 2018 and 2024. The literature search was conducted using several databases, including Google Scholar, ERIC, Semantic Scholar, ResearchGate, and university repositories. The selected studies met predefined inclusion criteria, covering educational levels from elementary school to higher education, and employing qualitative, quantitative, or mixed-method research designs.The analysis of 18 selected studies indicates that Project-Based Learning is consistently effective in improving mathematics learning outcomes, particularly in terms of academic achievement, conceptual understanding, critical and creative thinking skills, learning motivation, and student engagement. The majority of studies were conducted at the elementary and junior high school levels, with quasi-experimental and experimental designs being the most commonly used. However, several challenges were identified, including time constraints, teacher readiness, and limited learning resources.Overall, Project-Based Learning is recommended as an innovative, student-centered approach to mathematics instruction and is well aligned with the principles of the Merdeka Curriculum. The findings of this review are expected to serve as a reference for educators and researchers in designing more contextual and meaningful mathematics learning strategies.
Co-Authors Annisa Azkia Cut Fitriani Eryna Pudi Kania Ilham Wahyudi Ita Sari M. Riski Alkhalisi Mainidar Mainidar Moulianur Moulianur Muhammad Yani Nashrullah Mailisman Nazariah Nazariah Novi Trina Sari Risy Mawardaty Siti Mawaddah Ully Reza Zulbaida Zulbaida