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All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Math Didactic: Jurnal Pendidikan Matematika Juring (Journal for Research in Mathematics Learning) JURNAL MathEdu (Mathematic Education Journal) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Jurnal Riset dan Inovasi Pembelajaran Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal Evaluation in Education (JEE) JES-MAT (Jurnal Edukasi dan Sains Matematika) Mosaic: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Progresif
Usman, Muhammad Rizal
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Humanities Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : JURNAL MathEdu (Mathematic Education Journal)

 1 
Efektivitas Penggunaan Media GeoGebra pada Pembelajaran Matematika Materi Grafik Fungsi Kuadrat Usman, Muhammad Rizal; Satriani, Sri; Ibrahim, Muhaiminah
JURNAL MathEdu (Mathematic Education Journal) Vol 6 No 3 (2023): Jurnal MathEdu (Mathematic Education Journal) November 2023
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v6i3.5490

Abstract

The research aims to determine the effectiveness of using GeoGebra media on mathematical learning of quadratic functions graph material. This type of research is a pre-experimental study with a one group pretest-posttest design. The sample in this study was class X students at SMK Muhammadiyah 4 Tallo, totaling 17 students. The research instruments used were learning achievement tests, student activity observation sheets and learning implementation, and student response questionnaires. Data analysis in this study is descriptive analysis and inferential analysis. The results of this study indicate that GeoGebra media is effectively used on mathematical learning of quadratic functions graph material with an average score of 85.17 for student learning outcomes. Student learning outcomes complete classically with a percentage of 82.35%. The student's normalized gain is in the high category with a value of 0.81. The average percentage of student activity was 84.43% and the response with a percentage of 96.83% of students gave a positive response.
Kesalahan Siswa dalam Menyelesaikan Soal dalam Bentuk Aljabar Berdasarkan Kriteria Watson Ditinjau dari Gaya Belajar Usman, Muhammad Rizal; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 7 No 1 (2024): JURNAL MathEdu (Mathematic Education Journal) Maret 2024
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v7i1.5762

Abstract

Penelitian bertujuan untuk mendeksripsikan kesalahan siswa dalam menyelesaikan soal dalam bentuk aljabar berdasarkan kriteria Watson yang ditinjau dari gaya belajar kelas VIII MTsN Parepare. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini melibatkan 3 siswa dengan mewakili 1 siswa dengan gaya belajar visual, 1 siswa dengan gaya belajar auditorial dan 1 siswa dengan gaya belajar kinestetik yang melakukan kesalahan kriteria Watson. Peneliti memperoleh data jenis kesalahan siswa dengan menggunakan tes materi yang terdiri dari 3 soal tentang bentuk aljabar dan hasil wawancara yang memuat indikator-indikator kriteria Watson. Teknik analisis data yang digunakan yaitu kondensasi data, penyajian data dan penarikan kesimpulan. Dari hasil penelitan ini menunjukkan bahwa jenis kesalahan yang paling banyak dilakukan oleh siswa kelas VIII MTsN Parepare subjek yang melakukan kesalahan terbanyak melakukan jenis kesalahan diantaranya kesalahan data tidak tepat (inappropriate datat/id), kesalahan prosedur tidak tepat (inappropriate procedure/ip), kesalahan data hilang (omitted dat/od), kesalahan kesimpulan hilang (omitted conclusion/oc), kesalahan konflik level respon (response level conflict/rlc), kesalahan manipulasi tidak langsung (undirected manipulation/um), kesalahan masalah hirarki keterampilan (skill hierarchy problem/shp), kesalahan selain ketujuh kriteria (above other/ao). Dapat disimpulkan Kesalahan yang dilakukan bukan hanya satu kesalahan saja pada setiap soal, melainkan lebih dari satu kesalahan.
Analisis Kemampuan Komunikasi Matematis Pada Soal SPLDV Ditinjau dari Gaya Belajar Kolb Usman, Muhammad Rizal; Tahir, Sitti Rahma; Nursakiah, Nursakiah; Nursyam, Aisyah
JURNAL MathEdu (Mathematic Education Journal) Vol 7 No 2 (2024): JURNAL MathEdu (Mathematic Education Journal) Juli 2024
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v7i2.5909

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis dalam menyelesaikan soal sistem persamaan linear dua variabel ditinjau dari gaya belajar kolb pada siswa kelas VIII SMPN 30 Makassar. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Instrumen yang digunakan yaitu tes kemampuan komunikasi matematis, angket gaya belajar kolb, dan pedoman wawancara. Subjek dalam penelitian ini adalah siswa kelas VIII-1 SMPN 30 Makassar sebanyak 4 siswa yaitu 1 siswa dengan gaya belajar diverger, 1 siswa dengan gaya belajar assimilator, 1 siswa dengan gaya belajar konverger dan 1 siswa dengan gaya belajar acomodator. Uji validitas data yang digunakan dalam penelitian ini adalah tringulasi teknik/metode. Teknik analisis yang digunakan yaitu kondensasi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa (1) kemampuan komunikasi matematis dengan subjek gaya belajar diverger dapat memenuhi 3 semua indikator, (2) kemampuan komunikasi matematis dengan subjek gaya belajar assimilator dapat memenuhi 3 indikator, (3) kemampuan komunikasi matematis dengan gaya belajar konverger dapat memenuhi 3 indikator, dan (4) kemampuan komunikasi matematis dengan gaya belajar acomodator dapat memenuhi 3 indikator.
GENDER-BASED MATHEMATICAL COMMUNICATION SKILLS: SYSTEMATIC LITERATURE REVIEW Usman, Muhammad Rizal
JURNAL MathEdu (Mathematic Education Journal) Vol 7 No 3 (2024): JURNAL MathEdu (Mathematic Education Journal) November 2024
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v7i3.6390

Abstract

The purpose of this study is to study literature related to differences in mathematical communication skills of high school students based on gender. The study uses the method of Systematic Literature Review (SLR) which is carried out through the process of identification, evaluation, and interpretation of all available research evidence with the object of the research is student mathematics communication skills and Gender. Design used is to summarize, review, and analyze 9 articles that are highly relevant to the subject of the study. The article used is an article in a journal accredited by Sinta. The results of this Systematic Literatur Review show that there is a difference in the ability to communicate mathematically between male and female students. Differences in mathematical communication skills between male and female students can be caused by a variety of factors, such as biological, social, and cultural factors. The way students process and understand mathematics can be influenced by biological factors, like differences in brain structures.
APA SAJA KOMPONEN COMMOGNITIVE YANG DIKAJI DALAM PEMBELAJARAN MATEMATIKA: SYSTEMATIC LITERATURE REVIEW Usman, Muhammad Rizal; Farida, Nur; Satriani, Sri; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 1 (2025): JURNAL MathEdu (Mathematic Education Journal) Maret 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i1.6932

Abstract

This study aims to identify and analyze trends in commognitive research in mathematics education, focusing on four main components: word use, mediators, rules, and narratives. Additionally, this study seeks to explore how commognitive theory is applied in mathematics education research and to identify research gaps that can be further developed. The method used in this study is a Systematic Literature Review (SLR), with article searches conducted through the Google Scholar, SINTA, and Scopus databases within the 2015–2025 timeframe. Articles were selected based on strict inclusion and exclusion criteria, resulting in the final analysis of five relevant articles. Each article was classified based on research methods, key findings, and contributions to commognitive theory in mathematics education. The findings indicate that visual mediators and routines are the most frequently studied commognitive components, particularly in the context of technology use and touchscreen interaction in mathematics learning. Additionally, commognitive conflicts were commonly observed in the transition from school to university, particularly in students' understanding of mathematical terminology (word use) and the application of mathematical communication rules (rules). The primary finding of this study reveals that students with higher mathematical understanding tend to construct more argumentative mathematical narratives, while students with lower comprehension tend to rely on mechanical procedures without fully grasping the underlying concepts. For future research, further exploration of word use and narratives is recommended, particularly in the context of elementary and secondary school education.
KOMPARASI KUALITAS PEMBELAJARAN MATEMATIKA MELALUI PENERAPAN TIPE NHT DAN TIPE STAD Fatmawati, Ulfa; Usman, Muhammad Rizal; Satriani, Sri
JURNAL MathEdu (Mathematic Education Journal) Vol 6 No 1 (2023): JURNAL MathEdu (Mathematic Education Journal) Maret 2023
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v6i1.4835

Abstract

The purpose of this study was to examine the comparison of the quality of learning mathematics through the NHT and STAD models. This type of research is a quasi-experimental. The population in this study were all students of class VII SMP SMP Putri Yatama Mandiri in the 2021/2022 academic year and the samples in this study were taken by Saturated Sampling, namely class VIIA which was taught through the NHT model with a total of 25 students and class VIIB which was taught through the STAD model with a total of 25 students. The research design was a pretest-posttest control group design, which involved two classes that were given a pretest and a posttest. Data collection techniques are observation sheets of the implementation of learning and student activities, learning achievement tests, student response questionnaires. The results showed: 1) the average pretest score of students through the NHT model was 29.44 (very low) with a standard deviation of 6.01, 100% did not achieve individual mastery, meaning that classical mastery was not achieved, 2) the average score the average posttest of students through the NHT model is 85.20 (high) with a standard deviation of 5.35, 100% of students achieve individual mastery, meaning that classical mastery is achieved, 3) the average score of students' pretest through the STAD model is 38.08 (very low) with a standard deviation of 7.49, 100% obtained did not achieve individual completeness, meaning that classical mastery was not achieved, 4) the average posttest score of students through the STAD model was 81.6 (medium) with a standard deviation of 6.14, it was found that 23 students or 92% achieved individual mastery, meaning that classical mastery was achieved, 5) the average percentage of student response questionnaires that answered yes on NHT was 94.5% and on STAD 97%, meaning that 75% of students had fulfilled answer YES, and 6) the average gain is 0.79 on NHT and 0.70 on STAD. Thus the quality of learning mathematics through the application of the NHT model is not the same as learning mathematics through the application of the STAD model in class VII students of SMP Putri Yatama Mandiri Islamic Boarding School.
Systematic Literature Review: Commognitive dan Kemampuan Komunikasi Matematis Usman, Muhammad Rizal; Husniati, Andi; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 2 (2025): JURNAL MathEdu (Mathematic Education Journal) Juli 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i2.7177

Abstract

This study aims to analyze the relationship between commognitive theory and students’ mathematical communication skills at the secondary education level, specifically in junior and senior high schools. This review is motivated by the importance of understanding students' thinking processes in expressing mathematical ideas verbally, visually, symbolically, and procedurally. Commognitive theory, which comprises four main components word use, visual mediators, narratives, and routines provides a conceptual framework for examining the dynamics of students’ mathematical discourse. The method employed is a Systematic Literature Review (SLR) following the PRISMA protocol. A total of 26 articles were analyzed, sourced from the Scopus and Google Scholar databases, with inclusion criteria covering publications from 2013 to 2024 relevant to the topic and the context of secondary school students. The findings were categorized into three major themes: (1) the application of commognitive theory in mathematics instruction at the secondary level; (2) indicators of students’ mathematical communication in written, oral, and visual forms; and (3) the interrelation between commognitive components and dimensions of mathematical communication. The review reveals that students exhibit varying tendencies in activating commognitive components depending on the type of task and the mode of problem presentation. Nevertheless, the explicit integration of commognitive theory and mathematical communication indicators has not yet been thoroughly explored. The implications of this review highlight the urgency of developing discourse-based assessment instruments, as well as designing challenging tasks that foster student engagement across all aspects of mathematical thinking and communication.
NARRATIVES OF GROWTH MINDSET AMONG HIGH SCHOOL STUDENTS WITH HIGH MATHEMATICS ANXIETY Usman, Muhammad Rizal; Satriani, Sri; Sukmawati, Sukmawati; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 3: JURNAL MathEdu (Mathematic Education Journal) November 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i3.7591

Abstract

Mathematics anxiety is one of the major barriers to students’ achievement and positive attitudes toward learning mathematics. Conversely, a growth mindset is considered a protective factor that fosters learning resilience. This study aims to explore the narratives of students with high levels of mathematics anxiety in relation to their growth mindset. A qualitative narrative approach was employed with three 11th-grade high school students in Malang Regency, Indonesia, selected purposively based on their scores on the Math Anxiety Questionnaire (MAQ). Data were collected through semi-structured interviews, written reflections, and field notes, and analyzed using thematic narrative analysis. The findings reveal five major themes: (1) initial negative perceptions of mathematics, (2) emotional responses to failure such as nervousness, frustration, or shame, (3) efforts to recover through diverse coping strategies, (4) social support from teachers, peers, and families that influences resilience, and (5) indications of growth mindset reflected in the belief that effort is more important than innate talent and mistakes are part of the learning process. These results highlight that although high mathematics anxiety poses challenges, a growth mindset can serve as a protective factor in building students’ learning resilience. This study contributes to the literature on the intersection between mathematics anxiety and growth mindset and provides practical implications for teachers to create a classroom climate that fosters positive mindset development.
Co-Authors Akib, Irwan Ani, Sri Satriani Arma Wangsa Djadir Djadir, Djadir Fatmasari, Putri Fatmawati, Fatmawati Fatmawati, Ulfa Fauziyah, Nur Guttu Patalo, Andi Rifaq Husniati, Andi Ibrahim, Muhaiminah Kamaruddin, Syamsu Kristiawati Kristiawati Nur Farida Nursakiah, Nursakiah Nursyam, Aisyah Satriani, Sri Satriani Sinring, Abdullah Sri Satriani Sri Wahyuni Sukmawati Sukmawati Tahir, Sitti Rahma Usman Mulbar Wahyuddin Wahyuddin