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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar GAUSS: Jurnal Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Heni Pujiastuti
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Education Mathematics Other

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SLR: Kesalahan Siswa dalam Memecahkan Masalah Geometri Berdasarkan Teori Newman Tiolina Delarosa Aritonang; Heni Pujiastuti
Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Vol. 8 No. 2 (2023): Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/gammath.v8i2.544

Abstract

Geometri merupakan salah satu cabang penting dalam matematika yang perlu dipelajari oleh siswa, karena dapat membantu mengembangkan keterampilan dalam pemecahan masalah. Namun, masih terdapat kesalahan yang sering terjadi dalam menyelesaikan masalah terkait geometri, khususnya pada topik bangun ruang sisi datar. Penelitian ini bertujuan untuk melakukan kajian literatur terkait kesalahan siswa dalam menyelesaikan soal pada topik tersebut. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR). Data dikumpulkan dengan mendokumentasikan dan mereview 43 artikel yang terindeks secara nasional, kemudian artikel-artikel tersebut dikelompokkan ke dalam beberapa kategori. Dari hasil penelitian, terdapat 13 artikel yang membahas mengenai kesalahan siswa dalam menyelesaikan masalah pada topik bangun ruang sisi datar. Berdasarkan hasil penelitian, ditemukan bahwa masih terdapat kesalahan yang sering dilakukan oleh siswa dalam menyelesaikan masalah terkait bangun ruang sisi datar. Jenis kesalahan yang paling umum adalah Comprehension Error, Transformation Error, dan Encoding Error. Kesalahan tersebut disebabkan oleh kurangnya pemahaman konsep, pemilihan rumus yang tidak tepat, dan kurangnya kebiasaan siswa dalam menyimpulkan hasil masalah geometri.  
PENGEMBANGAN INSTRUMEN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS VIII SMP PADA MATERI BANGUN RUANG SISI DATAR Maya Sintya Sumarna; Novaliyosi; Hepsi Nindiasari; Heni Pujiastuti; Yuyu Yuhana
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i2.6197

Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen tes yang layak digunakan untuk mengukur kemampuan komunikasi matematis siswa kelas VIII SMP pada materi bangun ruang sisi datar. Kemampuan komunikasi matematis mencakup keterampilan siswa dalam menyampaikan ide, menjelaskan proses pemecahan masalah, serta menggunakan bahasa dan simbol matematika secara tepat. Instrumen dikembangkan melalui tahapan analisis kebutuhan, penyusunan kisi-kisi dan soal, validasi oleh ahli, serta uji coba terhadap 30 siswa SMP. Hasil validasi menunjukkan bahwa instrumen yang dikembangkan sesuai dengan indikator kemampuan komunikasi matematis dan disusun secara sistematis. Uji coba empiris menunjukkan bahwa setiap butir soal memiliki korelasi yang tinggi dengan total skor, sementara nilai reliabilitas menunjukkan tingkat konsistensi internal yang kuat. Selain itu, soal memiliki tingkat kesukaran sedang hingga mudah dan daya pembeda yang baik. Berdasarkan hasil tersebut, instrumen dinyatakan layak digunakan sebagai alat evaluasi untuk mengukur kemampuan komunikasi matematis siswa SMP. Instrumen ini juga dapat menjadi referensi bagi guru dalam mendesain pembelajaran yang mendukung pengembangan keterampilan komunikasi matematis.
ANALISI PEMAHAMAN KONSEP OPERASI BILANGAN BULAT PADA SISWA KELAS IV MELALUI PEMBELAJARAN DARING Shafira Yaumil Alin; Heni Pujiastuti
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 4 (2022): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/10.33578/jpfkip.v11i4.8583

Abstract

This article explains the ability of students to understand the concept of integer counting operations in online learning. The research was conducted in the even semester of 2020/2021. The location of the research was one of the elementary schools in Kragilan Serang Banten. The population of the research involved 15 fourth-grade students as the sample ofdata. Data collection techniques used observation techniques and tests of mathematical understanding concept abilities. The research method used was a qualitative research design. Data were analyzed by using data reduction and ata presentation. And the conclusions that referred to the indicators of understanding concept achievement were (1) 73% of students who were able to restate a concept, (2) 53% of students who could classify group objects based onthe concept, (3) 47% of students who were able to provide whether examples and not examples of concepts those were, (4) 87% of students who were able to present concepts in various forms of mathematical representation, (5) 40% of students who could develop the necessary and sufficient requirements of the concept, (6) 13% of students who could use, utilize and choose a particular procedure or operation, and (7) 20% of students who could apply the concepts oralgorithms into problem-solving. Contextual mathematics learning could be applied by teachers when giving material, because contextual learning was expected to help students easily understand the concept of numerical operations that was started from students' daily activities.
ANALYZING STUDENTS’ UNDERSTANDING OF MATHEMATICAL CONCEPT ABOUT TWO-DIMENSIONAL FIGURES AT GRADE III OF ELEMENTARY SCHOOLS IN SERANG Sellina Ayu Kusumaningrum; Heni Pujiastuti
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 10 No. 5 (2021): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v10i5.8417

Abstract

The purpose of this research was to analyze the students' understanding of mathematical concepts about two-dimensional figures at the elementary school. This qualitative descriptive study involved 40 third grade students at one of the public elementary schools in Serang. An understanding of mathematical concepts in solving the problem of two-dimensional figures materials referred to 5 indicators, namely defining the concept in writing, identifying examples and non-examples, presenting a concept in the form of models, diagrams, and symbols, changing one form of representation to another, and recognizing the conditions that determine a concept. This research found that the percentage for defining the concept in writing was 37.5%, meaning that students were still not able to define the concept in writing. Then, the percentage for identifying examples and non-examples was 32.5%, meaning that students were still not able to identify examples and non-examples. The percentage for presenting a concept in the form of models, diagrams, and symbols was 77.5%, meaning that students were able to present a concept in the form of models, diagrams, and symbols. After that, the percentage for changing one form of representation to another was 27.5%, meaning that students still could not change one form of representation to another. Finally, the percentage for recognizing the conditions that determine a concept was 72.5%, meaning that students were able to recognize the conditions that determined a concept.
Analisis Kesalahan Siswa dalam Menyelesaikan Soal AKM Numerasi ditinjau dari Gaya Belajar Binsar Waluyo; Heni Pujiastuti
GAUSS: Jurnal Pendidikan Matematika Vol. 6 No. 1 (2023)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v6i1.6450

Abstract

Tujuan dari dilakukannya penelitian ini adalah mencari, mengetahui, dan memahami informasi mengenai kesalahan yang dilakukan oleh siswa ketika mengerjakan soal asesmen kompetensi minimum numerasi yang kemudian dilakukan peninjauan terhadap gaya belajar masing-masing siswa. Metode yang digunakan adalah deskriptif kualitatif dengan sumber data berupa 26 siswa kelas VB di SDN Lialang yang kemudian dari ketiga gaya belajar dipilih tiga siswa untuk mewakili. Hasil yang didapatkan yaitu kesalahan memahami, memproses jawaban, dan menuliskan jawaban cenderung dilakukan oleh siswa kelompok visual. Kesalahan memahami cenderung dilakukan oleh siswa kelompok audiotori. Kesalahan memahami dan menuliskan jawaban cenderung dilakukan oleh siswa kelompok kinestetik. Penyebab kesalahan tersebut diantaranya karena terburu-buru, belum memahami apa saja informasi dalam soal yang seharusnya ditulis dan belum memahami cara menuliskan kesimpulan yang baik.
SYSTEMATIC LITERATURE REVIEW: HUBUNGAN SELF CONFIDENCE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Dilah Febriantini; Heni Pujiastuti; Aan Hendrayan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47288

Abstract

Mathematical problem-solving ability is a primary goal of mathematics education, but its success is highly influenced by affective factors, particularly self-confidence. This study aims to synthesize trends, distributions, relationship forms, methodological reviews, and intervention recommendations regarding the influence of self-confidence on middle school students’ mathematical problem-solving ability. The method used is a systematic literature review (SLR) following the PRISMA reporting guidelines. The literature search focused on the Google Scholar database, limiting the publication range from 2021 to early 2026. Through a rigorous selection process, 20 primary journal articles were identified as meeting the inclusion criteria and were data extracted. The synthesis results show that (1) publication trends are dominated in 2021–2022; (2) the majority of research focuses on junior high school students (75%) compared to senior high school students (25%); (3) the synthesis results indicate a consistent positive relationship between self-confidence and students’ mathematical problem-solving ability; (4) quantitative methodological approaches using Likert scale questionnaires predominantly measure affective variables; and (5) Problem-Based Learning (PBL) is the most recommended collaborative intervention model. These findings have important implications for integrating contextual approaches to reduce mathematical anxiety and recommend expanding observational research at the senior high school level.
KECEMASAN MATEMATIS SEBAGAI FAKTOR YANG MEMPENGARUHI KEMAMPUAN PEMECAHAN MASALAH SISWA SMP: KAJIAN LITERATUR SISTEMATIS Meileni, Dita; Heni Pujiastuti; Nurul Anriani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47952

Abstract

Low problem‑solving performance among middle schoolers is often linked to math anxiety, which disrupts focus and strategy use. This study systematically reviews the effect of math anxiety on middle‑school students’ problem‑solving ability. Method: a PRISMA‑guided systematic literature review of national databases (Google Scholar, Garuda) with inclusion criteria of junior‑high samples, math‑anxiety problem‑solving variables, and publications from 2019–2026. Eligible studies were extracted for sample characteristics, instruments, task types, and main findings, and synthesized thematically. Results show a consistent negative association: higher anxiety corresponds to lower performance across Polya’s stages; effects are stronger on non‑routine tasks and geometry topics. Pedagogical approaches Realistic Mathematics Education, open‑ended problems, and Problem‑Based Learning tend to reduce anxiety while improving performance. Embedding anxiety management into lesson design via emotion‑regulation supports, procedural scaffolds, and context‑rich tasks is recommended; future research should adopt longitudinal/experimental designs with standardized measures.
HUBUNGAN KECEMASAN MATEMATIKA DAN KEMANDIRIAN BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA: SYSTEMATIC LITERATURE REVIEW Aisha Budiman; Heni Pujiastuti; Maman Fathurrohman
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48268

Abstract

This research intends to examine the association between mathematics anxiety and students’ self-regulated learning within mathematics instruction by applying the Systematic Literature Review (SLR) approach. The investigation employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework consisting of identification, screening, eligibility, and included stages. The process of collecting articles was conducted through Google Scholar and GARUDA databases by employing the keywords “mathematics anxiety”, “self-regulated learning”, and “mathematics learning”. The selected publications were issued during 2016–2025. According to the filtering procedure, 9 studies satisfied the inclusion requirements. The findings revealed that mathematics anxiety adversely influences students’ mathematics learning, including academic achievement, mathematical communication competence, critical thinking ability, and mathematical literacy. Conversely, self-regulated learning contributes positively to students’ mathematical proficiency. Furthermore, the synthesis findings demonstrate an association between mathematics anxiety and self-regulated learning, in which effective self-regulated learning assists students in managing emotions and dealing with pressure during mathematics learning. Consequently, educators are required to apply instructional strategies capable of minimizing mathematics anxiety while strengthening students’ self-regulated learning so that mathematics learning may proceed effectively.
Co-Authors Aan Hendrayan Aisha Budiman Binsar Waluyo Dilah Febriantini Hepsi Nindiasari Maman Fathurrohman Maya Sintya Sumarna Meileni, Dita Novaliyosi Nurul Anriani Sellina Ayu Kusumaningrum Shafira Yaumil Alin Tiolina Delarosa Aritonang Yuyu Yuhana