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All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya GAUSS: Jurnal Pendidikan Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Mosharafa: Jurnal Pendidikan Matematika Uninus Journal of Mathematics Educations and Science (UJMES) PERISAI: Pendidikan dan Riset Ilmu Sains
Sukirwan
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ANALISIS KESULITAN SISWA DALAM KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI PERSAMAAN GARIS LURUS Maulani, Nuril; Sukirwan; Dedi Muhtadi
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 1 (2025): Januari 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i1.3586

Abstract

This study aims to analyze the types of difficulties encountered by students in solving linear equation problems in relation to their mathematical communication skills. A qualitative approach with a descriptive method was employed. The research subjects consisted of 30 eighth-grade students from a junior high school in Tasikmalaya, selected purposively. Research instruments included a written test to identify students’ difficulties in mathematical communication and a guided interview protocol to explore the underlying causes of these difficulties. Data were analyzed using thematic analysis and triangulation techniques to ensure validity and reliability. The findings revealed three primary categories of student difficulties: (1) difficulty in representing linear equations graphically due to limited understanding of coordinate systems and variable relationships; (2) difficulty in clearly articulating mathematical reasoning, indicating weak verbal communication skills; and (3) difficulty in formulating mathematical models from contextual problems, demonstrating a reliance on procedural strategies without conceptual understanding. The discussion highlights that these communication challenges stem from instruction that overemphasizes procedural outcomes and provides limited opportunities for students to engage in reflective mathematical discourse. The study implies the need for communicative, concept-based learning designs that integrate real-world contexts, emphasize multiple representations, and promote reflective practices. It is recommended that teachers incorporate collaborative learning strategies and interactive visual media to foster students’ mathematical communication skills, particularly in algebraic contexts.
Factors Contributing To Students’ Difficulties In Number Pattern Generalization: A Thematic Qualitative Meta-Analysis Within The Framework Of Early Algebraic Thinking Azis, Nazwa Wulandari; Muhtadi, Dedi; Sukirwan
Koordinat Jurnal MIPA Vol. 6 No. 2 (2025)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v6i2.183

Abstract

This study examines students’ difficulties in generalizing number patterns and their multidimensional interactions within early algebraic thinking. A thematic qualitative meta-analysis of 15 Scopus-indexed articles (2019–2024) was conducted under the PRISMA protocol using open coding and thematic clustering (κ = 0.82). Five categories of difficulty were identified: reasoning–generalization (80%), conceptual (73%), procedural–operational (60%), strategic (47%), and didactic (40%). Reasoning–generalization difficulties involved students’ inability to identify relationships or formulate general rules, while conceptual and procedural weaknesses reflected misconceptions of pattern structures and errors in extending sequences. Strategic and didactic challenges were linked to limited problem-solving approaches and insufficient scaffolding. The findings highlight dynamic interactions—especially between conceptual and procedural factors—and emphasize teachers’ mediating role in fostering the transition from arithmetic to algebraic symbolization
Desain Pembelajaran Bangun Datar melalui Pendekatan Realistic Mathematics Education (RME) Hadila, Ratna; Sukirwan; Alamsyah, Trian Pamungkas
GAUSS: Jurnal Pendidikan Matematika Vol. 3 No. 1 (2020)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v3i1.2172

Abstract

Abstrak Tujuan penelitian ini adalah untuk menggetahui desain pembelajaran bangun datar melalui pendekatan Realistic Mathematics Education (RME). Metode penelitian ini menggunakan metode desain reseach untuk menggetahui bagaiamana pendekatan RME dapat mendukung pemahaman siswa mengenai pengukuran luas. Teknik pengumpulan data menggunakan wawancara, observasi, tes dan dokumentasi. Hasil analisis diketahui bahwa dengan menggunakan kegiatan membandingkan, menggambar dan menghitung dapat membantu siswa mengembangkan pemahamannya mengenai konsep konservasi luas. Konsep ini dapat membantu siswa memahami pengertian luas dan pengukuran luas. Hal ini dimungkinkan bahwa dengan menggunakan pendekatan RME dapat membantu siswa memahami konsep konservasi luas dapat membantu siswa mengukur luas persegi dan persegi panjang dengan mengubah bentuknya dan dapat menemukan luas tanpa mengunakan rumus. Kata Kunci : Pengukuran luas, Realistic Mathematic Education (RME), Design Research.
KESULITAN BELAJAR SISWA DALAM PERSAMAAN KUADRAT: TINJAUAN LITERATUR MELALUI PERSPEKTIF ANALISIS KESALAHAN Nurohman, Angga; Muhtadi, Dedi; Sukirwan
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 2 (2025): Juli 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i2.3990

Abstract

Quadratic equations are one of the fundamental components of secondary-level mathematics education and serve as a gateway to more advanced topics such as algebra, functions, and calculus. Despite their curricular significance, numerous studies have documented that students consistently experience difficulties in understanding and solving quadratic equations. This study aims to identify and classify the types of students’ learning difficulties related to quadratic equations through a systematic literature review. Using an error analysis framework, this review synthesizes findings from 14 peer-reviewed journal articles published between 2015 and 2024. The inclusion criteria cover studies that specifically examine students’ errors, misconceptions, and learning obstacles at the lower and upper secondary education levels. The review reveals three main categories of student difficulties: (1) conceptual misconceptions, such as a lack of understanding of the standard form or the properties of quadratic roots; (2) procedural errors, including incorrect application of solution methods such as factoring or completing the square; and (3) technical mistakes, such as sign errors and faulty algebraic manipulations. These findings highlight the complexity of learning quadratic equations and the importance of balancing conceptual understanding with procedural fluency in mathematics instruction. The study concludes that the implementation of error-based instructional strategies and diagnostic assessments can promote deeper comprehension and assist educators in identifying specific learning barriers. Implications for curriculum design, instructional practices, and future research directions are also discussed.
Co-Authors Anwar Hadi Firdos Santosa, Cecep Azis, Nazwa Wulandari Dedi Muhtadi Dedi Muhtadi, Dedi Dedi Muhtadi, Dedi Muhtadi Fadilah, Julva Rizky Hadila, Ratna Hapsari, Zihan Marcela Latifah, Kholifah Nur Maulani, Nuril Nuraini, Yeni Nurohman, Angga Ratna Hadila Santi Auliya Hidayati sekar sakti, trusthi SYAMSURI Trian Pamungkas Alamsyah Trian Pamungkas Alamsyah, Trian Pamungkas Warsito Yuyu