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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Journal of the Indonesian Mathematical Society EDU-MAT: Jurnal Pendidikan Matematika PRISMA Jurnal Tadris Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika PEDULI: Jurnal Imiah Pengabdian Pada Masyarakat M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika FORUM PAEDAGOGIK Jurnal Kajian Matematika dan Aplikasinya JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Integrasi dan Harmoni Inovatif Ilmu-ilmu Sosial Journal of Language, Literature, and Arts (JoLLA) GEMBIRA (Pengabdian Kepada Masyarakat) Jurnal Tadris Matematika Journal on Mathematics Education
Indriati Nurul Hidayah
Universitas Negeri Malang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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PENGEMBANGAN E-LKPD INTERAKTIF BERBASIS LITERASI PADA MATERI KELISTRIKAN SEL SARAF MANUSIA Emilia Na’ilatul M; Indriati Nurul Hidayah; Emilia Na’ilatul M; Indriati Nurul Hidayah; Ika Rahmania
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 4 No. 8 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v4.i8.2024.9

Abstract

Perkembangan pendidikan di Indonesia tahun 2023, sekolah sudah menggunakan kurikulum merdeka dalam proses pembelajarannya. Kurikulum ini menerapkan konsep pembelajaran yang disebut sebagai merdeka belajar. Pemanfaatan TIK (Teknologi Informasi dan Komunikasi) dalam pembelajaran dapat melalui penggunaan bahan ajar berbasis TIK dengan memanfaatkan teknologi elektronik, yang mana interaksi yang terjadi antara guru dan siswa, siswa dan siswa, ataupun antara sesama guru dapat berlangsung dengan mudah tanpa dibatasi aturan. Terkait dengan isu yang telah diuraikan, peneliti tertarik untuk melakukan studi pengembangan bahan ajar E-LKPD interaktif berbasis literasi pada materi kelistrikan sel saraf manusia. Penelitian pengembangan bertujuan untuk mengembangkan ELKPD, mengukur tingkat kepraktisan, dan mengukur tingkat keefektifan hasil belajar peserta didik. Model pengembangan yang digunakan pada penelitian ini yakni ADDIE (analisis, desain, pengembangan, implementasi, dan evaluasi). Teknik analisis data yang digunakan dalam penelitian ini adalah analisis deskriptif kuantitatif dan kualitatif. Teknik pengumpulan data meliputi lembar validasi, angket, wawancara, dan dokumentasi dengan menerapkan teknik persentase. Uji coba produk bahan ajar akan dilakukan di SMP Negeri 6 Malang kelas IX.2. Berdasarkan evaluasi dari validator ahli desain dan materi, respon peserta didik, respon guru, dan uji keefektifan hasil belajar peserta didik, dapat disimpulkan bahwa E-LKPD interaktif berbasis literasi pada materi kelistrikan sel saraf manusia dengan bantuan Live worksheets sangat layak untuk diimplementasikan dalam pembelajaran IPA pada kelas IX.
STUDENT ERRORS IN SOLVING MCA NUMERACY PROBLEMS ON UNCERTAINTY AND DATA CONTENT BASED ON NEWMAN'S THEORY REVIEWED THROUGH THE LENS OF ADVERSITY QUOTIENT Hasbi Ashiddiqi; Sukoriyanto Sukoriyanto; Indriati Nurul Hidayah
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.24533

Abstract

This qualitative study aims to describe the student errors made when solving numeracy problems from the Minimum Competency Assessment (MCA) on uncertainty and data content, based on Newman's theory reviewed through the lens of Adversity Quotient (AQ). AQ is categorized into five types: quitter, transition from quitter to camper, camper, transition from camper to climber, and climber. Among the five AQ categories, only three—quitter, camper, and climber—were represented among the 30 eighth-grade students from SMP Negeri 3 Genteng, Indonesia, who were considered prospective subjects in this research. Therefore, one student from each of these three AQ categories was selected as a research subject, each of whom provided complete answers but still made errors when solving the MCA numeracy problems in the uncertainty and data content. Based on the findings, students in the AQ quitter category exhibited reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. Those in the AQ camper category exhibited comprehension errors, transformation errors, process skill errors, and encoding errors. Students in the AQ climber category demonstrated comprehension errors, transformation errors, and encoding errors. Keywords: Student Errors, MCA Numeracy, Uncertainty and Data, Newman, Adversity Quotient
Students’ Mathematical Literacy Problem-Solving Skills Based on Krulik and Rudnick’s Theory Dina Anugrahani; Indriati Nurul Hidayah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 3 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i3.1186

Abstract

This study sought to describe high school students’ mathematical literacy problem-solving skills based on the stages of Krulik and Rudnick. A qualitative descriptive approach was adopted. Data were obtained from a mathematical literacy task and semi-structured interviews. The participants comprised tenth-grade students from a senior high school in Malang Regency, who were classified into high, medium, and low categories. One subject from each category was purposively selected for an in-depth investigation. The data were analyzed following the interactive model proposed by Miles, Huberman, and Saldana, consisting of data condensation, data display, and conclusion drawing. The findings revealed that the subject in the high category fulfilled all indicators across every stage of Krulik and Rudnick’s framework. The subject in the medium category fulfilled most indicators but demonstrated limitations at the Select a Strategy stage by failing to identify all possible solutions and at the Reflect and Extend stage by not fulfilling all indicators. In contrast, the subject in the low category fulfilled only the indicators at the Read and Think stage and several indicators at the Explore and Plan stage, while failing to fulfill the indicators at the subsequent stages.
Analisis Kemampuan Penalaran Matematis Siswa Kelas VIII dalam Menyelesaikan Soal AKM Pola Bilangan Serupa PISA Oktavia Jauharotus Shofa; Indriati Nurul Hidayah
Jurnal Tadris Matematika Vol. 7 No. 2 (2024)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2024.7.2.269-290

Abstract

Mathematical reasoning is an essential competency assessed in the Asesmen Kompetensi Minimum (AKM) and PISA because it supports students in understanding and solving problems. However, studies have shown that Indonesian students’ mathematical reasoning ability is not optimal. This study employs a qualitative descriptive approach using a phenomenological framework to describe the mathematical reasoning abilities of grade VIII students in solving AKM problems related to number patterns, similar to those found in PISA, with data analysis conducted using Miles and Huberman's method. The research instruments were researchers, AKM problems of number patterns similar to PISA, and interview guidelines. Subjects were taken from each level of reasoning ability, namely the extending, consolidating, developing, beginning, and not evident levels. The results showed that students at the extended level can connect number patterns with the area of flat shapes, write patterns, use two methods, create new ideas, and show generalizations. Consolidating students are able to connect number patterns with the area of ​​flat shapes, to write properties, to find differences in patterns, to conclude, to use two methods, and to show examples of counterexamples of conjectures. Developing students can expand patterns, convert images, prove conjectures, and identify differences in patterns, but are not yet able to draw conclusions. Beginning students cannot write conjectures and patterns, make errors in writing, using, and converting units, and perform calculations. Students at the not evident level cannot convert images, are not aware of the relationship between number patterns and the area of ​​flat shapes, as well as rows and columns, and cannot make conjectures about number patterns.
Kesalahan penyelesaian soal cerita pecahan pada siswa kelas IV SD: Analisis berdasarkan teori Newman dan gaya kognitif Balkis Abidah Amatullah; Indriati Nurul Hidayah
Jurnal Tadris Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.1.1-16

Abstract

This study aimed to identify and analyze the types of errors made by fourth-grade elementary school students when solving mathematical word problems on fractions based on Newman’s Error Analysis theory, viewed from the perspective of cognitive style. This descriptive qualitative study involved 69 fourth-grade students from two elementary schools in Malang City, Indonesia. The research instruments consisted of: (1) the GEFT to identify students’ cognitive styles, (2) a validated fraction word problem test, and (3) an interview protocol based on Newman’s error indicators. Data were collected through four stages: (1) classifying students according to their cognitive styles, (2) administering the fraction word problem test, (3) analyzing students’ errors based on Newman’s Error Analysis theory, and (4) conducting in-depth interviews with seven FI students and seven FD students to confirm the types of errors they made. The data were analyzed using descriptive qualitative analysis to identify patterns of errors based on Newman’s error analysis indicators in relation to the students’ cognitive styles. The findings revealed that the most prevalent error was transformation error (31.41%), followed by comprehension error (24.15%). Most students exhibited a FD cognitive style (86.96%), whereas only 13.04% demonstrated a FI cognitive style. Differences in error patterns were observed between the two cognitive styles. FI students tended to make more transformation, process skill, and encoding errors, whereas FD students more frequently made reading and comprehension errors. These findings have important implications for mathematics instruction in elementary schools, particularly in developing instructional strategies that take students’ cognitive styles into account to reduce errors in solving mathematical word problems.
Co-Authors Abdur Rahman As’ari Aini, Anniswatul Lathiifah Ashiddiqi, Hasbi Balkis Abidah Amatullah Cholis Sa’dijah Dahliatul Hasanah Dina Anugrahani Emilia Na’ilatul M Emilia Na’ilatul M Harsadi, Dolfi Hasbi Ashiddiqi Hery Susanto Hery Susanto Ika Rahmania Irawati - Irawati -, Irawati Iriani, Ayu Joni Akhmad Yusuf Linda Wahyu Apriliana M. Ariq Zainurrifqi Makbul Muksar Mega Fatimah Rosana Mohamad Vijay Mohammad Agung Nawang Ayu Tanzerina Nilna Umi Latifah Nurlaili Rosyidah Nurlaili Rosyidah Oktavia Jauharotus Shofa Oktoviana, Lucky Tri Purwanto Purwanto Risdha Putri Isnasari Rony, Zahara Tussoleha Rustanto Rahardi Shofa, Oktavia Jauharotus Slamet . Subanji Subanji Subanji Sudirman Sukoriyanto Toto Nusantara Trianingsih Eni Lestari Vijay, Mohamad Yahdillah, Nawal Zainul Arifin