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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Desimal: Jurnal Matematika Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan International Journal on Emerging Mathematics Education JURNAL MathEdu (Mathematic Education Journal) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Riset dan Inovasi Pembelajaran Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Ilmu Pendidikan Dasar Indonesia Jurnal Riset Guru Indonesia
Husniati, Andi
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Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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ANALISIS KESULITAN BELAJAR MATEMATIKA PADA PESERTA DIDIK TUNARUNGU KELAS II DI UPT SPF SD NEGERI MANNURUKI Cahyani, Regita; Husniati, Andi; Ardillah Wahyudi, Andi
Jurnal Riset Guru Indonesia Vol 3 No 1 (2024): Desember 2023 - Maret 2024
Publisher : Almeera Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62388/jrgi.v3i1.398

Abstract

This research employs a qualitative approach with a case study design to investigate the challenges faced by second-grade deaf students in learning mathematics at UPT SPF SD Negeri Mannuruki, as well as the underlying causes of these difficulties. The subject of this study is a single deaf student in the second grade at UPT SPF SD Negeri Mannuruki. Data collection methods include observation and interviews. The findings indicate that the student encounters several difficulties in solving mathematical word problems, specifically: 1) Difficulty in understanding concepts; 2) Difficulty in grasping principles; and 3) Difficulty in comprehending verbal problems. The internal factors contributing to these difficulties include the student's interest in mathematics, study habits related to mathematics, and motivation to learn the subject. External factors encompass influences from the family and school environments.
Deskripsi Kemampuan Berpikir Divergen Siswa Dalam Menyelesaikan Soal Pada Materi Geometri Usman, Munjimayansari H.; Husniati, Andi; Gaffar, Abdul
Jurnal Riset dan Inovasi Pembelajaran Vol. 3 No. 1 (2023): Januari-April 2023
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v3i1.865

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir divergen siswa dalam menyelesaikan soal pada materi geometri kelas VIII SMP Negeri 3 Sungguminasa. Data yang dihasilkan dari penelitian ini berasal dari studi dengan pendekatan kualitatif. Oleh karena itu kami menggunakan wawancara berbasis tugas sebagai metode dalam mengumpulkan data. Subjek penelitian dipilih sebanyak 3 siswa yang mempunyai total jawaban benar yang paling banyak. Langkah-langkah yang dilakukan dalam menentukan subjek penelitian, yaitu: 1. Menetapkan kelas yang akan dijadikan subjek penelitian berdasarkan pertimbangan guru bidang studi matematika yaitu kelas yang mempunyai kemampuan matematika yang baik; 2. Memberikan tes kemampuan berpikir divergen kepada seluruh siswa berupa soal cerita bangun ruang sisi datar (kubus); 3. Setelah diberikan tes, pengambilan subjek dipilih sebanyak 3 siswa yang memenuhi indikator kemampuan berpikir divergen; 4. Selanjutnya melakukan wawancara kepada subjek untuk mendapatkan data yang lebih akurat. Teknik analisis data yang digunakan dalam penelitian ini yaitu Reduksi Data, Penyajian Data dan Penarikan Kesimpulan. Hasil penelitian dan pembahasan kemampuan berpikir divergen siswa pada kelas VIII C menunjukkan bahwa: (1) Pada soal nomor 1 Subjek Pertama (S1) mampu memenuhi indikator intuitive dan pada soal nomor 2 mampu memenuhi indikator unpredictable. (2) Pada soal nomor 1 Subjek Kedua (S2) mampu memenuhi indikator intuitive sedangkan pada soal nomor 2 indikator unpredictable tidak dipenuhi. (3) Pada soal nomor 1 Subjek Ketiga (S3) mampu memenuhi indikator intuitive dan pada soal nomor 2 mampu memenuhi indikator unpredictable. Terlihat bahwa S1 dan S3 mampu memenuhi 2 indikator, sedangkan S2 hanya mampu memenuhi 1 indikator. Dari penjelasan di atas dapat disimpulkan bahwa setiap subjek memiliki kemampuan berpikir divergen dalam menyelesaikan soal pada materi geometri yaitu bangun ruang sisi datar (kubus). Hasil penelitian ini diharapkan dapat menambah wawasan pemikiran dalam pengetahuan tentang kemampuan berpikir divergen dalam menyelesaikan soal pada materi geometri.
Memetakan Pedagogical Content Knowledge (PCK) Guru Matematika SMP: Sebuah Studi Komparatif Rapa, Zulfahmi Mustapa; Husniati, Andi
PYTHAGORAS Jurnal Pendidikan Matematika Vol 19, No 2: December 2024
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v19i2.73186

Abstract

Studi ini dilatarbelakangi oleh fakta bahwa beberapa siswa mengalami kesalahan konsep (miskonsepsi) dalam materi bilangan pecahan. PCK guru sangat berperan penting dalam pengetahuan konsepsi siswa. Oleh karena itu, Tujuan dari penelitian ini adalah untuk menjelaskan profil pengetahuan konten pedagogik (PCK) guru matematika sertifikasi dan nonsertifikasi dengan komponen pengetahuan konten dan siswa (KCS) mengenai bilangan pecahan konsep relasi bagian-keseluruhan setting tertulis di UPT SPF SMP Negeri Kota Makassar. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Penelitian ini mendeskripsikan apa adanya profil PCK guru matematika komponen KCS terhadap bilangan pecahan konsep relasi bagian-keseluruhan. Penelitian ini dilaksanakan dengan bantuan lembar tes pemahaman konsep siswa, dan pedoman wawancara vignette. Hasil penelitian menunjukkan bahwa subjek guru matematika sertifikasi cenderung memiliki secara keseluruhan KCS pada bilangan pecahan konsep relasi bagian-keseluruhan yang terdiri dari model daerah, model pengukuran, dan model himpunan. Sedangkan subjek guru matematika nonsertifikasi masih terbatas dalam memiliki KCS dengan materi yang sama. KCS yang dimiliki oleh guru sangat berdampak pada pengetahuan konsepsi siswa pada materi. Minimnya pengetahuan konsepsi siswa tentunya akan berpengaruh pada hasil belajar. Alternatif untuk meningkatkan PCK guru khususnya KCS adalah dengan mengikuti program sertifikasi.
Deskripsi Kemampuan Berpikir Divergen Siswa Dalam Menyelesaikan Soal Pada Materi Geometri Usman, Munjimayansari H.; Husniati, Andi; Gaffar, Abdul
Jurnal Riset dan Inovasi Pembelajaran Vol. 3 No. 1 (2023): Januari-April 2023
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v3i1.865

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir divergen siswa dalam menyelesaikan soal pada materi geometri kelas VIII SMP Negeri 3 Sungguminasa. Data yang dihasilkan dari penelitian ini berasal dari studi dengan pendekatan kualitatif. Oleh karena itu kami menggunakan wawancara berbasis tugas sebagai metode dalam mengumpulkan data. Subjek penelitian dipilih sebanyak 3 siswa yang mempunyai total jawaban benar yang paling banyak. Langkah-langkah yang dilakukan dalam menentukan subjek penelitian, yaitu: 1. Menetapkan kelas yang akan dijadikan subjek penelitian berdasarkan pertimbangan guru bidang studi matematika yaitu kelas yang mempunyai kemampuan matematika yang baik; 2. Memberikan tes kemampuan berpikir divergen kepada seluruh siswa berupa soal cerita bangun ruang sisi datar (kubus); 3. Setelah diberikan tes, pengambilan subjek dipilih sebanyak 3 siswa yang memenuhi indikator kemampuan berpikir divergen; 4. Selanjutnya melakukan wawancara kepada subjek untuk mendapatkan data yang lebih akurat. Teknik analisis data yang digunakan dalam penelitian ini yaitu Reduksi Data, Penyajian Data dan Penarikan Kesimpulan. Hasil penelitian dan pembahasan kemampuan berpikir divergen siswa pada kelas VIII C menunjukkan bahwa: (1) Pada soal nomor 1 Subjek Pertama (S1) mampu memenuhi indikator intuitive dan pada soal nomor 2 mampu memenuhi indikator unpredictable. (2) Pada soal nomor 1 Subjek Kedua (S2) mampu memenuhi indikator intuitive sedangkan pada soal nomor 2 indikator unpredictable tidak dipenuhi. (3) Pada soal nomor 1 Subjek Ketiga (S3) mampu memenuhi indikator intuitive dan pada soal nomor 2 mampu memenuhi indikator unpredictable. Terlihat bahwa S1 dan S3 mampu memenuhi 2 indikator, sedangkan S2 hanya mampu memenuhi 1 indikator. Dari penjelasan di atas dapat disimpulkan bahwa setiap subjek memiliki kemampuan berpikir divergen dalam menyelesaikan soal pada materi geometri yaitu bangun ruang sisi datar (kubus). Hasil penelitian ini diharapkan dapat menambah wawasan pemikiran dalam pengetahuan tentang kemampuan berpikir divergen dalam menyelesaikan soal pada materi geometri.
The Profile Of Secondary School Students’ Written Mathematical Communication Through Problem Solving Assessment Viewed From Differences In Mathematical Ability Usman, Muhammad Rizal; Husniati, Andi
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 1 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i1.729

Abstract

The aim of this study is to examine problem-solving assessments to measure the profile of students' written mathematical communication skills across low, medium, and high ability levels. The problem-solving assessment used includes a problem-solving test and an interview guide. This study is descriptive research with a qualitative approach. The research subjects consist of three students: one with low mathematical ability, one with medium mathematical ability, and one with high mathematical ability. High-ability students meet four indicators of written mathematical communication skills, which include writing down the known information and questions from the given problem and sketching a diagram, understanding mathematical ideas in planning and formulating rules or presenting formulas, interpreting information in carrying out the problem-solving plan, and reviewing/checking the correctness of the answers/conclusions. Medium-ability students meet one indicator of written mathematical communication skills, which is understanding mathematical ideas to plan and formulate rules or present formulas. Low-ability students do not meet any of the indicators of written mathematical communication skills
Learning Difficulties of Slow Learner Students Sabir, Andi Rifqah; Bahar, Baharullah; Husniati, Andi
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 2, September 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i2.30905

Abstract

This study aims to describe learning difficulties in children with special needs of slow learner type, especially in mathematics, through a systematic review of previous research, not based on classroom observations. The type of research used is library research with the Systematic Literature Review method. The data collection technique used is document study, while data analysis is carried out using qualitative content analysis approach. The results of this study reveal that students, including those with special needs of slow learner type, face various difficulties in the learning process at school. This progress is influenced by internal and external factors. Each student faces challenges in understanding concepts, applying principles, and solving verbal problems. This study also shows that students with special needs of slow learner type have difficulty in understanding mathematics lessons, one of which is seen from the level of student intelligence. Further research is needed to identify the factors that cause learning difficulties in students with special needs of slow learner type, so that solutions can be found to overcome obstacles in learning and improve their learning outcomes, especially in mathematics learning.
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.
Mathematical literacy analysis of climbers-type students in high school students kristiawati, Kristiawati; Husniati, Andi
Desimal: Jurnal Matematika Vol. 5 No. 1 (2022): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v5i1.10923

Abstract

Mathematics literacy is the ability of students to formulate, use and interpret mathematics in various contexts and hone reasoning. This helps the person to recognize the role of mathematics in life and to make judgments and decisions in a real and systematic way. This research aims to describe the Mathematics Literacy Ability of Climbers Type Students in High School Students. This school is one of the schools that applies PISA (Lesson from PISA) questions so that students at that school are familiar with such questions. This research is a descriptive research with a qualitative approach designed to determine the mathematics literacy ability of Climbers Type students based on their mathematics ability. Based on the results of the research, both subjects have the same mathematical literacy skills at levels 1 to 3, namely at level 1 both male and female subjects (a) Answer according to the relevant context and all relevant information, (b) Identify information and perform common ways based on clear instructions, (c) Shows an action according to the given stimulation. At level 2 both subjects were able (a) Interpret, (b) Choose relevant information, (c) Working on basic algorithms, using formulas, executing procedures or agreements, (d) Give proper reasons. At level 3 both subjects were able, (a) Carry out procedures clearly, (b) Solve the problem, (c) Interpret and use representations based on different sources of information, (d) Communicate the result of their interpretations and reasons. The difference in the ability of the two subjects lies in the steps in solving the problem. Female subjects answered in their own way and the settlement procedure used was incomplete while male subjects solved the problem in more detail according to the procedure.
THE NUMERACY LITERACY SKILLS OF VISUALLY IMPAIRED STUDENTS Haslinda, Haslinda; Husniati, Andi; Firdaus, Andi Mulawakkan
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.30376

Abstract

This study aims to analyze various studies on the numeracy literacy of blind students using the Systematic Literature Review (SLR) approach. The articles analyzed were selected based on inclusion criteria in the form of relevant research in the period 2017–2024, as well as exclusion criteria that include research that is not empirically based or does not focus on blind students. The analysis was conducted using a thematic synthesis approach to group the main findings from the reviewed literature. The results of the study indicate that the numeracy literacy skills of blind students are still below national education standards. The main difficulties they face lie in understanding abstract mathematical concepts, limited access to adaptive learning media, and lack of pedagogical support that suits their needs. Learning strategies that have been proven effective include the use of tactile methods such as jarimatika and braille media, technology-based approaches such as flipped classrooms and digital applications, and contextual learning that involves direct experience. Internal factors such as learning styles and motivation, as well as external factors such as teacher training and environmental support, greatly influence the achievement of numeracy literacy in blind students. This study shows the importance of a systematic and evidence-based approach in developing learning strategies for blind students. Therefore, increasing the accessibility of learning media and training for educators are important steps to create a more inclusive and effective learning environment.
Pengaruh Model Pembelajaran Teams Games Tournament (TGT) Berbasis Ice Breaking Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Jannah, Miftahul; Husniati, Andi; Sirajuddin
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 1 No 2 (2022): MARET
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v1i2.172

Abstract

The purpose of this study was to find out how the influence of the Teams Games Tournament (TGT) learning model with the help of Ice Breaking on mathematics learning outcomes for third-grade students of SDN No. 113 Inpres Laikang. This research is experimental research (pre-experimental design) with a one-group pretest-posttest design. The population of this study was class III SDN No. 113 Inpres Laikang. The sample in this study was taken with a saturated sample technique, namely: all students of class III SDN No. 113 Inpres Laikang, totaling 16 people. The method of collecting data on mathematics learning outcomes uses the pretest and posttest test methods with the instrument questions in the form of essays and a questionnaire whose instruments are in the form of statements. Data on mathematics learning outcomes were analyzed using descriptive and inferential statistical analysis (t-test). The results showed that there was an increase in the mathematics learning outcomes of the third-grade students of SDN No. 113 Inpres Laikang after the implementation of the Teams Games Tournament (TGT) learning model assisted by Ice Breaking with the pretest results obtained an average value of 42.13 and at the time of the posttest the average value of 74.63 was in the high category and student responses were obtained with an average value average 81.25. while inferential statistical analysis using the t-test formula, the obtained significance value is 0.000 <0.05 so it can be concluded that this value can prove that H_o is rejected and H_1 is accepted. Based on the results of this study, there is an effect of applying the Teams Games Tournament (TGT) learning model assisted by Ice Breaking on the mathematics learning outcomes of third-grade students at SDN No. 113 Inpres Laikang.
Co-Authors Abdul Gaffar Ardillah Wahyudi, Andi Baharullah Cahyani, Regita Firdaus, Andi Mulawakkan Haslinda Haslinda, Haslinda Ilham, Muh. Kristiawati Kristiawati Megawati - Miftahul Jannah Muzaini, Muhammad Sabir, Andi Rifqah Sirajuddin Sirajuddin Sirajuddin Usman, Muhammad Rizal Usman, Munjimayansari H. Zulfahmi Mustapa. R