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All Journal JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Penelitian Pembelajaran Matematika Sekolah Pakem : Jurnal Pengabdian Kepada Masyarakat
ningrum, yunia jumita
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Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PROSES BERPIKIR MAHASISWA CALON GURU DALAM MENGONSTRUKSI GRAFIK FUNGSI DENGAN MENGGUNAKAN KONSEP TURUNAN Agustinsa, Ringki; Maizora, Syafdi; Rusdi, Rusdi; ningrum, yunia jumita
JP2MS Vol 4 No 2 (2020): Agustus
Publisher : Program Studi S1 Pendidikan Matematika FKIP Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jp2ms.4.2.150-163

Abstract

ABSTRAKPenelitian ini bertujuan mengungkapkan proses berpikir mahasiswa calon guru dalam mengonstruksi grafik fungsi dengan menggunakan konsep turunan. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Adapun subjek penitian yaitu mahasiswa calon guru matematika yang sedang menempuh kuliah kalkulus diferensial sebanyak 6 orang dari 58 orang mahasiwa. Hasil penelitian menunjukkan bahwa mahasiswa calon guru sudah melakukan analisis pra kalkulus dan kalkulus dalam menggambat grafik. Meskipun masih terdapat kesalahan pada analisis yang telah dilakukkannya. Analisis yang dilakukan diantaranya menentukan kecekungan kurva, titik stationer, melakukan uji turunan pertama dan kedua. Dari hasil penelitian disimpulkan bahwa : 1) Untuk mengkonstruksi grafik dengan menggunakan kalkulus diperlukan analis pra kalkulus dan analisis kalkulus, 2) subjek penelitian masih mengalami beberpa kesalahan konsep dalam analisis prakalkulus dan kalkulus. Hal ini akan menyebabkan kesalahan dalam menggambar grafik, 3)data hasil analisis tidak digunakan secara utuh oleh subjek penelitian ketika menggambar grafik fungsi.Kata kunci : Grafik fungsi, Konsep turunan, Proses berpikir
PENGUATAN KEMAMPUAN BERPIKIR MATEMATIS UNTUK OLIMPIADE MATEMATIKA Umbara, Hanifa Dina Aulia Dewi; Ningrum, Yunia Jumita; Rachmi, Cut Nadia; Bulubaan, Santy; Syaputra, Muhammad Rizky; Putri, Nadyati; Rahmatin, Tsania; Jupri, Al; Kusnandi, Kusnandi
PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2025): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.5.2.109-120

Abstract

This community service aims to improve the mathematical thinking competence of teachers and students in facing mathematical Olympiads through two main activities: training for teachers and mathematical Olympiad coaching for students. Strengthening mathematical thinking competency is very important in preparing teachers and students to face the challenges of mathematics olympiads that demand high-level understanding, analysis, and problem solving. This activity was carried out by students of the Master's Program in Mathematics Education at Universitas Pendidikan Indonesia, with a focus on strengthening mathematical thinking strategies and developing skills to tackle mathematical Olympiad problems. The training for teachers was conducted online for 4.5 hours and attended by 530 participants from across Indonesia, while the student coaching took place at SMAN 1 Katapang for 5 hours with 19 participants. Quantitative evaluation through closed-ended questionnaires showed that the activity succeeded in suporting teachers’ mathematical thinking competencies and supporting students in solving olympiad-level problems. The collaboration between academics and educational practitioners in this activity is expected to make a significant contribution to improving the quality of mathematics education in Indonesia and strengthening students' competitiveness in mathematical Olympiads even on an international scale
Epistemological Obstacles in Solving PISA Adapted Problems on System of Linear Equations In Two Variables Ningrum, Yunia Jumita; Dasari, Dadan; Prabawanto, Sufyani
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 4 (2025): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i4.31718

Abstract

This study aims to identify and analyze the epistemological obstacles encountered by junior high school students when solving PISA-based mathematical literacy problems on the topic of System of Linear Equations in Two Variables (SLETV), viewed from the perspective of PISA competency levels. The research seeks to contribute to the development of more effective mathematics instruction. This study is deemed essential because epistemological obstacles can hinder students' ability to apply mathematical concepts in real-world contexts an ability that is central to international assessments such as PISA. A qualitative approach was employed through Didactical Design Research (DDR), involving 23 ninth-grade students. Data were collected through a written test consisting of a mathematical literacy problem adapted from PISA items, and supported by interviews and classroom observations. The data were analyzed using qualitative descriptive methods, focusing on students’ thinking processes and emerging error patterns. The findings reveal that students encounter various epistemological obstacles across all PISA competency levels (1b to 6), such as conceptual misconceptions, procedural errors, and difficulties in translating contextual information. At the lower levels (1b–3), students struggled to formulate basic algebraic models and perform arithmetic operations. At the higher levels (4–6), they experienced challenges in handling complex calculations, verifying solutions, and applying reasoning in abstract or multi-step situations. These obstacles stem from fragmented prior knowledge, limited exposure to contextual problems, and a lack of reflective habits. This study highlights the importance of integrating authentic real-world problems, providing systematic scaffolding, and fostering continuous self-verification practices in instructional design. The findings offer practical insights for developing targeted pedagogical interventions to enhance students' mathematical literacy and better prepare them to tackle SLETV problems in contexts similar to those featured in PISA.
Co-Authors Agustinsa, Ringki Bulubaan, Santy Dadan Dasari Kusnandi Kusnandi, Kusnandi Putri, Nadyati Rachmi, Cut Nadia Rahmatin, Tsania Rusdi Rusdi Sufyani Prabawanto, Sufyani Syafdi Maizora Syaputra, Muhammad Rizky Umbara, Hanifa Dina Aulia Dewi