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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Union: Jurnal Ilmiah Pendidikan Matematika PRISMA Arithmetic : Academic Journal of Math Range : Jurnal Pendidikan Matematika Jurnal PEKA (Pendidikan Matematika) Pedagogy : Jurnal Pendidikan Matematika Jurnal Tumbuh Kembang Anak Usia Dini International Journal of Research in Mathematics Education
Muhassanah, Nur'aini
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Analysis of student errors based on Polya’s steps in three-dimensional geometry Muhassanah, Nur'aini; Setiani, Ana
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17575

Abstract

Students often experience difficulties in learning mathematics, particularly in solving word problems. Consequently, students make many errors when answering story questions in mathematics. The aim of this research is to describe students' mistakes according to Polya's theory in solving story problems on three-dimensional geometry materials. Student mistakes identified in Polya's theory include: understanding the problem, planning a solution, implementing the solution plan, and re-examining the obtained solution. The research method used is descriptive qualitative. The technique used is an interactive data analysis model from Miles & Huberman, which consists of four steps in analysis activities: data collection, data reduction, data presentation, and conclusion synthesis. The subjects of this research were 20 students from the Elementary School Teacher Education Study Program. The instruments used in this research are tests in the form of problem-solving questions and non-test instruments, including interviews. The results of the research indicate that many students made errors during the re-examination stage, primarily due to a lack of thoroughness in recording the conclusions from their calculations. For this reason, it is necessary to develop learning methods or models that improve the ability to understand concepts, use a variety of problem-solving strategies, and develop thinking process skills that can help reduce errors in solving mathematical problems.
Analisis Penilaian Afektif Pembelajaran Daring Menggunakan Learning Management System (LMS) pada Mata Pelajaran Matematika Muhassanah, Nur'aini; Kartika, Dwiani Listya
ARITHMETIC: Academic Journal of Math Vol. 3 No. 2 (2021)
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ja.v3i2.3420

Abstract

The purpose of this study was to describe affective assessment in mathematics subjects using LMS media as a media to support learning activities between students and teachers in online learning. The subjects of this study were 214 students who were divided into five classes in class XI IPA SMA Negeri 1 Purbalingga. This research was conducted in July – September 2021. The data in this study were obtained from the results of filling out questionnaires related to affective assessment in online learning. The scale used to measure the affective aspect of the activities of an object is the Likert scale. The data analysis technique used descriptive statistical methods. The results showed that the implementation of the affective domain assessment in online learning through the Learning Management System (LMS) in the mathematics subjects of class XI science students at SMA Negeri 1 Purbalingga was running well. Teachers and students can already use the application as expected so that students can follow the learning well. With the LMS, it is easier for students to understand the material, get assignments and assessments and can interact and discuss with the teacher smoothly. In addition, students also remain highly motivated even though learning cannot be done face-to-face.
Teachers’ Experiences with Students’ Learning Obstacles in Geometric Thinking: Insights from the van Hiele Framework Muhassanah, Nur'aini; Muhammad 'Azmi Nuha; Riski Aspriyani
International Journal of Research in Mathematics Education Vol. 3 No. 2 (2025)
Publisher : Faculty of Tarbiya and Teacher Trainning, Universitas Islam Negeri Prof. K.H. Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/ijrme.v3i2.15429

Abstract

Understanding geometric concepts is often a challenge for students because it requires spatial thinking and deductive reasoning skills that develop gradually. This study aims to describe the barriers to student learning in geometric thinking based on teacher perceptions using van Hiele's theoretical framework. The research approach used was qualitative with a phenomenological design, involving 49 junior high school mathematics teachers from 35 schools across seven districts. Data were collected through questionnaires and in-depth interviews, then analyzed thematically. Interview data was collected from only six teachers selected through purposive sampling. The results of the study showed that students' learning barriers increased as their geometric thinking level increased. At level 0 (Visualization), the barriers were low (58.63%) because students were still able to recognize shapes visually. At level 1 (Analysis), the barriers increased to 64.61% (high category) because students had difficulty finding relationships between the properties of shapes. At level 2 (Informal Deduction), the barriers reached 72.48% (high category), especially in the use of formal mathematical language and the preparation of logical arguments. In addition, the results showed that epistemological barriers were related to weak mastery of basic concepts, ontological barriers were related to misclassification of geometric objects, and didactic barriers stemmed from external factors such as learning strategies and learning motivation. Overall, these results emphasize the need for contextual, tiered, and exploratory geometry learning designs to reduce learning barriers at every level of student thinking.
Application of the Kahoot game-based problem-based learning model to increase motivation and learning achievement in the calculus Muhassanah, Nur'aini; Kartika, Dwiani Listiya
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15949

Abstract

The purpose of this study is to raise student achievement and learning motivation by implementing problem-based learning based on the Kahoot game. This research was carried out from February to April 2023. This type of research is classroom action research, which consists of 2 cycles, each with four stages: planning, implementing, observing, and reflecting. This research was conducted on 12 students of the mathematics study program, even in the semester 2022/2023, who took the Calculus 2 course. Data collection techniques were tests and observations. The results of this research are as follows: 1) There was an increase in learning achievement after implementing the Kahoot game-based problem-based learning model seen from the class average before learning. 57.87 and after cycles I and II, with a class average of 71.5 and 80.25. 2) increase student learning motivation. This is indicated by the results of the learning motivation data before the research, which met the good enough criteria; as many as seven students (58.33%) and five students (41.67%) met the good criteria. After taking action, eight students (66.67%) fell into the good criteria, and four (33.33%) fell into the very good criteria.
PENGARUH SELF EFFICACY TERHADAP PENALARAN STATISTIS MAHASISWA Riski Aspriyani; Muhassanah, Nur'aini
Pedagogy: Jurnal Pendidikan Matematika Vol. 11 No. 1 (2026): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/tej2hc49

Abstract

Penelitian Ex Post Facto  ini bertujuan untuk mengetahui pengaruh self-efficacy terhadap penalaran statistis dan bagaimana hubungan antara kedua variabel tersebut. Populasi dalam penelitian ini adalah sebanyak 576 mahasiswa angkatan 2024/2025 diambil sampel menggunakan teknik purposive sampling sebanyak 40 mahasiswa. Data induk penelitian diambil menggunakan instrumen angket untuk self-efficacy dan instrumen tes untuk penalaran statistis yang sebelumnya telah dilakukan uji kelayakan instrumen validitas dan reliabilitas. Uji hipotesis menggunakan uji regresi linear sederhana dengan prasyarat uji normalitas dan uji linearitas terpenuhi. Hasil analisis regresi linear sederhana diperoleh baha nilai sig. 0.043<0.05 atau nilai Fh= 4.385 > 4.091 akibatnya H0 ditolak, sehingga diperoleh kesimpulan bahwa terdapat pengaruh signifikan antara self-efficacy terhadap penalaran statistis mahasiswa. Besaran self efficacy mempengaruhi penalarn statistis sebesar (R2) 10.3%. Persamaan regresi linear diketahui bahwa . Persamaan ini memiliki arti bahwa setiap penambahan satu self-efficacy akan bertambah sebanyak 0.285 penalaran statistis. Kekuatan hubungan (Rxy) sebesar 0.332 yang berarti semakin tinggi nilai self-efficacy akan semakin tinggi pula nilai penalaran statistis, begitu juga semakin rendah self-efficacy yang dimiliki akan semakin rendah penalaran statistisnya.
Co-Authors Afifah Hayati Ambar Winarni Ambar Winarni Dwiani Listya Kartika, Dwiani Listya Harini, Lusi Kartika, Dwiani Listiya Listiya Kartika, Dwiani Muhammad 'Azmi Nuha Muhammad Nur Rizal Novi Andri Nurcahyono Nur Agustiani Riski Aspriyani Septiani, Eka Setiani, Ana Siti Inayah Yulianti Yulianti