Article Per Year (5 Year)
p-Index From 2021 - 2026
4.462
P-Index
This Author published in this journals
All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Kreatif Tadulako Online Jurnal Pendidikan Matematika RAFA Jurnal Gantang Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Prima: Jurnal Pendidikan Matematika Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Panrannuangku Jurnal Pengabdian Masyarakat Edumatika Indonesian Journal of Research and Educational Review (IJRER) JME (Journal of Mathematics Education) Jurnal Tadris Matematika (JTMT) Jurnal Pendidikan MIPA AKSIOMA
Alfisyahra, Alfisyahra
Unknown Affiliation
Religion Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

Published : 34 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 34 Documents
Search

 1   2   3   4 
PROFIL KOMUNIKASI MATEMATIS SISWA SMP NEGERI 3 PALU DALAM MENYELESAIKAN SOAL CERITA LINGKARAN DITINJAU DARI GAYA BELAJAR Nurafni, Nurafni; Hasbi, Muh.; Alfisyahra, Alfisyahra; Murdiana, I Nyoman
Aksioma Vol. 14 No. 2 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i2.5305

Abstract

This research aims to obtain a description of the mathematical communication of class VIII B students at SMP Negeri 3 Palu in solving circle story problems. This type of research is descriptive qualitative. The subjects of this research were students in class VIII B of SMP Negeri 3 Palu who had visual, auditory and kinesthetic learning styles. Data was collected through written assignments and interviews. The results of this research show that (1) The mathematical communication profile of visual subjects in solving circle story problems in indicator I; The subject writes down and is able to explain the information that is known and asked completely, using known mathematical symbols. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration of the question being asked. In indicator III; The subject is able to write down the formula he uses, write the formula that suits the question, namely the circle formula. Then, in the completion steps, the subject understands the multiplication of powers so that the answer obtained by the subject is correct. In indicator IV; The subject concludes the answer obtained at the end of the solution. On the V indicator; the subject concludes the results obtained correctly. In indicator VI; The subject gives a correct opinion regarding the results of solving the questions that have been worked on. (2) Mathematical communication profile of auditory subjects in solving circle story problems in indicator I; The subject writes down and is able to explain the information that is known and asked completely, using mathematical symbols to write down what is known. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration from the problem of the illustration being depicted. In indicator III; The subject is able to write and explain the formula, the formula written by the subject is the circle formula, then complete the steps in the problem being asked. In indicator IV; the subject is mistaken in adding up the final multiplication results of the question being asked, and does not conclude the answer obtained at the end of the solution. On the V indicator; the subject concludes the results obtained correctly. In indicator VI; The subject gives a correct opinion regarding the results of solving the questions that have been worked on. (3) Mathematical communication profile of kinesthetic subjects in solving circle story problems in indicator I; The subject writes and is able to explain the information that is known and asked about completely, even though he does not use mathematical symbols to write down what is known. In indicator II; The subject describes an illustration along with information on the illustration, and is able to explain how to draw an illustration of the question being asked. In indicator III; The subject can write and explain the formula he uses in solving the problem. Write down the appropriate formula to solve the problem. Write down the complete steps in solving the problem. But in indicator IV; The subject is mistaken in adding up the final product of the question being asked. And do not conclude the answers obtained at the end of the solution. On the V indicator; The subject concluded that he could not solve the problem correctly and the final results obtained were not accurate. In indicator VI; The subject gives a wrong opinion regarding the results of solving the questions that have been worked on.
ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM SOAL TURUNAN BERDASARKAN KELOMPOK GENDER MASCULINE Amelia, Kadek Devy; Lefrida, Rita; Alfisyahra, Alfisyahra; Pathuddin, Pathuddin
Aksioma Vol. 14 No. 2 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i2.5308

Abstract

This research aims to obtain a profile of students' Mathematical Communication Skills in derivative problems. Based on the Masculine Gender Group. The research uses a descriptive qualitative approach. The subjects in the research were three people from class XI students at SMA Negeri 1 Sigi. Subject selection is based on masculine gender. Data collection techniques include written tests, interviews and discussions. The research method uses within-method triangulation. The research results showed that (1) students with masculine gender stated the information in the questions using their own language, repeated their friends' explanations, wrote down ideas for solving derivative questions and wrote down the reasons for each step in solving the questions. clear (2) students with masculine gender can read the symbols contained in the derivative questions, write limit notation, explain the meaning of the graph in the picture. This subject can also repeat the explanation of the theme. Furthermore, (3) students with masculine gender can make conclusions from solving questions.
Analisis kesalahan siswa dalam menyelesaikan soal invers matriks pada kelas XI SMAN 4 Palu Almahdali , Muh Ikbal; Pathuddin, Pathuddin; Alfisyahra, Alfisyahra; Lefrida , Rita
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 10 No 1 (2024): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v10i1.22258

Abstract

The aim of the research is to summarize the experiences of grade 11 students at SMA Negeri 4 Palu based on Newman's theory. This type of research is descriptive, using a qualitative approach. The research subjects were two students selected from 35 class XI students. The findings of this research are as follows: (1) Not a single subject experienced errors in reading the lesson material, because at that time every subject was considered able to read the lesson material correctly. (2) Not a single subject made a mistake in understanding, as seen in the interview phase. All research subjects were able to provide understandable and questionable information regarding the subject. (3) Each research subject carries out transformation error correction. This transformation error is characterized by the failure of a subset that reduces the problem of the mathematical model. (4) Process skills errors were made by each research subject. This is explained by the subject's understanding of the steps taken in answering the question, but most of it is caused by the subject's errors occurring in the transformation step and the subject being unable to solve mathematical problems accurately. (5) an error in writing the final answer (encoding error) was made by each research subject; This is differentiated by the fact that there are subjects who do not determine the final results of their learning and there are also subjects who fail to determine the final results due to errors in the previous stage.
Profil penyelesaian soal SPLDV berdasarkan teori apos ditinjau dari kemampuan matematika siswa Yunita, Rezki Lola; Pathuddin, Pathuddin; Alfisyahra, Alfisyahra; Lefrida , Rita
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 10 No 1 (2024): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v10i1.22260

Abstract

This research was conducted to obtain descriptions of students in solving systems of two-variable linear equations (SPLDV) based on APOS theory in terms of mathematical ability. This type of research is descriptive with a qualitative approach. The subjects in this research were 3 students in class VIII B of SMPN 20 Palu in the odd semester 2023/2024 consisting of 1 student with high mathematics ability, 1 student with moderate mathematics ability, and 1 student with low mathematics ability. Data in the research were collected through written tests and interviews with subjects. The research results show that: (1) Students with high mathematical abilities can solve SPLDV questions by achieving all stages of APOS theory (action, process, object, and scheme); (2) Students with moderate mathematical abilities can solve SPLDV questions but have not been able to reach all stages of APOS theory, students with moderate mathematical abilities are only able to reach the APO stage (action, process and object); (3) Students with low mathematical abilities have not been able to solve SPLDV questions and are only able to reach the action stage at the APOS theory stage.
Co-Authors Ain, Nur' Almahdali , Muh Ikbal Amelia, Kadek Devy Amelia, Reski Amelia, Risna Anggraini Anggraini Desti, Desti Ermayanti, Ni Luh Evie Awuy Fajriani Fajriani Galu Parwati Gandung Sugita Hermin, Arwini Puspita I Nyoman Murdiana Ibni Hadjar Indriana Indriana, Indriana Kanarasi, Yabes Maxrobin Karniman, Tegoeh S. Khasanah, Tri Nur Lefrida , Rita Linawati Linawati Ma'abud, Yusril Y Martina Martina Meinarni, Welli Muazin, Muhammad Mubarik Mubarik Muh. Hasbi MUSTAMIN IDRIS Nasir, Rahma Nita Nita NurAfni NurAfni Nurhikma, Nurhikma Nurul Inayah Pasandaran, Rio Fabrika Pathuddin Pathuddin, Pathuddi Permata, Dyah Purwanindina, Atila Maheswari Dewi Rita Lefrida Rizal, Muh Rumi, Moh. Fadhel Sabila B, Dini Nurul Sakinah Sakinah Sarita, Rahma Sinta, Selviana Sitti Nurhaliza Suciati, Indah Tawil, Akhyar H.M Ulfiana, Dewi Wirdania, Wirdania Yunita, Rezki Lola