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All Journal AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Kognitif: Jurnal Riset HOTS Pendidikan Matematika AFORE: Jurnal Pendidikan Matematika Ar-Riyadhiyyat: Jurnal Pendidikan Matematika IndoMath: Indonesia Mathematics Education
Ulfa, Nadia
Universitas Pendidikan Indonesia
Humanities Computer Science & IT Education Library & Information Science Mathematics Social Sciences Other

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Analisis Hambatan Belajar Pada Materi Pecahan Ulfa, Nadia; Jupri, Al; Turmudi, Turmudi
RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION Vol 7, No 2 (2021)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v7i2.8509

Abstract

The basic concepts that students have in mathematics need more attention because these basic concepts will have an influence in understanding other mathematical concepts at a higher level. One of the basic concepts in mathematics is the concept of fractions. The concept of fractions was chosen in this study because of several things, first, fractions are an important concept in mathematics, second, the concept of fractions is one of the first abstract concepts that students learn in mathematics, and third, there are still many students who make mistakes when working on problems related to fractions. This study used a qualitative method with a case study design and involved 31 students of grade 7 junior high school in Bandung district. The triangulation technique used in this study is observation, tests, and interviews. The results showed that three were learning obstacle that was found by students including, 1) Ontogenic obstacle which is psychological, where students had weak motivation when learning the concept of fractions, 2) didactical obstacle, where students only gathered on procedural knowledge when learning the concept of fraction, and 3) epistemological obstacle, where there is a limited understanding of students regarding the operations of counting integers with fractions
ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL MATERI LINGKARAN YANG DILAKUKAN OLEH SISWA SMP BERDASARKAN TAHAPAN KASTOLAN Nadia Ulfa; Darhim; Kartika Yulianti; Ulfah Nur Azizah; Fitri Rahmawati; Yusuf Adhitya; Nurmala Setianing Putri; Bill Chairy Rizki Bustaren
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 11 No. 3 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kemampuan siswa SMP dalam memahami konsep geometri masih tergolong rendah. Hal ini harus segera diatasi dikarenakan geometri memiliki kedudukan penting untuk diajarkan di sekolah mengingat bahwa konsep geometri sering dimanfaatkan dalam berbagai aspek kehidupan. Tujuan penelitian ini adalah untuk menganalisis kesalahan siswa dalam menyelesaikan soal lingkaran yang merupakan salah satu materi dalam konsep geometri. Penelitian ini menggunakan metode kualitatif yang melibatkan 30 siswa kelas 8 di salah satu SMP kota Bandung. Triangulasi dalam pengumpulan data meliputi (1) pemberian instrumen tes kemampuan pemahaman matematis siswa terkait materi lingkaran, dan (2) instrumen non tes yang meliputi pedoman observasi dan wawancara siswa, serta studi dokumen. Berdasarkan hasil temuan dan pembahasan pada penelitian ini, diperoleh informasi bahwa dalam menyelesaikan soal lingkaran, kesalahan siswa teridentifikasi dalam 2 bentuk kesalahan dari 3 kesalahan yang dapat dikategorikan melalui tahapan Kastolan yaitu kesalahan konseptual yang meliputi kesalahan dalam menentukan definisi juring, kesalahan dalam menentukan rumus panjang busur lingkaran, dan lain-lain; serta kesalahan prosedural yang meliputi kesalahan yang diakibatkan karena tidak teraturnya langkah-langkah pengerjaan soal, dan kesalahan yang diakibatkan karena ketidaktelitian siswa memahami soal dan dalam melakukan perhitungan.
The Analysis of learning interest in three-dimensional material (Utilizing Augmented Reality Features in Geogebra 3D) Rukmana, Indra; Rosmayanti, Imalia Dwi; Nurizza, Shendy Septyaneu; Apriani, Meta; Latifah, Afiatul; Scarayu, Hana Mutiara; Masta, Al Azhary; Ulfa, Nadia; Taqiyuddin, Muhammad
IndoMath: Indonesia Mathematics Education Vol 8, No 1 (2025): February 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v8i1.133

Abstract

This research is motivated by the results of observations which show that the results of the three-dimensional daily assessments and end-of-semester assessments are still not optimal. This is influenced by several factors, especially the student's interest in learning in class. They still have difficulty visualizing the three dimensions so in calculating the questions given, they still experience difficulties completing them. Three-dimensional material requires a good understanding of the shapes of three-dimensional space and related concepts. Therefore, the Augmented Reality (AR) feature is needed in the Geogebra application. This research aims to analyze students' learning interests by using the Augmented Reality (AR) feature in the Geogebra application. This research used a qualitative approach where the research subjects were 61 students consisting of 33 students in class XII IPA 1 and 28 students in class XII IPS 1 at SMAIT Raudhatul Jannah Cilegon. The research results show that the presentation of each indicator on the student interest scale questionnaire has an average of 80.19%, which means that almost all students already have an interest in learning three-dimensional material using the Augmented Reality (AR) feature in the Geogebra application. It is hoped that other researchers can develop the results of this research, as well as improve the quality of learning, especially in mathematics learning with the help of the Geogebra application to increase insight.
ANALISIS PERSPEKTIF GURU MATEMATIKA SMP DI KABUPATEN BOGOR TERHADAP STEM CHALLENGE SEBAGAI ASESMEN DALAM PEMBELAJARAN MATEMATIKA Bustaren, Bill Chairy Rizki; Priatna, Nanang; Putri, Nurmala Setianing; Ulfa, Nadia
Afore : Jurnal Pendidikan Matematika Vol 4 No 1 (2025): AFORE : Jurnal Pendidikan Matematika
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/afore.v4i1.2901

Abstract

This study aims to analyze the perspectives of junior high school mathematics teachers in Bogor Regency regarding the implementation of the STEM Challenge as an alternative assessment in mathematics learning. This research uses a qualitative approach with a phenomenological method. Data were collected through open-ended questionnaires, in-depth interviews, and document studies. The results of the study reveal three findings: (1) teachers assess that the STEM Challenge is quite appropriate and has the potential to assess students' abilities, especially related to 21st century skills such as critical thinking, creativity, communication, and collaboration; (2) many teachers realize that conventional assessments (written tests) have limitations as they tend to focus only on cognitive aspects; and the last, (3), although the STEM Challenge is considered a good alternative assessment, teachers also expressed Challenges and obstacles in its implementation, including limitations in infrastructure, lack of learning time, and the need for adaptation for teachers and students. This research recommends the need for policy support, teacher training, and the provision of resources so that the STEM Challenge can be effectively implemented in order to make assessments in mathematics learning more contextual and meaningful.
Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Aljabar dan Geometri Ditinjau dari Learning Obstacle Epistemologis dan Ontogeni Ulfa, Nadia; Hamdi, Deva Musthofal
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 2 (2025): April - June 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i2.3346

Abstract

Transformasi pendidikan di Era Society 5.0 semakin nyata sampai saat ini belum ditemukan cara mutlak menghindari learning obstacles, terutama dalam pembelajaran matematika yang selama ini identik dengan hafalan prosedural. Tantangan mendasar semakin nyata dihadapi ketika berkaitan learning obstacles epistemik. Diakibatkan terbiasa berpikir intuitif yang tidak sesuai dengan struktur konseptual matematika formal. Riset ini dilakukan untuk menganalisis bentuk-bentuk epistemik hambatan belajar soal aljabar dan geometri serta bagaimana hal ini memengaruhi representasi dan pemahaman mereka. Kami menggunakan pendekatan kualitatif deskriptif dengan desain cased study serta melibatkan 43 mahasiswa Program Studi Pendidikan Matematika di salah satu perguruan tinggi negeri. Data diagnostik dikumpulkan dari hasil pengerjaan soal mahasiswa, lalu dianalisis secara tematik dengan representasi matematis. Kami menemukan bentuk-bentuk learning obstacles epistemik dan ontogeni, dari salah konsep dasar logaritma, bentuk aljabar, dan kedudukan bangun geometri akibat salah memilih representasi yang sesuai atau gagal merelasionalisasikan. Penyelesaian prosedural dilalui banyak mahasiswa tanpa paham prinsip secara mendalam. Selain itu, dibutuhkan intervensi didaktik yang tidak hanya menekankan pada latihan teknis, tetapi juga membangun kesadaran epistemologis. Agar mahasiswa dapat merefleksikan dan merekonstruksi pemahaman mereka. Lebih lanjut, dibutuhkan pengembangan desain pembelajaran yang berorientasi secara eksplisit pada perubahan cara berpikir konseptual sebagai respons terhadap kebutuhan pendidikan era Society 5.0.
Analyzing Epistemological Learning Obstacles on Limit Concept Using AVAE Framework in Prospective Mathematics Teacher Ulfah Nur Azizah; Encum Sumiaty; Nadia Ulfa
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.6243

Abstract

This study aims to identify the epistemological learning obstacles experienced by prospective mathematics teacher students in understanding the concept of limits in Calculus 1 lectures and the concept of limits. The primary focus of the analysis was conducted based on the categories of AVAE ERRORS (ARITH, VAR, AE, and EQS) related to the student's algebraic ability. The method employed was qualitative research involving 38 prospective mathematics teachers from one of the universities in West Java. Data was collected through written tests and confirmation interviews. The results showed that the most dominant epistemological learning obstacles were in the categories of AE (errors in algebraic expressions) and ARITH (arithmetic errors). These findings suggest that students struggle to apply prerequisite knowledge effectively to more complex limit problems. Therefore, a learning approach is needed that emphasizes not only algebraic procedures but also a deep conceptual understanding of the concept of limits.
Co-Authors Apriani, Meta Bill Chairy Rizki Bustaren Bustaren, Bill Chairy Rizki Darhim Darhim Encum Sumiaty, Encum Fitri Rahmawati Hamdi, Deva Musthofal Indra Rukmana, Indra Kartika Yulianti Latifah, Afiatul Masta, Al Azhary Muhammad Taqiyuddin Nanang Priatna Nurizza, Shendy Septyaneu Nurmala Setianing Putri Rosmayanti, Imalia Dwi Scarayu, Hana Mutiara Turmudi Ulfah Nur Azizah Ulfah Nur Azizah Yusuf Adhitya