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The capacity of Islamic senior high school students to comprehend mathematical ideas and solve matrix problems Handayani, Ucik Fitri; Anggraini, Lailatul
Journal Focus Action of Research Mathematic (Factor M) Vol. 6 No. 1 (2023)
Publisher : IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/factor_m.v6i1.1056

Kemampuan pemahaman konsep dalam mata pelajaran matematika sangat diperlukan oleh setiap siswa. Tujuan penelitian ini untuk mendeskripsikan kemampuan pemahaman konsep matematis siswa MA dalam menyelesaikan soal matriks. Penelitian dilaksanakan pada 53 siswa kelas XI di MA Mambaul Ulum Banjarejo. Teknik pengumpulan data yang digunakan adalah tes dan wawancara. Hasil penelitian yakni Kemampuan pemahaman konsep matematis siswa dalam setiap indikator berbeda-beda. Persentase indikator kemampuan pemahaman konsep siswa pada indikator ke-1 yakni 72%, indikator ke-2 yakni 93%, indikator ke-3 yakni 83%, indikator ke-4 yakni 88%, indikator ke-5 yakni 60%, indikator ke-6 yakni 55% dan indikator ke-7 yakni 60%. Persentase indikator kemampuan pemahaman konsep matematis siswa yang paling tinggi adalah merepresentasikan suatu konsep dalam berbagai bentuk matematis. Sedangkan, persentase indikator kemampuan pemahaman konsep siswa yang paling rendah yakni menerapkan prosedur atau operasi matematika dalam menyelesaikan soal. Guru dalam proses pembelajaran disarankan untuk tidak hanya menekankan pada hafalan, akan tetapi pada pemahaman konsep siswa. The ability to understand concepts in mathematics is needed by every student. The purpose of this study was to describe the ability to understand mathematical concepts of MA students in solving matrix problems. The research was conducted on 53 students of class XI at MA Mambaul Ulum Banjarejo. Data collection techniques used were tests and interviews. The results of the research are the ability to understand students' mathematical concepts in each indicator is different. The percentage of students' concept understanding ability indicators on the 1st indicator is 72%, the 2nd indicator is 93%, the 3rd indicator is 83%, the 4th indicator is 88%, the 5th indicator is 60%, the 3rd indicator 6 is 55% and the 7th indicator is 60%. The highest percentage of student's ability to understand mathematical concepts is representing a concept in various mathematical forms. Meanwhile, the lowest percentage of students' concept comprehension indicators is applying mathematical procedures or operations in solving problems. Teachers in the learning process are advised not only to emphasize memorization but also to understand students' concepts.

Students' errors in solving linear program problems according to Newman's Theory in terms of gender Handayani, Ucik Fitri; Anggraini, Lailatul
Journal Focus Action of Research Mathematic (Factor M) Vol. 7 No. 1 (2024)
Publisher : IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v7i1.1981

Tujuan penelitian yakni untuk mendeskripsikan kesalahan siswa dalam memecahkan masalah kontekstual program linear menurut Teori Newman ditinjau berdasarkan jenis kelamin. Penelitian ini termasuk kualitatif deskriptif. Subjek penelitian ini 21 siswa perempuan dan 10 siswa laki-laki kelas XI IPA MA Mambaul Ulum. Pengumpulan data melalui tes satu masalah dan wawancara terstruktur. Validasi instrumen dilaksanakan kepada dosen ahli. Analisis data menggunakan reduksi data, penyajian dan penarikan kesimpulan, sedangkan pengecekan keabsahan data menerapkan triangulasi teknik. Hasil penelitian menunjukkan kesalahan siswa perempuan berada pada kategori cukup sedangkan siswa laki-laki berada pada kategori sangat tinggi. Kesalahan paling tinggi siswa perempuan pada kesalahan perhitungan dan penulisan jawaban, sedangkan siswa laki-laki paling tinggi pada kesalahan transformasi. Siswa laki-laki melakukan kesalahan pada semua indikator. Tidak ada siswa perempuan dengan kesalahan membaca. Guru dapat membiasakan permasalahan matematika kontekstual kepada siswa agar terbiasa dan meminimalisir kesalahan. Penelitian terbatas pada analisis kesalahan siswa, untuk penelitian selanjutnya dapat dilakukan strategi untuk meminimalisir kesalahan siswa. The aim of this research is to describe students’ errors in solving linear programmes contextual problems according to Newman's Theory based on gender. This research is descriptive qualitative. The subjects of this research were 21 female students and 10 male students of class XI IPA MA Mambaul Ulum. Data were collected through one problem test and structured interview. Instrument validation was carried out to expert lecturers. Steps in data analysis are data reduction, presentation and conclusion drawing, while data validity test applied triangulation technique. The results showed that the average percentage of female students' errors was a moderate category, while male students were classified as very high. The highest error of female students in calculation errors and answer writing, while male students are highest in transformation errors. Male students made errors in all indicators. There were no female students with reading errors. Teachers can familiarise contextual mathematics problems to students to get used to and minimise errors. The research is limited to analysing student errors, for further research, strategies can be carried out to minimize student errors.

Students' errors in solving linear program problems according to Newman's Theory in terms of gender Handayani, Ucik Fitri; Anggraini, Lailatul
Journal Focus Action of Research Mathematic (Factor M) Vol. 7 No. 1 (2024): June 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v7i1.1981

Tujuan penelitian yakni untuk mendeskripsikan kesalahan siswa dalam memecahkan masalah kontekstual program linear menurut Teori Newman ditinjau berdasarkan jenis kelamin. Penelitian ini termasuk kualitatif deskriptif. Subjek penelitian ini 21 siswa perempuan dan 10 siswa laki-laki kelas XI IPA MA Mambaul Ulum. Pengumpulan data melalui tes satu masalah dan wawancara terstruktur. Validasi instrumen dilaksanakan kepada dosen ahli. Analisis data menggunakan reduksi data, penyajian dan penarikan kesimpulan, sedangkan pengecekan keabsahan data menerapkan triangulasi teknik. Hasil penelitian menunjukkan kesalahan siswa perempuan berada pada kategori cukup sedangkan siswa laki-laki berada pada kategori sangat tinggi. Kesalahan paling tinggi siswa perempuan pada kesalahan perhitungan dan penulisan jawaban, sedangkan siswa laki-laki paling tinggi pada kesalahan transformasi. Siswa laki-laki melakukan kesalahan pada semua indikator. Tidak ada siswa perempuan dengan kesalahan membaca. Guru dapat membiasakan permasalahan matematika kontekstual kepada siswa agar terbiasa dan meminimalisir kesalahan. Penelitian terbatas pada analisis kesalahan siswa, untuk penelitian selanjutnya dapat dilakukan strategi untuk meminimalisir kesalahan siswa. The aim of this research is to describe students’ errors in solving linear programmes contextual problems according to Newman's Theory based on gender. This research is descriptive qualitative. The subjects of this research were 21 female students and 10 male students of class XI IPA MA Mambaul Ulum. Data were collected through one problem test and structured interview. Instrument validation was carried out to expert lecturers. Steps in data analysis are data reduction, presentation and conclusion drawing, while data validity test applied triangulation technique. The results showed that the average percentage of female students' errors was a moderate category, while male students were classified as very high. The highest error of female students in calculation errors and answer writing, while male students are highest in transformation errors. Male students made errors in all indicators. There were no female students with reading errors. Teachers can familiarise contextual mathematics problems to students to get used to and minimise errors. The research is limited to analysing student errors, for further research, strategies can be carried out to minimize student errors.

Analisis Kesalahan Mahasiswa dalam Pembuktian Identitas Trigonometri Handayani, Ucik Fitri; Hakim, Wildan; Putri, Anggita Oktaviana
Journal Focus Action of Research Mathematic (Factor M) Vol. 4 No. 2 (2022)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/factor_m.v4i2.4146

Trigonometri merupakan salah satu mata kuliah yang wajib ditempuh oleh mahasiswa Tadris Matematika Semester II. Salah satu materi yang dianggap sulit dalam mata kuliah ini adalah pembuktian identitas trigonometri. Penelitian ini dilatarbelakangi adanya kesalahan mahasiswa dalam pembuktian identitas trigonometri. Tujuan penelitian ini untuk mendeskripsikan kesalahan mahasiswa dalam pembuktian identitas trigonometri berdasarkan model Newman dan beberapa faktor penyebabnya. Penelitian ini termasuk penelitian deskriptif kualitatif. Subjek penelitian yakni dua mahasiswa Tadris Matematika. Pengumpulan data dilakukan melalui tes dan wawancara. Hasil penelitian ini diperoleh bahwa terdapat perbedaan kesalahan yang dilakukan yakni subjek FR melakukan 4 kesalahan yaitu kesalahan memahami, transformasi, proses perhitungan dan penulisan jawaban pada soal pertama. Sedangkan subjek IN melakukan 4 kesalahan pada soal kedua yaitu kesalahan pemahaman, transformasi, proses perhitungan dan penulisan jawaban. Kemudian subjek IN melakukan 2 kesalahan pada soal ketiga yaitu kesalahan pemahaman dan proses perhitungan. Kesalahan yang sering dilakukan adalah kesalahan proses perhitungan, akan tetapi kedua subjek tidak melakukan kesalahan membaca. Beberapa penyebab kesalahan terjadi yakni tidak mengetahui strategi atau identitas trigonometri yang sesuai untuk digunakan dalam membuktikan identitas trigonometri, prosedur penyelesaian yang dilakukan kurang lengkap, kurang kreatifnya dalam manipulasi aljabar, dan kurang terampilnya dalam pengoperasian dan perhitungan yang menyebabkan hasil akhirnya menjadi kurang tepat. Trigonometry is one of the subjects that must be taken by second-semester Mathematics Tadris students. One of the materials that are considered difficult in this course is proving trigonometric identities. This research is motivated by the existence of student errors in proving trigonometric identities. The purpose of this study was to describe the mistakes of students in proving their trigonometric identities based on the Newman model and some of the factors causing them. This research belonged to a qualitative descriptive study. The research subjects were two Mathematics Tadris students. Data collection was carried out through tests and interviews. The results of this study showed that the mistakes made were the FR subject made 4 errors in understanding, transformation, calculation process, and answers to the first question. While the subject made 4 mistakes in the second problem, the errors, transformation, calculation process, and answer answers. Then, the IN subject made 2 mistakes in the third question, namely the misunderstanding and the calculation process. Mistakes that are often made were errors in the calculation process, but the two subjects did not make reading errors. Some of the causes of errors occur such as, namely not knowing the strategy or trigonometric identity that is suitable to be used in proving trigonometric identities, incomplete completion procedures, lack of creativity in algebraic manipulation, and lack of skill in operations and calculations which cause the final result to be less precise.

The capacity of Islamic senior high school students to comprehend mathematical ideas and solve matrix problems Handayani, Ucik Fitri; Anggraini, Lailatul
Journal Focus Action of Research Mathematic (Factor M) Vol. 6 No. 1 (2023)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/factor_m.v6i1.1056

Kemampuan pemahaman konsep dalam mata pelajaran matematika sangat diperlukan oleh setiap siswa. Tujuan penelitian ini untuk mendeskripsikan kemampuan pemahaman konsep matematis siswa MA dalam menyelesaikan soal matriks. Penelitian dilaksanakan pada 53 siswa kelas XI di MA Mambaul Ulum Banjarejo. Teknik pengumpulan data yang digunakan adalah tes dan wawancara. Hasil penelitian yakni Kemampuan pemahaman konsep matematis siswa dalam setiap indikator berbeda-beda. Persentase indikator kemampuan pemahaman konsep siswa pada indikator ke-1 yakni 72%, indikator ke-2 yakni 93%, indikator ke-3 yakni 83%, indikator ke-4 yakni 88%, indikator ke-5 yakni 60%, indikator ke-6 yakni 55% dan indikator ke-7 yakni 60%. Persentase indikator kemampuan pemahaman konsep matematis siswa yang paling tinggi adalah merepresentasikan suatu konsep dalam berbagai bentuk matematis. Sedangkan, persentase indikator kemampuan pemahaman konsep siswa yang paling rendah yakni menerapkan prosedur atau operasi matematika dalam menyelesaikan soal. Guru dalam proses pembelajaran disarankan untuk tidak hanya menekankan pada hafalan, akan tetapi pada pemahaman konsep siswa. The ability to understand concepts in mathematics is needed by every student. The purpose of this study was to describe the ability to understand mathematical concepts of MA students in solving matrix problems. The research was conducted on 53 students of class XI at MA Mambaul Ulum Banjarejo. Data collection techniques used were tests and interviews. The results of the research are the ability to understand students' mathematical concepts in each indicator is different. The percentage of students' concept understanding ability indicators on the 1st indicator is 72%, the 2nd indicator is 93%, the 3rd indicator is 83%, the 4th indicator is 88%, the 5th indicator is 60%, the 3rd indicator 6 is 55% and the 7th indicator is 60%. The highest percentage of student's ability to understand mathematical concepts is representing a concept in various mathematical forms. Meanwhile, the lowest percentage of students' concept comprehension indicators is applying mathematical procedures or operations in solving problems. Teachers in the learning process are advised not only to emphasize memorization but also to understand students' concepts.

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