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All Journal Jurnal Infinity JMPM: Jurnal Matematika dan Pendidikan Matematika Mandalika Mathematics and Educations Journal Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JNPM (Jurnal Nasional Pendidikan Matematika) Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education PENDIMAS Jurnal Ilmiah Pendidikan Citra Bakti
Alifiani
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The resolution of quadratic inequality problems in mathematics: Discrepancies between thought and action Surya Sari Faradiba; Alifiani; Nurul Akmal Md Nasir
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p61-82

Abstract

This research explores the intricate relationship between students' cognitive processes and problem-solving approaches, explicitly focusing on misconceptions in solving quadratic inequalities. This study was conducted among 179 undergraduates in a mathematics education program in Malang, East Java, Indonesia; this mixed-method concurrent explanatory sequential design research employed the DISC questionnaire and quadratic inequality assignments. The DISC questionnaire categorized respondents into Dominance, Influence, Steadiness, and Conscientiousness. Data were generated from these pre-service teacher responses to the questionnaire, task assignment, and follow-up interviews to solicit information. Purposive sampling facilitated in-depth interviews, providing nuanced insights into the interplay between personality types and mathematical misconceptions. The quantitative data analysis results show a significant association between personality type and the type of error experienced by students when completing an open-ended task about quadratic inequalities X2(12) = 26.836, p = 0.008, V = 0.224. Meanwhile, qualitative data analysis findings reveal patterns associating personality types with specific misconceptions. Dominant traits are linked to theoretical misconceptions, while Influence and Conscientiousness traits correspond to conceptual misconceptions. Additionally, Steady traits are associated with classification misconceptions. This study contributes novel perspectives to mathematics education by exploring the influence of personality on mathematical cognition. The aim is to inform tailored teaching strategies for optimized learning outcomes, addressing persistent barriers posed by misconceptions in quadratic inequalities.
Karakterisasi kemampuan penalaran matematis pada materi pola bilangan Alamsyah, Amirudin; Faradiba, Surya Sari; Alifiani
Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education Vol. 3 No. 1 (2023): April 2023
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika Sekolah UIN Sunan Kalijaga Yogyakarta Jl. Marsda Adisucipto, Yogyakarta 55281

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/quadratic.2023.031-01

Abstract

Tujuan dari penelitian ini adalah untuk mengeksplorasi kemampuan penalaran matematis materi pola bilangan pada peserta didik kelas VIII di SMP Negeri 3 Kepanjen. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode Tes, Observasi dan Wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan kategori tinggi, mampu memahami permasalahan yang diketahui dan ditanyakan secara lengkap, mengajukan dugaan dan memanipulasi matematika dengan benar, melakukan perencanaan dengan cara mensubtitusikan untuk menyelesaikan masalah, dan mampu memeriksa kembali penyelesaian dengan cara menuliskan kesimpulan dengan tepat. Peserta didik dengan kategori sedang, mampu memahami permasalahan dengan menulis dan menjelaskan apa yang diketahui dan ditanyakan secara lengkap dengan mengajukan dugaan dan mampu mensubtitusikan soal dalam matematika, tetapi hasilnya salah dan tidak lengkap serta tidak bisa memberikan kesimpulan dengan baik dan tepat. Peserta didik dengan kategori rendah, dikatakan kurang bisa menjelaskan apa yang harus dituliskan pada lembar jawaban, namun bisa menyelesaikan jawaban secara lengkap melalui pengajuan dugaan. Selain itu, peserta didik pada kategori ini bisa memberikan cara yang sesuai dengan melakukan subtitusi tetapi jawaban masih salah dan kurang, dan tidak mampu memberikan sebuah hasil yang disimpulkan dengan tepat dan tidak memeriksa kembali hasilnya.
Miskonsepsi Siswa dalam Menyederhanakan Ekspresi Aljabar berdasarkan Kerangka Asimilasi dan Akomodasi Rahma, Lilavati Vijaganita; Alifiani
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 2 (2024): September 2024 - February 2025
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v9i2.5172

Abstract

This study adopts a qualitative approach with a descriptive research design. The subjects of this study consist of six students from class X of a high school during the second semester of the 2023/2024 school year. The data analysis process includes three stages: data reduction, data presentation, and drawing conclusions. The validity of the findings was ensured through triangulation, which involved comparing data from students' work, interview results, and observation results. The findings revealed that students exhibited seven types of misconceptions leading to errors in simplifying algebraic expressions: (1)  conjunction error, (2) exponent error, (3) reversal error, (4) difficulties with variables, (5) substitution error, (6) equation formation errors, and (7) a commutative-like terms error. These misconceptions were attributed to inappropriate assimilation and a lack of accommodation.
Beban Kognitif Siswa pada Materi Logaritma ditinjau dari Gaya Kognitif Alifiani; Arisandy, Dea Fabila
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 9 No 2 (2025)
Publisher : Universitas Swadaya Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/jnpm.v9i2.9907

Abstract

This study aims to identify the cognitive load experienced by tenth-grade students on the topic of logarithms, considering their cognitive styles, namely field dependent (FD) and field independent (FI). The research adopts a qualitative approach with a descriptive design. The participants of this study consist of 38 tenth-grade students from a high school in Malang, grouped based on their cognitive styles: FD and FI. Data were collected through a cognitive style questionnaire (HFT Test), logarithmic tests, and in-depth interviews. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. The findings reveal that students with a field dependent cognitive style tend to experience high intrinsic cognitive load, particularly due to confusion in understanding the numerous concepts that need to be applied. In contrast, students with a field independent cognitive style experience extrinsic and germane cognitive loads, reflected in their difficulties in applying already-learned concepts. This study highlights the significant role of cognitive styles in influencing students' cognitive load when solving mathematical problems. Strengthening prerequisite knowledge and providing additional practice are recommended to reduce cognitive load, especially for students with a field dependent cognitive style.
PELIBATAN KELUARGA PADA PEMBENTUKAN KARAKTER DAN KEBERHASILAN BELAJAR ANAK Alifiani; Ganjar Setyo Widodo
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 8 No. 2 (2021)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v8i2.276

Abstract

Survei awal yang dilakukan oleh peneliti, 87% mayoritas orang tua siswa di kecamatan Ngoro berpendapat bahwa proses pendidikan bagi anak mereka yang ideal yaitu diserahkan kepada guru sehingga perlu ada peningkatan hasil belajar siswa melalui kegiatan pelibatan keluarga dalam proses pendidikan. Metode Penelitian yang digunakan dalam penelitan yaitu melalui pendekatan deskriptif kualitatif. Data angket dari orang tua siswa dideskripsikan didasarkan pada solusi yang ditawarkan oleh peneliti terhadap masalah yang ada yaitu meliputi a) Penyediaan Akses Orang Tua dan Keluarga; b) Home Visiting Strategy; c) Penyediaan Pusat Layanan Komprehensif; dan d) Strategi Silang Generasi. Hasil dari penelitian ini yaitu terdapat peningkatan keberhasilan belajar (baik akademis maupun sikap) karena keluarga diberikan layanan yang mendukung dalam pengembangan pendidikan anak oleh guru di rumah.
Pendampingan Pembuatan Video Animasi Menggunakan FlipaClip untuk Meningkatkan Minat Belajar Matematika Ainurrohmah, Devi Ayu; Alifiani; Fuady, Anies
PENDIMAS: Jurnal Pengabdian Masyarakat Vol 4 No 2 (2025): PENDIMAS: Jurnal Pengabdian Masyarakat
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIM Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/pendimas.v4i2.4273

Abstract

Matematika merupakan fondasi fundamental bagi perkembangan ilmu pengetahuan dan teknologi, namun realitas pendidikan saat ini menunjukkan bahwa banyak siswa menghadapi kesulitan signifikan dalam memahami materi yang bersifat abstrak, yang bermuara pada rendahnya minat belajar. Pengabdian ini bertujuan untuk mengurai permasalahan tersebut melalui implementasi media pembelajaran inovatif berupa pembuatan video animasi menggunakan aplikasi FlipaClip bagi siswa MAN 2 Lamongan. Metode pelaksanaan kegiatan dirancang melalui serangkaian tahapan sistematis, meliputi persiapan, pelatihan teknis, perancangan storyboard, produksi, hingga evaluasi. Fokus materi yang dikembangkan mencakup topik statistika dan lingkaran, yang dipilih berdasarkan tingkat kesulitan konseptual yang dialami siswa. Hasil evaluasi kegiatan menunjukkan bahwa strategi ini efektif, ditandai dengan skor rata-rata respon siswa sebesar 3,68 yang tergolong dalam kategori tinggi. Temuan ini mengindikasikan bahwa integrasi teknologi animasi dalam pembelajaran tidak hanya memudahkan pemahaman konsep dan memberikan pengalaman belajar yang tidak membosankan, tetapi juga berpotensi menciptakan memori jangka panjang (long-term memory) terhadap materi yang dipelajari.
Cognitive–Cultural Balance in Designing Culture-Based HOTS Tasks: Evidence from Prospective Mathematics Teachers Alifiani; Labuem, Susana; Suwanti, Vivi; Phadung, Muneeroh
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19417

Abstract

This study aims to investigate how prospective mathematics teachers integrate cognitive and cultural dimensions in designing culture-based Higher Order Thinking Skills (HOTS) tasks. Using a qualitative descriptive approach, data were collected through task analysis, observation, and in-depth interviews. Data analysis in this study employed thematic analysis using a hybrid inductive–deductive approach. The study involved seventh-semester Mathematics Education students who had completed core pedagogical and professional courses as well as teaching practicum and were therefore considered ready as prospective teachers. Their task designs were analyzed using the Cognitive Demand and Cultural Value Framework, resulting in three classifications: cognitive dominance, cultural dominance, and cognitive–cultural balance, with one participant representing each category. Participants with cognitive dominance demonstrated strong mathematical reasoning and structured problem design but tended to disregard cultural authenticity and traditional norms. Conversely, culturally dominant participants displayed rich cultural sensitivity yet neglected mathematical coherence and contextual logic. Only participants achieving cognitive–cultural balance successfully integrated analytical rigor with cultural meaning, producing problems that were both mathematically valid and culturally grounded. These findings highlight that cognitive and cultural dimension are complementary rather than opposing forces. The study concludes that developing dual cognitive and cultural literacy is essential for prospective mathematics teachers to design transformative learning experiences that connect logical reasoning with cultural understanding, underscoring the need for teacher education institutions (LPTK) to integrate this balance explicitly into curriculum design to better prepare future teachers.
Humanisme dalam Pembelajaran Matematika di Era Digital: Telaah filosofis atas Ancaman Dehumanisasi Habiba, Siti; Alifiani
Mandalika Mathematics and Educations Journal Vol 8 No 1 (2026): Edisi Maret
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i1.11462

Abstract

Mathematics education in the digital era faces significant challenges, including the risk of dehumanization when students become overly dependent on technology, potentially hindering essential mathematical thinking, reasoning, and reflection. This article aims to philosophically examine mathematics education in the digital era from a humanistic perspective, particularly regarding the threat of dehumanization and efforts to preserve the human dimension in learning. A Systematic Literature Review (SLR) guided by PRISMA was conducted on national and international accredited journal articles from Scopus, ERIC, ResearchGate, SINTA, and Google Scholar published between 2017 and 2025, resulting in 10 relevant articles for thematic analysis. The findings indicate that humanistic philosophy positions students as whole individuals, emphasizes the teacher’s role as a dialogical companion and value guide, and views digital technology as a supportive tool rather than a replacement for human interaction. The study concludes that integrating humanistic values in digital mathematics education is essential to prevent dehumanization, strengthen character development, and ensure learning remains meaningful, ethical, and human centered.
Co-Authors Ainurrohmah, Devi Ayu Alamsyah, Amirudin Arisandy, Dea Fabila Fuady, Anies Ganjar Setyo Widodo Habiba, Siti Labuem, Susana Nurul Akmal Md Nasir Phadung, Muneeroh Rahma, Lilavati Vijaganita Surya Sari Faradiba Suwanti, Vivi