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Zahari, Cut Latifah
Universitas Muslim Nusantara Al Washliyah
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Analisis Kemampuan Representasi Matematis Siswa MTs Muallimin Univa Medan Ditinjau Dari Habits Of Mind Irwan Irwan; Cut Latifah Zahari
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.18639

Abstract

Mathematical representation skills are important for every student to have because mathematics is a language and medium of interaction that requires a way of conveying it. Mathematics is habitual, which means that students' mathematical abilities will emerge according to their habits and thought patterns. There are many factors that influence students' mathematical representation abilities, including habits of mind. This research aims to analyze students' mathematical representation abilities in terms of five levels of habits of mind performance. This research uses descriptive qualitative approach. The population in the study were all students at MTs.Muallimin UNIVA Medan. Sampling was carried out using purposive sampling technique. The research sample was all students in class IX Visual 1 Fullday at the school with a total of 30 students. Instruments used: (1) mathematical representation ability test; (2) level habits of mind and (3) interviews. Data analysis was carried out using data triangulation. The research results show: (1) at the beginner's habits of mind performance level, students' mathematical representation abilities are not visible; (2) at the limited habits of mind performance level, students' mathematical representation abilities are visible but have no meaning; (3) at the developing habits of mind performance level, students' mathematical representation abilities are visible but there are still some errors; (4) at the level of proficient habits of mind performance, students' mathematical representation abilities are visible but still need a little improvement; (5) at the superior habits of mind performance level, students' mathematical representation abilities are visible and highly adequate in solving problems.
Efektivitas Pendekatan Saintifik terhadap Penalaran, Representasi Matematis, dan Kemandirian Belajar Siswa SD Herman Herman; Firmansyah Firmansyah; Cut Latifah Zahari
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.19723

Abstract

Students' mathematical reasoning, representation, and learning independence remain important concerns in elementary mathematics because classroom activities often emphasize procedural answers rather than exploration, communication, and reflection. This study examined the effectiveness of the scientific approach compared with the contextual approach in improving these three competencies. A quasi-experimental method with a nonequivalent control group design was used. The participants were 60 sixth-grade students at an elementary school in East Lombok Regency during the second semester of the 2025/2026 academic year, consisting of 30 students in the scientific approach class and 30 students in the contextual approach class. Data were collected through mathematical reasoning tests, mathematical representation tests, and a learning independence questionnaire. The instruments were validated by experts and tested empirically before use. Data were analyzed using descriptive statistics, normalized gain, prerequisite tests, and independent samples t-tests. The results showed that the scientific approach produced higher gains in mathematical reasoning (N-Gain = 0.61), mathematical representation (N-Gain = 0.60), and learning independence (N-Gain = 0.56) than the contextual approach. The independent samples t-tests indicated significant differences between the two groups (p < 0.05). These findings suggest that the scientific approach effectively strengthens students' cognitive and metacognitive competencies through observing, questioning, experimenting, reasoning, and communicating activities.
Perbedaan Peningkatan Kemampuan Berpikir Kritis dan Kreatif Matematis Siswa Melalui Penerapan Model PBL di SMP Nurul Huda Medan Darmiati Darmiati; Dedy Juliandri Panjaitan; Rita Destini; Cut Latifah Zahari
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.19949

Abstract

This study aimed to analyze differences in the improvement of students' mathematical critical and creative thinking abilities between Problem Based Learning (PBL) and direct instruction. The study used a quasi-experimental method with a pretest-posttest control group design. The population was all eighth-grade students of SMP Nurul Huda Medan, and the samples were class VIII-A as the experimental group (28 students) and class VIII-B as the control group (29 students), selected through random sampling. Data were collected using essay tests measuring mathematical critical and creative thinking on similarity material, supported by observation and documentation. The data were analyzed using normalized gain, Kolmogorov-Smirnov normality test, Levene homogeneity test, Mann-Whitney test, independent sample t-test, and Pearson correlation. The results showed that PBL produced higher improvement than direct instruction. The mean N-gain of critical thinking was 0.479 in the PBL group and 0.381 in the direct instruction group, with Mann-Whitney significance of 0.003. The mean N-gain of creative thinking was 0.533 in the PBL group and 0.435 in the direct instruction group, with t-test significance of 0.013. Critical and creative thinking also had a strong positive correlation (r = 0.727; p = 0.000). Therefore, PBL is effective for improving students' mathematical critical and creative thinking abilities.
Analisis Kemampuan Berpikir Reflektif Matematis Siswa Ditinjau dari Kegigihan dan Ketekunan dalam Pemecahan Masalah Teorema Pythagoras Rizka Sri Windy Arini; Rita Destini; Cut Latifah Zahari
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.20509

Abstract

This study analyzes junior high school students' mathematical reflective thinking when viewed from the aspect of persistence and perseverance in solving mathematical problems. The focus was drawn from one research question concerning how students' reflective thinking appears in relation to their perseverance when working on Pythagorean theorem tasks. A qualitative case-study design was employed at SMP Negeri 1 Tanjung Morawa involving 29 students of class VIII-1, with 9 students selected purposively for deeper analysis based on variations in productive disposition. Data were collected through written reflective-thinking tests, a productive-disposition questionnaire, semi-structured interviews, observation, and documentation. The data were analyzed descriptively through reduction, coding, categorization, presentation, conclusion drawing, and triangulation. The findings show that students with strong persistence were more capable of identifying procedural and conceptual errors, revising inappropriate formulas, explaining the relationship among sides of a right triangle, and continuing the solution process until a more accurate answer was obtained. Students with moderate persistence began to recognize and correct errors but still needed guidance to justify their reasoning consistently. Students with weak persistence tended to stop at the first answer, relied on external help, and showed limited self-evaluation. The study concludes that persistence and perseverance support reflective mathematical thinking by sustaining students' efforts to review, evaluate, and improve their problem-solving processes
Analysis of Students' Visuospatial Reasoning Reviewed Based on Mathematics Cut Latifah Zahari; Nazhatul Sahima; Cindy Cyntia Devi
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 4 No. 3 (2025): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v4i3.1107

Abstract

Visuospatial mathematical reasoning is an essential skill that needs to be developed due to its positive impact on various aspects of life, particularly in addressing challenges and solving problems effectively. For prospective teachers, this ability is crucial in helping students overcome learning difficulties in the classroom. This study aims to analyze the profile of visuospatial reasoning skills among prospective mathematics teachers based on their cognitive styles. Using a qualitative approach, the study involved 30 prospective mathematics teacher students in the 2023/2024 academic year. Data were collected through a visuospatial reasoning test, cognitive style questionnaire, interviews, and documentation, and were analyzed descriptively using triangulation methods. The expected outcomes include a reference book and a Scopus-indexed scientific article. This research also supports the strategic research plan of Universitas Muslim Nusantara Al Washliyah for 2022–2026 in the field of mathematical ability studies and aligns with the university’s humanist, independent, and Islamic vision.
Analysis of Students Mathematical Concept Understanding at MTs Al-Mahrus in Terms of Learning Style Nurbaiti Octiviani Pulungan; Cut Latifah Zahari
Riemann: Research of Mathematics and Mathematics Education Vol. 7 No. 2 (2025): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/reimann.v7i2.106

Abstract

The The ability to understand concepts is the ability to understand and account for an idea as well as the ability to think logically, critically, creatively and innovatively. The research objective of this study is to look at the profile of the ability to understand concepts through PjBL learning in terms of students' learning styles in understanding mathematical concepts in class VIII-A statistics material at MTs Al-Mahrus Mabar. The method used in the research is descriptive qualitative research. The research location is Jalan RPH LINK.IV Mabar Hilir Medan and the research time was carried out in the 2023/2024 academic year. The research subjects were 6 students from 22 students, where the researcher chose 2 students each with visual, auditory and kinesthetic learning styles based on the student learning style questionnaire that had been given. The researcher's data collection method used four techniques, namely observation, interviews, questionnaires and concept understanding ability tests. Data analysis is carried out by reducing data, presenting it, and drawing conclusions. The research results show that students with kinesthetic learning styles understand mathematical concepts better than students with visual and auditory learning styles. Students with a kinesthetic learning style are able to understand three of the four indicators of conceptual understanding, while students with a visual style, the same as students with an auditory learning style, are only able to understand two of the four indicators of conceptual understanding.
Keterampilan Berpikir Tingkat Tinggi Siswa Melalui Realistic Mathematics Education (RME) Di Sumatera Utara Anggi Sapana Br Tarigan; Dedy Juliandri Panjaitan; Cut Latifah Zahari
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 2 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v9i2.6313

Abstract

Pelaksanaan ini bertujuan untuk menjelaskan keterampilan berpikir tingkat tinggi (Higher Order Thinking Skills /HOTS) siswa melalui pendekatan Realistic Mathematics Education (RME) dalam pembelajaran matematika di Sumatera Utara. Latar belakang Pelaksanaan ini didasarkan pada tuntutan pendidikan abad ke-21 yang menekankan kemampuan berpikir kritis, kreatif, dan reflektif, serta masih rendahnya penguasaan HOTS siswa dalam pembelajaran matematika. Metode Pelaksanaan yang digunakan adalah studi literatur observasi terhadap 26 permasalahan nasional dan internasional yang terbit pada periode 2015–2024. Analisis difokuskan pada tiga aspek utama, yaitu efektivitas RME dalam meningkatkan HOTS, bentuk dan indikator HOTS yang berkembang melalui penerapan RME, serta kondisi empiris implementasi RME di sekolah-sekolah Sumatera Utara. Hasil kajian menunjukkan bahwa pendekatan RME efektif dalam meningkatkan kemampuan berpikir tingkat tinggi siswa, khususnya kemampuan analisis sebesar 27–35%, kemampuan evaluasi sebesar 19–28%, serta kemampuan kreativitas dan pemecahan masalah matematis sebesar 21–33%. Peningkatan tersebut didukung oleh karakteristik RME yang menekankan penggunaan konteks nyata, proses matematisasi horizontal dan vertikal, serta diskusi reflektif yang melibatkan siswa secara aktif. Studi empiris di wilayah Medan, Binjai, dan Deli Serdang menunjukkan bahwa penerapan RME berdampak positif terhadap kemampuan pemecahan masalah dan penalaran matematis siswa, meskipun implementasinya masih terbatas. Kendala utama meliputi rendahnya pemahaman guru terhadap konsep RME, keterbatasan bahan ajar kontekstual berbasis budaya lokal, serta kurangnya pelatihan berkelanjutan. Secara keseluruhan, RME berpotensi menjadi pendekatan efektif dalam mengembangkan HOTS siswa apabila didukung oleh penguatan kompetensi guru dan integrasi penilaian HOTS dalam pembelajaran matematika.
PERAN GURU DALAM MENINGKATKAN MINAT BELAJAR MATEMATIKA SISWA MELALUI PENDEKATAN RME DI WILAYAH PESISIR PANTAI Sri Wardaniyah; Dedy Juliandri Panjaitan; Cut Latifah Zahari
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 2 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v9i2.6314

Abstract

Pembelajaran matematika pada materi Persamaan Linear Satu Variabel (PLSV) sering dianggap abstrak oleh siswa, terutama di wilayah pesisir yang kesehariannya dekat dengan aktivitas konkret seperti jual beli ikan, pembagian hasil tangkapan, dan penggunaan modal nelayan. Pendekatan Realistic Mathematics Education (RME) dipandang mampu menghubungkan konsep aljabar dengan pengalaman nyata siswa sehingga dapat meningkatkan pemahaman dan minat belajar mereka. Penelitian ini bertujuan mendeskripsikan peran guru dalam merencanakan, melaksanakan, dan mengevaluasi pembelajaran PLSV berbasis konteks pesisir menggunakan pendekatan RME. Penelitian menggunakan metode kualitatif deskriptif dengan subjek tiga guru matematika dari SMPN 1 dan SMPN 2 Talawi yang telah menerapkan pembelajaran kontekstual berbasis RME. Data dikumpulkan melalui wawancara semi-terstruktur dan dianalisis dengan model Miles dan Huberman, mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru berperan sebagai perancang konteks autentik, fasilitator proses matematisasi, dan motivator pembelajaran. Penggunaan konteks pesisir seperti jual beli ikan, berat tangkapan, dan pembagian hasil laut terbukti membantu siswa memahami variabel dan persamaan dengan lebih konkret, meningkatkan aktivitas bertanya, serta memperkuat minat belajar. Siswa juga lebih mampu menuliskan model matematis karena memahami hubungan antara cerita dan simbol matematis. Meskipun guru menghadapi tantangan seperti keterbatasan media dan waktu, penerapan RME dinilai efektif dalam meningkatkan pemahaman konsep dan keterlibatan siswa. Penelitian ini merekomendasikan penguatan konteks lokal dalam desain pembelajaran matematika, khususnya di wilayah pesisir, serta perlunya pelatihan bagi guru untuk memperluas variasi konteks dan media pembelajaran berbasis RME.
KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MELALUI PENDEKATAN REALISTIC MATEMATHICS EDUCATION DI SUMATERA UTARA Anurni Lestari Daeli; Dedy Juliandri Panjaitan; Cut Latifah Zahari
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 2 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v9i2.6315

Abstract

Kemampuan pemecahan masalah matematis merupakan salah satu kompetensi penting yang harus dimiliki siswa dalam pembelajaran matematika. Namun, berbagai temuan di lapangan menunjukkan bahwa kemampuan tersebut masih tergolong rendah, khususnya dalam memahami masalah kontekstual dan merancang strategi penyelesaian. Pelaksanaan Kegiatan ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematis siswa melalui pendekatan Realistic Mathematics Education (RME) di Sumatera Utara. Pelaksanaan Kegiatan ini menggunakan metode kualitatif dengan pendekatan studi analisis, melibatkan siswa sekolah menengah sebagai subjek Pelaksanaan Kegiatan. Teknik pengumpulan data meliputi tes pemecahan masalah matematis, observasi proses pembelajaran, dan wawancara. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil Pelaksanaan Kegiatan menunjukkan bahwa penerapan pendekatan RME mampu meningkatkan kemampuan siswa dalam memahami masalah, merancang strategi penyelesaian, melaksanakan perhitungan, serta melakukan refleksi terhadap solusi yang diperoleh. Selain itu, siswa menunjukkan keterlibatan aktif dalam pembelajaran dan mampu mengaitkan konsep matematika dengan situasi nyata. Dengan demikian, pendekatan RME efektif digunakan untuk mengembangkan kemampuan pemecahan masalah matematis siswa dan dapat menjadi alternatif strategi pembelajaran matematika yang kontekstual dan bermakna.
KEMAMPUAN MENGKONSTRUKSI BUKTI MATEMATIS MELALUI REALISTIC MATHEMATICS EDUCATION DI SUMATERA UTARA Mariadi; Dedy Juliandri Panjaitan; Cut Latifah Zahari
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 2 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v9i2.6316

Abstract

The ability to construct mathematical proofs is a crucial higher-order thinking skill in mathematics learning; however, it remains a major challenge for many students. These difficulties are reflected in students’ limited ability to develop logical arguments and systematically connect definitions, theorems, and mathematical facts. This study aims to analyze students’ ability to construct mathematical proofs through the implementation of the Realistic Mathematics Education (RME) approach in North Sumatra. This research employed a descriptive qualitative approach with purposively selected secondary-level students as research subjects. Data were collected through tests of mathematical proof construction ability, observations of the learning process, and in-depth interviews. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that the implementation of RME helps students understand mathematical concepts contextually, develop logical reasoning, and improve their ability to construct mathematical proofs in a gradual and structured manner. Students were able to relate contextual problems to formal mathematical concepts, formulate arguments based on clear reasoning, and draw logical conclusions. Therefore, the RME approach contributes positively to the development of students’ mathematical proof construction abilities. This study recommends the use of RME as an alternative instructional approach to enhance the quality of mathematics learning, particularly in developing students’ mathematical proof abilities.
Co-Authors Abadihon Fazli Sirait Abdillah, Nikmah Abdul Mujib Aisyah, Siti Alffredo Sihombing Anggi Sapana Br Tarigan Anggraini, Sinta Dea Anurni Lestari Daeli Asnawi Asnawi Aurelya Nasution, Chintya Dea Awalia, Nurhafipah Ayu Widiastuti Banjarnahor, Winda C Budi Halomoan Siregar Carissa Ghaniya Azzahra Chintya Dea Aurelya Nasution Cindy Cyntia Devi Dah lia Darmiati Darmiati Debby Sabrina Hasibuan Dedy Juliandri Panjaitan Dedy Juliandri Panjaitan Dedy Juliandri Panjaitan Delvia Oktari Harahap Delvia Oktari Harahap Desniarti, Desniarti Destiani, Rista Dewi Riani Dwi Liza, Tasya Evi Julyana Nasution Fadzillah Agustina Lubis Firmansyah Firmansyah Firmansyah Firmansyah Firmansyah, Firmansyah Geo Wahyuni Haryati Ahda Nasution Hasibuan, Anjelina Khairani Hasibuan, Nurleli Herman Herman Hizmi Wardani Hotni Leli Pramita Hotni Leli Pramita Hasibuan Ida Rosianna Imelda Manalu Ihsan, Muhammad Arya Ikhsan, Rafiki Ilham, Mira Irwan Irwan Jamilah Rambe Kairuddin . Leni Agustina Daulay Leni Agustina Daulay Lestariani, Sri lia, Dah Liza, Tasya Dwi Madyunus Salayan, Madyunus Mardiati Mardiati Mariadi Muhammad Farhan Fadillah Muhammad Razali Muhammad Razali Muhammad Razali Muhammad Ridwan Muhammad Ridwan Muhammad Sopingi Nabila, Nurul Nasution, Awal Kurnia Putra Nazhatul Sahima Noorhelyna Razali Nur Azizah Nurainun Nurainun Nurbaiti Octiviani Pulungan Onatri Francisca Pulungan, Khairunnisyah Purba, Mika Oktavia Rahmawati Rahmawati Ramadhani Ramadhani Ranny Purwanti Razali, Muhammad Rifka Annisa Rindi Lestari Rini Mandasari Rita Destini Rita Destini Rita Destini Rizka Sri Windy Arini Rizki Fauziah Siregar Rizki Rahmadani Rizky, Amri Rosalia Rusline Simanjuntak Rosliana Harahap Safnal Zeryo Sitepu Saiful Bahri Saiful Bahri Santi Oktafenti Santi Oktafenti Saragih, Liza Purnama Sari Sari, Della Puspita Sari, Dwi Novita Sartika Wati Sezi Oktavia Simarmata Simbolon, Nurarfah Hanum Siregar, Aisyah Siregar, Irwan Efendi Siti Hajar Siti Rahmah Siti Shara Siagian Siti Shara Siagian Sofhia Warda Sri Wardaniyah Suci Indah Sari Suji, Nurmauliddina Surya Darma Syah witri witri Syahfitri, Lely Tasya Dwi Liza Ummi Aulia Utami, Sri Ulfa Utari, Fitri Vebiola Ardiani Vira Afriati, Vira Wati, Sartika Yofita Ningtias Yulia Lestari Yunanda, Erni Yusnita, Nora Zul Amry