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All Journal Jurnal Infinity P2M STKIP Siliwangi Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika PRISMA ABDIMAS SILIWANGI Journal on Education FIBONACCI: Jurnal Pendidikan Matematika dan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Risenologi Jurnal Padegogik Mosharafa: Jurnal Pendidikan Matematika JES-MAT (Jurnal Edukasi dan Sains Matematika) Jurnal Pengabdian Sains dan Humaniora Hexagon: Jurnal Ilmu dan Pendidikan Matematika Jurnal Infinity
Masta Hutajulu
IKIP Siliwangi
Arts Humanities Chemistry Computer Science & IT Education Engineering Library & Information Science Mathematics Social Sciences Other

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Increasing Mathematical Literacy and Numeracy Abilities with Problem-Based Learning Model Through Technological Pedagogical Content Knowledge Hutajulu, Masta; Minarti, Eva Dwi
Hexagon: Jurnal Ilmu dan Pendidikan Matematika Vol. 2 No. 1 (2024): April
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/hexagon.v2i1.6163.

Abstract

The background of this research was that nowadays high school students are required to have a significant understanding and appreciation of mathematics. The fact was that students experience difficulties in learning mathematics, including their mathematical literacy and numeracy abilities. The aim of this study was to investigate the significance of the effect of the PBL learning model using TPACK on students' mathematical literacy and numeracy abilities; The method used in this research was quasi-experimental. The statistical analysis tool used was the MANOVA test which is used to analyze two dependent variables (mathematical literacy and numeracy abilities) simultaneously. Then used the t-test of two independent and dependent samples. The research sample was class XI at one of the public high schools in the city of Bandung, consisting of 2 classes. The results showed that the achievement and improvement of mathematical literacy and numeracy abilities jointly owned by students in the two learning groups showed a significant difference. The conclusions obtained in this study were: (1)there were differences in achievement and improvement in mathematical literacy and numeracy abilities simultaneously between students who received the PBL learning model using TPACK and a scientific approach; (2)there was no difference in increasing mathematical literacy abilities between students who get the PBL learning model using TPACK and scientific; (3)there was a difference in increasing mathematical numeracy abilities between students who get the PBL learning model using TPACK and scientific.
Artificial Intelligence-Based Mathematics Learning Training for Vocational High School Students Kadarisma, Gida; Minarti, Eva Dwi; Hutajulu, Masta; Sarinignsih, Ratna
Jurnal Pengabdian Sains dan Humaniora Vol. 4 No. 2 (2025): 2025 October Edition
Publisher : Fakultas Keguruan dan Ilmu Pendidikan-Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpsh.v4i2.9691

Abstract

The rapid development of Artificial Intelligence (AI) technology has brought significant changes to the field of education, particularly in the teaching and learning of mathematics. The growing demand for AI integration in education calls for immediate action to equip both students and teachers with the necessary understanding and skills. However, initial analysis indicates that the majority of students and teachers at the partner school still lack a clear understanding of how to effectively utilize AI in the learning process. This community service activity aimed to enhance the understanding of vocational high school (SMK) students in utilizing AI technology to support more interactive and effective mathematics learning. The program was conducted in the form of a training session at SMKN 1 Cihampelas, involving 80 students. The implementation methods included the delivery of basic AI concepts, demonstrations of AI-based applications (such as ChatGPT, Photomath, and MathSolver), as well as hands-on practice and discussion sessions. Evaluation results showed that students responded positively, with 77% demonstrating an understanding of AI application in mathematics learning. This activity is expected to serve as an initial step toward the sustainable integration of AI technology in the vocational school environment
Analisis Kesalahan Siswa SMK Dalam Menyelesaikan Soal Kecakapan Matematis Pada Materi Bangun Ruang Hutajulu, Masta; Senjayawati, Eka; Minarti, Eva Dwi
Mosharafa: Jurnal Pendidikan Matematika Vol. 8 No. 3 (2019): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v8i3.573

Abstract

Latar belakang penelitian ini adalah siswa SMK membutuhkan suatu keahlian, kemampuan atau kecakapan untuk mengaplikasikan setiap kompetensi termasuk kecakapan matematis dalam dunia kerja. Kecakapan matematis dinilai sangat penting dan dibutuhkan dalam meningkatkan kualitas dirinya. Tujuan penelitian ini untuk melihat hasil analisis kesalahan siswa SMK dalam menyelesaikan soal kecakapan matematis pada materi bangun ruang. Subyek yang digunakan adalah 5 orang siswa kelas XII di SMK TI Pembangunan Cimahi. Bentuk pengambilan data yaitu pemberian soal tes dengan indikator berbeda pada setiap butir soal. Penelitian ini merupakan sebuah studi pendahuluan. Dari rekapitulasi perhitungan yang telah dilakukan, didapat bahwa persentase kesalahan yang paling banyak dilakukan siswa yakni 80 % pada indikator adaptive reasoning (penalaran adaptif), dimana siswa masih melakukan kesalahan dilihat dari aspek konseptual sebesar 30%, aspek prosedural juga 30% serta aspek teknik 20%. Sedangkan persentase kesalahan yang paling sedikit dilakukan siswa yakni 20 % pada indikator procedural fluency (kelancaran prosedural), dimana siswa tidak melakukan kesalahan dilihat dari aspek konseptual, tetapi pada aspek prosedural melakukan kesalahan 10% serta aspek teknik juga 10%. The purpose of this study was analyzing the answers of Vocational students on a mathematical proficiency test in three-dimensional geometry. The subjects of this study were 12th-grade students in SMK TI Pembangunan Cimahi. The data obtained from giving a test with indicators of students' mathematical proficiency that is different in each item question. This is a preliminary study. Based on the recapitulation of the results in the analysis and calculations that have been made, it was found that the most percentage of errors made by students is 80% on adaptive reasoning indicators, where students still make mistakes seen from conceptual aspects by 30%, procedural aspects also 30% and technical aspects 20%. While the least percentage of errors is 20% on procedural fluency indicators, where students do not make mistakes on conceptual aspects, but on procedural aspects and technical aspects make mistakes of 10%.
Improving Students' Mathematical Understanding Ability Through Canva Assisted Problem-Based Learning Model on Straight Line Equations Nurfalah, Ilma; Supardi, Alfi Fani; Al Mawaddah, Azkia Mudrikah; Silviani, Rina; Sunaryo, Pranestya Rachmaeny; Hutajulu, Masta
Al-Khawarizmi Vol 7 No 2 (2023): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v7i2.16547

Abstract

This study aims to determine whether there is an increase in students' mathematical understanding if learning is carried out using the scientific method compared to problem-based learning methods on straight line equations material. This research was conducted at SMP Negeri 5 Cimahi. This study uses a quantitative and descriptive qualitative approach. Learning outcomes data is used as a parameter to measure the increase in mathematical understanding ability. The results showed an increase in students' mathematical understanding abilities when learning using problem-based learning methods increased by 18% compared to scientific methods.
Co-Authors Adi Nurjaman Aflich Yusnita Fitrianna Agung Nugraha Agustiana, Wina Ahmad Hasya Al Hafizh Al Mawaddah, Azkia Mudrikah Angela Marentina Simarmata Aritonang, Paulani Sucahya Br Asep Ikin Sugandi Asri Adi Putri Cindy Noviani Deni Hermawan Diana Wijayanti Diana Wijayanti, Diana Eka Senjayawati Eka Senjayawati, Eka Eko Hendi Prabowo Epul Saepudin Eriska Sonia Eva Dwi Minarti Eva Dwi Minarti Eva Dwi Minarti, Eva Dwi Fadly Samsudin Fitriani, Zulfa Dasti Gida Kadarisma Hani, Enur Harianti, Ayu Heris Hendriana Heris Hendriana Heris Herdiana Ifat Fatimah Zahro Ika Wahyu Anita Kadarisma, Gida Linda Linda Lismayanti, Neng Louise M Saija Luvy Sylviana Zanthy M Alviyan Mudzaqi M. Rizky Hadi Wibowo Marchasan Lexbin E.J.R Maulida, Nurpradesa Mulyana, Irpan Ningrum, Nadia Putri Ayu Nirwati Angela Al Ghani Nur Suryanah Nurfalah, Ilma Nurhidayah, Nita Nurpradesa Maulida Pertiwi, Citra Megiana Puji Nurfauziah Putri, Adisha Savira Rudiana Putri, Asri Adi R. Mekar Ismayani Rahayu, Dewi Sintia Ratni Purwasih, Ratni Rindawanti, Wulan Riosanddy Narazetha Rosi Oktavia Rustella, Friska Sarinignsih, Ratna Seni Nuryanti Silviani, Rina Siti Chotimah Sofiah, Andita Aulia Sucahya Br Aritonang, Paulani Sunaryo, Pranestya Rachmaeny Supardi, Alfi Fani Syahpitri, Dita Tommy Tanu Wijaya Wahyu Hidayat Wulan Rindawanti Yulianti, Vivian Zulfa Dasti Fitriani