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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Educational Science and Technology SIGMA: Jurnal Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Saintifik : Jurnal Matematika, Sains, dan Pembelajarannya GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika International Journal of Education, Social Studies, And Management (IJESSM) Journal Of World Science Postulat : Jurnal Inovasi Pendidikan Matematika JME (Journal of Mathematics Education) West Science Social and Humanities Studies Jurnal Riset Guru Indonesia Jurnal Penalaran dan Riset Matematika Jurnal Pendidikan Progresif JME (Journal of Mathematics Education)
Sufri Mashuri
Universitas Sembilanbelas November Kolaka
Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Implementation of Team-Assited Individualization Instructional Strategies Supported by Geogebra Software to Improve Mathematical Problem Solving Ability Nasruddin, Nasruddin; Mashuri, Sufri; Jahring, Jahring
Jurnal Pendidikan Progresif Vol 9, No 1 (2019): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Implementation of team assisted individualization instructional strategies supported by GeoGebra software to improve mathematical problem solving ability. Objectives: This quasi-experiment study aims to determine the effectiveness of Team Assisted Individualization (TAI) instructional strategies assisted by Geogebra graphical software to improve students’ mathematical problem solving abilities. Method: By cluster random sampling techniques, 66 students in grade VIII at SMPN 1 Wundulako were selected as sample. Data collection was carried out using pretest and posttest by applying test and non-test instrument. The data analysis was carried out with descriptive and inferential statistics. Findings: The Tukey test results showed that the significance value was 0.005 (α<0.05) with the average scores of the experimental and control classes 80.42 and 76.03. Conclusion: TAI strategy with graphical software is more effective in improving the mathematical problem solving ability than conventional learning. Keywords: Team assisted individualization, GeoGebra, mathematical problem solving ability DOI: http://dx.doi.org/10.23960/jpp.v9.i1.201903 
ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS IN HOTS TASKS BASED ON TOLAKI MEKONGGA LOCAL WISDOM Tang, Nur; Mashuri, Sufri; Hidayati, Ully
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2542

Abstract

Mathematical problem-solving is a crucial competence that enables students to think critically and creatively in facing real-life challenges. However, mathematics learning often lacks meaningful connections to students’ cultural contexts. This study integrates local wisdom from the Tolaki Mekongga community as a culturally relevant approach to strengthen students’ understanding of mathematical concepts. The study aims to describe and analyze junior high school students’ mathematical problem-solving abilities through ethnomathematics-based problems derived from Tolaki Mekongga traditions. This research employed a descriptive qualitative design involving 32 eighth-grade students from SMP Negeri 2 Kolaka. Data were collected through problem-solving tests and interviews, then analyzed according to Polya’s four stages: understanding, planning, implementing, and reviewing the solution. The findings revealed that most students demonstrated moderate to high levels of problem-solving ability. High-ability students could relate mathematical concepts to local cultural contexts, while low-ability students struggled to interpret contextual information and apply appropriate strategies. The study concludes that incorporating problems based on local wisdom enhances students’ engagement and conceptual understanding. Integrating cultural contexts such as Tolaki Mekongga traditions can serve as an effective ethnomathematical approach for improving mathematical problem-solving skills and fostering culturally responsive mathematics learning.
PENGEMBANGAN BAHAN AJAR MATEMATIKA BERBASIS GEOGEBRA SERTA DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP PADA MATERI FUNGSI Wilda Purnama Sari; Jahring Jahring; Chairuddin Chairuddin; Nasruddin Nasruddin; Sufri Mashuri; Irajuana Haidar
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.21235

Abstract

Abstrak: Penelitian ini bertujuan untuk mengembangkan dan menghasilkan bahan ajar matematika berbasis GeoGebra yang memenuhi kriteria valid, praktis, dan efektif, serta menganalisis dampak penggunaan bahan ajar terhadap kemampuan pemahaman konsep siswa. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research & Development/R&D) dengan model Tessmer tipe evaluasi formatif. Subjek dalam penelitian ini terdiri atas 22 siswa kelas VIII A SMP Negeri 2 Latambaga. Teknik pengumpulan data meliputi observasi, wawancara, angket, tes (soal), dan dokumentasi, sedangkan teknik analisis data yang digunakan adalah analisis deskriptif kualitatif.  Hasil penelitian menunjukkan bahwa persentase validitas bahan ajar menurut ahli materi dan ahli media mencapai 87,17%. Sementara itu, tingkat praktikalitas berdasarkan penilaian kelompok one-to-one adalah 84,29%, dan dari kelompok small group sebesar 87,62%. Sebanyak 81,82% siswa mencapai ketuntasan dengan KKM 70, dan rata-rata nilai post-test siswa adalah 74,75, yang menunjukkan respons positif terhadap bahan ajar. Simpulan penelitian ini adalah bahan ajar matematika berbasis GeoGebra yang dikembangkan telah memenuhi kriteria valid, praktis, dan efektif, serta memberikan dampak positif terhadap peningkatan kemampuan pemahaman konsep fungsi siswa. Kata kunci: bahan ajar, GeoGebra, pemahaman konsep Abstract: This research aimed to develop and produce GeoGebra-based mathematics teaching materials that meet the criteria of validity, practicality, and effectiveness, as well as analyze the impact of using these teaching materials on students' conceptual understanding abilities. The research method used is research and development (Research & Development/R&D) with the Tessmer model formative evaluation type. The subjects in this study consisted of 22 students of class VIII A of SMP 2 Latambaga. Data collection techniques include observation, interviews, questionnaires, tests (questions), and documentation, while the data analysis technique used is qualitative descriptive analysis. The study results showed that the percentage of validity of open teaching materials according to material experts and media expertsreached 87.17%. Meanwhile, the level of practicality based on one-on-one group assessment was 84.29%, and it was 87.62% from small groups. 81.82% of students achieved completion with a Minimum Mastery Criteria (MMC) of 70 and an average student posttest score of 74.75 which showed a positive response to the teaching materials. This study concludes that the GeoGebra-based mathematics teaching materials developed have met the criteria of being valid, practical, and effective, and positively impacting students' abilities in understanding the concept of functions. Keywords: teaching materials, GeoGebra, conceptual understanding
ANALISIS KESALAHAN PENYELESAIAN PERSAMAAN DIFFERENSIAL LINEAR ORDE SATU DAN PERAN ADVERSITY QUOTIENT DIKALANGAN MAHASISWA PENDIDIKAN MATEMATIKA Jahring, Jahring; Hl, Nur Ihsan; Mashuri, Sufri; Nasruddin, Nasruddin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 15, No 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14202

Abstract

Persamaan diferensial linear orde satu merupakan salah satu materi fundamental dalam kurikulum pendidikan matematika yang menuntut penguasaan konsep, prosedur, serta kemampuan penalaran matematis yang baik. Namun, dalam praktik pembelajaran di perguruan tinggi, mahasiswa pendidikan matematika masih sering mengalami kesulitan dalam menyelesaikan soal-soal persamaan diferensial linear orde satu. Kesulitan tersebut tercermin dari munculnya berbagai kesalahan, baik kesalahan konseptual, kesalahan prosedural, maupun kesalahan teknis dalam proses penyelesaian. Selain aspek kognitif, faktor afektif seperti Adversity Quotient (AQ) diduga turut berperan dalam munculnya kesalahan tersebut, yaitu kemampuan individu dalam menghadapi kesulitan, bertahan terhadap tantangan, dan bangkit dari kegagalan. Mahasiswa dengan AQ rendah cenderung mudah putus asa, kurang gigih, dan tidak berusaha memperbaiki kesalahan yang dilakukan, sehingga kesalahan dalam penyelesaian soal matematika menjadi berulang. Penelitian ini mengkaji kesalahan yang dilakukan mahasiswa Pendidikan Matematika dalam memecahkan masalah persamaan diferensial linier orde satu serta meneliti peran Adversity Quotient (AQ) terhadap proses pemecahan masalah. Tujuan penelitian adalah (1) mengidentifikasi jenis‑jenis kesalahan mahasiswa berdasarkan empat tahapan Polya (memahami masalah, merencanakan solusi, melaksanakan rencana, mengevaluasi hasil) dan (2) membandingkan pola kesalahan antar tiga tipe AQ (quiters, campers, climbers). Metode yang digunakan merupakan analisis deskriptif dengan prosedur pengumpulan data melalui angket AQ, tes tertulis persamaan diferensial, serta wawancara mendalam; subjek terdiri dari enam mahasiswa (dua per tipe AQ) yang dipilih dari 15 responden. Hasil menunjukkan bahwa mahasiswa dengan tipe AQ climbers berhasil memenuhi semua indikator pemecahan masalah secara lengkap, sementara mahasiswa tipe campers mengalami kesalahan signifikan pada tahap pemahaman masalah dan perencanaan solusi, dan mahasiswa tipe quiterscenderung menyerah sehingga menghasilkan kesalahan pada setiap tahapan. Penarikan kesimpulan mempertegas bahwa tingkat AQ berpengaruh positif terhadap ketahanan dan keberhasilan penyelesaian soal matematis. Implikasinya adalah perlunya integrasi pengembangan AQ dalam kurikulum untuk meningkatkan kemampuan pemecahan masalah matematika mahasiswa
PROSES MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH KONSEP PERBANDINGAN SENILAI BERBASIS OPEN-ENDED PADA KONTEKS POPULER Adis Almaida; Indriani Putri; Mudma Inna; Putri Meilani; Sufri Mashuri; Marniati; Arma Wangsa
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2: Desember 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/a3qt2r71

Abstract

Penelitian ini bertujuan menjelaskan proses matematis siswa secara siklik dalam menyelesaikan masalah konsep perbandingan senilai berbasis open-ended pada konteks populer TikTok. Metode kualitatif deskriptif digunakan pada penelitian ini dengan mengambil 143 subjek, yang kemudian secara purposive dipilih 77 lembar kerja yang mampu menyelesaikan masalah dan dibagi menjadi 8 kelompok proses. Data dikumpulkan melalui tes dan wawancara diagnostik yang dianalisis menggunakan teknik flow model dengan memperhatikan tahapan mathematical modelling. Hasil penelitian menunjukkan ragam proses matematis siswa dalam menemukan solusi. Subjek memahami situasi nyata (real situation) untuk menentukan frame yang cocok dengan ukuran gambar. Berdasarkan informasi tersebut, subjek membangun asumsi dalam bentuk representasi verbal, numerik, simbol, dan visual (real world model). Representasi tersebut diasosiasikan dan dioperasikan mengikuti prinsip dan konsep matematika (perbandingan rasio, perbandingan skala sisi, perkalian silang, perkalian dengan skala, kelipatan, dan pola pengurangan berulang) (mathematical model) untuk menghasilkan solusi (mathematical result). Solusi yang diperoleh direfleksikan kembali ke real situation dengan memutuskan frame yang berbanding senilai dengan ukuran gambar. Konteks populer TikTok pada penelitian ini berhasil menjadi daya tarik budaya digital yang mengaktifkan keterampilan berpikir siswa serta menstimulasi tanggapan kreatif dalam pemecahan masalah.
ANALISIS KEMAMPUAN SISWA MENYELESAIKAN MASALAH MATEMATIKA NON-RUTIN PADA KONSEP PERBANDINGAN SENILAI Arma Wangsa; Marniati Marniati; Sufri Mashuri; Nuralda Nuralda
Jurnal Riset Guru Indonesia Vol 5 No 1 (2026): JRGI: Desember 2025 - Maret 2026
Publisher : Almeera Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62388/jrgi.v5i1.537

Abstract

This study was conducted to explain students' ability to solve non-routine mathematics problems using the concept of direct proportion. To achieve this objective, a descriptive qualitative paradigm was employed, with seventh-grade students of SMP Negeri 25 Poleang Barat as the research subjects. Data were collected by administering a test consisting of one non-routine mathematics problem and conducting diagnostic interviews. Based on the collected data, three students were purposively selected, each representing high, medium, and low ability levels, and were analyzed based on Polya’s problem-solving stages using the flow model technique. The results showed that students in the high and medium ability categories were able to solve the non-routine problem involving the concept of direct proportion and fulfilled all four indicators (understanding information, devising a plan, carrying out the plan, and evaluating the solution). Meanwhile, students in the low ability category demonstrated poor performance. Students in this category were only able to meet the indicator of understanding problem information but failed to meet the other three indicators (devising and carrying out a plan, and evaluating the solution). Furthermore, it was also found that students showed conceptual understanding (high-ability category) and semi-conceptual understanding (medium-ability category) in the process of problem solving.
PRESERVICE MATHEMATICS TEACHERS’ CONCEPTUAL UNDERSTANDING OF LIMITS: A SYSTEMATIC REVIEW OF MATHEMATICAL AND PEDAGOGICAL KNOWLEDGE Akbar Nasrum; Sufri Mashuri
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2797

Abstract

The concept of limits is a fundamental foundation of calculus; however, it remains one of the concepts that preservice mathematics teachers find difficult to understand conceptually. These difficulties are not limited to procedural problem-solving skills but also involve understanding the meaning of limits, coordinating multiple representations, constructing formal proofs, and developing the pedagogical ability to explain the concept effectively to students. This study aims to synthesize research on preservice mathematics teachers’ conceptual understanding of the concept of limits by examining the dimensions of mathematical knowledge and pedagogical knowledge. A systematic literature review was conducted following the PRISMA 2020 guidelines. Data were collected from the Scopus and Dimensions databases through RIS files exported in June 2026. From an initial set of 127 records, 23 core articles were selected after the processes of deduplication and screening based on inclusion and exclusion criteria. The selected studies were analyzed using thematic synthesis. The review findings indicate that previous studies have predominantly focused on the mathematical knowledge dimension, particularly difficulties related to understanding the meaning of limits, transforming representations, graph visualization, formal definitions, mathematical proof, sequence limits, trigonometric limits, and asymptotic behavior. In contrast, the pedagogical knowledge dimension has received relatively less attention, although it has been explored through studies on anticipating students’ responses, teacher noticing, representation selection, the use of GeoGebra, and technology-based didactical design. This review highlights that preservice mathematics teachers’ conceptual understanding of limits should be viewed as an integration of mathematical knowledge and pedagogical knowledge. The findings imply the need for calculus instruction in teacher education programs that emphasizes multiple representations, mathematical proof, pedagogical reflection, analysis of students’ thinking, and the conceptual integration of technology.
ANALISIS KESALAHAN PENYELESAIAN PERSAMAAN DIFFERENSIAL LINEAR ORDE SATU DAN PERAN ADVERSITY QUOTIENT DIKALANGAN MAHASISWA PENDIDIKAN MATEMATIKA Jahring Jahring; Nur Ihsan Hl; Sufri Mashuri; Nasruddin Nasruddin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 1 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i1.14202

Abstract

Persamaan diferensial linear orde satu merupakan salah satu materi fundamental dalam kurikulum pendidikan matematika yang menuntut penguasaan konsep, prosedur, serta kemampuan penalaran matematis yang baik. Namun, dalam praktik pembelajaran di perguruan tinggi, mahasiswa pendidikan matematika masih sering mengalami kesulitan dalam menyelesaikan soal-soal persamaan diferensial linear orde satu. Kesulitan tersebut tercermin dari munculnya berbagai kesalahan, baik kesalahan konseptual, kesalahan prosedural, maupun kesalahan teknis dalam proses penyelesaian. Selain aspek kognitif, faktor afektif seperti Adversity Quotient (AQ) diduga turut berperan dalam munculnya kesalahan tersebut, yaitu kemampuan individu dalam menghadapi kesulitan, bertahan terhadap tantangan, dan bangkit dari kegagalan. Mahasiswa dengan AQ rendah cenderung mudah putus asa, kurang gigih, dan tidak berusaha memperbaiki kesalahan yang dilakukan, sehingga kesalahan dalam penyelesaian soal matematika menjadi berulang. Penelitian ini mengkaji kesalahan yang dilakukan mahasiswa Pendidikan Matematika dalam memecahkan masalah persamaan diferensial linier orde satu serta meneliti peran Adversity Quotient (AQ) terhadap proses pemecahan masalah. Tujuan penelitian adalah (1) mengidentifikasi jenis‑jenis kesalahan mahasiswa berdasarkan empat tahapan Polya (memahami masalah, merencanakan solusi, melaksanakan rencana, mengevaluasi hasil) dan (2) membandingkan pola kesalahan antar tiga tipe AQ (quiters, campers, climbers). Metode yang digunakan merupakan analisis deskriptif dengan prosedur pengumpulan data melalui angket AQ, tes tertulis persamaan diferensial, serta wawancara mendalam; subjek terdiri dari enam mahasiswa (dua per tipe AQ) yang dipilih dari 15 responden. Hasil menunjukkan bahwa mahasiswa dengan tipe AQ climbers berhasil memenuhi semua indikator pemecahan masalah secara lengkap, sementara mahasiswa tipe campers mengalami kesalahan signifikan pada tahap pemahaman masalah dan perencanaan solusi, dan mahasiswa tipe quiterscenderung menyerah sehingga menghasilkan kesalahan pada setiap tahapan. Penarikan kesimpulan mempertegas bahwa tingkat AQ berpengaruh positif terhadap ketahanan dan keberhasilan penyelesaian soal matematis. Implikasinya adalah perlunya integrasi pengembangan AQ dalam kurikulum untuk meningkatkan kemampuan pemecahan masalah matematika mahasiswa
Co-Authors Adis Almaida Ahmad Akbar Nasrum Amalia, Resky Andri Estining Sejati Arma Wangsa Arua, Afudin La Chairuddin Chairuddin Deti Sri Rahayu Dian Ulfa Sari Diana Diana Diana Diana Djidu, Hasan Halil, Nur Ihsan Hidayati, Ully Indriani Putri Irajuana Haidar Jahring La Arua, Afudin La Eru Ugi Loso Judijanto Made Subawo Made Subawo, Made Maman Hariana Marillah, Dima Marniati Marniati Marniati Marniati, Marniati Mudma Inna Muslan, Muslan N. Nasruddin Nafiah, Umi Nasruddin Nasruddin Nasruddin Nasruddin Nasruddin, N. Nur Aisah Nuralda Nuralda Purnamasari, Wilda Putri Meilani Rahayu, Deti Sri Rasmuin Rasmuin Rasmuin, Rasmuin Resky Amalia Retno Kusuma Ningrum Risaldi, Aldi Risnanang Kurniawan Rosti, Rosti Sari, Dian Ulfa Sarida Sarida Tang, Nur Umi Nafiah Wilda Purnama Sari Yawan, Hendri