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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Journal on Mathematics Education (JME) Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Journal of Classroom Action Research Griya Journal of Mathematics Education and Application Rengganis Jurnal Pengabdian Masyarakat Jurnal Pijar MIPA Jurnal Riset Pendidikan Matematika Jakarta Al-Irsyad Journal of Mathematics Education Journal of Educational Studies Sasambo: Jurnal Abdimas (Journal of Community Service) Indonesian Journal of STEM Education Jurnal Didaktik Matematika
Sudi Prayitno
Universitas Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Eksplorasi Etnomatematika pada Motif Kain Tenun Desa Sukarara dan Implikasi dalam Pembelajaran Matematika Wina Septiana; Nurul Hikmah; Nourma Pramestie Wulandari; Sudi Prayitno
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 3 (2023): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i3.1569

Abstract

Etnomatematika memunculkan kearifan budaya sehingga mampu memotivasi peserta didik dalam pembelajaran matematika. Keterlibatan etnomatematika dalam proses pembelajaran matematika akan membuat peserta didik lebih mudah memahami konsep matematika yang akan dipelajari. Penelitian ini bertujuan mendeskripsikan eksplorasi etnomatematika pada motif kain tenun Desa Sukarara dan mengimplikasikan etnomatematika pada motif kain tenun Desa Sukarara dalam pembelajaran matematika. Penelitian ini merupakan penelitian kualitatif dengan model etnografi. Subjek penelitian ini adalah 1 staf PATUH Art Shop dan 2 orang penenun dengan objek tradisi menenun desa Sukarara aspek matematis yang terlibat dalam tradisi menenun yang ditentukan berdasarkan kriteria-kriteria. Instrumen penelitian ini berupa pedoman observasi, pedoman wawancara dan dokumentasi sedangkan teknik pengumpulan data yang digunakan adalah wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan terdapat aspek-aspek matematis pada motif Subahnale seperti segienam, segilima, persegi panjang, belah ketupat, segitiga, lingkaran, pergeseran, pencerminan, perputaran, dilatasi, perbandingan, pengubinan, kongruen, simetri lipat, garis, dan sudut. Terdapat aspek-aspek matematis pada motif Alang seperti segilima, persegi panjang, trapesium, segitiga, lingkaran, pencerminan, perputaran, garis dan sudut. Adapun aktivitas pada proses menenun seperti membilang, menghitung, mengukur, mendesain, menjelaskan, dan menentukan letak motif. Hasil kajian berbentuk video pembelajaran dapat dijadikan sebagai bahan ajar dalam pembelajaran matematika.
Desain Pembinaan Bakat Matematika siswa SMP untuk Persiapan Menghadapi Kompetisi Sains Nasional Harry Soeprianto; Sudi Prayitno; Deni Hamdani; Ratih Ayu Apsari; Nourma Pramestie Wulandari
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 3 No. 1: February 2021
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/sasambo.v3i1.391

Abstract

Matematika adalah ilmu yang mengamati cara kerja pikiran, dan cara terbaik untuk melatih kemampuan, serta mengembangkan kekuatan dan ketepatan berpikir. Berpikir dapat difokuskan melalui aktivitas pemecahan masalah. Memecahkan masalah bukan hanya untuk menerapkan matematika, melainkan untuk belajar matematika yang baru. Aktivitas memecahkan masalah banyak ditemukan pada pemecahan soal-soal kompetisi sains nasional (KSN) atau kompetisi sejenis. Memecahkan soal-soal KSN tidaklah sama dengan mengerjakan soal latihan pada umumnya. Tidak sedikit ditemukan siswa/peserta mengalami kesulitan memecahkannya. Bahkan guru cukup kesulitan membelajarkan pemecahan masalah materi yang akan dilombakan. Hal ini mengindikasikan pentingnya sebuah desain pembinaan untuk mempersiapkan para siswa dalam menghadapi KSN. Desain yang ditawarkan adalah desain blok semi kontinu, yakni sebuah desain pembinaan yang diberikan sebanyak 2-3 kali pertemuan setiap minggunya dan berjalan selama 8 minggu atau lebih, dengan program pembinaan terdiri dari 30% pemantapan materi, 50% problem solving, dan sisanya 20% moderasi. Desain ini disosialisasikan berdasarkan flow-map, yang terdiri dari 9 tahapan.
Pengaruh Model Pembelajaran Kooperatif Tipe Talking Stick Terhadap Kemampuan Komunikasi Matematis Siswa Kelas VIII pada Materi Relasi dan Fungsi di MTsN 1 Mataram Tahun Pelajaran 2019/2020 Nurhayatun Nupus Ayat; Sudi Prayitno; Syahrul Azmi
Indonesian Journal of STEM Education Vol. 3 No. 1 (2021): Edisi Januari-Juni 2021
Publisher : Indonesian Publication Center

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

Abstract

This research aims to (1) know the difference in student’s mathematical communication skill who using cooperative learning model talking stick type  with the student’s who using lecture learning model and (2)  know how much influence the cooperative learning model talking stick type  on student’s mathematical communication skills. The subjects in this study are class VIII.4 as a control class and class VIII.7 as an experimental class. Amount of students at each class are 38 students. The instrument that used in this research are : student worksheet, observation sheet teacher activities, and mathematical communication test questions are in the form of descriptive questions. The mathematical communication test is divided into two parts, they are pretest and post test. After implementing the learning process using the control class nor experimental class with different treatments, it can be seen that mathematical communication skill of student who learn to use coopertive learning model talking stick type better than the students who learn to use lecture learning model. The results of data analysis improvement in students mathematical communication skill can be seen from the N-gain mean on experimental class who high category and the N-gain mean on control class who low category. Thus it can be seen that coopertive learning model talking stick type is significant influential and can improve students mathematical communication skill.
Creative Thinking Level of Students in Posing Conditional Probability Problems Sudi Prayitno; Dwi Novitasari; Tabita Wahyu Triutami; Ratna Yulis Tyaningsih
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.29016

Abstract

Mathematical creativity provides space for students to express their ideas. Hence, the mathematical activities should support their ability to pose and solve problems. However, students are not used to them and have difficulty in proposing and solving creative problems. The ideas proposed are in the form of problem-posing with free situational and semi-structural types and their solutions. This study aims to describe the level of creativity of students in problem-posing and problem-solving conditional probability problems. The research method used was qualitative, and participants were 35 second-year preservice mathematics teachers. The result indicates that, in posing a free situational type problem, students were generally at level 3 (creative) while, in posing a semi-structural problem, students were generally at level 0 (not creative). Although, the students in each type of problem-posing task were at the category of level 4 (very creative), level 3 (creative), level 2 (quite creative), level 1 (almost creative), and level 0 (not creative). This shows that there is a need for habituation for students to pose and solve problems, especially those that are related to semi-structural type problems.
Analisis Kesalahan Siswa SMP pada Penyelesaian Masalah Sistem Persamaan Linear Dua Variabel Anna Citra Islamiyah; Sudi Prayitno; Amrullah Amrullah
Didaktik Matematika Vol 5, No 1 (2018): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v5i1.10035

Abstract

Background of this research is many student errors at solving linear equation systems with two variables problems. The research aim is to know the kinds and level of errors at solving linear equation systems with two variables problems. This research is descriptive quantitative. The subject of this study is 30 students grade 7 from one of junior high school at Mataram, West Nusa Tenggara. A data collection done by tested and interviewed. The error of the problem solving that could analyze were a reading error, comprehension, transformation, process skills and encoding. Result of the research indicate that percentage of reading error was 17.78% (too low category), comprehension error was 55.56% (middle category), transformation error was 18.52% (too low category), process skills error was 36.67% (low category) and encoding error was 83.70% (too high category).
Penerapan Pewarnaan Graf pada Pembagian Kamar Asrama Mahasiswi Universitas Mataram dengan Algoritma Welch Powell Ratih Dhamayyana Dwi Cinthami; Sudi Prayitno; Gilang Primajati
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10001

Abstract

Room assignments at the female dormitory of Universitas Mataram are still done manually, often placing students from the same study program and semester in the same room. This condition limits academic diversity, which is essential to foster social interaction and enhance academic performance. This study aims to apply graph coloring theory to address this issue. Each student is represented as a vertex, and connections between students with the same academic background are represented as edges. The Welch Powell algorithm is applied to color the vertices so that no adjacent vertices share the same color, ensuring students with similar academic characteristics are not assigned to the same room. This applied research uses Visual Basic for Applications (VBA) Macro in Microsoft Excel to automate the creation of matrices and implementation of the algorithm. The results show that this approach is effective and efficient in grouping students into rooms while promoting academic heterogeneity. This method is expected to serve as a practical solution for dormitory management in other higher education institutions.
A Profile of Technological Pedagogical and Content Knowledge Components of Prospective Mathematics Teachers in Microteaching Practice Sudi Prayitno; Sri Subarinah; Laila Hayati; Dwi Novitasari; Ketut Ary Sunjaya
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.v8i1.11268

Abstract

This study aims to describe the profile of Technological Pedagogical and Content Knowledge (TPACK) components of prospective mathematics teachers in microteaching practice. A descriptive quantitative approach was employed using a survey method. Data were collected through a TPACK questionnaire measured on a five-point Likert scale. The participants consisted of 71 Mathematics Education students enrolled in a microteaching course at the Faculty of Teacher Training and Education, Universitas Mataram. The data were analyzed descriptively to determine the level of TPACK mastery. The results show that the average score across the seven TPACK components reached 81.44%, which falls into the high category, indicating that prospective mathematics teachers generally demonstrate a strong foundation in technology, pedagogy, and content knowledge. Among the components, Technological Pedagogical Knowledge (TPK) obtained the highest mean score, while Content Knowledge (CK) showed a relatively lower score. These findings suggest that although prospective mathematics teachers perform well in individual and paired TPACK components, the holistic integration of technological, pedagogical, and content knowledge in microteaching contexts still requires further strengthening through more authentic and sustained teaching experiences.
Analisis Kemampuan Pembuktian Matematis Masalah Bilangan pada Mahasiswa Calon Guru Matematika Sri Subarinah; Sudi Prayitno; Tabita Wahyu Triutami; Nilza Humaira Salsabila; Krisna Jivani Dasusmi
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.v8i1.11446

Abstract

Penelitian ini bertujuan mengeksplorasi kemampuan pembuktian mahasiswa calon guru matematika dalam masalah bilangan ditinjau berdasarkan metode pembuktiannya. Penelitian ini diperlukan karena kemampuan penalaran dalam pembuktian merupakan kompetensi penting yang harus dimiliki mahasiswa calon guru matematika. Jenis penelitian ini adalah gabungan kuantitatif dan kualitatif dengan pendekatan studi kasus, yaitu penelitian yang bermaksud untuk memahami fenomena tentang apa yang dialami oleh subjek penelitian secara holistik dan alamiah. Hasil penelitian memberikan gambaran mengenai penalaran yang digunakan mahasiswa dalam melakukan pembuktian masalah bilangan, kesalahan yang ditemukan adalah sebagai berikut: (1) Pada pembuktian dengan induksi matematika, melakukan manipulasi aljabar yang tidak tepat dan kesalahan penalaran yang melibatkan bilangan asli, (2) Pada pembuktian langsung penalaran yang tidak tepat, (3) Pada pembuktian tidak langsung (dengan kontradiksi), kesalahan konsep pembuktian tidak langsung dan kesalahan penalaran.
Website-Based Ethnomathematics Learning for Mathematical Problem-Solving: A Systematic Literature Review Laila Hayati; Sri Subarinah; Sudi Prayitno; Muhammad Turmuzi; Muhammad Usman Hadi
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.4006

Abstract

Studies in mathematics education have increasingly explored the integration of digital technology and ethnomathematics in learning activities. Various digital platforms have been used to create more interactive and contextual mathematics learning experiences connected to students’ cultural backgrounds and everyday life. Previous studies also suggested that culturally connected digital learning may support students’ engagement, reasoning, conceptual understanding, and higher-order thinking skills. However, earlier research mainly focused on mobile learning, digital games, augmented reality, and blended learning, while website-based ethnomathematics learning, particularly in higher education contexts, has received less attention. This study reviewed previous research related to website-based ethnomathematics learning and mathematical problem-solving skills using the PRISMA 2020 framework. Literature searches were conducted mainly through ProQuest and supported by Google Scholar verification and manual searches through ScienceDirect. From 142 initially identified articles published within the last ten years, 17 studies met the inclusion criteria and were analyzed descriptively and thematically. The reviewed studies discussed digital games, augmented reality, multimodal learning, AI-assisted learning, virtual learning environments, and web-based platforms in mathematics education. Problem-solving, reasoning, visualization, creative thinking, and conceptual understanding were among the mathematical abilities most frequently discussed, while geometry topics appeared more dominant than other mathematical areas. The findings indicate that ethnomathematics-based digital learning has strong potential to support more meaningful and culturally responsive mathematics learning. Nevertheless, studies specifically focusing on website-based ethnomathematics learning for improving mathematical problem-solving skills in higher education settings remain limited.
Co-Authors Abels, Mieke Ade Irawan Afriliani Rismayanti Aliyatul Himmah Amrullah Amrullah Anna Citra Islamiyah Annisa Annisa Aprilia Listiana Arjudin Arjudin Baidowi Baidowi Baiq Rachmawatin Ramadhana Deni Hamdani Dwi Novitasari Eka Kurniawan Emi Lara Safitri Ery Nurjayanto Febrianti Febrianti Fela Nurma Alfianti Gilang Primajati Hairun Nufus Hapipi Hapipi Harry Soeprianto I Gusti Ayu Rarasanti Iftahul Muhayana Iga Safitri Intan Khosi’urrohmah Intan Lestari Intan Lestari Juliyanti Juliyanti Junaidi Junaidi Ketut Ary Sunjaya Ketut Sarjana Krisna Jivani Dasusmi Kunim Sriati Laila Hayati Lalu Riki Gita Sukma Lina Nuriyanti Muhamad Syahidul Qirom Muhammad Turmuzi Muhammad Usman Hadi Mutala'ah Mutala'ah Naba Nunun Lamhabaha Nani Kurniati Ni Nyoman Sriningsih Nopia Rizki Nurdianti Nurdianti Nurhayatun Nupus Ayat Nurlailis Kurniawati NURUL HIKMAH Nurul Indah Nyoman Sridana Nyoman Sridana Ramdan Ramdan Ratih Ayu Apsari Ratih Dhamayyana Dwi Cinthami Ratu Ilma Indra Putri Ridha Surgana Rini Andriani Rizkian Agung Jamaesa Salsabila, Nilza Humaira Sariyasa . Setiawati, Putri Sinta Silviana Muslim Solatiah Ariani Sri Subarinah Sri Subarinah, Sri Sri Surya Sasih Sripatmi Sripatmi Sripatmi Sripatmi Susilawati - Suwanda Syahrul Azmi Tabita Wahyu Triutami Tina Septikayanti Tsania Ardina Sholiha Vina Hidayah Islami Wahidaturrahmi, Wahidaturrahmi Widya Nusywari Wina Septiana Wulandari, Nourma Pramestie Yolita Malaya Yulis Tyaningsih, Ratna