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Izwita Dewi

Universitas Negeri Medan

Author-ID : 2512745

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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ANALYSIS OF UNDERGRADUATE STUDENTS' CREATIVE MATHEMATICAL THINKING ABILITIES Siti Salamah Br Ginting; Dian Armanto; Izwita Dewi
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i2.19655

This research aimed to analyze undergraduate students’ mathematical creative thinking abilities (MCTA). This study employs a qualitative descriptive method, with the research subjects being Mathematics Education Study Program students. Tests and interviews were the instruments used for mathematical creative thinking ability. The results of the research show that students' mathematical creative thinking abilities vary, as many as 20% are in the low category (CCTA < 33%), 60% are in the medium category (CCTA between 33% and 67%) and 20% are in the high category (CCTA > 67 %). Understanding mathematical concepts, learning experiences, and motivation all have an impact on students creative mathematical thinking skills. It is hoped that the results of this research can be considered when designing learning that can develop students' mathematical creative thinking abilities. Keywords: analyze, mathematical creative thinking abilities, undergraduate students’

Students' numeracy literacy skills and mathematical habits of mind: A diagnostic analysis Silalahi, Taruli; Dewi, Izwita; Ahyaningsih, Faiz
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4083

This study aims to conduct a diagnostic analysis of students by mapping their numeracy literacy (NL) and Mathematical Habits of Mind (MHOM) profiles, as well as examining the relationship between the two in solving non-routine problems. A mixed methods approach with a cross-sectional diagnostic design was employed, involving 120 elementary school students from three schools. Data were collected through a numeracy literacy diagnostic test, an MHOM questionnaire, structured observations, and in-depth interviews. The results indicate that students’ numeracy literacy ability falls into the moderately low category, with an average mastery percentage of 46.13%. The main weakness was found in the interpreting process, with a mastery percentage of 34.45%, while students showed relatively better performance in the applying process. The MHOM profile was in the moderate category, with relatively high scores in perseverance and working accurately, but low scores in seeking patterns and flexible thinking. The correlation analysis revealed a significant positive relationship between overall numeracy literacy and Mathematical Habits of Mind (r = 0.582, p < .001). Qualitative findings further showed that students with weak flexible thinking tended to repeat ineffective procedures when facing unfamiliar or non-routine problems. These findings indicate that students’ numeracy literacy difficulties are not only related to content mastery but also to dispositional barriers, particularly limited flexible thinking. This study contributes by providing a diagnostic mapping that links numeracy literacy difficulties with students’ Mathematical Habits of Mind. The findings suggest that instructional interventions should strengthen flexible thinking and pattern seeking to support students’ functional numeracy literacy.

Moodle-integrated flipped classroom design to enhance students' mathematical conceptual understanding Wahyuni, Fitry; Dewi, Izwita; Ahyaningsih, Faiz
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4089

Mathematical conceptual understanding is an essential ability that enables students to interpret, connect, represent, and apply mathematical ideas. However, students still experience difficulties in developing this ability, partly due to procedural and teacher-centered learning practices. This study aimed to design and develop a Moodle-integrated Flipped Classroom and evaluate its validity, practicality, and effectiveness in enhancing students’ mathematical conceptual understanding on geometric transformation material. This study employed a Research and Development approach using the Plomp model, consisting of preliminary research, prototyping, and assessment phases. The participants were 32 eighth-grade students at one state junior high school in Medan, North Sumatra. Data were collected through expert validation sheets, teacher and student practicality questionnaires, Moodle log activity data, and pre-test and post-test instruments. The results showed that the Moodle-integrated Flipped Classroom was very valid with a score of 90.6%, very practical with a score of 86.3%, and effective based on the predetermined effectiveness criterion, as indicated by a moderate N-Gain score of 0.51. Learning analytics data showed high student engagement, including a 90.6% video completion rate, an 89.6% quiz completion rate, and 288 forum interactions with a 1.8:1 reply-to-post ratio. The highest improvements occurred in connecting mathematical concepts and applying concepts in new situations. These findings indicate that a systematically designed Moodle-integrated Flipped Classroom can support students’ mathematical conceptual understanding through structured independent learning, interactive activities, and collaborative discussion.

Kemampuan Pemecahan Masalah Matematis: Systematic Literarur Review Tentang Indikator, Tujuan Pembelajaran Dan Kesalahan Siswa Hizmi Wardani; Izwita Dewi; KMA Fauzi
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol. 9 No. 1 (2026)
Publisher : Universitas Muria Kudus

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

Mathematical problem-solving ability is a very important, but in fact, this ability is still relatively low. This study aims to analyze the indicators of mathematical problem-solving ability, identify learning objectives developed to improve problem-solving ability, and examine the types of student errors in solving mathematical problems. The methodology used is a Systematic Literature Review (SLR) using the PRISMA guide.. Data collection techniques were carried out through searching and documenting scientific articles using the Publish or Perish application together with the Google Scholar database from 2016 to 2025. Data were analyzed using content analysis techniques and bibliometric analysis through inclusion and exclusion criteria to map research trends, ability indicators, learning objectives and student errors in mathematical problem solving. Of the 147 articles identified, 28 articles met the inclusion criteria for analysis. The results of the study show that the most dominant Polya indicator is used, namely 71.4%, the learning objectives emphasize conceptual mastery and the development of high-level thinking skills, while the most frequent student errors occur in the re-examination phase (58-75%) which indicates low student metacognition. This review provides an overview of research trends in mathematical problem-solving abilities over the past 10 years and provides practical recommendations for the development of holistic and integrative mathematics learning

DEVELOPMENT OF CULTURALLY RESPONSIVE MATHEMATICS E-LEARNING: INTEGRATING THE SIKAMBANG TRADITION OF THE BARUS COASTAL COMMUNITY THROUGH THE WORDPRESS PLATFORM Yumira Simamora; Sahat Saragih; Izwita Dewi; Nur Rahmi Rizqi; Rasida Aulia Sari
JURNAL EDUSCIENCE Vol 13, No 3 (2026): IN PRESS
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9213

Purpose - The purpose of this study is to develop culture-responsive mathematics e-learning by integrating the Sikambang Pesisir Barus tradition into the WordPress platform, creating learning that is contextual, meaningful, and relevant to students' cultural backgrounds.Methodology - This research methodology uses a development research (R&D) design with the Plomp model. The research subjects were students/teachers from MTSN 1 and SMP Muhammadiyah 28 Barus, class VII-A, with 24 and 30 students, respectively. The research procedures include the stages of needs analysis, product design and development, expert validation, limited and field trials, and revisions until a valid, practical, and effective product is obtained. The intervention was carried out through the implementation of learning activities on a WordPress-based e-learning platform containing material on quadrilaterals and triangles. The research instruments included expert validation sheets, implementation observation sheets, student response questionnaires, and mathematical literacy ability tests. Data analysis was carried out descriptively and inferentially through tests of validity, practicality, and effectiveness, including n-gain calculations and analyses of learning completeness and student responses.Findings - The results show that a WordPress-based mathematics e-learning integrated with the Sikambang culture meets the criteria for validity, practicality, and effectiveness. The developed media was considered feasible by experts, easy to use in learning, and received positive responses from students. In addition, students' mathematical literacy improved. It can be concluded that integrating local culture into e-learning can make learning more meaningful and engaging.Contribution- These implications and contributions position WordPress as a viable alternative for driving innovative, contextually relevant learning experiences.

Integration of wordwall in mathematics learning: An efforts to improve students mathematical communication Hijrah Nasution; Izwita Dewi; Hamidah Nasution
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 9 No. 1 (2026): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v9i1.4100

Mathematical communication ability is an essential competency in mathematics learning because it enables students to express mathematical ideas, use representations, and explain solution procedures systematically. However, many students still experience difficulties in communicating mathematical ideas due to teacher-centered learning and limited interactive activities. This study aimed to examine the effectiveness of Wordwall-integrated mathematics learning on students’ mathematical communication ability. This study employed a quantitative quasi-experimental method with a pretest-posttest control group design. The population consisted of seventh-grade students at Yasiriyah Private Junior High School Medan, with a sample of 50 students divided into an experimental class and a control class, each consisting of 25 students. The research instrument was an essay test based on indicators of mathematical communication ability. Data were analyzed using descriptive statistics, N-Gain analysis, normality and homogeneity tests, and an independent sample t-test. The results showed that the experimental class achieved a higher improvement than the control class, with a mean N-Gain score of 0.74 in the high category, while the control class obtained 0.39 in the moderate category. The independent sample t-test showed a significance value of 0.000 < 0.05, indicating a significant difference between the two classes. Improvements were found in all indicators, with the highest improvement in explaining solution procedures systematically. These findings indicate that Wordwall-integrated mathematics learning is effective in improving students’ mathematical communication ability and can support more interactive and student-centered learning.

Analysis of Students’ Mathematical Communication Skills in Solving Problems Assisted by the Symbolab Application Hetty Elfina; Izwita Dewi; Faiz Ahyaningsih
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.872

Mathematical communication skills are essential in enabling students to express mathematical ideas through symbols, models, and visual representations. However, many Indonesian students still experience difficulties, particularly when solving story-based problems. This study aimed to analyse students’ mathematical communication skills in solving linear programming story problems using the Symbolab application. The research employed a descriptive qualitative design involving 32 tenth-grade students at Madrasah Aliyah Swasta Plus Al Ulum Medan. Data were collected through five story problems and follow-up interviews with selected students representing each ability level. The result showed that 37,5% of students were in the low category, 37,5% in the medium category, and 25% in the high category of mathematical communication skills. Most students had difficulty translating story problems into mathematical models, which led to errors in graph construction, shading region determination, and final computations. Although the Symbolab application helped students visualise graphs and follow solution steps, students still had to construct mathematical models from the problems independently. These findings suggest that while the Symbolab application can support visualisation and solution steps, explicit instruction and practice in translating word problems into mathematical models remain crucial for developing students’ mathematical communication skills.

Co-Authors ADE ANDRIANI Ade Andriani Ade Irwansah Nasution Adi Semarto Berutu Agustia, Anjelly Ahmad Landong Ahyaningsih, Faiz Ahyaningsih, Faiz . Amry, Zul Ana Febrianti Siregar Andriani, Ade Aulia Anggun Mutiara Dewantara, Ki Hajar Dian Armanto Doriyani . Nasution Doriyani Nasution, Doriyani Dyan Wulan Sari Hs Edy Surya Edy Surya Eka Margareta Sinaga Elamanani Simamora Elfitra Elfitra Elia Elfani Elidar Tanjung Elmanani Simamora Elmanani Simamora Elvis Napitupulu, Elvis Erlinawaty Simanjuntak Fadhilah, Puji Chairu Fahrur Rozi Fairus, Fairus Fauzi, Kms. M. Amin Fitri Adhiningsih Rizky Halim Simatupang Hamidah Nasution Haris Hidayat Ismail Hasibuan, Eka Khairani Hasratuddin Hasratuddin Hasratuddin Siregar Hasratuddin Siregar Hermawan Syahputra Hetty Elfina Hijrah Nasution Hizmi Wardani Husain, Yasmin Khamila Ida Karnasih Insan Taufik Irfan Hilmi Israil Sitepu Jonter . Situngkir Khairani, Dewi Khairani, Nerli KMA Fauzi KMS. M. Amin Fauzi KMS. Muhammad Amin Fauzi Kms. Muhammad Amin Fauzi Lasker Pangarapan Sinaga Lena Rosdiana Pangaribuan Lubis, Adelina Natalia Lubis, Rina Ardillah Manullang, Mindo Mendrofa, Ratna Natalia Michael Christian Simanullang Mifta Aqila Nasution Milda Rizky Novriani Monalisa Sianturi, Maria Muhammad Noer Fadlan Mukhtar Mukhtar Mulyono Mulyono Mulyono Mulyono Nailul Himmi Hasibuan, Nailul Himmi Nasution, Dinda Indriani Nasution, Doriyani . Nasution, Hamidah . Nazara, Erlina Nella Putri Sihombing Nenta Dumalia Siregar NETTI KARIANI MENDOFA Nina Fadilah Ningsih, Faiz Ahya Novita Sari Nur Indah Simamora Nur Rahmi Rizqi Nurhadijah Nurhadijah Nurhasanah Siregar . Nurliani Manurung Panjaitan, Sorta Corie Ivana Putri Elmaretha Purba Putri Elmaretha Purba Rahim, Rani Rajagukguk, Atma Wijaya Rasida Aulia Sari Retno Windasari Robby Rahmatullah Ronahaya Pohan, Irna Dwi Rizki Rosliana Harahap Rusmini Rusmini Sahat Saragih Sahat Saragih Sahat Saragih Said . Iskandar Samosir, Yuni Samuel Tondang Sibarani, Sariayu Sidabutar, Natalia ayu Sihombing, W.L. Silalahi, Taruli Simamora, Elmanani Simanjuntak, Sinta Dameria Siregar, R.Maisaroh Rezyekiyah Siti Lisiani Siti Salamah Br Ginting Siti Zahara H.Harahap Soraya Shahabiah Sri Rahma Yani Harahap Sri Wahyuni Sumarno . Tambunan, Lois Tarigan, Yossie Camelia Sari Telaumbanua, Yakin Niat Tondang, Samuel Yulita Molliq Rangkuti Yumira Simamora Yunus Shobrun

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