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Yerizon Yerizon

Universitas Negeri Padang

Author-ID : 2512980

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

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The Effect of Think Pair Check Model on Students Understanding of Mathematical Concepts in Terms of Cognitive Style Yerizon Yerizon; Farhani Farhani; Hendra Syarifuddin; Nor’ain Mohd Tajudin
Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v7i1.14932

This quasi-experimental research aims to determine the effect of Think Pair Check (TPC) learning models on understanding of mathematical concepts in terms of cognitive style. A purposive sampling technique was used to select a sample of 54 students from a junior high school in Patamuan sub-district, Indonesia. The data were obtained from mathematical concept understanding tests and Group Embedded Figure Test (GEFT) to determine students' cognitive styles. Data were analyzed using t-test. The findings indicated that students who learned using TPC method had a better understanding of concepts than those learning using the conventional model. Furthermore, the TPC learning model positively influenced the understanding of mathematical concepts of students with the Field Independent cognitive style but had no influence on students with the Field Dependent cognitive style. Therefore, the TPC learning model can be used to improve the understanding of mathematical concepts, especially for students with the Field Independent cognitive style.

MENELUSURI KESULITAN MAHASISWA DALAM PEMBUKTIAN MATEMATIS PADA PERKULIAHAN PENGANTAR ANALISIS REAL Dewi Murni; Yerizon Yerizon; Ahmad Fauzan; Elita Zusti Jamaan; I Made Arnawa; Helma Helma
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 2 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i2.22776

Pembuktian matematis merupakan elemen kunci dalam pendidikan matematika tingkat lanjut dan menjadi fokus utama dalam perkuliahan Pengantar Analisis Real. Namun, banyak mahasiswa mengalami kesulitan dalam memahami konsep dasar, menghubungkan definisi dengan teorema, serta menyusun pembuktian secara runtut, sehingga memengaruhi penguasaan mereka terhadap mata kuliah ini. Penelitian ini bertujuan menelusuri kesulitan mahasiswa dalam memahami soal pembuktian, melaksanakan proses pembuktian, dan menarik kesimpulan dari hasil pembuktian. Jenis penelitian yang digunakan adalah metode campuran (mixed methods), yang menggabungkan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah satu kelas mahasiswa Jurusan Matematika, Program Studi Pendidikan Matematika, FMIPA, Universitas Negeri Padang yang menempuh mata kuliah Pengantar Analisis Real pada semester Januari–Juni 2024, dengan jumlah 35 mahasiswa. Dari jumlah tersebut, enam orang mahasiswa dipilih sebagai responden wawancara. Instrumen yang digunakan adalah tes soal pembuktian dan lembar wawancara. Data tes (rentang 1-100) dikategorikan dengan nilai 1 sampai dengan 4 berdasarkan rubrik penilaian yang terdapat dalam standar operasional prosedur penilaian UNP. Data wawancara dianalisis menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa pada proses pembuktian diperoleh kesulitan mahasiswa: dalam memahami soal pembuktian sebanyak 44,83%, dalam melaksanakan pembuktian sebanyak 52,49%, dan dalam membuat kesimpulan hasil pembuktian sebanyak 65,52%. Analisis jawaban mahasiswa menunjukkan bahwa kesulitan utama terletak pada: kesalahan memahami premis soal, penggunaan definisi irisan yang tidak benar, penyusunan argumen pembuktian yang tidak sistematis, serta penarikan kesimpulan yang tidak didasarkan pada langkah-langkah yang benar. Kata kunci: pembuktian matematis, analisis real, kesulitan mahasiswa. Abstract: Mathematical proof is a key element in advanced mathematics education and is the main focus of the Introduction to Real Analysis course. However, many students experience difficulties in understanding basic concepts, connecting definitions to theorems, and constructing proofs coherently, thus affecting their mastery of this course. This study aims to explore students' difficulties in understanding proof problems, carrying out the proof process, and drawing conclusions from the proof results. The type of research used is a mixed methods study, combining quantitative and qualitative approaches. The subjects were a class of 35 students from the Mathematics Department, Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Padang State University, who took the Introduction to Real Analysis course in the January–June 2024 semester. Of these, six students were selected as interview respondents. The instruments used were a proof test and an interview sheet. Test data (range 1–100) were categorized with a score of 1 to 4 based on the assessment rubric contained in the UNP assessment standard operating procedures. Interview data were analyzed using descriptive analysis. The results of the study showed that in the proof process, students found difficulties: in understanding the proof questions as much as 44.83%, in carrying out the proof as much as 52.49%, and in drawing conclusions from the proof results as much as 65.52%. Analysis of student answers showed that the main difficulties lay in: misunderstanding the question premise, using incorrect intersection definitions, compiling unsystematic proof arguments, and drawing conclusions that were not based on correct steps. Keywords: mathematical proff; real analysis; student struggles; proof construction

Kajian Etnomatematika pada Makanan Tradisional Minangkabau (Studi Kasus pada Lamang, Kue Basung, Onde-Onde, dan Kue Mangkuak) Muhammad Fachri Muslim; Arnellis Arnellis; Ahmad Fauzan; Yerizon Yerizon
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11256

This study addresses the limited exploration of mathematical concepts embedded in Minangkabau traditional food practices, despite their potential to support culturally relevant mathematics learning. The research aims to identify and describe the ethnomathematical elements found in the preparation of four traditional foods: lamang, basung cake, onde-onde, and mangkuak cake. A qualitative approach was employed using ethnographic and case study methods. Data were collected through participant observation, in-depth interviews with traditional food makers, visual documentation, and supporting literature. The data were analyzed using thematic analysis combined with mathematical and geometric identification techniques to uncover measurement, proportional reasoning, and geometric structures. The findings reveal that traditional food preparation integrates various mathematical concepts, including ratios, volume and weight measurement, symmetry, cylindrical and conical geometry, and time estimation. These concepts appear in ingredient measurement, shaping techniques, folding patterns, and cooking management, although practitioners apply them intuitively without formal notation. The study concludes that Minangkabau culinary practices represent rich sources of ethnomathematical knowledge that can be integrated into mathematics education. This integration has the potential to enhance meaningful learning, connect mathematics with students’ cultural experiences, and support the preservation of local heritage.

Bibliometric Analysis: Collaboration Networks In Discovery Learning Research Andi Suparjo; Edwin Musdi; Yerizon Yerizon; I Made Arnawa
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.7002

This research identifies publications related to Discovery learning. Discovery learning is a learning model that encourages active learning in students through self-discovery and research so that the results achieved are long-lasting and difficult to forget. This research aims to identify and analyze articles researching Discovery Learning that have been published in several reputable international journals published in the 2014-2023 period, which was carried out using bibliometric studies. Bibliometric analysis produced four findings: publications about Discovery Learning in Scopus-indexed journals have been in a fluid and balanced pattern every year for the last ten years; 328 of the ten journals producing the most articles have been published. The top-ranked journal published 15 articles, and the tenth-ranked journal published five articles; The most citations occurred in articles published in 2020 with a total of 1101 citations. The most cited article was written by B.R. Goldsmith with 241 citations; The author's keywords that are most frequently used in the top three are discovery, machine, and machine learning

Pengaruh Penerapan Model Pembelajaran Problem Based Learning Terhadap Kemampuan Literasi Numerasi Peserta Didik Kelas VIII SMPN 28 Padang Mulya Ade Alfitri; Yerizon Yerizon; Minora Longgom Nasution; Suherman Suherman
Science and Education Journal (SICEDU) Vol 5 No 2 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i2.712

Kemampuan literasi numerasi merupakan salah satu kompetensi penting yang harus dimiliki peserta didik pada abad ke-21 dan menjadi fokus pengukuran dalam Asesmen Kompetensi Minimum (AKM). Hasil identifikasi awal menunjukkan bahwa kemampuan literasi numerasi peserta didik kelas VIII SMPN 28 Padang masih tergolong rendah. Penelitian ini bertujuan untuk mengetahui pengaruh penerapan model pembelajaran Problem Based Learning terhadap kemampuan literasi numerasi peserta didik kelas VIII SMPN 28 Padang pada materi garis singgung lingkaran. Penelitian ini menggunakan metode Pre-Experimental dengan desain One Group Pretest–Posttest.Populasi penelitian adalah seluruh peserta didik SMPN 28 Padang, sedangkan sampel penelitian berjumlah 30 peserta didik yang dipilih menggunakan teknik random sampling.Instrumen penelitian berupa soal pretest, posttest, dan kuis. Data dianalisis menggunakan perangkat lunak Minitab melalui uji normalitas dan uji hipotesis (paired t-test). Hasil penelitian menunjukkan bahwa rata-rata nilai pretest sebesar 37,33 meningkat menjadi 65,33 pada posttest,sehingga terjadi peningkatan sebesar 28,00. Data pretest dan posttest berdistribusi normal,yang ditunjukkan oleh nilai signifikansi masing-masing sebesar 0,119 dan 0,072 (p> 0,05). Selanjutnya,hasil uji hipotesis menunjukkan nilai signifikansi sebesar 0,000 (p< 0,05),sehingga H_0 ditolak dan H_1 diterima. Dengan demikian,penerapan model pembelajaran Problem Based Learning memberikan pengaruh yang signifikan terhadap kemampuan literasi numerasi peserta didik kelas VIII SMPN 28 Padang. Penerapan model pembelajaran Problem Based Learning mendorong peserta didik untuk terlibat secara aktif dalam memahami masalah, mencari solusi, melakukan analisis, serta menarik kesimpulan sehingga kemampuan literasi numerasi pada materi garis singgung lingkaran mengalami peningkatan.

Pengembangan Perangkat Pembelajaran Berbasis Kecerdasan Majemuk untuk Meningkatkan Kemampuan Berpikir Matematis Fitri Andriani; Yerizon Yerizon; I Made Arnawa; Ali Asmar
Jurnal Pendidikan Matematika (JPM) Vol 7 No 2 (2021): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v7i2.11363

Masalah yang ditemui di lapangan adalah kemampuan berfikir kritis matematis peserta didik yang belum optimal. Kemampuan berfikir kritis matematis peserta didik dapat ditingkatkan dengan menggunakan perangkat pembelajaran berbasis kecerdasan majemuk. Tujuan dari penelitian ini adalah untuk mengetahui proses dan hasil pengembangan perangkat pembelajaran berbasis kecerdasan majemuk dalam meningkatkan kemampuan berfikir matematis peserta didik. Jenis penelitian ini adalah penelitian pengembangan (Development Research). Model pengembangan yang digunakan adalah model Plomp yang terdiri dari tiga fase yaitu fase investigasi awal (preliminary research), fase pengembangan atau pembuatan prototype (development or prototyping phase), dan fase penilaian (assessment phase). Pada bagian ini hanya membahas penelitian pada investigasi awal (preliminary research). Instrument yang digunakan pada fase investigasi awal (preliminary research) adalah angket peserta didik, pedoman wawancara guru, catatan lapangan, lembar soal tes pendahuluan. Hasil analisis data pada fase investigasi awal (preliminary research) menunjukkan bahwa 1) rendahnya kemampuan berfikir kritis matematis, 2) kemampuan peserta didik bervariasi, 3) cara belajar peserta didik bervariasi, 4) perangkat yang digunakan guru kurang memfasilitasi peserta didik untuk meningkatkan kemampuan berfikir kritis matematis peserta didik, 5) kurang terlibatnya peserta didik dalam proses pembelajaran, 6) peserta didik sulit memahami Bahasa yang digunakan pada sumber belajar.The problem encountered in the field is that students' mathematical critical thinking skills are not satisfying yet. Students' mathematical critical thinking skills can be improved by using multiple intelligence-based learning tools. The purpose of this study was to determine the process and the results of the development of learning tools based on multiple intelligence in improving students' mathematical thinking skills. This is a development research. The development model used is the Plomp model which consists of three phases, namely the preliminary research phase, the development or prototyping phase, and the assessment phase. This thesis only discusses the preliminary research phase. The instruments used in this research are student questionnaires, teacher interview guidelines, field notes, preliminary test question sheets. The results of data analysis in the preliminary research phase showed that 1) there is a lack of mathematical critical thinking skills, 2) Students have various kinds of abilities, 3) There are differences in studentsâ€™ learning styles, 4) There is a lack of teaching tools used by the teacher so that the students are not able to improve their critical thinking mathematically, 5) there is lack of students participation in the learning process, 6) It is difficult for students to understand the language used in the learning resources.

The Effect of Problem-Based Learning Model on Junior High School Students' Self-Efficacy in Mathematics Muhammad Zaini; Yerizon Yerizon; Abel Garcia Arlis; Nadya Fitriani
Rangkiang Mathematics Journal Vol. 4 No. 2 (2025): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v4i2.67

Mathematics is an important part of science education and plays an important part in lots of aspects of life. However, students' low self-efficacy in mathematics is often an obstacle in learning. Low self-efficacy can inhibit students' confidence in solving problems and impact on their learning outcomes. One method that might be utilized to improve students' self-efficacy is the Problem-Based Learning (PBL) model. This search aims to analyze the impact of PBL models on their self-efficacy in learning mathematics. This research used quasi-experiment method with Nonequivalent Posttest Only Control Group design. The research sample consisted of fifty-two seventh grade students of SMP IT Madani Islamic School Payakumbuh who were divided into experimental and control groups. The experimental group was treated with PBL model, while the control group used conventional learning. Data was collected through self-efficacy questionnaire and analyzed descriptive and inferential statistical tests. The findings revealed that pupils who studied with PBL models had higher self-efficacy compared to students who used conventional learning models. In conclusion, the application of PBL can increase students' self-efficacy in learning mathematics because this method encourages active involvement, contextual problem solving, and reflection on the thinking process. This research shows the urgency of implementing PBL in mathematics learning to significantly improve students' confidence and learning outcomes.

Analysis of Students' Errors Based on Newman's Errors in Solving Mathematical Reasoning Problems Redy Williantama Zulhafendi; Yerizon Yerizon; Fitrani Dwina; Shinta Sari
Rangkiang Mathematics Journal Vol. 5 No. 1 (2026): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v5i1.91

Mathematical reasoning is one of the essential competencies that students must possess to face the challenges of 21st-century learning. However, many students still struggle to solve problems that assess their mathematical reasoning. This study aims to analyse the types of errors students make using Newman’s Error Analysis procedure. The research employed a descriptive qualitative method, with 37 twelfth-grade high school students selected through purposive sampling. Data were collected through a mathematical reasoning ability test and interviews. The quantitative data from the test were analysed descriptively to identify error patterns, while the qualitative data from interviews were analysed thematically through data reduction, data display, and conclusion drawing. Most students made errors in three main stages, namely understanding the problem concept, transforming verbal information into appropriate mathematical representations, and applying mathematical procedures or algorithms correctly. Furthermore, the analysis showed that conceptual misunderstanding was the most prevalent type of error, often leading to subsequent transformation and process-skill errors. These findings suggest that teachers need to design learning interventions that strengthen conceptual comprehension and develop students’ systematic problem-solving strategies.

Pengembangan E-Modul Matematika dengan Pembelajaran Problem Based Learning untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Peserta Didik Riska Riska; Yerizon Yerizon; Elita Jamaan; Yulyanti Harisman; I Arnawa
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 15 No. 2 (2026)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v15i2.12550

Matematika ialah pelajaran memiliki peranan penting untuk keberhasilan pendidikan. Peserta didik diharapkan dapat menguasai berbagai kemampuan matematis pada pembelajaran matematika, termasuk keterampilan memecahkan masalah matematis. Saat melakukan observasi di kelas VIII MTsN 4 Tanah Datar dan MTsN 11 Tanah Datar terlihat peserta didik dalam keterampilannya menyelesaikan masalah masih tergolong rendah, disebabkan belum ada bahan ajar memfasilitasi peserta didik untuk belajar mandiri. Langkah yang diambil ialah dengan membuat bahan ajar berbentuk e-modul matematika. Penelitian dilakukan untuk menciptakan e-modul matematika dengan pembelajaran problem based learning untuk meningkatkan keterampilan peserta didik dalam memecahkan masalah matematis. E-modul matematika dengan pembelajaran PBL dirancang memuat LKPD sebagai latihan terbimbing mendukung kegiatan belajar di kelas. Jenis penelitian ialah penelitian pengembangan (design research) dengan model Plomp, meliputi tiga tahap: investigasi awal, pembuatan prototipe dan tahap penilaian. Kualitas e-modul ditinjau berdasarkan kriteria validitas, kepraktisan, dan efektivitas. Pengumpulan data menggunakan berbagai instrumen, seperti lembar validasi, angket, pedoman wawancara, serta tes kemampuan pemecahan masalah matematis. Pada e-modul, LKPD dan modul ajar dinilai dari aspek kelayakan isi, penyajian, kegrafikan dan bahasa. Dengan skor masing-masing 88,28%, 93,23%, dan 91,53% dengan kategori sangat valid. Untuk nilai kepraktisan e-modul dan LKPD adalah 89,41% dan 91,66% (sangat praktis). Berdasarkan hasil tes kemampuan pemecahan masalah, terbukti efektif mengalami peningkatan hasil belajar peserta didik sesudah menggunakan e-modul memuat LKPD dengan persentase 82% peserta didik mencapai ketuntasan klasikal. Kesimpulannya, e-modul matematika yang dirancang menggunakan pembelajaran problem based learning telah valid, praktis, dan efektif.

DEVELOPMENT OF ANDROID-BASED MATHEMATICS E-MODULE WITH SCIENTIFIC APPROACH TO ENHANCE PROBLEM-SOLVING SKILLS IN GRADE XI Syilvi Dessela; Ali Asmar; Yerizon Yerizon
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13683

The research is designed to implement an Android mathematics e-module integrated with a scientific approach to uplift the students' skills in problem solving mathematically, especially in Grade XI. The basis of this research was for a more interactive and contextual learning media that could respond well to the novelty of digital native learners and the demands of 21st-century education. The Educational Design Research (EDR) method using the Plomp model was applied in this study. The study went through three major phases of the research process: preliminary research, prototyping, and assessment. The e-module was validated by experts as well as being practically and effectively tested through individual, small group, and large group evaluations and teacher responses. The findings showed that the e-module met validity criteria in terms of content, language, and design. Practicality was indicated from students and educators-to use it conveniently, and interesting from visual display, effective in arranging the contents systematically. Effectiveness testing also showed significant improvement in students' capabilities in solving mathematics problems through posttest scores and N-Gain results. The scientific phases of observing, questioning, experimenting, reasoning, and communicating were implemented within the Android platform, successfully fostering critical thinking as well as independence and meaningful learning. In conclusion, the e-module developed is a pedagogically sound and technologically accessible learning medium, geared towards developing higher-order thinking skills in mathematics, thus providing a valid alternative to classroom instruction.

Co-Authors Abel Garcia Arlis Afifah Zafirah Afriyanto Afriyanto Ahmad Fauzan Ali Asmar Andi Suparjo Anna Cesaria Armiati Yerizon Arnellis Arnellis Atus Amadi Putra Benti Yulius Daharnis Daharnis Dala Zulyani Debby Marinda Desyandri Desyandri Dewi Murni Dony Permana Edwin Musdi Elita Jamaan Elita Zusti Jamaan Elita Zuzti Jamaan Emi Suryani Putri Farhani Farhani Fatkhi Fairuz Zahira Fauziah Putri Putri Fitrah Hanifa Ali Fitrani Dwina Fitri Andriani Fitria, Yanti Fridgo Tasman Hafizatunnisa Hafizatunnisa Hamdani Syaputra Helma Helma Helma Helma Hendra Syarifuddin I Arnawa I Made Arnawa I Made Arnawa Ihksan Apria Suske Irwan Irwan Kurnia Puspita Sari KURNIA SRI HAMDAYANI Laksono Trisnantoro Lialy Sarti Lusiana Lusiana Minora Longgom Nasution Muhammad Fachri Muslim Muhammad Zaini Mulya Ade Alfitri Nadia Alkhaira Nadya Fitriani Nelda Rahma Lisa Putri Neviyarni Neviyarni Nidya Oktadila Nor’ain Mohd Tajudin Nurlaili Nurlaili Poppy Mangkunegara Redy Williantama Zulhafendi Rendi Hidayat Rendy Novri Yolanda Ridha Fajria Ririn Eviyanti Riska Riska Rizza Yustianingsih Sahrun Nisa Sari, Syafni Gustina Septia Nurvitasari Shinta Sari Siltima Wiska Silvia Fitriani Silvia Rahayu Suherman Suherman Sumarwati Sumarwati Syafriandi Syafriandi Syilvi Dessela Tita Purnama Sari Widya Novita Sari Yarmaina Yarmaina Yenni Rozimela Yulia Utami Putri Yulyanti Harisman Yusri Wahyuni Zul Futria Wati

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