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All Journal Beta: Jurnal Tadris Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Jurnal Didactical Mathematics Uninus Journal of Mathematics Educations and Science (UJMES) Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika
Dedi Muhtadi
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Education Mathematics Social Sciences Other

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ANALISIS KESULITAN SISWA DALAM KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI PERSAMAAN GARIS LURUS Maulani, Nuril; Sukirwan; Dedi Muhtadi
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 1 (2025): Januari 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i1.3586

Abstract

This study aims to analyze the types of difficulties encountered by students in solving linear equation problems in relation to their mathematical communication skills. A qualitative approach with a descriptive method was employed. The research subjects consisted of 30 eighth-grade students from a junior high school in Tasikmalaya, selected purposively. Research instruments included a written test to identify students’ difficulties in mathematical communication and a guided interview protocol to explore the underlying causes of these difficulties. Data were analyzed using thematic analysis and triangulation techniques to ensure validity and reliability. The findings revealed three primary categories of student difficulties: (1) difficulty in representing linear equations graphically due to limited understanding of coordinate systems and variable relationships; (2) difficulty in clearly articulating mathematical reasoning, indicating weak verbal communication skills; and (3) difficulty in formulating mathematical models from contextual problems, demonstrating a reliance on procedural strategies without conceptual understanding. The discussion highlights that these communication challenges stem from instruction that overemphasizes procedural outcomes and provides limited opportunities for students to engage in reflective mathematical discourse. The study implies the need for communicative, concept-based learning designs that integrate real-world contexts, emphasize multiple representations, and promote reflective practices. It is recommended that teachers incorporate collaborative learning strategies and interactive visual media to foster students’ mathematical communication skills, particularly in algebraic contexts.
ANALISIS KESULITAN PESERTA DIDIK DAN FAKTOR-FAKTOR PENYEBABNYA PADA MATERI LUAS PERMUKAAN KERUCUT DAN TABUNG Hapsari, Zihan Marcela; Dedi Muhtadi; Sukirwan
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 9 No. 2 (2024): Juli 2024
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v9i2.3203

Abstract

The purpose of this study is to analyze students' difficulties in solving the surface area problem of cones and tubes and the factors that cause them. The research subjects consisted of 32 seventh grade learners in a public junior high school in Tasikmalaya City. The research instruments included tests to identify learners' difficulties and in-depth interviews with some learners to gain further insight into the factors causing difficulties. The results showed that most of the students had difficulties in understanding the basic concepts of three-dimensional geometry, especially in applying the formula for the area of cones and pipes. Common difficulties found included an inability to recognize the elements of cones and tubes, difficulty substituting values in the formula, and obstacles in basic algebra that affect the final calculation results. Further analysis revealed that factors contributing to these difficulties included a lack of visualization skills and spatial understanding. Discussion of the results highlighted the importance of a more interactive and contextualized approach to learning, including the use of visual aids and manipulatives to help students visualize three-dimensional shapes and better understand the concept of surface area. The implications of this study include improving the curriculum and teaching strategies for mathematics at the junior secondary level, with a focus on developing learners' visualization skills and spatial understanding.
ANALISIS KESULITAN SISWA DALAM KEMAMPUAN KOMUNIKASI MATEMATIS PADA MATERI PERSAMAAN GARIS LURUS Maulani, Nuril; Sukirwan; Dedi Muhtadi
Uninus Journal of Mathematics Education and Science (UJMES) Vol. 10 No. 1 (2025): Januari 2025
Publisher : Universitas Islam Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30999/ujmes.v10i1.3586

Abstract

This study aims to analyze the types of difficulties encountered by students in solving linear equation problems in relation to their mathematical communication skills. A qualitative approach with a descriptive method was employed. The research subjects consisted of 30 eighth-grade students from a junior high school in Tasikmalaya, selected purposively. Research instruments included a written test to identify students’ difficulties in mathematical communication and a guided interview protocol to explore the underlying causes of these difficulties. Data were analyzed using thematic analysis and triangulation techniques to ensure validity and reliability. The findings revealed three primary categories of student difficulties: (1) difficulty in representing linear equations graphically due to limited understanding of coordinate systems and variable relationships; (2) difficulty in clearly articulating mathematical reasoning, indicating weak verbal communication skills; and (3) difficulty in formulating mathematical models from contextual problems, demonstrating a reliance on procedural strategies without conceptual understanding. The discussion highlights that these communication challenges stem from instruction that overemphasizes procedural outcomes and provides limited opportunities for students to engage in reflective mathematical discourse. The study implies the need for communicative, concept-based learning designs that integrate real-world contexts, emphasize multiple representations, and promote reflective practices. It is recommended that teachers incorporate collaborative learning strategies and interactive visual media to foster students’ mathematical communication skills, particularly in algebraic contexts.
Co-Authors Ai Habibah Ai Wida Saputri Bayu Sukmaangara Dedi Nurjamil Diar Veni Rahayu Dinda Nur Salsabila Eko Yulianto Hapsari, Zihan Marcela Hasan Hamid Icha Sofia Nurazizah Leni Apriliani Maulani, Nuril Nani Ratnaningsih Naufal Luqman Nurahmi Mutia Sahida Rahmi Nur Fitria Utami Rahmi Nur Fitria Utami Redi Hermanto Sandy Ihsan Amarulloh Sri Tirto Madawistama Sukirwan Sukirwan Sukirwan