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All Journal Guru Membangun AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Research and Advances in Mathematics Education HISTOGRAM: Jurnal Pendidikan Matematika JKPD : Jurnal Kajian Pendidikan Dasar Jurnal Pengabdian Dharma Laksana Vygotsky: Jurnal Pendidikan Matematika dan Matematika Jurnal Pendidikan dan Konseling Bima Abdi: Jurnal Pengabdian Masyarakat Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Pendidikan Terapan
Nasrun Nasrun
Department Of Mathematics Education, Universitas Muhammadiyah Makassar
Humanities Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Epistemic Obstacles in Real Analysis: Newman’s Error Analysis of Prospective Mathematics Teachers' Theorem Proving Ahmad Syamsuadi; Nasrun Nasrun; Baharullah Baharullah; Mukhlis Mukhlis; Andi Kaharuddin; Joseph Ozigis Akomodi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.19323

Abstract

Real Analysis is often a gatekeeper course in mathematics education, marking the difficult transition from computational calculus to formal axiomatic proof. Prospective mathematics teachers frequently struggle to construct rigorous proofs, even for fundamental properties. This study employs Newman's Error Analysis (NEA) to analyze the epistemological obstacles underlying these struggles. This descriptive qualitative case study involved 15 fifth-semester undergraduates at Universitas Muhammadiyah Makassar who completed a diagnostic proof test on field properties. Analysis of student work revealed that none made errors at the 'Reading' stage. Instead, errors clustered at higher cognitive stages: 3 students exhibited Comprehension errors, 5 made Transformation errors, 4 showed Process Skills errors, and 3 made Encoding errors. From this cohort, four subjects, each exemplifying one of these non-reading error types, were selected for in-depth semi-structured interviews. The findings indicate a hierarchical breakdown in proof construction specifically for the theorem: "If a ≠ 0 and a ∈ ℝ, prove that  ≠ 0." Students either failed to translate verbal understanding into explicit premises (Comprehension), could not operationalize an indirect proof strategy (Transformation), neglected to justify algebraic steps with axioms (Process Skills), or omitted formal concluding statements (Encoding). The study concludes that errors often perceived as "carelessness" can be symptoms of deeper epistemological obstacles, such as viewing proof as a computational ritual rather than a formal, communicative argument. These findings underscore the need for explicit instruction on proof mechanics and structure, even when students possess correct mathematical intuition.
Needs Analysis of Google Sites to Reduce Cognitive Load in Three-Variable Linear Equation Systems Chajar Ero; Irwan Akib; Nasrun Nasrun
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.19705

Abstract

The material of Three-Variable Linear Equation Systems (TVLES) possesses high complexity that potentially causes excessive cognitive load for students. This research is a preliminary study aimed at analyzing students' learning difficulties and mapping the requirements for developing digital learning media to reduce this cognitive load. Specifically, this study addresses two research questions: (1) which TVLES sub-skills are the most difficult and what types of errors dominate? and (2) what media feature preferences are prioritized by students and teachers? The research method employed is a descriptive quantitative-qualitative (mixed-methods) approach to provide a comprehensive overview of the subjects' conditions. The research subjects consisted of 24 tenth-grade students at SMA Negeri 13 Gowa who had completed the TVLES material in the 2024/2025 academic year. Data collection techniques utilized source triangulation, including student needs analysis questionnaires, grade document analysis, in-depth interviews, and student work error analysis using conceptual, procedural, and computational coding frameworks. The results indicated low student learning outcomes, with a class average of 68.96 and a classical mastery rate of only 33.3%. Identified difficulties were consistent with indicators of cognitive overload, particularly the inability to model word problems (88%), indicating excessive information load on working memory. Based on preference analysis, 95.8% of students stated the necessity of developing Google Sites-based media containing step-by-step explanatory videos. The research concludes that the identified design requirements suggest the development of Google Sites as a strategic direction with the potential to reduce extraneous cognitive load and facilitate independent learning.
Co-Authors Adelina Damayanti Ahmad Syamsuadi Akram Akram Amran Amran Amri Amal Andi Mappatompo Andi Nur Isnayanti Aulia Aulia Baharullah Chairul Ikhsan Chajar Ero Ernawati Ernawati Firdaus, Andi Mulawakkan Hasaruddin Hafid Irwan Akib Joseph Ozigis Akomodi Karmila Karmila Muafiah Nur Muh Nur Abdi Muhaimin Muhaimin Muhammad Hasbi Muhammad Muzaini Muhammad Muzaini Muhammad Muzaini Mukhlis Mukhlis Nasir Nasir Nasrullah Nasrullah Nurwahida Nurwahida Rahmat Kamaruddin Riskayani Riskayani Sirajuddin Sirajuddin Sitti Fithriani Saleh Sri Rahayuningsih Sulfasyah Sulfasyah Syamsuddin Syamsuddin Widyastuti Widyastuti