Articles
<![CDATA[MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS MAHASISWA PADA MATA KULIAH KAPITA SELEKTA MELALUI PENERAPAN MODEL PEMBELAJARAN MIND MAPPING (Studi Kuasi Eksperimen terhadap Mahasiswa Tadris Matematika IAIN Syekh Nurjati Cirebon) ]]>
<![CDATA[nurma izzati]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 5 No. 2 (2016) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eduma.v5i2.1163
<![CDATA[Penelitian ini bertujuan untuk menelaah perbedaan peningkatan kemampuan pemahaman konsep matematis mahasiswa antara yang memperoleh penerapan model pembelajaran mind mapping dengan yang memperoleh penerapan model pembelajaran konvensional. Ditelaah juga respon mahasiswa terhadap penerapan model pembelajaran mind mapping. Metode penelitian ini adalah kuasi eksperimen dengan desain penelitian pretest-posttest control group design. Populasi penelitian adalah seluruh mahasiswa Tadris Matematika IAIN Syekh Nurjati Cirebon yang mengikuti mata kuliah Kapita Selekta pada semester genap Tahun Ajaran 2015/2016, sedangkan sampel penelitian ini adalah seluruh mahasiswa kelas A (kelompok kontrol) dan mahasiswa kelas B (kelompok eksperimen) yang mengikuti mata kuliah Kapita Selekta pada semester genap Tahun Ajaran 2015/2016 dengan jumlah mahasiswa masing-masing terdiri dari 42 orang mahasiswa. Sampel dipilih dengan teknik cluster random sampling. Analisis data dilakukan terhadap rerata gain ternormalisasi hasil tes kemampuan pemahaman konsep matematis kedua kelompok sampel. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemahaman konsep matematis mahasiswa yang memperoleh penerapan model pembelajaran mind mapping lebih tinggi daripada mahasiswa yang memperoleh penerapan model pembelajaran konvensional. Analisis data angket respon mahasiswa memperlihatkan bahwa sebagian besar mahasiswa memberikan respon positif terhadap penerapan model pembelajaran mind mapping. Keywords: pemahaman konsep, matematika, mind mapping]]>
<![CDATA[PENGARUH KEMAMPUAN KONEKSI DAN DISPOSISI MATEMATIS TERHADAP HASIL BELAJAR GEOMETRI BIDANG DATAR MAHASISWA IAIN SYEKH NURJATI CIREBON ]]>
<![CDATA[Nurma Izzati]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 6 No. 2 (2017) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eduma.v6i2.2231
<![CDATA[Penelitian ini bertujuan untuk mengetahui: 1) pengaruh kemampuan koneksi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa, 2) pengaruh disposisi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa, dan 3) pengaruh kemampuan koneksi dan disposisi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa. Metode penelitian yang digunakan adalah metode penelitian korelasional. Populasi penelitian adalah seluruh mahasiswa Tadris Matematika IAIN Syekh Nurjati Cirebon yang mengikuti mata kuliah Geometri Bidang Datar pada semester ganjil Tahun Ajaran 2017/2018. Sampel penelitian dipilih dari populasi penelitian dengan teknik simple random sampling. Teknik Pengumpulan data menggunakan tes dan angket. Tes digunakan untuk mengetahui kemampuan koneksi matematis dan hasil belajar mahasiswa, sedangkan angket digunakan untuk mengetahui disposisi matematis mahasiswa. Hasil penelitian menunjukkan bahwa: 1) terdapat pengaruh kemampuan koneksi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa. Besar pengaruh kemampuan koneksi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa   sebesar   70,52%; 2) terdapat pengaruh disposisi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa. Besar pengaruh disposisi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa sebesar 65,81%; dan 3) terdapat pengaruh kemampuan koneksi dan disposisi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa pada taraf signifikansi 5%. Besar pengaruh kemampuan koneksi dan disposisi matematis terhadap hasil belajar Geometri Bidang Datar mahasiswa sebesar 82,31%. Keywords: Kemampuan, Koneksi, Disposisi, Matematis, Hasil, Belajar]]>
<![CDATA[PENGARUH PENERAPAN PROJECT BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KREATIF CALON GURU MATEMATIKA DALAM MENGEMBANGKAN BAHAN AJAR MATEMATIKA ]]>
<![CDATA[Nurma Izzati]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 7 No. 2 (2018) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eduma.v7i2.3667
<![CDATA[Penelitian ini bertujuan untuk menelaah pengaruh penerapan project based learning terhadap kemampuan berpikir kreatif calon guru matematika dalam mengembangkan bahan ajar matematika. Desain penelitian ini adalah one-shot case study. Populasi penelitian adalah seluruh mahasiswa Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon pada semester genap tahun akademik 2017/2018 dengan populasi terjangkau adalah mahasiswa jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon yang mengambil mata kuliah pengembangan bahan ajar matematika pada semester genap tahun akademik 2017/2018 yakni sebanyak empat kelas yang berjumlah 138 orang mahasiswa. Dari populasi terjangkau dipilih satu kelas sampel dengan teknik cluster random sampling, yaitu mahasiswa kelas C yang mengikuti mata kuliah pengembangan bahan ajar matematika sebanyak 35 mahasiswa. Teknik pengumpulan data menggunakan tes kemampuan berpikir kreatif dan angket respon mahasiswa terhadap penerapan project based learning. Â Hasil penelitian menunjukkan bahwa penerapan project based learning berpengaruh secara signifikan terhadap kemampuan berpikir kreatif guru matematika dalam mengembangkan bahan ajar matematika. Â Keywords: berpikir kreatif, project based learning, bahan ajar, matematika]]>
<![CDATA[The Influence of Self-Efficacy on Students' Mathematical Disposition ]]>
<![CDATA[Nurma Izzati]]>;
<![CDATA[Widyastuti Widyastuti]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 10 No. 1 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eduma.v10i1.8519
<![CDATA[This study aims to 1) determine student self-efficacy; 2) Knowing the mathematical disposition of students; and 3) Knowing the effect of self-efficacy on students' mathematical dispositions. The research method uses quantitative methods with a one-shot case study research design. The study population was all students of the Mathematics Tadris Department of IAIN Syekh Nurjati Cirebon in the even semester of the 2020/2021 academic year with the sample being all fourth semester students of the Mathematics Tadris Department of IAIN Sheikh Nurjati Cirebon, namely four classes totaling 151 students. The data collection technique used a questionnaire to determine the students' self-efficacy and mathematical disposition. The results showed that 1) the average student self-efficacy was 72.86, included in the strong category; 2) The average student's mathematical disposition is 74.42, which is included in the strong category; and 3) Self-efficacy has a significant effect on students' mathematical disposition. Self-efficacy has an effect of 68% on students' mathematical dispositions ]]>
<![CDATA[Comparing Student Problem-Solving in Math: Double-Loop vs. Multi-Representational Discourse Models ]]>
<![CDATA[Dewi Anjani]]>;
<![CDATA[Nurma Izzati]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eduma.v12i2.13965
<![CDATA[This research was conducted at SMP Negeri 7 Cirebon with quantitative methods. Quasi-Experimental research design in the form of posttest-only control group design. This research uses a purposive sampling technique to determine the research sample. The population in this study were all class VIII SMP Negeri 7 Cirebon. The samples used were class VIII B consisting of 36 students and class VIII D consists of 36 students. Data collection technique uses a test instrument in the form of a posttest in the form of a description. The results showed that there was a significant difference between the application of the double loop problem-solving learning model and the multi representation discourse learning model on students' mathematical problem solving abilities with a significance value of 0,001 less than 0,05 (< 0,05). This difference can also be seen from the results of calculating the average mathematical problem solving ability in the experimental class 1 which applies the double loop problem solving learning model of 75,89 while in experimental class 2 which applies the multi representation discourse learning model of 64,34. So, it can be concluded that the mathematical problem solving abilities of students who apply the double loop problem solving learning model are better than the mathematical problem solving abilities of students who apply the multi-representation discourse learning model to the Pythagorean theorem material]]>
<![CDATA[Enhancing Elementary Students’ Mathematical Representation Skills Through Higher Order Thinking Skills (HOTS) Practice Questions ]]>
<![CDATA[Nurma Izzati]]>;
<![CDATA[Minhatul Maula]]>;
<![CDATA[Silvana Nurul Auliya]]>;
<![CDATA[Robi'atun Robi'atun]]>;
<![CDATA[Dzakiyyah Rosyidah Safinatunnajah]]>;
<![CDATA[Fithrotusholihah Fithrotusholihah]]>
<![CDATA[ Journal of General Education and Humanities Vol. 4 No. 2 (2025): May ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58421/gehu.v4i2.435
<![CDATA[This study aims to 1) evaluate students' mathematical representation skills before participating in HOTS practice questions, 2) evaluate students' mathematical representation skills after participating in HOTS practice questions, and 3) determine the improvement in students' mathematical representation skills through HOTS practice questions. This research uses a quantitative method with a one-group pretest-posttest design. The research population included 60 fifth-grade students from SD Negeri 1 Pelandakan, Cirebon, with a sample of 30 students selected using purposive sampling. The instrument used was a mathematical representation skills test. Data were analyzed using the N-Gain test and paired sample t-test to compare pretest and posttest results. The study results show that: 1) the average mathematical representation skills of students before participating in HOTS practice questions was 67.83, classified as weak category; 2) the average mathematical representation skills of students after participating in HOTS practice questions was 85.38, clasified as strong category; and 3) there was a significant improvement in students' mathematical representation skills, with an average N-Gain score of 0.5551 and p < 0.000. This improvement falls under the moderate category and is statistically significant. These findings suggest that HOTS-based practice questions effectively enhance mathematical understanding and should inform curriculum and instructional planning.]]>
<![CDATA[Pengaruh Kemampuan Disposisi Matematis terhadap Kemampuan Berpikir Kritis Matematis Siswa ]]>
<![CDATA[Nurma Izzati]]>;
<![CDATA[Nurul Habibah]]>
<![CDATA[ Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33394/mpm.v14i1.19047
<![CDATA[The primary objective of this study is to examine the extent to which mathematical disposition influences mathematical critical thinking ability. This study employed a quantitative approach with an explanatory research design. The sample consisted of 37 students from class VII-D at SMP Negeri 7 Kota Cirebon, selected through the cluster random sampling method. Two primary instruments were utilized that is a mathematical critical thinking test comprising 8 questions and a mathematical disposition questionnaire with 35 items, which has met the validity criteria and can be used to assess students' mathematical dispositions. Data analysis involved normality testing, Pearson correlation calculations, and F and t tests within a simple linear regression framework. The results indicate that the data are normally distributed, the variances are homogeneous, and both variables show a significant relationship with a correlation coefficient of 0.78. The results of this study indicate that mathematical disposition as an affective factor affects students’ mathematical critical thinking skills. Consequently, this factor can be considered in mathematics learning, assist teachers in selecting appropriate teaching strategies, and provide new insights into the role of mathematical disposition in supporting students’ mathematical critical thinking.]]>
<![CDATA[The effects of e-problem-based learning on students’ geometry problem-solving performance across Polya’s stages ]]>
<![CDATA[Arif Abdul Haqq]]>;
<![CDATA[Sirojudin Wahid]]>;
<![CDATA[Nurma Izzati]]>;
<![CDATA[Onwardono Rit Riyanto]]>;
<![CDATA[Sulistiawati Sulistiawati]]>;
<![CDATA[Dionisio Aquino Alves]]>
<![CDATA[ Jurnal Elemen Vol 12 No 2 (2026): April ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29408/jel.v12i2.33540
<![CDATA[This study addresses persistent difficulties in students’ geometry problem-solving, particularly in coordinating representations and applying structured reasoning. Prior research has shown the potential of problem-based learning (PBL) and digital tools; however, limited evidence exists regarding how technology-enhanced PBL supports students’ engagement across Polya’s problem-solving stages. To examine this issue, a quasi-experimental pretest–posttest control group design was employed involving two intact undergraduate geometry classes. The experimental group was taught using e-Problem-Based Learning (e-PBL), while the control group received conventional instruction. Students’ performance was measured using a Polya-based problem-solving test. Data were analyzed using descriptive statistics, assumption testing, and an independent samples t-test. The results showed that the experimental group outperformed the control group (M = 70.74 vs. 65.07), with a statistically significant difference (p < .001) and a large effect size (d = 1.16). Performance gains were observed across all four stages of Polya’s framework, particularly in the planning and reflection stages. These findings suggest that e-PBL is associated with improved mathematical problem-solving performance by supporting structured reasoning and reflective thinking. The research emphasizes the necessity of integrating digital scaffolding and collaborative inquiry in geometry instruction.]]>
<![CDATA[The Influence of Mathematical Representation Ability and Spatial Ability on Students’ Mathematics Learning Outcomes in Terms of Gender ]]>
<![CDATA[Nurma Izzati]]>;
<![CDATA[Nurkhamdalah]]>;
<![CDATA[Andini Rohmah]]>;
<![CDATA[Faizah Firasyan]]>;
<![CDATA[Nabila Zahrani]]>;
<![CDATA[Ibnu Hazar Askalani]]>;
<![CDATA[Pradini Hersafitri]]>
<![CDATA[ Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June ]]>
Publisher : <![CDATA[MASI Mandiri Edukasi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.58421/misro.v4i2.436
<![CDATA[This quantitative experimental study aims to examine the effect of mathematical representation ability and mathematical spatial ability on students’ mathematics learning outcomes, with gender as a moderating factor. The population consisted of 74 third-semester Mathematics Education students at UIN Syekh Nurjati Cirebon during the 2024/2025 academic year. A sample of 30 students was selected using purposive sampling. Validated test instruments were used to measure mathematical representation ability, spatial ability, and learning outcomes. Data were analyzed using simple and multiple linear regression. The results show that for female students, both abilities significantly and positively influenced learning outcomes (p < 0.05). For male students, only mathematical spatial ability showed a significant effect (p < 0.05). These findings suggest that female students may be better at integrating representational and spatial skills in mathematical learning than their male counterparts]]>
<![CDATA[The Influence of Multi-Discourse Representation Learning Model on Students’ Mathematical Representation and Communication Skills ]]>
<![CDATA[Nurma Izzati]]>;
<![CDATA[Desi Listiyani]]>
<![CDATA[ Jurnal Inovasi Matematika Vol. 8 No. 1 (2026): Inovasi Matematika ]]>
Publisher : <![CDATA[Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35438/inomatika.v8i1.595
<![CDATA[Students often experience difficulties in representing mathematical concepts and communicating mathematical ideas clearly. This condition indicates that the learning model used needs to be reviewed and developed. This study aims to determine the effect of implementing the Discourse Multi-Representation (DMR) learning model on mathematical representation and mathematical communication abilities. The population was all class XI MA NU Putri Buntet Pesantren Cirebon. The sample was determined using the cluster random sampling method, consisting of two groups, namely the experimental and control classes. This study used a quasi-experimental design with a non-equivalent control group design. The research instrument was a test of mathematical representation and communication abilities arranged in the form of essay questions. The results of the t-test showed that for mathematical representation abilities there was no significant difference between the experimental and control classes. Conversely, for mathematical communication abilities, the use of the DMR model had an effect on students' mathematical communication abilities between the experimental and control classes.]]>
