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CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS Maifalinda Fatra; A Rizki; Tita Khalis Maryati
ALGORITMA: Journal of Mathematics Education Vol 2, No 1 (2020): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v2i1.16314

Mathematical Critical thinking is one of mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge. Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the abilities of students' mathematics critical thinking.

How the Asian and European Communities Accept Negative Numbers Tita Khalis Maryati; K Aisah; Ramdani Miftah
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 2 2021
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i2.25042

AbstractThis research is based on several inquiries from mathematics educators on the origins of negative numbers and their acceptance in the community. This study used library research, or more precisely, bibliographical studies, as a method. The research examined how the Asian and European communities accept negative numbers. The study's findings indicated that the Asian and European communities accept negative numbers differently. In comparison to the Asian population, the European populace takes a long time to accept negative figures. It resulted in numerous contrasts between the Asian and European Communities, one of which is in terms of religiosity. This study established that religiosity has an effect on the Asian and European communities' acceptance of negative numbers.AbstrakPenelitian ini didasarkan pada beberapa pertanyaan dari pendidik matematika tentang asal-usul bilangan negatif dan penerimaannya di masyarakat. Penelitian ini menggunakan metode penelitian kepustakaan atau lebih tepatnya studi kepustakaan. Penelitian tersebut mengkaji bagaimana masyarakat Asia dan Eropa menerima angka negatif. Temuan studi menunjukkan bahwa komunitas Asia dan Eropa menerima angka negatif secara berbeda. Dibandingkan dengan penduduk Asia, penduduk Eropa membutuhkan waktu lama untuk menerima angka negatif. Hal ini mengakibatkan banyak perbedaan antara Komunitas Asia dan Eropa, salah satunya dalam hal religiositas. Studi ini menetapkan bahwa religiusitas berpengaruh pada penerimaan masyarakat Asia dan Eropa terhadap angka negatif. How to Cite: Maryati, T. K., Aisah, K., Miftah, R. (2021). How the Asian and European Communities Accept Negative Numbers. TARBIYA: Journal of Education in Muslim Society, 8(2), 167-178. doi:10.15408/tjems.v8i2.25042.

Super local edge anti-magic total coloring of paths and its derivation Fawwaz Fakhrurrozi Hadiputra; Denny Riama Silaban; Tita Khalis Maryati
Indonesian Journal of Combinatorics Vol 3, No 2 (2019)
Publisher : Indonesian Combinatorial Society (InaCombS)

Suppose G(V,E) be a connected simple graph and suppose u,v,x be vertices of graph G. A bijection f : V ∪ E → {1,2,3,...,|V (G)| + |E(G)|} is called super local edge antimagic total labeling if for any adjacent edges uv and vx, w(uv) 6= w(vx), which w(uv) = f(u)+f(uv)+f(v) for every vertex u,v,x in G, and f(u) < f(e) for every vertex u and edge e ∈ E(G). Let γ(G) is the chromatic number of edge coloring of a graph G. By giving G a labeling of f, we denotes the minimum weight of edges needed in G as γleat(G). If every labels for vertices is smaller than its edges, then it is be considered γsleat(G). In this study, we proved the γ sleat of paths and its derivation.

Further results on local inclusive distance vertex irregularity strength of graphs Fawwaz Fakhrurrozi Hadiputra; Eunike Setiawan; Tita Khalis Maryati; Denny Riama Silaban
Electronic Journal of Graph Theory and Applications (EJGTA) Vol 11, No 1 (2023): Electronic Journal of Graph Theory and Applications
Publisher : GTA Research Group, Univ. Newcastle, Indonesian Combinatorics Society and ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/ejgta.2023.11.1.21

Let G = (V, E) be a simple undirected graph. A labeling f : V(G)→{1, …, k} is a local inclusive d-distance vertex irregular labeling of G if every adjacent vertices x, y ∈ V(G) have distinct weights, with the weight w(x),x ∈ V(G) is the sum of every labels of vertices whose distance from x is at most d. The local inclusive d-distance vertex irregularity strength of G, lidis(G), is the least number k for which there exists a local inclusive d-distance vertex irregular labeling of G. In this paper, we prove a conjecture on the local inclusive d-distance vertex irregularity strength for d = 1 for tree and we generalize the result for block graph using the clique number. Furthermore, we present several results for multipartite graphs and we also observe the relationship with chromatic number.

Further Results on Ph-supermagic Trees Tita Khalis Maryati; Otong Suhyanto; Fawwaz Fakhrurrozi Hadiputra
(IJCSAM) International Journal of Computing Science and Applied Mathematics Vol 9, No 2 (2023)
Publisher : Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12962/j24775401.v9i2.15087

Let $G$ be a simple, finite, and undirected graph. An $H$-supermagic labeling is a bijective map $f : V(G) \cup E(G) \to \{1,2,\cdots,|V(G)|+|E(G)|\}$ in which $f(V) = \{1,2,\cdots,|V(G)|\}$ and there exists an integer $m$ such that $w(H') = \sum_{v \in V(H')} f(v) + \sum_{e \in E(H')} f(e) = m$, for every subgraph $H' \cong H$ in $G$. In this paper, we determine some classes of trees which have $P_h$-supermagic labeling.

Forbidden family of Ph-magic graphs Maryati, Tita Khalis; Hadiputra, Fawwaz Fakhrurrozi; Salman, A. N. M.
Electronic Journal of Graph Theory and Applications (EJGTA) Vol 12, No 1 (2024): Electronic Journal of Graph Theory and Applications
Publisher : GTA Research Group, Univ. Newcastle, Indonesian Combinatorics Society and ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/ejgta.2024.12.1.5

Let G be a simple, finite, and undirected graph and H be a subgraph of G. The graph G admits an H-covering if every edge in G belongs to a subgraph isomorphic to H. A bijection f : V(G)∪E(G)→[1, n] is a magic total labeling if for every subgraphs H′ isomorphic to H, the sum of labels of all vertices and edges in H′ is constant. If there exists such f, we say G is H-magic. A graph F is said to be a forbidden subgraph of H-magic graphs if F ⊆ G implies G is not an H-magic graph. A set that contains all forbidden subgraph of H-magic is called forbidden family of H-magic graphs, denoted by F(H). In this paper, we consider F(Ph), where Ph is a path of order h. We present some sufficient conditions of a graph being a member of F(Ph). Besides that, we show the uniqueness of a minimal tree which belongs to F(P3) and characterize P3-(super)magic trees.

Local inclusive distance antimagic coloring of graphs Hadiputra, Fawwaz Fakhrurrozi; Farhan, Mohammad; Mukayis, Mukayis; Saputro, Suhadi Wido; Maryati, Tita Khalis
Indonesian Journal of Combinatorics Vol 8, No 1 (2024)
Publisher : Indonesian Combinatorial Society (InaCombS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/ijc.2024.8.1.5

For a simple graph G, a bijection f : V(G) → [1,|V (G)|] is called as a local inclusive distance antimagic (LIDA) labeling of G if w(u) ≠ w(v) for every two adjacent vertices u,v ∈ V(G) with w(u) = ∑x∈N [u] f(x). A graph G is said to be local inclusive distance antimagic (LIDA) graph if it admits a LIDA labeling. The function w induced by f also can be seen as a proper vertex coloring of G. The local inclusive distance antimagic (LIDA) chromatic number of G, denoted by χlida(G), is the minimum number of colors taken over all proper vertex colorings induced by LIDA labelings of G. In this paper, we study a LIDA labeling of simple graph. We provide some basic properties of LIDA labeling for any simple graphs. The LIDA chromatic number of certain multipartite graphs, double stars, subdivision of graphs and join product of graphs with K1 are also investigated. We present an upper bound for graphs obtained from subdivision of super edge-magic total graphs. Furthermore, we present some new open problems.

How the Asian and European Communities Accept Negative Numbers Maryati, Tita Khalis; Aisah, K; Miftah, Ramdani
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 8 NO. 2 2021
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v8i2.25042

AbstractThis research is based on several inquiries from mathematics educators on the origins of negative numbers and their acceptance in the community. This study used library research, or more precisely, bibliographical studies, as a method. The research examined how the Asian and European communities accept negative numbers. The study's findings indicated that the Asian and European communities accept negative numbers differently. In comparison to the Asian population, the European populace takes a long time to accept negative figures. It resulted in numerous contrasts between the Asian and European Communities, one of which is in terms of religiosity. This study established that religiosity has an effect on the Asian and European communities' acceptance of negative numbers.AbstrakPenelitian ini didasarkan pada beberapa pertanyaan dari pendidik matematika tentang asal-usul bilangan negatif dan penerimaannya di masyarakat. Penelitian ini menggunakan metode penelitian kepustakaan atau lebih tepatnya studi kepustakaan. Penelitian tersebut mengkaji bagaimana masyarakat Asia dan Eropa menerima angka negatif. Temuan studi menunjukkan bahwa komunitas Asia dan Eropa menerima angka negatif secara berbeda. Dibandingkan dengan penduduk Asia, penduduk Eropa membutuhkan waktu lama untuk menerima angka negatif. Hal ini mengakibatkan banyak perbedaan antara Komunitas Asia dan Eropa, salah satunya dalam hal religiositas. Studi ini menetapkan bahwa religiusitas berpengaruh pada penerimaan masyarakat Asia dan Eropa terhadap angka negatif. How to Cite: Maryati, T. K., Aisah, K., Miftah, R. (2021). How the Asian and European Communities Accept Negative Numbers. TARBIYA: Journal of Education in Muslim Society, 8(2), 167-178. doi:10.15408/tjems.v8i2.25042.

On Metric Dimension of Edge Comb Product of Symmetric Graphs Maryati, Tita Khalis; Sobiruddin, Dindin; Hadiputra, Fawwaz Fakhrurrozi
Jurnal Matematika UNAND Vol 13, No 4 (2024)
Publisher : Departemen Matematika dan Sains Data FMIPA Universitas Andalas Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jmua.13.4.349-357.2024

Consider a finite graph G that is simple, undirected, and connected. Let W be an ordered set of vertices with |W| = k. The representation of a vertex v is defined as an ordered k-tuple that consists of the distances from vertex v to each vertex in W. The set W is called a resolving set for G if the k-tuples for any two vertices in G are distinct. The metric dimension of G, denoted by dim(G), is the smallest possible size of such a set W. In this paper, we determine the metric dimension of edge comb product of trees with complete multipartites or petersen graphs.

Development of Three-Dimensional Space E-Module with Traditional Javanese Sundanese Culinary Ethnomathematics to Facilitate Students’ Mathematical Spatial Ability Afiyanti, Yunita; Maryati, Tita Khalis; Hafiz, M.
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 01 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1348

Mathematical spatial Ability is the ability of a person to imagine and represent a space. The lack of students' spatial mathematical abilities and the lack of variability of existing teaching materials to support mathematical learning became the background of this study. This study aims to produce e-modules using traditional Javanese Sundanese culinary ethnomathematics to facilitate students' valid, practical, and effective spatial mathematical abilities. The Research and Development method is used with the ADDIE development model (analyze, design, develop, implement, evaluate). The research was conducted on a limited basis by involving XII class students at one of the high schools in the Tajurhalang, Cibinong areas. The research instruments include expert validation sheets, student response metrics, and mathematical spatial ability tests. The results of this study show that the developed e-modules obtained very valid criteria based on expert validator assessments, were very practical based on student responses, and the results were valid. It is effective because students' spatial mathematical ability test results are higher than the school-designated Minimum Completeness Criteria (KKM), so e-modules are suitable for use in mathematical learning to facilitate students' spatial mathematical ability.

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