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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.

ANALYSIS OF MATHEMATICAL LITERACY ABILITY IN TERMS OF STUDENT’S HABITS OF MIND Rojabiah, Lulu Ul; Maryati, Tita Khalis; Firdausi, Firdausi
ALGORITMA: Journal of Mathematics Education Vol 5, No 2 (2023): 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.v5i2.32611

AbstractMathematical literacy ability is an individual's ability to formulate, apply, interpret, solve problems, reason logically, communicate, and explain mathematics in solving everyday problems and sharing contexts. This paper describe result of research students' mathematical literacy skills, students' habits of mind, and determine the relationship between students' mathematical literacy abilities in terms of students' habits of mind. The method used in this research is descriptive quantitative with data collection techniques using test instruments and questionnaires. The subjects of this study were students of class VIII at an MTs Negeri in Jakarta with a sample of 110 students with cluster random sampling. Based on this research shown that there is a positive relationship between mathematical thinking habits and mathematical literacy skills. Students who already have good mathematical habits of mind are able to respond with awareness and strategies to get the right solution so as to improve the quality of mathematical literacy in solving problems in everyday life.. These results indicate that there is a significant relationship between students' mathematical literacy skills and mathematical thinking habits. AbstrakKemampuan literasi matematis merupakan kemampuan individu dalam merumuskan, menerapkan, menafsirkan, memecahkan masalah, menalar secara logis, mengkomunikasikan, dan menjelaskan matematika dalam pemecahan masalah sehari-hari dan berbagi konteks. Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematis siswa, mendeskripsikan kebiasaan berpikir matematis siswa, dan mengetahui hubungan kemampuan literasi matematis siswa ditinjau dari kebiasaan berpikir matematis siswa. Subjek penelitian ini adalah siswa kelas VIII suatu MTs Negeri di Jakarta dengan sampel berjumlah 110 siswa. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif dengan teknik pengumpulan data menggunakan instrumen tes dan angket. Hasil penelitian menunjukkan bahwa terdapat hubungan positif antara kebiasaan berpikir matematis dengan kemampuan literasi matematika. Siswa yang memiliki kebiasaan berpikir matematis yang baik mampu menyikapi dengan kesadaran dan strategi untuk mendapatkan solusi yang tepat sehingga meningkatkan kualitas literasi matematika dalam menyelesaikan masalah dalam kehidupan sehari-hari. Hasil tersebut menunjukan bahwa terdapat hubungan yang signifikan kemampuan literasi matematis siswa dengan kebiasaan berpikir matematis.

ANALYSIS OF MATHEMATICAL LITERACY ABILITY IN TERMS OF STUDENT’S HABITS OF MIND Rojabiah, Lulu Ul; Maryati, Tita Khalis; Firdausi, Firdausi
ALGORITMA: Journal of Mathematics Education Vol. 5 No. 2 (2023): 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.v5i2.32611

AbstractMathematical literacy ability is an individual's ability to formulate, apply, interpret, solve problems, reason logically, communicate, and explain mathematics in solving everyday problems and sharing contexts. This paper describe result of research students' mathematical literacy skills, students' habits of mind, and determine the relationship between students' mathematical literacy abilities in terms of students' habits of mind. The method used in this research is descriptive quantitative with data collection techniques using test instruments and questionnaires. The subjects of this study were students of class VIII at an MTs Negeri in Jakarta with a sample of 110 students with cluster random sampling. Based on this research shown that there is a positive relationship between mathematical thinking habits and mathematical literacy skills. Students who already have good mathematical habits of mind are able to respond with awareness and strategies to get the right solution so as to improve the quality of mathematical literacy in solving problems in everyday life.. These results indicate that there is a significant relationship between students' mathematical literacy skills and mathematical thinking habits. AbstrakKemampuan literasi matematis merupakan kemampuan individu dalam merumuskan, menerapkan, menafsirkan, memecahkan masalah, menalar secara logis, mengkomunikasikan, dan menjelaskan matematika dalam pemecahan masalah sehari-hari dan berbagi konteks. Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematis siswa, mendeskripsikan kebiasaan berpikir matematis siswa, dan mengetahui hubungan kemampuan literasi matematis siswa ditinjau dari kebiasaan berpikir matematis siswa. Subjek penelitian ini adalah siswa kelas VIII suatu MTs Negeri di Jakarta dengan sampel berjumlah 110 siswa. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif dengan teknik pengumpulan data menggunakan instrumen tes dan angket. Hasil penelitian menunjukkan bahwa terdapat hubungan positif antara kebiasaan berpikir matematis dengan kemampuan literasi matematika. Siswa yang memiliki kebiasaan berpikir matematis yang baik mampu menyikapi dengan kesadaran dan strategi untuk mendapatkan solusi yang tepat sehingga meningkatkan kualitas literasi matematika dalam menyelesaikan masalah dalam kehidupan sehari-hari. Hasil tersebut menunjukan bahwa terdapat hubungan yang signifikan kemampuan literasi matematis siswa dengan kebiasaan berpikir matematis.

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 Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

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.

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 : LPPM Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.

Non-Inclusive and Inclusive Distance Irregularity Strength of Complement and Split Graphs Maryati, Tita Khalis; Fakhrurrozi, Fawwaz
Science and Technology Indonesia Vol. 11 No. 2 (2026): April
Publisher : Research Center of Inorganic Materials and Coordination Complexes, FMIPA Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26554/sti.2026.11.2.652-660

Let $f$ be a map from vertices of a graph $G$ to number from $1$ to $k$. The labeling $f$ is called distance irregular if for every two vertices $x$ and $y$, it holds that $wt_f(u) \ne wt_f(v)$ where a weight $wt_f(u)$ is defined as the sum of labels of the neighbors of $u$. Moreover, the labeling $f$ is called inclusive distance irregular if for every two vertices $x$ and $y$, $wt_f(u) \ne wt_f(v)$ with a weight $wt_f(u)$ is defined as the sum of the label of $u$ and the labels of the neighbors of $u$. The least number $k$ where there exists a distance irregular labeling (resp. inclusive distance irregular labeling) is called a distance irregularity strength (inclusive distance irregularity strength), denoted by $\text{dis}(G)$ $(\widehat{\text{dis}}(G))$. In this paper, we present a connection of distance irregular labeling and inclusive distance irregular labeling in a graph with its complement. In particular, we derive a new upper bound for distance irregularity strength and inclusive distance irregularity strength of any graph. Further, we determine the $\text{dis}(G)$ and $\widehat{\text{dis}}(G)$ for certain special family of split graph $G$ and provide examples of a graph $G$ satisfying $\text{dis}(G) = \widehat{\text{dis}}(G)$.

Graphs with Large Locating Rainbow Vertex Connection Number Tita Maryati; Fawwaz Fakhrurrozi Hadiputra
(IJCSAM) International Journal of Computing Science and Applied Mathematics Vol. 12 No. 1 (2026)
Publisher : LPPM Institut Teknologi Sepuluh Nopember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12962/j24775401.ijcsam.v12i1.9747

The locating rainbow vertex connection number of G, denoted by rvcl(G), is the least positive integer k such that there exists a k-coloring of G that ensures G is rainbow vertex-connected and each vertex has a distinct rainbow code. To learn how this parameter behave in graphs, it is natural to consider the extremal case. In this paper, we investigate several graphs with the difference of its order and its locating rainbow vertex connection number is not larger than three, i.e. rvcl(G) ∈ {n, n − 1, n − 2, n − 3} for graphs of order n.Furthermore, we demonstrate the existence of a graph with arbitrary large difference of its partition dimension and its locating rainbow vertex connection number. The study provides an overview of some structures that distinguishability under chromatic constraints becomes most costly, as in large number of colors needed.

On rainbow antimagic coloring and local edge antimagic coloring of graphs Tita Khalis Maryati; Fawwaz Fakhrurrozi Hadiputra
Indonesian Journal of Combinatorics Vol 10, No 1 (2026)
Publisher : Indonesian Combinatorial Society (InaCombS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/ijc.2026.10.1.5

Let G be a connected graph of order n. Let f: V(G) → {1,2,...,n} be a bijection and for every uv ∈ E(G) consider wf(uv) = f(u) + f(v) as a coloring of the edge. For a pair of vertices u and v, they are connected by a rainbow path if there exists a path from u to v such that the edges have pairwise distinct colors from wf. The bijection f: V(G) → {1,2,...,n} is a rainbow antimagic coloring if for every two vertices there exists a rainbow path. Meanwhile, that bijection f: V(G) → {1,2,...,n} is local edge antimagic coloring if every two adjacent edges have distinct weights. The rainbow antimagic connection number rac(G) and local edge antimagic chromatic number χ'lea(G) is the minimum number of distinct edge weights over all rainbow antimagic coloring and local edge antimagic coloring, respectively.We investigate the relationship between rac(G) and χ'lea(G). We prove χ'lea(G) ≤ rac(G) for all graphs and provide conditions for equality. Graphs with diameter at most 2 or satisfying rac(G) = Δ(G) achieve equality. We construct a family Ad with arbitrarily large diameter d where Δ(Ad) = χ'lea(Ad) = rac(Ad), and a family Hn = Kn,n - nK2 of diameter 3 where χ'lea(Hn) = rac(Hn) = 2n-3 > Δ(Hn). These results present hints to the full characterization of graphs G with χ'lea(G) = rac(G).

Local edge antimagic chromatic number of join product of graphs Tita Khalis Maryati; Fawwaz Fakhrurrozi Hadiputra
Indonesian Journal of Combinatorics Vol 9, No 2 (2025)
Publisher : Indonesian Combinatorial Society (InaCombS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/ijc.2025.9.2.2

Let f : V(G) \to [1,|V(G)|] be a bijective mapping of the vertex set of a graph G to the integers 1 through |V(G)|. A labeling f is defined as a local edge antimagic labeling if, for any two adjacent edges uv and vx in E(G), their weights satisfy wf(uv) ≠ wf(vx), where the weight of an edge uv is given by wf(uv) = f(u) + f(v). The weight wf induces a proper edge coloring on G. The local edge antimagic chromatic number of G, denoted χlea'(G), is the minimum number of colors required among all colorings induced by local edge antimagic labelings of G. In this paper, we investigate the local edge antimagic coloring of join product of graphs, particularly for independent sets, paths, and cycles.

DEVELOPMENT OF TEACHING MATERIALS BASED ON POE MODEL TO IMPROVE STUDENTS' COMBINATORIAL THINKING SKILLS WITH A SIMPLE COMPUTER SECURITY CONTEXT Jasmine Fajria Putri Noor; Tita Khalis Maryati; M. Hafiz
Math Educa Journal Vol 9, No 2 (2025)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v9i2.9913

The ability to think combinatorially is the ability to find solutions to problems in the form of arranging combinations that may be used, which requires a continuous process of critical thinking and reasoning. This research aims to develop a mathematics teaching module on probability material based on the POE (Predict, Observe, Explain) learning model with a simple computer security context to facilitate student’s combinatorial thinking abilities. The development of teaching module uses the ADDIE development model, namely: Analysis, Design, Development, Implementation, and Evaluation. Data collection and analysis techniques in this research took the form of validation sheets by experts and student response questionnaires, as well as combinatorial thinking ability test instruments. The test instrument includes 5 main indicators of combinatorial thinking ability, which are tested to 25 students of class XII IPS 1 SMA Negeri 3 Depok. The results of this research state that the teaching module can facilitate student’s combinatorial thinking abilities. The teaching module is also included the the very feasible category based on the validation by experts and receiving positive responses from students.

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