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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Pengajaran MIPA Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Suska Journal of Mathematics Education MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Jurnal Riset Pembelajaran Matematika Sekolah Mosharafa: Jurnal Pendidikan Matematika Griya Journal of Mathematics Education and Application Plusminus: Jurnal Pendidikan Matematika JagoMIPA: Jurnal Pendidikan Matematika dan IPA Jurnal Riset Pendidikan Matematika Jakarta Journal on Mathematics Education
Hajizah, Mimi Nur
Universitas Negeri Jakarta
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Social Sciences Other

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Pengembangan dan Standarisasi Instrumen Berpikir Kritis Matematis dan Self-Confidence Siswa Gharitza Zahira Shofa; Flavia Aurelia Hidajat; Mimi Nur Hajizah; Pinta Deniyanti Sampoerno
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4667

Abstract

Penelitian ini bertujuan untuk mendeskripsikan hasil standarisasi instrumen tes kemampuan berpikir kritis dan skala self-confidence siswa pada materi persamaan garis lurus kelas VIII. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kuantitatif, melibatkan sampel sebanyak 31 responden di SMP swasta Bekasi. Prosedur penelitian mencakup validasi kualitatif melalui expert judgment oleh tiga akademisi dan validasi kuantitatif melalui uji coba empiris. Hasil validasi isi menggunakan koefisien Aiken’s V menunjukkan nilai antara  untuk instrumen tes dan  untuk instrumen non-tes, yang mengategorikan keduanya dalam klasifikasi sangat valid. Berdasarkan uji validitas empiris, seluruh butir soal tes (8 butir) dan angket (15 butir) dinyatakan valid dengan nilai . Pengujian reliabilitas menggunakan Cronbach's Alpha menghasilkan nilai  untuk instrumen tes dan  untuk instrumen non-tes, yang menunjukkan tingkat konsistensi tinggi. Simpulan dari penelitian ini adalah instrumen kemampuan berpikir kritis dan self-confidence yang dikembangkan telah memenuhi syarat validitas dan reliabilitas yang ketat, sehingga layak digunakan sebagai perangkat evaluasi yang akurat dalam pembelajaran matematika untuk meminimalkan bias pengukuran dan memastikan ketepatan alat ukur.
Development of Local Instruction Theory Teaching Materials to Improve Mathematical Problem-Solving Ability Dwi Antari Wijayanti; Mimi Nur Hajizah; Pinta Deniyanti Sampoerno
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2510

Abstract

Penelitian ini dilakukan untuk mengatasi kurangnya bahan ajar kontekstual yang dapat mendukung kemampuan pemecahan masalah siswa melalui pengalaman belajar yang bermakna. Tujuan dari penelitian ini adalah mengembangkan bahan ajar berbasis Local Instruction Theory (LIT) yang valid, praktis, dan efektif dalam meningkatkan kemampuan pemecahan masalah matematis. Penelitian ini menggunakan metode penelitian dan pengembangan (R&D) dengan model ADDIE, dan dilaksanakan pada bulan Maret hingga Juni 2024 di SMP Negeri 216 Jakarta. Subjek penelitian adalah 66 siswa kelas VIII yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Teknik pengumpulan data meliputi angket validasi ahli, angket respon siswa, dan tes pemecahan masalah matematis. Data dianalisis secara kuantitatif melalui skala Likert, uji normalitas dan homogenitas, serta uji t sampel independen. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan memiliki tingkat validitas sangat tinggi (87,72%), kepraktisan tinggi (88,9%), dan efektif dalam meningkatkan kemampuan pemecahan masalah, ditunjukkan dengan perbedaan skor posttest yang signifikan antara kelompok eksperimen dan kontrol. Penelitian ini menyimpulkan bahwa bahan ajar berbasis LIT mampu meningkatkan kemampuan pemecahan masalah matematis siswa dan direkomendasikan untuk diimplementasikan dalam pembelajaran matematika secara lebih luas. This research was conducted to address the lack of contextual teaching materials that can support students' problem-solving abilities through meaningful learning experiences. The purpose of this research is to develop teaching materials based on Local Instruction Theory (LIT) that are valid, practical, and effective in improving mathematical problem-solving abilities. This research used a research and development (R&D) method with the ADDIE model, and was conducted from March to June 2024 at SMP Negeri 216 Jakarta. The research subjects were 66 eighth-grade students who were divided into experimental and control groups. Data collection techniques included expert validation questionnaires, student response questionnaires, and mathematical problem-solving tests. Data were analyzed quantitatively using a Likert scale, normality and homogeneity tests, and independent sample t-tests. The results showed that the developed teaching materials had a very high level of validity (87.72%), high practicality (88.9%), and were effective in improving problem-solving skills, as indicated by a significant difference in posttest scores between the experimental and control groups. This study concluded that LIT-based teaching materials were able to improve students' mathematical problem-solving skills and were recommended for broader implementation in mathematics learning.
Analisis Kesalahan Murid dalam Memahami Konsep SPLTV pada Masalah Kontekstual Berdasarkan Teori Clements dan Ellerton Jihan Rofifah; Wardani Rahayu; Mimi Nur Hajizah
Griya Journal of Mathematics Education and Application Vol. 6 No. 1 (2026): Maret 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i1.1003

Abstract

Conceptual understanding is a crucial foundation in algebra learning, particularly in the topic of Systems of Linear Equations in Three Variables (SLETV), which requires mathematical representation, logical reasoning, and appropriate procedural selection. This study aims to analyze students’ errors in conceptual understanding when solving contextual SLETV problems based on the error analysis theory proposed by Clements and Ellerton. A qualitative descriptive approach was employed involving 36 tenth-grade students from a senior high school in North Jakarta. Data were collected through a conceptual understanding test as a preliminary study and a contextual SLETV problem-solving test as the main instrument. Two students were selected as key subjects, representing high and low levels of conceptual understanding. The findings indicate that students with high conceptual understanding made relatively minimal and partial conceptual errors. In contrast, students with low conceptual understanding predominantly exhibited conceptual, procedural, and application errors. Furthermore, the ability to represent concepts mathematically and to select and apply appropriate solution procedures emerged as the weakest indicators. These results confirm that insufficient conceptual understanding significantly contributes to students’ errors in solving contextual SLETV problems.
Co-Authors Adi Rahman Agustiani Putri Dadan Sumardani Dini Andiani Dwi Antari Wijayanti Ellis Salsabila, Ellis Eyus Sudihartinih Flavia Aurelia Hidajat, Flavia Aurelia Gharitza Zahira Shofa Jarnawi Afgani Dahlan Jihan Rofifah Lukman El Hakim Marzuki Marzuki Nadhifa Ismaya Putri Nurul Thaniya Safitri Pinta Deniyanti Sampoerno Purwanto, Swida Puspita Sari Puspita Sari Siti Anisah Suci Sukmawati Swida Purwanto Swida Purwanto Wardani Rahayu