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All Journal Jurnal Dikdas Jurnal Elektronik Pendidikan Matematika Tadulako Jurnal Kreatif Tadulako Online AKSIOMA Jurnal Pendidikan Matematika JURNAL EVALUASI PENDIDIKAN NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) ECEIJ (Early Childhood Education Indonesian Journal) Desimal: Jurnal Matematika Journal of Honai Math Journal of Education and Instruction (JOEAI) Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Prima: Jurnal Pendidikan Matematika JISAE (Journal of Indonesian Student Assesment and Evaluation) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Sustainable: Jurnal Kajian Mutu Pendidikan Jambura Journal of Mathematics Education Jurnal Riset Pendidikan MIPA Aksioma DedikasiMU: Journal of Community Service Jurnal Kolaboratif Sains Journal of Advanced Sciences and Mathematics Education Journal of Educational Sciences Linear : Jurnal Ilmu Pendidikan JME (Journal of Mathematics Education) Sinergi International Journal of Education Jurnal Pendidikan MIPA Jurnal Elektronik Pendidikan Matematika Tadulako JME (Journal of Mathematics Education) AKSIOMA
MUSTAMIN IDRIS
PGSD, FKIP, Universitas Tadulako
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PROFIL PEMECAHAN MASALAH KELILING DAN LUAS LINGKARAN SISWA KELAS IX A SMP NEGERI 1 TINOMBO DITINJAUDARI KEMAMPUAN AWAL: Problem Solving of Circumference and Area of Circle For IX A Grade Students of SMP Negeri 1 Tinombo Based On Initial Ability Zidan H.L, Moh.; Murdiana, I Nyoman; Idris, Mustamin
Aksioma Vol. 13 No. 1 (2024): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v13i1.4350

Abstract

This research aims to describe the problem solving profile of the circumference and circle area of ​​students in Class IX A of SMP Negeri 1 Tinombo in terms of initial abilities. This type of research is qualitative research with a qualitative descriptive approach based on Polya's problem solving steps. The results of the research show that the problem solving profile of the circumference and area of ​​a circle is for students who have: (1) high initial abilities and medium initial abilities: a) understanding the problem, at this stage students can identify things that are known using statement sentences and things that are asked using question sentences. b) planning problem solving, at this stage students plan solving the problem of the circumference and area of ​​a circle well. c) carry out a problem solving plan, at this stage students can apply problem solving strategies appropriately based on mastery of the circle concept and accuracy in finding solutions to the problems given and students carry out as planned. d) rechecking the answers, at this stage students check the results of their work step by step and recalculate the results obtained. (2) low initial ability: a) understanding the problem, at this stage students can mention things they know and ask questions but cannot understand all the information from the problem given. b) planning problem solving, at this stage students are not able to determine ways or strategies to solve problems. c) carry out a problem solving plan, at this stage students cannot solve the problem given because they have the wrong final answer because they do not use information in the form of things they know correctly so that students have difficulty finding a solution to the problem. d) rechecking answers, at this stage students cannot recheck answers.
ANALISIS KESALAHAN SISWA DI MTs ALKHAIRAT SIBALAYA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI PELUANG BERDASARKAN PROSEDUR NEWMAN DITINJAU DARI JENIS KELAMIN: Analysis of Errors Made by Students At MTs Alkhairat Sibalaya In Solving Story Problems on Probability Material Based on The Newman Procedure Viewed From Gender Rifai, Mohammad; Idris, Mustamin; Rochaminah, Sutji; Karniman, Tegoeh S.
Aksioma Vol. 13 No. 1 (2024): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v13i1.4353

Abstract

This research aims to obtain a description of the mistakes of class IX students at MTs Alkhairat Sibalaya in solving word problems on chance material based on the Newman procedure in terms of gender. The subjects of this research were one male and one female student in class IXB MTs Alkhairat Sibalaya who made the most mistakes. This type of research is qualitative research with a descriptive approach. Data was collected by means of written tests and interviews. The data analysis techniques in this research are data condensation, data presentation, and drawing conclusions. The results of the study showed that female and male students had the same types of errors: Male students made (1) Process skills error types, namely making mistakes in carrying out calculations and not continuing the solution procedure (2) Types of errors in writing the final answer, namely not writing conclusion. Female students made (1) a type of process skill error, namely carrying out the wrong steps or procedure for solving a problem and (2) a type of error in writing the final answer, namely not writing a conclusion.
ANALISIS KEMAMPUAN PEMECAHAN MASALAH PADA MATERI TEOREMA PHYTAGORAS SISWA KELASVIII SMP NEGERI 12 SIGI: Analysis Of Problem Solving Skills On Pythagorean Theorem Material For Students In Class VIII SMP Negeri 12 Sigi Widiastuti, Ira; Nurhayadi, Nurhayadi; Idris, Mustamin; Rizal, Muh.
Aksioma Vol. 14 No. 1 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i1.4380

Abstract

The purpose of this study was to obtain a description of students' problem solving ability on the Pythagorean theorem material of class VIII students of SMP Negeri 12 Sigi. This type of research is qualitative research. The subjects in this study were three students of class VIII SMP Negeri 12 Sigi in the odd semester of the 2023/2024 school year consisting of one student each with high, medium, and low mathematics abilities. Data collection techniques used observation sheets, written tests and interviews. The results of this study indicate that (1) high mathematics ability students can understand the problem, plan the solution, implement the plan, and check back, (2) moderate mathematics ability students can understand the problem, plan the solution, and implement the plan but cannot do a check back, (3) low mathematics ability students are unable to understand the problem, plan the solution, implement the plan, and check back.
ANALISIS KEMAMPUAN PEMAHAMAN KONSEP SISWA PADA MATERI SPLDV DITINJAU DARI KEPRIBADIAN EKSTROVERT DAN INTROVERT DI SMPN 7 PALU Rizal, Muh.; Idris, Mustamin; Nurhayadi, Nurhayadi; Annisa, Marsiana Dwi
Aksioma Vol. 14 No. 2 (2025): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v14i2.5304

Abstract

This study aims to describe the concept understanding ability of students on SPLDV material in terms of extroverted and introverted personalities at SMPN 7 Palu. The type of qualitative research is descriptive. The subjects of this study were students of class VIII D SMPN 7 Palu consisting of 20 students. However, in this study the subjects that researchers used were one student with introverted personality and one student with extroverted personality. Data collection techniques used personality questionnaires, written tests and interviews. The results of this study indicate that (1) Introverted students restate a concept by restating equation 1 and equation 2 obtained from the problem into another form, namely the SPLDV form correctly and tend to imitate what is in the problem without using their own language. Meanwhile, extroverted students restate a concept by restating the equations obtained from the problem into another form, namely the SPLDV form in their own language, not influenced by information from the problem and more likely to use their own language. (2) Introverted students provide examples of SPLDV and those that are not SPLDV based on examples of SPLDV obtained from the problem. While extroverted students provide examples that include SPLDV by looking at the SPLDV example that SE gets in the problem, but SE is unable to provide examples that do not include SPLDV because there are no examples, this means that SE can provide examples if you see an existing example. (3) Introverted students present concepts in various forms of mathematical representation in a structured manner, the steps are clear by writing in full what is known from the problem and then presenting it in the form of a mathematical model. Meanwhile, extroverted students present concepts in various forms of mathematical representation on the system of linear equations of two variables by directly presenting it in the form of a mathematical model without clear and unstructured steps by not writing what is known from the problem and directly presenting it in the form of a mathematical model. (4) Introverted students can develop necessary or sufficient conditions for a concept by writing and developing the exact conditions of one SPLDV solution and being able to determine the value of a correctly along with a clear and complete solution. Meanwhile, extroverted students develop the necessary or sufficient condition of a concept and determine the value of a by answering carelessly without doing the solution. (5) Introverted students use, utilize and select certain procedures or operations and apply concepts by determining what methods should be used in solving SPLDV problems in a structured manner, the steps are clear and the final results obtained are correct. While extroverted student subjects use, utilize, and select certain procedures or operations and apply concepts to SPLDV material with incorrect final results.
The influence of numeracy skills on students’ mathematics learning outcomes in the area of plane shapes material at elementary schools in labuan district Maisaroh; Mustamin Idris; Fajriani; Bakri M
Desimal: Jurnal Matematika Vol. 8 No. 3 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i3.202529343

Abstract

This study investigated the effect of numeracy skills on mathematics learning outcomes, specifically in the area of 2 plane figures, among 61 fifth-grade students in Labuan Regency. Using a quantitative correlational design, descriptive results showed that students' numeracy skills were in the good category (average 75.90) and learning outcomes were in the fair category (average 70.33). The Spearman rank correlation test showed a positive and significant effect, but the relationship was weak (r = 0.292; p = 0.023 < 0.05). These findings confirm that better numeracy skills contribute to higher learning outcomes, but the weak correlation underscores the important role of other factors (e.g., teaching methods, motivation). This study implies that teachers should optimize contextual numeracy-based learning to improve achievement, especially for complex concepts such as the area of a trapezoid.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VII MTs POLITANI MACCIRINNAE TIKKE PADA MATERI OPERASI BENTUK ALJABAR: Applying The Cooperative Learning Model of TAI (Team Assisted Individualization) Type to Improve Students Mathematics Learning Outcomes in Class VII of MTs Politani Maccirinnae Tikke on the Algebraic Operation Material Mirnawati Mirnawati; Mustamin Idris; Sutji Rochaminah
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 12 No. 3 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v12i3.2861

Abstract

The purpose of this study was to describe the Application of the Team Assisted Individualization (TAI) Type of Cooperative Learning Model which can improve the Mathematics Learning Outcomes of Class VII MTs Politani Maccirinnae Tikke in material on Algebraic Operations. The research subjects were 30 students of class VII, consisting of 11 male students and 19 female students, and three students were selected as informants. This research was conducted in two cycles. The results showed that the application of the TAI-type cooperative learning model could improve student learning outcomes in material for algebraic operations in class VII MTs Politani Maccirinnae Tikke by following the phases of cooperative learning, namely: at the first meeting 1) conveying goals and motivating students, the teacher conveys material and learning objectives and motivate students to be enthusiastic and actively involved in learning. Next, provide apperception by reminding the material previously studied, 2) present information, the teacher briefly describes the phases of the TAI type cooperative learning model that will be applied in learning, then the teacher distributes worksheets to be worked on individually, 3) organizes students into groups -study groups, the teacher divides students into 5 study groups (Teams), 4) guides the work and study groups, the teacher gives new LKPD to each group and conveys that individual work results are discussed in groups. The results of the discussion are concluded in the answers to the LKPD (Team Study), 5) Evaluation, the teacher appoints groups in turn to present the results of their group discussions (Whole Class Unit), 6) gives awards, the teacher announces the best group from group learning results and gives awards in the form of applause (Team Score and Team Recognition), and at the second meeting the teacher gave a final action test (Fact Test). This is indicated by the percentage of students' classical completeness in cycle I of 57.14% increasing to 80.76% in cycle II. The results of observations of teacher activity in cycle I were in the good category with a total score of 37 and an increase in cycle II was in the very good category with a total score of 45. The results of observations of student activity in cycle I were in the good category with a total score of 36 and an increase in cycle II is in the very good category with a total score of 45.
PROFIL PEMECAHAN MASALAH POLYA MATEMATIKA SISWA KELAS VIII SMP NEGERI 6 PALU PADA MATERI STATISTIKA DITINJAU DARI TINGKAT EfFIKASI DIRI Nurul Alfahira; Mustamin Idris; Pathuddin Pathuddin
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 1 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i1.4236

Abstract

This study aims to describe the Polya's mathematical problem-solving profile of Grade VIII students at SMP Negeri 6 Palu on statistics material reviewed from self-efficacy level. This research is a descriptive study using a qualitative approach. The subjects of this study were three Grade VIII F students at SMP Negeri 6 Palu, each representing high, moderate, and low self-efficacy levels. The research data were obtained using questionnaires, tests, and interviews. The results of this study indicate that: (1) The subject with high self-efficacy:On indicator I, the subject was able to state the information known and asked;On indicator II, the subject was able to plan problem solving by applying formulas;On indicator III, the subject was able to solve problems according to the previously made plan by considering known factors;On indicator IV, the subject rechecked the answers and verified the calculation results.(2) The subject with moderate self-efficacy:On indicator I, the subject was able to state the information known and asked;On indicator II, the subject did not write the mean formula but was able to solve the given problem;On indicator III, the subject was able to solve the given problem according to the previously made plan;On indicator IV, the subject forgot to recheck the final answer.(3) The subject with low self efficacy:On indicator I, the subject was able to state the information known and asked; On indicator II, the subject did not know the plan to be used to solve the problem, did not know the mean formula, and misused the formula to solve the median; On indicator III, the subject was unable to solve part a and b of the problem due to difficulty with high multiplication calculations, but was able to determine the mode of the data;On indicator IV, the subject did not recheck the answers because they were unsure of their answers. Keywords: Problem Solving Profile, Statistical Material, Self-Efficacy
ANALISIS KESALAHAN SISWA KELAS VIII SMP NEGERI SATAP 1 TINOMBO SELATAN DALAM MENYELESAIKAN SOAL CERITA SISTEM PERSAMAAN LINEAR DUA VARIABEL BERDASARKAN METODE NEWMAN SITTI ZAHRA; Gandung Sugita; Mustamin Idris; Anggraini Anggraini
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 2 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i2.4297

Abstract

This study aims to describe the errors of grade VIII students at SMP Negeri Satap 1 Tinombo Selatan in solving story problems involving two-variable linear equation systems using the Newman method. Newman’s method identifies five types of errors: reading, understanding, transformation, process skills, and coding. This research employs a descriptive qualitative approach. The subjects include three students with different mathematical abilities: one high-achieving student (A), one medium-achieving student (T), and one low-achieving student (S). Data collection techniques involve written tests and interviews, with data credibility ensured through member checking. The data analysis process includes data condensation, data presentation, and conclusion drawing. The results indicate that none of the subjects experienced reading errors. However, all three made mistakes in understanding the problems. Subject T did not write what was asked in problem one and misidentified the question in problem two. Subject S also failed to state what was asked in problem two. All subjects struggled with transformation errors, mainly due to incorrect variable assignments. Subjects A and S made errors in problem two, while subject T also struggled with proper notation. Regarding process skills, subject A could not complete the division operation, subject T failed in algebraic manipulation in problem one and miscalculated multiplication in problem two, and subject S did not proceed to the next step. Finally, all three subjects made coding errors. Subjects A and S did not write conclusions, while subject T omitted and incompletely stated conclusions for problem two.
PENGARUH EFIKASI DIRI DAN REGULASI DIRI TERHADAP PRESTASI BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA UNIVERSITAS TADULAKO Nurul Afiyah; Anggraini Anggraini; Gandung Sugita; Mustamin Idris
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 2 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i2.4415

Abstract

This study aims to analyze: (1) the effect of self-efficacy on student math learning achievement, (2) the effect of self-regulation on student math learning achievement, and (3) the effect of self-efficacy and self-regulation simultaneously on student math learning achievement. This research used ex-post facto method and was conducted at Tadulako University. The study population was all Mathematics Education students class of 2023 which amounted to 130 people. The sample of 98 students was selected through proportional random sampling technique. The instruments used include self-efficacy questionnaire, self-regulation questionnaire, and GPA data of the first and second semester in mathematics courses as indicators of learning achievement. Data analysis begins with classical assumption tests: normality, linearity, heteroscedasticity, and autocorrelation. Furthermore, hypothesis testing was carried out with simple and multiple linear regression analysis, F test, and coefficient of determination test. The results showed that all classical assumptions were met. The results of hypothesis testing show that self-efficacy has a significant effect on math learning achievement with a contribution of 15.5% with a p-value < 0.05  namely <0.001, self-regulation has a significant effect with a contribution of 13.1% with a p-value < 0.05 namely <0.001, and simultaneously both have a significant effect on learning achievement with a contribution of 16.7% with a p-value < 0.05 namely <0.000. Although this effect is significant, the effect is relatively small, which indicates that not only self-efficacy and self-regulation are factors that determine student learning achievement.
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA SMAN 1 SINDUE TOMBUSABORA BERDASARKAN TIPE KEPRIBADIAN Didit Dermawan; Mustamin Idris; Gandung Sugita
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 1 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i1.5352

Abstract

The purpose of this study is to obtain an analytical description of students' critical thinking skills in solving trigonometry problems based on personality type. This research is a qualitative study with a descriptive approach. The results of this study are as follows: Student MHA with a guardian personality type met 1 critical thinking indicator on question number 1, which is focus, and met 6 critical thinking indicators on question number 2, namely focus, reason, inference, situation, clarity, and overview (FRISCO). Student MHA with a guardian personality type tended to be thorough in completing the given problems. Student AI with a rational personality type met 6 critical thinking indicators, namely focus, reason, inference, situation, clarity, and overview (FRISCO). Student AI with a rational personality type was good at analyzing and tended to ignore things deemed unnecessary or time-consuming. Student FA with an artisan personality type did not complete question number 1. Student FA with an artisan personality type met 3 critical thinking indicators, namely focus, reason, and inference on question number 2. Student FA with an artisan personality type tended to be slow in learning/understanding mathematical material, proven by the fact that student FA with an artisan personality type could not complete question number 1 and tended to rush in working on the problem. Student AL with an idealist personality type met 4 critical thinking indicators, namely focus, reason, inference, and situation. Student AL with an idealist personality type elaborated their answers in detail, both orally and in writing.
Co-Authors Abdul Munir Ahmad Ahmad Ahmad Ahmad Aisun, Putri Alfisyahra, Alfisyahra Amanda, Rifka Amelia, Reski Amik, Zakiah Magfiratul Andryanto Tahir Anggraini Anggraini Anggraini Anggraini Annisa Marpudin Annisa, Marsiana Dwi Arsyad Said Aryanto Aryanto Asis, Nurasia Asri Hente Babe, Agustina Baharuddin Paloloang Baharuddin Paloloang Bahraeni Bakri M Bakri M, Bakri M Bakri Mallo Busra Busra, Busra Darmiati Darmiati Dasa Ismaimuza Dasa Izmaimusah Daud Karel Walanda Dewi Sri Wahyuni, Dewi Sri Dewi, Arum Resiana DIAN APRIANI Didit Dermawan Djafar, Yuniarti H Dwi Permatasari Eka Fachri Fajriani Fajriani Fajriani Fitriani Ayuningtias Gandung Sugit Gandung Sugita Gita Destiana Hamka Haryati Ruslan Holyness Nurdin Singadimedja I Nyoman Murdiana I Nyoman Murdiana Ibni Hadjar Ibnu Hajar Ike A Budiman Indah Suarni Ira Kusnia Vani Jaeng, Maxinus Jaeng, Maxinus Kadong, Ekslesya Evangelin Karniman, Tegoeh S. Lembang, Ulvina Tangke Linawati Linawati Lumi, Jesica Lupna, Lupna Maisaroh Maisyarah Maisyarah Maisyarah Marinus Barra Tandiayuk Masruri Masruri Masruri Maxinus Jaeng Meggi Rahayu Meilando, Reksy Meinarni, Welli Meldawati Simaa Mery Napitupulu Mirnawati Mirnawati Mirnawati Muin Moh. Zain Muh Hasbi Muh. Hasbi Muh. Hasbi Muh. Rizal Muh. Rizal Muh. Rizal Muhammad Azwar Muhammad Rivai Muin, Mirnawati Nasir, Rahma Nisa, Ainun Norma Norma Norma Nur Afni Nur Awalia Nur Hayatin Nur Inayah Nur Safitri Nurhaeda Nurhaliza, Saripa Nurhayadi Nurhayadi Nurmala Nurmala Nurmasita M. Saahi Nurul Afiyah Nurul Agmita L Nurul Alfahira Nurul Hikmah Pathuddin Pildayani Pildayani, Pildayani Qitra Sandi Rahim, Nur Mei Sakin Ramadhan Asilaka Reksy Meilando RENAWATI, RENAWATI Rifai, Mohammad Rifal, Mohammad Riska Riska Riska Rita Lefrida Rizal, Muh Rizal, Muh Rohmah, Zakiah Ropang, Marlita Rosyidah, Anni Syakhiyatur Ruslan, Haryati Sali, Elisabet SANDY SAPUTRA Sari, Triana Meida SATRIYAS ILYAS SITTI ZAHRA Sri Mastuti Suarni, Indah Suciati, Indah Sukayasa Sutji Rochaminah Tahir, Andryanto Tahril Teguh Purnomo Teguh Purnomo, Teguh Triana Meida Sari Vani, Ira Kusnia Walanda, Richard Albert Welli Meinarni Widiastuti, Ira Windia Hadi, Windia Yuni Rahma Tanti Yuyun Selasti Zain, Moh. Zakiah Rohmah Zidan H.L, Moh. Zuhaina