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All Journal Jurnal Pendidikan Matematika dan IPA AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Daya Matematis HISTOGRAM: Jurnal Pendidikan Matematika Desimal: Jurnal Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika (Jupitek) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Vygotsky: Jurnal Pendidikan Matematika dan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Prima Abdika: Jurnal Pengabdian Masyarakat Kognitif: Jurnal Riset HOTS Pendidikan Matematika Jurnal Kiprah Pendidikan Prosiding University Research Colloquium Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Eduvest - Journal of Universal Studies JME (Journal of Mathematics Education) Pelita: Jurnal Pengabdian kepada Masyarakat JME (Journal of Mathematics Education) Jurnal kiprah pendidikan
Nida Sri Utami
Universitas Muhammadiyah Surakarta
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Physics Social Sciences Other

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LEVEL KEMAMPUAN LITERASI MATEMATIS DALAM MENYELESAIKAN SOAL PISA DITINJAU DARI KECERDASAN LOGIS-MATEMATIS Puan Nagari Damai Purnomo; Nida Sri Utami
HISTOGRAM: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2023): Histogram
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v7i1.2644

Abstract

Literasi matematika digambarkan oleh PISA sebagai kapasitas seseorang untuk merumuskan, menerapkan, dan menginterpretasikan matematika dalam berbagai situasi. Indonesia menduduki peringkat 61 dari negara-negara yang berpartisipasi dalam jajak pendapat pada tahun 2015, sedangkan pada tahun 2018 menduduki peringkat 70. Literasi matematika dan kecerdasan logis matematis saling berkaitan, siswa yang memiliki kecerdasan logis matematis akan mampu memahami masalah, memeriksa perhitungan, dan menggunakan penalaran dan abstraksi. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan literasi matematika siswa dalam hal tingkat kecerdasan logis matematis saat mereka menjawab soal PISA. Sebanyak 31 siswa dari kelas IX di SMP Negeri 1 Ngemplak menjadi subjek dalam penelitian ini, yang menggunakan metodologi kualitatif deskriptif. Seluruh data penelitian berasal dari wawancara siswa dan hasil tes kecerdasan logis matematis. Berdasarkan hasil penelitian, siswa dengan tingkat kecerdasan logis matematis tinggi mampu memenuhi persyaratan literasi matematis pada level 1 sampai 5, namun pada level 5 subjek masih mampu merumuskan dan mendeskripsikan hasil pekerjaannya, meskipun hasil akhirnya tidak tepat. Siswa dengan tingkat kecerdasan logis matematis sedang dan rendah mampu memenuhi indikator literasi matematis pada level 1 dan 3. Sedangkan pada level 2, 4 keduanya mampu memenuhi sebagian indikator literasi matematis serta pada level 5, dan 6 keduanya tidak mampu memenuhi seluruh indikator literasi matematis.
Workshop Peningkatan Pemahaman Konteks pada AKM Numerasi bagi Guru SMP Muhammadiyah 1 Kartasura Nida Sri Utami; Annisa Swastika
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 1 (2024): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51651/pjpm.v4i1.491

Abstract

It is hoped that teachers will not only be able to understand, but teachers are also expected to be able to analyze Numeracy AKM questions first. This community service activity aims to increase the understanding of contex of Numeracy AKM for teachers at Muhammadiyah 1 Kartasura Middle School. The methods used in this activity are the speaker give explanation about numeracy AKM, discussion and also training methods. The results obtained from this service activity are that  75% of the teachers understand context of numeracy AKM.
Workshop Pengembangan Modul Pecahan Senilai Berbasis Matematika Realistik Berorientasi HOTS bagi Guru SD Sri Sutarni; Nida Sri Utami; Nuqthy Faiziyah
Pelita: Jurnal Pengabdian kepada Masyarakat Vol. 4 No. 2 (2024): Pelita: Jurnal Pengabdian kepada Masyarakat
Publisher : Perkumpulan Kualitama Edukatika Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51651/pjpm.v4i2.505

Abstract

Elementary mathematics learning with an independent curriculum can be carried out well if the learning plan has been prepared well. This means that teachers must be able to organize teaching modules well. This service activity aims to improve the abilities of Madrasah 'Ibtidaiyah Muhammadiyah (MIM) teachers in Kartasura sub-district regarding the development of realistic mathematics-based teaching modules oriented to High Order Thinking Skills (HOTS). The activity was carried out at Madrasah 'Ibtidaiyah Muhammadiyah (MIM) Gonilan. This activity in the form of a workshop was attended by 12 participant that is MIM teachers from Kartasura District. This activity is carried out using lecture methods and also exercises. Based on the results of the final questionnaire of the activity, it can be seen that there was a slight increase in the knowledge of the teachers regarding teaching module material, realistic mathematics, and HOTS.
Analisis Kesalahan Mahasiswa dalam Menghitung Integral Rangkap Utami, Nida Sri
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 4 No. 2 (2024): Juli -Desember 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v4i2.1939

Abstract

Salah satu permasalahan yang dialami mahasiswa saat ini adalah adanya kecenderungan mahasiswa melakukan kesalahan ketika menyelesaikan masalah integral fungsi peubah banyak. Penelitian ini bertujuan untuk menganalisis kesalahan mahasiswa dalam mengerjakan materi integral rangkap fungsi peubah banyak. Metode yang digunakan adalah deskriptif kualitatif dengan melibatkan 32 mahasiswa pendidikan matematika semester kelima di Universitas Muhammadiyah Surakarta tahun akademik 2022/2023. Data dalam penelitian ini diperoleh dengan tes, wawancara dan dokumentasi. Untuk mengetahui kesalahan mahasiswa diberikan soal tes, kemudian itu dilakukan wawancara untuk membandingkan hasil. Teknik analisis yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa : (1) mahasiswa dengan kemampuan matematika tinggi tidak ditemukan kesalahan prosedural maupun konseptual, dan (2) mahasiswa dengan kemampuan matematika sedang dan rendah mempunyai kesalahan secara konsepual, namun benar secara prosedural. Kesalahan konseptual ini disebabkan karena kurangnya pemahaman konsep tentang menyelesaikan integral parsial.
ANALYSIS OF MATHEMATICAL REFLECTIVE THINKING ABILITY IN THE MATERIAL OF ALGEBRA BASED ON GENDER Hikmafadlia, Isti; Utami, Nida Sri
Jurnal Pendidikan Matematika dan IPA Vol 16, No 1 (2025): January 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i1.80466

Abstract

Reflective thinking comprising Techniques, Monitoring, Insight, and Conceptualization stages, plays a crucial role in students’ problem-solving skills in mathematics. This study aims to analyze and describe the reflective thinking abilities of students in algebra, based on gender differences. This is a descriptive research using a qualitative approach, which involves students with varying levels of mathematical thinking ability. The students include a male student with a high mathematical thinking ability (SLT), a male student with a medium mathematical thinking ability (SLS), a male student with a low mathematical thinking ability (SLR), a female student with a high mathematical thinking ability (SPT), a female student with a medium mathematical thinking ability (SPS), a female student with a low mathematical thinking ability (SPR). The study showed that there are some similarities and differences between male and female student in their reflective thinking ability. Generally, male students have a better reflective thinking ability than female students.
Analysis of Contextual Problem Solving Ability of Three-Variable Linear Equation System Material Given Mathematical Disposition Ismiranda, Khoirina; Nurcahyo, Adi; Utami, Nida Sri
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 4 (2024): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i4.720

Abstract

This research aims to analyze students' difficulties related to mathematical dispositions and measure students' abilities in solving problems related to three-variable linear equation systems based on mathematical dispositions. Descriptive analysis methods are used in this qualitative research. All X-G students were given a mathematical disposition survey as part of the data collection process for this research. Three students were selected from each mathematical disposition category to take a test of their contextual problem-solving skills. Based on the results of the research, there were three groups of students in class X-G SMAN 1 TOROH, namely 3 students with high mathematics dispositions, 14 students with medium mathematics dispositions, and 16 students with low mathematics dispositions. Based on the analysis of answers and discussions, students with strong mathematical skills have excellent problem-solving skills because they meet three problem-solving indicators, namely making a problem-solving plan, implementing a problem-solving plan, and evaluating problems. Students have difficulty in the indicator of understanding problems because they are not used to writing what they know and what is asked. Students with a moderate mathematical disposition meet two indicators of problem-solving, namely creating and implementing a problem-solving plan, so they are in the moderate category in terms of problem-solving. Students with moderate mathematical dispositions also have difficulty writing the conclusion of the problem. Because students with low mathematical dispositions only fulfill one indicator, namely evaluating the problem, these students have problem-solving skills in the low category. In addition, students with low mathematical dispositions had difficulty in applying the formula.
Eksperimentasi Pembelajaran Matematika dengan Model Pembelajaran Team Assisted Individualization (TAI) terhadap Prestasi Belajar Matematika Siswa pada Pokok Bahasan Garis dan Sudut Ditinjau dari Kreativitas Belajar Siswa Kelas VII SMP di Kabupaten Sukohar Utami, Nida Sri
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2017: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (404.858 KB)

Abstract

Matematika membutuhkan kreativitas dalam mengeksplorasi masalah supaya tidak mereplikasi karya orang lain. Semakin tinggi tingkat kreativitas siswa, maka semakin bagus kemampuan untuk menyelesaikan masalah. Salah satu model pembelajaran yang dapat meningkatkan prestasi belajar siswa adalah model pembelajaran Team Assisted Individualization (TAI). Kemampuan berkomunikasi matematika mempunyai korelasi yang signifikan dengan model pembelajaran TAI, karena siswa dilatih untuk saling menolong, berpendapat, berdiskusi, mempertajam pengetahuan, dan menghilangkan batasan-batasan antara siswa yang pandai dengan siswa yang kurang pandai (Tinungki : 2015). Dalam penelitiannya, Tinungki meneliti model pembelajaran TAI untuk meningkatkan kemampuan komunikasi matematika siswa dalam mata pelajaran probabilitas. Hernawati (2014) dalam penelitiannya menyatakan bahwa siswa yang dikenai model pembelajaran tipe TAI dengan lembar kerja bersetting Teori Belajar Bruner dapat meningkatkan prestasi belajar yang lebih tinggi daripada siswa yang dikenai model pembelajaran langsung. Nilai pelajaran siswa pada materi program linear yang diberikan model pembelajaran TAI lebih tinggi dibandingkan nilai siswa yang diberikan model pembelajaran langsung (Tilaar, 2014). Makalah ini akan membandingkan model pembelajaran Team Assisted Individualization ( TAI) dengan model pembelajaran Langsung pada mata pelajaran garis dan sudut, dengan sampel adalah siswa SMP di Kabupaten Sukoharjo kelas VII. Peneliti menggunakan 3 sekolah untuk penelitian,yaitu sekolah dengan kategori tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa pada siswa yang dikenai model pembelajaran Team Assisted Individualization ( TAI) mempunyai prestasi belajar matematika yang lebih baik daripada siswa yang dikenai model pembelajaran langsung. Siswa yang mempunyai kreativitas belajar tinggi mempunyai prestasi belajar matematika yang lebih baik daripada siswa yang mempunyai kreativitas belajar sedang maupun rendah, siswa yang mempunyai kreativitas belajar sedang mempunyai prestasi belajar matematika yang sama dengan siswa yang mempunyai kreativitas belajar rendah.
Optimisasi Berkendala Menggunakan Metode Gradien Terproyeksi Utami, Nida Sri
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2016: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

Dalam tulisan ini dibahas tentang metode gradien terproyeksi untuk menyelesaikan masalah optimisasi berkendala dengan kendala yang berbentuk persamaan linear. Pembahasan dimulai dengan memperkenalkan metode gradien untuk menyelesaikan masalah optimisasi tanpa kendala, kemudian metode gradien tersebut digeneralisasikan untuk menyelesaikan masalah optimisasi yang meminimumkan ) ( x f dengan kendala b Ax  , dan f R R A R m n n mxn :  ,  ,  , rank A=m, b 1 mx R  , nx1 xR , dengan menambahkan suatu proyektor orthogonal P I A AA A t t n 1 ( )   .Pada algoritma ( ) ( 1) ( ) (k ) k k k x  x  f x   , diperoleh algoritma gradien terproyeksi ( ) ( 1) ( ) (k ) k k k x  x  Pf x   dengan 0  k  yang merupakan ukuran langkah. Ukuran langkah yang digunakan adalah arg min ( ( )) ( ) ( ) 0k k k  f x  Pf x     , yaitu 0   yang meminimumkan ( ( )) (k ) (k ) f x Pf x , dapat dicari menggunakan metode Secant. Algoritma gradien ini dapat dihentikan jika memenuhi kondisi ( ) 0 ( )   k P f x , dengan kata lain jika ( ) 0 ( )   k P f x , maka titik (k ) x merupakan titik peminimal dan merupakan titik peminimal global untuk fungsi f yang konveks.
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA DALAM MENYELESAIKAN SOAL OPEN-ENDED MATERI SPLDV Nisa, Salis Rifqotun; Utami, Nida Sri; Khotimah, Rita Pramujiyanti
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i1.7332

Abstract

The purpose of this study is to provide an in-depth analysis of students critical thinking skills in solving open-ended problems on the material of the system of linear equations of two variables. This type of research uses qualitative methodology. This research begins with giving a test of critical thinking ability of open-ended problem type that have passed declared valid to 20 students of class VIII A SMP Muhammadiyah 6 Surakarta which is the continued with the selection of 3 subjects representing high, medium and low critical thinking ability for the purpose of this study. The data collection techniques used open-ended question tests and interviews. Data were analyzed using critical thinking indicators that include interpretation, analysis, evaluation, and inference. The analysis results show that (1) Subjects with high critical thinking ability are capable of mastering four indicators, which include interpretation, analysis, evaluation, and inference on each problem; (2) Subjects with moderate critical thinking ability are only capable of mastering several indicators in each problem. For question 1, only three indicators are mastered namely analysis, evaluation and inference. In question 2, only two indicators are mastered namely interpretation and evaluation. In question 3, only three indicators are mastered namely interpretation, evaluation and inference; (3) Subjects with low critical thinking ability can only master fewer indicators in each question. In question 1, only one indicator was mastered namely inference. For question 2, only two indicators are mastered namely interpretation and analysis. Whereas in question 3 only one indicator is mastered namely interpretation.
ANALYSIS OF STUDENT ERRORS IN SOLVING MATRIX PROBLEMS IN CLASS XI OF SMK MUHAMMADIYAH DELANGGU Safira Salsabila; Nida Sri Utami
JME (Journal of Mathematics Education) Vol. 8 No. 2 (2023): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1967

Abstract

This study sought to describe mistakes made by SMK Muhammadiyah Delanggu's grade XI students with high, medium, and low abilities when solving matrix problems. It also sought to describe mistakes made by SMK Muhammadiyah Delanggu's grade XI students with concepts, principles, and procedures. This exploration is an engaging subjective examination. Theinstrument utilized a composed test that included two things, four framework material test questions and meetings were utilized as extra instruments. 14 XI students who had studied matrix material served as the study's subjects. By gathering information from giving composed test questions, understudy mistakes can be distinguished. According to the findings of this study, students of high ability understood the concepts and principles, but performed mathematical operations incorrectly; students of medium ability made procedural errors due to a lack of accuracy in matrix multiplication calculations; and students of low ability made numerous concept, principle, and procedure errors.
Co-Authors Adi Nurcahyo Annisa Swastika Antok Aryuana Christina Kartika Sari Endang Puji Lestari Hikmafadlia, Isti Ismiranda, Khoirina Lis Diana Sri Wahyuning Masithoh, Viona Melisa Melisa Mohamad Waluyo Naufal Ishartono Nisa, Salis Rifqotun Nuqthy Faiziyah Nurcahyo, Adi Puan Nagari Damai Purnomo Rita Pramujiyanti Khotimah Safira Salsabila Setianingkrum, Reni Sri Rejeki Sri Sutarni Wulan Galuh Rahma Perwita Zahroh Nur Alifah