Articles
<![CDATA[Analisis Kesalahan Siswa dalam Menyelesaikan Soal Hubungan Antar Sudut pada Dua Garis Sejajar ]]>
<![CDATA[Suteja, Maura Caesarani]]>;
<![CDATA[Sukoriyanto]]>;
<![CDATA[Kusumasari, Vita]]>
<![CDATA[ Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 2 (2025): Indiktika : Jurnal Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/indiktika.v7i2.18241
<![CDATA[Dalam menyelesaikan soal matematika, siswa sering kali terlibat dalam kesalahan yang beragam, mencakup kesalahan fakta, kesalahan konsep, kesalahan prinsip, dan kesalahan operasi. Studi kualitatif ini bertujuan untuk menganalisis kesalahan siswa dalam menyelesaikan soal hubungan antar sudut pada dua garis sejajar berdasarkan objek dasar matematika. Penelitian ini melibatkan 26 siswa dan menjadikan 3 siswa sebagai subjek penelitian. Data dikumpulkan melalui tes tertulis dan wawancara. Hasil penelitian ini menginformasikan bahwa kesalahan konsep dan prinsip merupakan kesalahan yang paling sering dijumpai ketika siswa menyelesaikan soal hubungan antar sudut pada dua garis sejajar, dan selanjutnya diikuti dengan kesalahan fakta dan operasi. Menindaklanjuti temuan pada penelitian ini, maka penting bagi guru untuk mengambil pendekatan yang membangun, mendukung, dan membimbing agar guru dapat membantu siswa dalam mengatasi kesalahan dengan efektif dan memperkuat pemahaman mereka.]]>
<![CDATA[Student’s errors in solving set problems for junior high school students based on newman's procedure ]]>
<![CDATA[Sari, Noviana Puspita]]>;
<![CDATA[Sukoriyanto, Sukoriyanto]]>;
<![CDATA[Sulandra, I Made]]>
<![CDATA[ Desimal: Jurnal Matematika Vol. 8 No. 1 (2025): Desimal: Jurnal Matematika ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/djm.v8i1.26550
<![CDATA[Errors in solving mathematical problems, especially in the material of sets, are still widely found in junior high schools. This study aims to describe the types of student errors and the factors causing them in solving problems about sets based on the Newman Procedure. The study was conducted on 31 eighth-grade students at one of the state junior high schools in Malang City, with three students (S-1 to S-3) selected as subjects by purposive sampling. The main instrument was the researcher, with supporting instruments in the form of tests and interviews. Data analysis was carried out using the Miles & Huberman model. The results of the study showed that subjects S-1 to S-2 misunderstood the problem (misunderstood what was actually known and asked in the problem incompletely), while S-3 did not. All subjects experienced transformation errors (wrong writing of mathematical models/formulas), process skills (miscalculations/not continuing the procedure), and final answers (wrong conclusions). The main causal factors include lack of reading accuracy, weak conceptual understanding, and errors in calculations and procedures. The implications of this study indicate the need for learning strategies that emphasize conceptual understanding, accuracy, and more systematic procedural solutions.]]>
<![CDATA[Literasi Matematis Siswa Extrovert dalam Menyelesaikan Masalah Tidak Terstruktur (Ill-Structure Problem) ]]>
<![CDATA[Gestiani, Anggun]]>;
<![CDATA[Erry Hidayanto]]>;
<![CDATA[Sukoriyanto]]>
<![CDATA[ Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 2 (2025): Indiktika : Jurnal Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/indiktika.v7i2.17135
<![CDATA[Penelitian ini bertujuan mendeskripsikan bagaimana literasi matematis siswa extrovert dalam menyelesaikan ill-structure problem. Subjek penelitian merupakan siswa kelas VIII yang dipilih menggunakan teknik purposive sampling untuk dilakukan wawancara yaitu dengan memilih siswa yang memiliki kemampuan literasi matematis yang tinggi dan dengan tipe kepribadian extrovert. Teknik pengumpulan data terdiri dari pengisian angket tipe kepribadian, tes literasi matematis dan wawancara. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek mampu memenuhi indikator formulate (merumuskan), yaitu mampu mengidentifikasi informasi serta variabel penting dalam permasalahan, dan menyusun model matematis yang sesuai. Namun, subjek belum mampu memenuhi indikator employ (menggunakan) karena tidak menerapkan model yang telah disusun untuk menemukan solusi. Selain itu, subjek juga belum memenuhi indikator interpret (menafsirkan) karena tidak menafsirkan hasil matematis yang diperoleh dalam konteks masalah.]]>
<![CDATA[Analisis Kesalahan Siswa dalam Menyelesaikan Soal Hubungan Antar Sudut pada Dua Garis Sejajar ]]>
<![CDATA[Suteja, Maura Caesarani]]>;
<![CDATA[Sukoriyanto]]>;
<![CDATA[Kusumasari, Vita]]>
<![CDATA[ Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 2 (2025): Indiktika : Jurnal Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/indiktika.v7i2.18241
<![CDATA[Dalam menyelesaikan soal matematika, siswa sering kali terlibat dalam kesalahan yang beragam, mencakup kesalahan fakta, kesalahan konsep, kesalahan prinsip, dan kesalahan operasi. Studi kualitatif ini bertujuan untuk menganalisis kesalahan siswa dalam menyelesaikan soal hubungan antar sudut pada dua garis sejajar berdasarkan objek dasar matematika. Penelitian ini melibatkan 26 siswa dan menjadikan 3 siswa sebagai subjek penelitian. Data dikumpulkan melalui tes tertulis dan wawancara. Hasil penelitian ini menginformasikan bahwa kesalahan konsep dan prinsip merupakan kesalahan yang paling sering dijumpai ketika siswa menyelesaikan soal hubungan antar sudut pada dua garis sejajar, dan selanjutnya diikuti dengan kesalahan fakta dan operasi. Menindaklanjuti temuan pada penelitian ini, maka penting bagi guru untuk mengambil pendekatan yang membangun, mendukung, dan membimbing agar guru dapat membantu siswa dalam mengatasi kesalahan dengan efektif dan memperkuat pemahaman mereka.]]>
<![CDATA[Miskonsepsi Siswa dalam Menyelesaikan Masalah Pecahan berdasarkan Tingkat Keyakinan Siswa ]]>
<![CDATA[Febyanti, Adinda Isna]]>;
<![CDATA[Sukoriyanto, Sukoriyanto]]>
<![CDATA[ Jurnal Tadris Matematika Vol 7 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2024.7.2.291-308
<![CDATA[This study aims to describe students’ misconceptions in solving fraction problems based on their level of belief. The research method employed is qualitative, with a descriptive research approach. Subjects were selected students who experienced misconceptions in solving problems. The results of examining students’ answers showed that out of 27 students, 18 did not know the concept, and 9 had misconceptions. Selected 5 students who experienced misconceptions as subjects to ensure data variation due to similarities in the answers or responses given. The misconceptions made by the subjects include: 1) Generalization misconception occurred because the subjects made mistakes in explaining the meaning of numerator and denominator of fractions and mistakes in applying the concept of addition and substructions of fractions; 2) Calculation misconception occurred because the subject made mistakes in calculating fractions and mistakes in simplifying fractions; 3) Notation misconception occurred because the subject made mistakes in using operation symbols and mistakes in writing numbers; 4) Language misconception occurred because the subject made mistakes in converting information into mathematical language. To overcome this problem, teachers are advised to provide a deeper conceptual understanding and practice problems regularly to improve students' understanding.]]>
<![CDATA[PROPORTIONAL REASONING: INSIGHTS FROM STUDENTS’ EARLY ATTEMPTS AT QUANTIFYING IN SOLVING MATHEMATICAL LITERACY PROBLEMS ]]>
<![CDATA[Nego Linuhung]]>;
<![CDATA[Purwanto Purwanto]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>;
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Mohd Isha Awang]]>
<![CDATA[ Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 2 (2025): Volume 9, Nomor 2, June 2025 ]]>
Publisher : <![CDATA[LPPM Universitas Jambi ]]>
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DOI: 10.22437/jiituj.v9i2.35828
<![CDATA[This research aims to explore students’ proportional reasoning at the early attempts at quantifying stage when students face proportional situations, especially mathematical literacy problems. This research uses a qualitative research approach involving grade 9 junior high school. Data was collected by providing mathematical literacy problems containing proportional situations and in-depth interviews with research subjects. The research results show that students in the early attempts at quantifying stage begin to identify important variables, recognize regularities, and develop plans to solve problems. Students apply inappropriate addition relationships in proportional situations, add or subtract numbers without understanding the concept of comparison, and have a sense of comparing sizes that are bigger and smaller, but students have limitations in understanding the concept of proportionality, especially in recognizing when comparison should be used, students try to identify comparative patterns, students have difficulty connecting patterns to multiplicative forms; able to conclude, but the conclusions are wrong due to limitations in understanding the concept of proportionality which results in inaccurate results. This study provides a novel contribution by specifically focusing on the “early attempts at quantifying” stage, a crucial yet underexamined phase in proportional reasoning development. The findings fill a gap in understanding how students transition from additive to multiplicative reasoning when faced with real-world mathematical problems. The implication is that assistance is needed in the form of exercises that increase students' understanding and sensitivity to multiplicative situations and relationships between variables in solving mathematical literacy problems.]]>
<![CDATA[Miskonsepsi Siswa dalam Menyelesaikan Masalah Pecahan berdasarkan Tingkat Keyakinan Siswa ]]>
<![CDATA[Febyanti, Adinda Isna]]>;
<![CDATA[Sukoriyanto, Sukoriyanto]]>
<![CDATA[ Jurnal Tadris Matematika Vol 7 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung ]]>
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DOI: 10.21274/jtm.2024.7.2.291-308
<![CDATA[This study aims to describe students’ misconceptions in solving fraction problems based on their level of belief. The research method employed is qualitative, with a descriptive research approach. Subjects were selected students who experienced misconceptions in solving problems. The results of examining students’ answers showed that out of 27 students, 18 did not know the concept, and 9 had misconceptions. Selected 5 students who experienced misconceptions as subjects to ensure data variation due to similarities in the answers or responses given. The misconceptions made by the subjects include: 1) Generalization misconception occurred because the subjects made mistakes in explaining the meaning of numerator and denominator of fractions and mistakes in applying the concept of addition and substructions of fractions; 2) Calculation misconception occurred because the subject made mistakes in calculating fractions and mistakes in simplifying fractions; 3) Notation misconception occurred because the subject made mistakes in using operation symbols and mistakes in writing numbers; 4) Language misconception occurred because the subject made mistakes in converting information into mathematical language. To overcome this problem, teachers are advised to provide a deeper conceptual understanding and practice problems regularly to improve students' understanding.]]>
<![CDATA[Utilization of Number Line Media in Dienes' Step Learning: A Process Study to Overcome Difficulties in Integer Operations ]]>
<![CDATA[Rohim, Abdur]]>;
<![CDATA[Sa'Dijah, Cholis]]>;
<![CDATA[Rahardi, Rustanto]]>;
<![CDATA[Sisworo, Sisworo]]>;
<![CDATA[Sukoriyanto, Sukoriyanto]]>;
<![CDATA[Muksar, Makbul]]>
<![CDATA[ Electronic Journal of Education, Social Economics and Technology Vol 5, No 2 (2024) ]]>
Publisher : <![CDATA[SAINTIS Publishing ]]>
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DOI: 10.33122/ejeset.v5i2.272
<![CDATA[Integers are an important topic in mathematics that students must understand well. However, in practice, many students face difficulties in understanding integer operations. One way to address this issue is by using a number line manipulative that employs Dienes' steps. This research is qualitative, with a case study approach. The subjects consisted of three 6th-grade students selected through purposive sampling. The three subjects had varying mathematical abilities: high, medium, and low. The learning activities used six steps of Dienes. The instruments used were observation sheets, interview guidelines, and a test consisting of eight questions related to the addition and subtraction of integers. Data collection techniques followed the Miles and Huberman model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that learning using Dienes' steps with integer manipulatives successfully addressed students' difficulties in performing integer operations, especially in problems involving operations with two adjacent signs.]]>
<![CDATA[Analisis Kemampuan Pemecahan Masalah Siswa SMA dalam Memecahkan Masalah Persamaan Kuadrat ]]>
<![CDATA[Ngesti, Nisaa Arta]]>;
<![CDATA[Nusantara, Toto]]>;
<![CDATA[Sukoriyanto, Sukoriyanto]]>
<![CDATA[ BRILIANT: Jurnal Riset dan Konseptual Vol 6 No 4 (2021): Volume 6 Nomor 4, November 2021 ]]>
Publisher : <![CDATA[Universitas Nahdlatul Ulama Blitar ]]>
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DOI: 10.28926/briliant.v6i4.691
<![CDATA[Penelitian ini bertujuan menganalisis kemampuan pemecahan masalah persamaan kuadrat siswa SMA. Jenis penelitian ini adalah kualitatif deskriptif. Analisis data pada penelitian ini menggunakan indikator kemampuan pemecahan masalah. Hasil penelitian ini menunjukkan bahwa 10% siswa dalam kategori sangat baik memenuhi semua indikator, 10% siswa dalam kategori baik memenuhi semua indikator tetapi tidak lengkap, 10% siswa dalam kategori cukup memenuhi semua indikator tetapi tidak lengkap dan kurang tepat, 20% siswa dalam kategori kurang hanya memenuhi indikator pertama, kedua, ketiga tetapi tidak lengkap dan kurang tepat, sedangkan 50% siswa dalam kategori sangat kurang hanya memenuhi indikator pertama dan kedua tetapi tidak lengkap dan kurang tepat.]]>
<![CDATA[Inovasi Model Pembelajaran Problem Based Learning Untuk Berpikir Kritis Pada Mata Pelajaran Matematika Di Sd Negeri Birowo 03 Binangun Blitar ]]>
<![CDATA[Kasturi, Kasturi]]>;
<![CDATA[Sukoriyanto, Sukoriyanto]]>;
<![CDATA[Dewi, Radeni Sukma Indra]]>
<![CDATA[ BRILIANT: Jurnal Riset dan Konseptual Vol 9 No 4 (2024): Volume 9 Nomor 4, November 2024 ]]>
Publisher : <![CDATA[Universitas Nahdlatul Ulama Blitar ]]>
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DOI: 10.28926/briliant.v9i4.1838
<![CDATA[The focus of this article is to identify PBL-based mathematics learning innovations and PBL-based mathematics learning outcomes. The method used is qualitative and the type is a case study. Data collection techniques were carried out using interviews, observation, and documentation and data analysis was carried out in three activity streams that occurred simultaneously in the data collection process, namely: data condensation, data presentation, and conclusion drawing/verification. The research results stated that the stages of PBL-based mathematics learning consisted of three main steps, namely the teacher providing an explanation of the material first before presenting the problem, the teacher giving work papers, and students being directed to complete the work papers in groups. This PBL model indicates that teachers have good managerial skills in the learning process. The results of mathematics learning using the PBL method indicate the delivery of material during the learning process, and students' social skills during learning. The PBL method has an important meaning in seeing the success of learning and education. Both specifically in mathematics and all other subjects. Considering learning outcomes can be used to prepare learning evaluations.]]>
