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All Journal Jurnal Pendidikan Matematika dan IPA Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen EDU-MAT: Jurnal Pendidikan Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Jurnal Gantang Union: Jurnal Ilmiah Pendidikan Matematika Bubungan Tinggi: Jurnal Pengabdian Masyarakat Theta : Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Uninus Journal of Mathematics Educations and Science (UJMES) Journal of Mathematics Science and Computer Education JURMADIKTA Cakrawala Computing and Education Technology Journal Jurnal Pendidikan Matematika
Kamaliyah Kamaliyah
(Scopus ID: 57208748763, H-index:1; SINTA ID:6101033, H-index:2), Universitas Lambung Mangkurat
Agriculture, Biological Sciences & Forestry Humanities Astronomy Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Energy Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengembangan tes formatif materi teorema pythagoras konteks budaya banjar untuk mengukur pemahaman konsep siswa SMP/MTs Shafwati Shafwati; Yuni Suryaningsih; Kamaliyah Kamaliyah
Cakrawala Vol 4, No 1 (2025): Juni
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/cakrawala.v4i1.3005

Abstract

Kurikulum Merdeka menekankan pemahaman konsep, namun pemahaman konsep siswa terhadap teorema Pythagoras masih rendah. Tes formatif dapat digunakan untuk mengukur pemahaman ini. Konteks budaya Banjar digunakan untuk membantu siswa membangun pemahaman yang relevan. Penelitian ini bertujuan untuk menghasilkan tes formatif yang valid, reliabel, efektif, dan praktis pada materi teorema Pythagoras konteks budaya Banjar untuk mengukur pemahaman konsep. Metode penelitian yang digunakan adalah research and development dengan model ADDIE. Terdapat enam butir tes uraian yang terbagi dalam dua paket. Uji coba dilakukan di SMP Negeri 15 Banjarmasin yang melibatkan 33 siswa kelas VIII C dan 30 siswa kelas VIII D. Teknik pengumpulan data adalah menggunakan lembar validasi, angket respons siswa, dan tes formatif. Hasil lembar validasi menunjukkan tes formatif berada pada kriteria valid. Hasil pengerjaan tes formatif siswa menunjukkan tes formatif valid secara empiris, reliabel, dan efektif. Sedangkan hasil angket respons siswa menunjukkan tes formatif berada pada kategori praktis.
Quality assessment of mathematics textbooks: Identifying and addressing content mistakes M. Zainul Arifin; Kamaliyah Kamaliyah; Rahman Nul Hakim; Martin Suhendra
Jurnal Elemen Vol 12 No 3 (2026): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i3.34738

Abstract

This study examined the quality of government-issued mathematics textbooks by systematically identifying and analyzing content mistakes that may affect mathematical understanding and instructional effectiveness. Using a qualitative descriptive design with a document analysis approach, 16 secondary school mathematics textbooks were analyzed across five error categories: conceptual, procedural, representational, didactic, and technical errors. The findings revealed that all analyzed textbooks contained errors, with technical errors being the most frequent, while conceptual, procedural, and representational errors posed the greatest instructional risk. To extend existing textbook evaluation approaches, this study integrates error-type classification with an instructional severity analysis, distinguishing between major and minor errors based on their potential impact on learning. The results highlight that textbook quality issues are not limited to editorial inaccuracies but also include substantive mathematical and pedagogical weaknesses. This study contributes a severity-informed framework that can support more targeted textbook revisions, quality assurance, and instructional decision-making in mathematics education.
Co-Authors Adawiyah, Lailatul Agni Danaryanti Ahmad Nasih Ali Ridho Aliya Ulfah Alya Sakila Amanah Amanah Anak Agung Gede Sugianthara Anzila Fatikhunisa Kamila Ardi Rahmawan Asdini Sari Aulia Akhwan Awalia Rahmah Baihaki Baihaki Chairil Faif Pasani Chairil Faif Pasani Cyndana Kartika Putri Daris, Muhammad Darma Wijoyo Darmawijoyo, Darmawijoyo Dewi Nisrina Nadia Diva Farapikatan Etty Dwi Lestari Farapikatan, Diva Faridah Fitriani Hafidzna Hayati Hidayah Ansori Hujjah Hanifa Ihsanul Amin Indah Budiarti Iqrima Iqrima Iqrima Iskandar Zulkarnain Iskandar Zulkarnain Iskandar Zulkarnain Ismail Ismail Isyatir Radiah Juhairiah Juhairiah, Juhairiah Karim Karim Karim Karim Karim Karim Karim Karim, Karim Lailatul Adawiyah Luthfia Niswah M Zainul Arifin M. Fadilah Martin Suhendra Martin Suhendra Maulana Fatiehurrizqie Arrasyid Maulana Fatiehurrizqie Arrasyid Maulida Maulida Meryansumayeka Meryansumayeka Muhammad Alif Anwar Muhammad Nanda Ramadhana Muhammad Rayhan Ramadhan Muhammad Salim Ma’aruf Muhammad Yusuf Nadia Hafsari Nadia Mei Safitri Najwa Endah Aleida Nasrudeen Ayinde Malik Nasrullah Nasrullah Nida Nida Noor Fajriah Noor Fajriah Noor Fajriah Noorbaiti, Rahmita Nor Ain Hayati Normakiyah Normakiyah Nufus, Rifdatun Nur Elisya Nurazijah, Siti Nuril Khatami R. Ati Sukmawati Rabiatul Adawiyah Rahman Nul Hakim Rahmita Noorbaiti Ridha, Muhammad Taqwa Rifdatun Nufus Sari, Asdini Scristia, Scristia Shafwati Shafwati Shalsabila Putri Shaulatiya Futri Siti Mawaddah Siti Umriah Suphalo Samuel Tjitradi Suryani, Nur Syipa Sutarto Hadi Syahadat, Prasasti Bumi Syahri Rahman Taufiq Hidayanto Taufiq Hidayanto Taufiq Hidayanto Taufiq Hidayanto, Taufiq Tengku Riza Zarzani N Yuni Suryaningsih Yuni Suryaningsih Zahratul Laili Zaida Amalia Zainudin Hassan Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi