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<![CDATA[Pelatihan Pembelajaran Kolaboratif Jumping Task Berbasis Bahasa Matematis Tapsel Untuk Meningkatkan Kompetensi 6C Abad 21 Siswa SD Negeri 100601 Pintu Padang ]]>
<![CDATA[Rhamayanti, Yuni]]>;
<![CDATA[Nida Siregar, Rama]]>;
<![CDATA[Khomeni, Ayathollah]]>;
<![CDATA[Hammamah Harahap, Haritsah]]>
<![CDATA[ KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 3 No 2 (2024): Agustus ]]>
Publisher : <![CDATA[PELITA NUSA TENGGARA ]]>
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DOI: 10.60004/komunita.v3i2.108
<![CDATA[Collaborative Learning Training of Jumping Task Technique Based on Tapsel Mathematical Language to Improve 21st Century 6C Competencies of Elementary School Students 100601 Pintu Padang. The partners of this community service activity are 22 students of grade V of SD Negeri 100601 Pintu Padang. The partner's problems are as follows: 1) minimal school facilities, 2) students' difficulties in understanding mathematics, 3) low interest in learning mathematics, 4) students' perspectives that consider mathematics as a difficult and boring lesson, 5) low ability and skills of some teachers in presenting teaching materials as interestingly as possible, and 6) limited economic conditions for students to participate in tutoring, 7) Low Competence 6 C, 8) the need to use student language that is based on the experience of the Batak language of Tapsel. To address these issues, we are interested in holding community service activities (PKM) in the field of educational services, namely the Tapsel Mathematical Language-Based Jumping Task Technique Collaborative Learning Training which is considered appropriate for 21st century thinking and is oriented towards students helping students face and solve difficulties in 6C competency questions, namely as facilitators, motivators, innovators, evaluators, as well as educators and mentors in learning simulations discussing 6C competency questions. The method offered to improve 21st century 6C competencies to support the realization of PKM that will be implemented on students is the Tapsel Mathematical Language-Based Jumping Task Technique Collaborative Learning training. Jumping Task is a high-level question or assignment presented using Tapsel mathematical language to develop high-level thinking skills. Meanwhile, the approach used during the implementation of this PKM activity uses a service learning approach aimed at overcoming problems faced by partners and fulfilling practical needs required by students.]]>
<![CDATA[SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS IN MATHEMATIC PROBLEM SOLVING ]]>
<![CDATA[Siregar, Rama Nida]]>;
<![CDATA[Prabawanto, Sufyani]]>;
<![CDATA[Suryadi, Didi]]>
<![CDATA[ SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 9, No 1 (2021) ]]>
Publisher : <![CDATA[SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika ]]>
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DOI: 10.17509/sigmadidaktika.v9i1.48350
<![CDATA[This study aims to describe the self-efficacy of junior high school students in Medan City and Deli Serdang Regency, North Sumatra in solving mathematical problems in social arithmetic material. This research includes survey research with quantitative and qualitative approaches. The research subjects were 67 junior high school students in Medan City and Deli Serdang Regency, North Sumatra who came from two schools with the category of one public school and one private school. The instrument used is a self-efficacy questionnaire consisting of 27 statement items based on self-efficacy indicators that will be filled out by students, and interview guidelines. The results showed that the average self-efficacy of private junior high school students in Medan City and Deli Serdang Regency, North Sumatra as a whole of 67 students was in the high category, which was 90.24. In general, students have a high tendency of self-efficacy. For example, having confidence or confidence in the abilities possessed in carrying out and completing the tasks at hand so that they are able to overcome obstacles and achieve the expected goals, so it can be concluded that students who have high efficacy abilities will have an impact on their learning achievement and students' mathematical problem solving. getting better.]]>
<![CDATA[Analisis Faktor Minat dan Faktor Kemampuan Yang Mempengaruhi Mahasiswa Memilih Jurusan Pendidikan Matematika ]]>
<![CDATA[Rama Nida Siregar]]>
<![CDATA[ Lamda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 4 No. 2 (2024): Agustus ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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DOI: 10.58218/lambda.v4i2.956
<![CDATA[The purpose of this study was to explain the interest factors and ability factors that influence students to choose the TMM education and teaching major at UIN SYAHADA Padangsidimpuan, totaling 150 students. This study uses a qualitative descriptive approach. The method of data source sampling is purposive and snowball, the method of triangulation data collection (combined), inductive/qualitative data analysis, and the results of qualitative research emphasize the method on a common basis. The results of the study showed that there were factors that influenced students in choosing the education/teaching major in mathematics at the Faculty of Teacher Training and Education, UIN SYAHADA Padangsidimpuan. After analyzing the information that the researcher collected, it was found based on the results of the analysis of the questionnaires distributed and interviews with respondents/students who were active in the TMM department, several effective factors in the field were found that influenced students to choose the TMM section, namely internal/self factors including interest and ability factors. Based on these results, it shows that the factors that influence students to choose the TMM department at UIN SYAHADA Padangsidimpuan include interest factors and ability factors. The interest factor is related to the choice of TMM students' majors at UIN SYAHADA Padangsidimpuan, namely the students' interest in the TMM major they choose. Of all the problems answered by TMM students, there were 59 respondents who were in accordance with their interests in choosing the TMM major. Furthermore, the ability factor is one of the factors that influences students in choosing the TMM major at UIN SYAHADA Padangsidimpuan, namely with the ability of students will provide better results when choosing the TMM major. From the total statements answered by TMM students, 34 respondents were selected from the ability factor.]]>
<![CDATA[Analysis of Aspiration Factors becoming Mathematics Teacher that Influence High School Students’ Decision to Choos Mathematics Education Program ]]>
<![CDATA[Siregar, Rama Nida]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, DECEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v7i4.25269
<![CDATA[The importance of the ideal factor in making decisions to choose a program is the urgency of this study. The purpose is to describe the factors of the ideal of becoming a mathematics teacher that influence students in making decisions to choose the mathematics education program at UIN SYAHADA Padangsidimpuan candidates in 10 respondents. The qualitative descriptive is the approach taken in this study. The method of sampling targeted/purposive and snowball data sources, triangulation data collection methods, inductive/qualitative data analysis and qualitative research results emphasize these methods in one method. The results showed that the ideal factor of becoming a mathematics teacher was found in making decisions to choose the mathematics education. After analyzing the information that the researcher collected, it was found based on the results of the analysis questionnaires distributed and interviews with respondents/students who were active in the mathematics education department, several effective factors in the field were found that influenced students to choose the mathematics education section, namely the ideal factor of becoming a mathematics teacher. Based on these results, it shows that one of the factors that influences students to choose a mathematics education program is the aspiration factor to become a mathematics teacher. The aspiration factor to become a mathematics teacher is related to choice of mathematics education program. Of all the problems answered by mathematics education students, there were 10 respondents who in accordance with the aspiration factor to become a mathematics teacher in making decisions about choosing a mathematics education program.]]>
<![CDATA[SELF REGULATED LEARNING SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIS ]]>
<![CDATA[Rama Nida Siregar]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Didi Suryadi]]>
<![CDATA[ Journal on Mathematics Education Research (J-MER) Vol 2, No 2 (2021) ]]>
Publisher : <![CDATA[Departemen Pendidikan Matematika, FPMIPA, UPI ]]>
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DOI: 10.17509/j-mer.v2i2.48398
<![CDATA[This study aims to describe the self-regulated learning of junior high school students in Medan City and Deli Serdang Regency, North Sumatra in solving mathematical problems in social arithmetic material. This research includes survey research with quantitative and qualitative approaches. The research subjects were 65 junior high school students in Medan City and Deli Serdang Regency, North Sumatra who came from two schools with the category of one public school and one private school. The instrument used is a self-regulated learning questionnaire consisting of 27 statement items based on self-regulated learning indicators to be filled out by students, and interview guidelines. The results showed that the average self-study of private junior high schools in Medan City and Deli Serdang Regency, North Sumatra as a whole of 65 students was in the high category, which was 90.23. In general, students have a high tendency to self-study. For example having 1) think far ahead. Students plan behavioral independence by analyzing tasks and setting goals, 2) doing and controlling. Students monitor and control and control their own behavior, awareness, motivation and emotions, 3) Self-reflection. Students state about their own progress and change it according to their behavior, so it can be said that students who have independent learning abilities will have an impact on their learning and students' problem solving will be better]]>
<![CDATA[Is There Correlation Between Students’ Memorizing Quran and Their Mathematics Score? Study on Islamic Boarding Senior High School ]]>
<![CDATA[Rambe, Dini Savitri]]>;
<![CDATA[Siregar, Rama Nida]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.27131
<![CDATA[This study was motivated by the observation of varying academic performance in integral mathematics among students with different levels of Quran memorization at Darul Mursyidi Islamic Boarding School, Sialogo. Integrating religious and academic education is a key concern in Islamic institutions, raising the question of whether memorizing the Quran can influence cognitive and analytical skills, particularly in mathematics. The aim of this research is to examine whether there is a significant relationship between Quran memorization and academic achievement in integral mathematics. This quantitative study involved 20 eleventh-grade students from Madrasah Aliyah. Data were collected through a written mathematics test focusing on integral material and Quran memorization scores sourced from the Tahfidz instructor. The correlation between these two variables was analyzed using the Pearson product-moment correlation formula. The findings reveal a strong and positive correlation between students' Quran memorization and their performance in integral mathematics, indicating that students who had higher memorization scores tended to achieve better results in mathematics. Furthermore, students with strong memorization abilities also demonstrated better logical thinking and responsiveness, not only in math but also in subjects such as science, fiqh, and faraid. These results support the view that memorizing the Quran can enhance students’ cognitive functions, including memory and reasoning, which are essential for learning mathematics. The study concludes that integrating Quran memorization into the educational process may serve as a beneficial strategy for improving students' academic outcomes.]]>
<![CDATA[Analysis of Students’ Mathematical Problem-Solving Ability on Senior High School – Case on Function Derivative Material ]]>
<![CDATA[Siregar, Rajiun]]>;
<![CDATA[Siregar, Rama Nida]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.27134
<![CDATA[Derivative functions are a fundamental concept in high school calculus and serve as a crucial indicator of students’ mathematical problem-solving abilities. However, many students face challenges in applying derivative rules, especially when the complexity of problems increases. This study aims to analyze the problem-solving abilities of eleventh-grade students on the topic of function derivatives. The research employed a descriptive qualitative method involving students from class XI as participants. Data were collected through a problem-solving ability test consisting of 10 essay questions based on indicators of mathematical understanding, followed by interviews to gain deeper insights into students’ reasoning processes. The analysis focused on students’ ability to apply differentiation rules, including the power rule, product rule, quotient rule, and chain rule. The findings revealed that students performed well on low to moderate difficulty problems, mainly due to routine practice and familiarity with basic differentiation procedures. However, performance significantly declined on more complex problems involving root functions and fractional exponents. Errors were commonly observed in the simplification process and the application of advanced differentiation techniques. This suggests that while procedural knowledge is somewhat developed, conceptual understanding remains limited. The study concludes that innovative teaching approaches are needed to bridge this gap, particularly in fostering deeper conceptual comprehension and critical thinking skills related to calculus problem-solving.]]>
<![CDATA[Analysis of Students’ Errors in Solving Algebraic Function Limit Problems based on Bloom’s Taxonomy ]]>
<![CDATA[Sakdiah, Sakdiah]]>;
<![CDATA[Siregar, Rama Nida]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.27152
<![CDATA[Understanding mathematical concepts is a fundamental component in effective mathematics learning. When students lack conceptual understanding, their ability to solve problems accurately such as in the topic of algebraic function limits is significantly hindered. This study aims to identify the causes of students’ incorrect answers in solving limit problems of algebraic functions based on Bloom's Taxonomy. A qualitative descriptive research method was employed to explore this issue. Data were collected using a written test consisting of three essay questions constructed to represent different levels of Bloom’s Taxonomy, followed by brief interviews with selected students. The research involved Grade 11 students who had previously studied the limit of algebraic functions. The students' answers were analyzed to classify types of errors and identify patterns related to specific cognitive levels. The results indicated that all students answered correctly at the C1 and C2 levels (remembering and understanding). However, at the C3 and C4 levels (applying and analyzing), students commonly made Encoding Errors and Transformation Errors. At the higher cognitive levels C5 and C6 (evaluating and creating) Process Skills Errors and Comprehension Errors were more prevalent. These findings suggest that students struggle more as the cognitive demands of questions increase, indicating a lack of problem solving practice and insufficient exposure to high level thinking tasks. In conclusion, strengthening instructional strategies that target higher order thinking skills is necessary to help students develop deeper mathematical understanding.]]>
<![CDATA[Analysis of Students’ Mathematical Understanding of Derivatives Algebraic Function on Islamic Boarding High School ]]>
<![CDATA[Mulyani, Sri]]>;
<![CDATA[Siregar, Rama Nida]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.27159
<![CDATA[Mathematical understanding is a critical component in learning mathematics, particularly in mastering the concept of algebraic function derivatives. This topic, included in the twelfth-grade curriculum at Islamic boarding schools, demands strong analytical thinking and the ability to apply mathematical concepts accurately. This study aims to analyze the mathematical understanding of grade XII students at Syahrani Bariah Zulkarnaen Islamic Boarding School in the context of algebraic function derivatives. The analysis focuses on three key indicators: the ability to apply mathematical objects, classify objects according to their properties, and select and use appropriate procedures or operations. The research was conducted in January 2025 and utilized qualitative methods, including observation, interviews, written tests in the form of problem-solving tasks, recordings, and documentation. The study involved three student respondents. The research process included several stages: preparation, consultation of questions with experts, implementation of data collection, result analysis, and conclusion drawing. Data were analyzed qualitatively by identifying errors and categorizing students' responses according to the indicators of mathematical understanding. The results indicate that students' mathematical understanding is generally low. This is evidenced by frequent conceptual and procedural errors, especially in the areas of selecting appropriate operations and classifying mathematical objects based on given concepts. These findings highlight the need for more adaptive and targeted instructional strategies in pesantren-based mathematics education. The study is expected to serve as a reference for educators in improving teaching methods and enhancing students’ conceptual and procedural understanding.]]>
<![CDATA[Analysis of Students’ Mathematical Critical Thinking in Solving Function Derivative Problems based on Gender Differences ]]>
<![CDATA[Astuti, Sri Ayu Budi]]>;
<![CDATA[Siregar, Rama Nida]]>;
<![CDATA[Rangkuti, Rizki Kuniawan]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v8i1.27166
<![CDATA[Critical thinking is a vital skill in solving mathematical problems, particularly in calculus where understanding derivative functions is essential. Previous research indicates that gender differences may influence students’ cognitive strategies and performance in mathematical problem-solving. This study aims to analyze the critical thinking abilities of mathematics education students in solving derivative function problems, with a specific focus on gender differences. A qualitative descriptive method with a case study approach was employed. The participants were male and female students selected through purposive sampling from a mathematics education program. Data collection techniques included critical thinking tests, semi-structured interviews, and documentation. The analysis framework was based on Facione’s critical thinking indicators: interpretation, analysis, evaluation, inference, and explanation. Thematic analysis was used to examine qualitative data, while descriptive statistics summarized students' performance on the tests. Results revealed that female students generally achieved higher critical thinking scores than their male counterparts. They showed a stronger tendency to employ analytical and reflective strategies, whereas male students typically adopted more procedural and direct approaches. Both groups encountered significant difficulties in the evaluation and explanation phases, which are crucial to advanced critical thinking. The study concludes that gender plays a role in shaping students’ critical thinking strategies in solving derivative problems. These findings underscore the importance of gender-responsive and adaptive instructional strategies in calculus learning to enhance students' logical reasoning and overall critical thinking development in higher education mathematics instruction.]]>
