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All Journal Beta: Jurnal Tadris Matematika Jurnal Pengabdian Magister Pendidikan IPA Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Griya Journal of Mathematics Education and Application Evolusi: Journal of Mathematics and Natural Sciences Rengganis Jurnal Pengabdian Masyarakat Unram Journal of Community Service (UJCS) Jurnal Pijar MIPA Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Al-Irsyad Journal of Mathematics Education Media Pendidikan Matematika Indonesian Journal of STEM Education
Ketut Sarjana
Universitas Mataram
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Analisis Kemampuan Pemecahan Masalah Matematika Berdasarkan Teori APOS Ditinjau dari Tipe Kepribadian David Keirsey Maulida Yuniarti; Ketut Sarjana; Nilza Humaira Salsabila
Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Vol. 5 No. 2 (2025): Lambda
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/lambda.v5i2.1672

Abstract

One of the objectives of mathematics learning is to equip students with problem-solving skills. Each student has different abilities in solving problems, and one of the influencing factors is personality. This study aims to describe students' mathematical problem-solving abilities based on the APOS theory (Action, Process, Object, Schema) in terms of David Keirsey's personality types among eighth-grade students at MTs Negeri 1 Lombok Timur in the 2024/2025 academic year. This research uses a qualitative approach with purposive sampling as the technique for determining research subjects. Data collection was carried out through questionnaires, tests, interviews, and documentation. The results showed that the guardian-type subject was only able to complete 3 out of 4 APOS stages: action, process, and object. The artisan-type subject was only able to complete 2 out of 4 APOS stages: action and process. The rational-type subject was able to complete all APOS stages: action, process, object, and schema. The idealist-type subject was also able to complete all APOS stages: action, process, object, and schema. Thus, it can be concluded that subjects with rational and idealist personality types have better problem-solving abilities than those with guardian and artisan personality types.
Profil Kesalahan Proses Berpikir Matematis Mahasiswa Berdasarkan Tahapan Berpikir Mason Ketut Sarjana; Gilang Primajati; Ulfa Lu'luilmaknun; Ni Made Intan Kertiyani; Eka Kurniawan; Dea Nadia
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12592

Abstract

Mathematical proof is an essential competency for prospective mathematics teachers because it is closely related to reasoning and mathematical thinking skills. This study aimed to describe the profile of students' mathematical thinking errors based on Mason's thinking stages, namely entry, attack, and review, in proving mathematical principles on geometric vector topics. A quantitative descriptive approach was employed involving 44 sixth-semester Mathematics Education students. Data were collected through an essay-based mathematical proof test and analyzed using an error analysis rubric based on Mason's thinking stages. Descriptive statistics were used to calculate the frequency and percentage of errors at each stage. The results revealed that the percentages of errors at the entry, attack, and review stages were 18%, 70%, and 82%, respectively. Errors at the entry stage were mainly related to incomplete identification of given information and incorrect mathematical notation, whereas attack stage errors involved difficulties in constructing proof strategies and understanding the angle between vectors. At the review stage, students failed to verify the validity of their proofs and formulate appropriate conclusions. In conclusion, students' mathematical thinking errors were predominantly found at the attack and review stages.
PENGARUH KEMAMPUAN SPASIAL DAN KEMAMPUAN BERPIKIR KREATIF TERHADAP KEMAMPUAN PEMECAHAN MASALAH BANGUN RUANG SISI DATAR Siti Ruhama; Ketut Sarjana; Ulfa Lu’luilmaknun
Al-Irsyad Journal of Mathematics Education Vol 5 No 1 (2026): AL–IRSYAD JOURNAL OF MATHEMATICS EDUCATION
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijme.v5i1.492

Abstract

Matematika berperan penting dalam mengembangkan kemampuan berpikir logis, kritis, kreatif, dan sistematis. Hasil observasi di SMP Negeri 4 Narmada menunjukkan bahwa siswa masih kesulitan menyelesaikan soal pemecahan masalah pada materi bangun ruang sisi datar, terutama karena rendahnya kemampuan spasial dan berpikir kreatif yang diperlukan dalam memahami dan merancang strategi penyelesaian secara efektif. Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan spasial dan kemampuan berpikir kreatif terhadap kemampuan pemecahan masalah bangun ruang sisi datar pada siswa kelas IX SMP Negeri 4 Narmada semester ganjil tahun ajaran 2025/2026. Jenis penelitian ini adalah kuantitatif dengan metode ex post facto. Sampel penelitian berjumlah 49 siswa yang diambil dengan teknik Cluster sampling. Instrumen penelitian berupa tes kemampuan spasial, tes kemampuan berpikir kreatif, dan tes kemampuan pemecahan masalah. Data dianalisis menggunakan regresi berganda dengan uji prasyarat. Hasil penelitian menunjukkan adanya pengaruh positif dan signifikan antara kemampuan spasial dan kemampuan berpikir kreatif terhadap kemampuan pemecahan masalah, dengan persamaan regresi yaitu Terdapat pengaruh yang signifikan antara kemampuan spasial dan kemampuan berpikir kreatif terhadap kemampuan pemecahan masalah bangun ruang sisi datar peserta didik kelas IX SMP Negeri 4 Narmada Tahun ajaran 2025/2026, dengan kontribusi sebesar 88,8% sedangkan sisanya dipengaruhi faktor lain 11,2%
Peningkatan Literasi Digital Guru Matematika melalui Pelatihan Articulate Storyline dalam Menyusun Media Interaktif di Lombok Barat Ratna Yulis Tyaningsih; Ketut Sarjana; Baidowi Baidowi; Ni Made Intan Kertiyani; Luluk Wazila
Rengganis Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Mei 2026
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/rengganis.v6i1.1192

Abstract

Digital literacy has become an essential competency for teachers in developing innovative and interactive learning media. However, many mathematics teachers still face challenges in utilizing digital technology effectively for instructional purposes. This community service program aimed to enhance the digital literacy of mathematics teachers through training on the use of Articulate Storyline for developing interactive learning media. The program was conducted at SMPN 1 Sekotong and involved 14 junior high school mathematics teachers who are members of the MGMP Mathematics of West Lombok Regency. The implementation stages included needs analysis, material presentation, demonstrations, hands-on practice, mentoring, and evaluation. The training materials covered digital literacy concepts, the features of Articulate Storyline, and techniques for developing mathematics learning media that integrate multimedia elements and interactive quizzes. Evaluation was conducted through pretests and posttests to measure participants’ improvement in understanding. The results indicated that the training successfully enhanced participants’ competencies in utilizing digital technology for mathematics instruction. Based on the evaluation results, participants’ understanding increased by 4.06% from the pretest to the posttest. Furthermore, all participants successfully developed interactive learning media that could be implemented in classroom learning. The high level of participation and engagement demonstrated that the training was relevant to teachers’ professional needs. This program contributed positively to improving mathematics teachers’ digital literacy and professional competence while supporting the implementation of more effective, creative, and student-centered learning practices.
Pengaruh Kemampuan Berfikir Kritis Siswa Terhadap Pemecahan Masalah Siswa Kelas VIII SMP 1 Labuapi Arni Aqlina; Ketut Sarjana; Junaidi
Griya Journal of Mathematics Education and Application Vol. 6 No. 1 (2026): Maret 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i1.1024

Abstract

Pengaruh kemampuan berfikir kritis merupakan salah satu penyebab pemecahan masalah siswa rendah. Penelitian ini bertujuan untuk mengetahui pengaruh berfikir kritis siswa terhadap kemampuan pemecahan masalah matematika Siswa Kelas VIII SMPN 1 Labuapi Tahun Pelajaran 2024/2025. Penelitian ini adalah penelitian kuantitatif dengan metode penelitian ex-post facto. Populasi penelitian ini adalah siswa kelas VIII SMPN 1 Labuapi tahun pelajaran 2024/2025 sebanyak 174 siswa. Adapun sampel yang digunakan sebanyak 44 siswa yang ditentukan menggunakan teknik simple random sampling. Instrumen dalam penelitian ini menggunakan angket kemampuan berfikir kritis siswa berdasarkan indikator interpretasi, analisis, evaluasi dan kesimpulan. Tes kemampuan pemecahan masalah matematika siswa pada materi berdomain SPLDV berupa soal uraian berdasarkan tahapan polya memahami masalah, Menyusun rencana, melaksanakan rencana dan memeriksa kembali. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang positif dan signifikan antara kemampuan berfikir kritis siswa terhadap kemampuan pemecahan masalah matematika siswa kelas VIII SMPN 1 Labuapi tahun pelajaran 2024/2025 dengan kontribusi sebesar 82,2%.
Pengaruh Adversity Quotient (AQ) terhadap Kemampuan Numerasi Matematis Siswa Kels VIII SMPN 1 Batulayar Nazwa Risfaida; Ketut Sarjana; Ulfa Lu'luilmaknun
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1243

Abstract

Rendahnya kemampuan numerasi matematis siswa sebagaimana yang tercermin pada hasil PISA 2022 serta observasi awal di SMPN 1 Batulayar masih menjadi masalah yang sering dijumpai. Faktor non kognitif seperti Adversity Quotient (AQ) diduga turut memengaruhi kemampuan siswa dalam menyelesaikan permasalahan numerasi matematis. Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh AQ terhadap kemampuan numerasi matematis siswa kelas VIII SMPN 1 Batulayar tahun ajaran 2025/2026 dan seberapa besar pengaruhnya. Penelitian ini menggunakan pendekatan ex post facto dengan teknik sampel jenuh sehingga seluruh populasi dijadikan sampel penelitian yang berukuran 72 orang. Instrumen dalam penelitian ini adalah angket adversity quotient serta tes kemampuan numerasi matematis. Dengan menggunakan analisis regresi linier sederhana dan diperoleh hasil penelitian yaitu 1) Terdapat pengaruh yang positif dan signifikan antara AQ dengan kemampuan numerasi matematis siswa kelas VIII SMPN 1 Batulayar tahun ajaran 2025/2026 serta 2) Besarnya pengaruh antara AQ dengan kemampuan numerasi matematis siswa kelas VIII SMPN 1 Batulayar tahun ajaran 2025/2026 ialah sedangkan sisanya yaitu dipengaruhi oleh faktor lain yang tidak diteliti dalam penelitian ini.
Pengaruh Self Confidence terhadap Kemampuan Komunikasi Matematis Siswa Kelas VIII MTsN 1 Mataram Tahun Ajaran 2025/2026 Zavira Mardhatillah; Ketut Sarjana; Eka Kurniawan
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1247

Abstract

This study aims to determine the significant effect of self-confidence on the mathematical communication skills of eighth-grade students at MTsN 1 Mataram in the 2025/2026 academic year. This study used a quantitative method with an ex post facto approach. The population in this study was all 406 eighth-grade students, with a sample of 108 students selected using cluster random sampling. Data collection techniques in this study used a self-confidence questionnaire and a mathematical communication skills test. Data analysis techniques used were descriptive and inferential statistical analysis with the help of SPSS. The results of the data analysis obtained a regression equation of , a correlation coefficient of 0.721, and a coefficient of determination of 52%. This indicates a significant effect of self-confidence on students' mathematical communication skills.
Pengaruh Penerapan Model Problem-Based Learning melalui LKPD Berbasis Kebudayaan Daerah terhadap Kemampuan Numerasi Siswa Kelas X SMAN 3 Mataram Nisa Husniatissibhi; Ketut Sarjana; Eka Kurniawan
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1250

Abstract

Numeracy skills are essential competencies that enable students to understand, process, and interpret mathematical information in various real-life contexts. However, students’ numeracy skills still need improvement, particularly in statistics learning. This study aimed to determine the effect of implementing the Problem-Based Learning (PBL) model through local culture-based Student Worksheets (LKPD) on the numeracy skills of tenth-grade students at SMAN 3 Mataram. This study employed a quasi-experimental method using a posttest-only control group design. The sample consisted of 78 students divided into an experimental class and a control class. Numeracy data were collected using a test instrument that had been validated by experts. The findings showed that students who learned through PBL with local culture-based LKPD achieved higher numeracy skills than those who received direct instruction. The results of the independent sample t-test indicated a significant difference between the two groups, with a very high level of instructional effect. These findings suggest that the implementation of PBL through local culture-based LKPD is effective in supporting the improvement of students’ numeracy skills in statistics learning.
Pengaruh Model Error Analysis Based Learning Terhadap Kemampuan Literasi Matematis Siswa Kelas VIII Berdasarkan Indikator OECD Regina Maharani; Ketut Sarjana; Nilza Humaira Salsabila
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18577

Abstract

This research aimed to determine the effect and the magnitude of the effect of the Error Analysis Based Learning model on the mathematical literacy ability of eighth-grade students at SMPN 13 Mataram during the 2025/2026 academic year. This research was a quasi experiment with a posttest only control group design. The population of this study was all 11 eighth-grade classes, totaling 426 students. The sample was selected using the cluster random sampling technique, resulting in two classes: class VIII-I as the control class with 38 students, which used Direct Instruction, and class VIII-F as the experimental class with 38 students, which used the Error Analysis Based Learning model. Data were collected through a mathematical literacy ability test and analyzed using normality and homogeneity tests. Based on the data analysis, the average mathematical literacy ability score of the experimental class students (81.71) was higher than that of the control class (51.75). The result of the Two-Tailed Independent Samples t-test showed a significance value (sig) of 0.000<0.05, meaning there was a significant difference in the average mathematical literacy ability scores between the control and experimental classes. The magnitude of the effect, calculated using the effect size formula, was 2.220, which indicates that the influence provided falls into the very high category. Therefore, it can be concluded that the Error Analysis Based Learning model has a significant effect on the mathematical literacy ability of eighth-grade students at SMPN 13 Mataram. 
Analisis Kemampuan Mahasiswa pada Tugas Proyek Pemodelan Persamaan Diferensial Parsial Arjudin Arjudin; Sripatmi Sripatmi; Ketut Sarjana; Nani Kurniati
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18585

Abstract

The purpose of this study is to describe the characteristics of students' abilities in completing Partial Differential Equation (PDP) modeling project. This is motivated by the problem of students' difficulties in solving PDP applied problems, where the questions refer to modeling project assignments. This study is considered important because previous studies have examined more individual abilities, while projects have a broader scope, including the ability to solve problems by interaction. PDP Modeling Project are divided into four stages, namely: (1) Problem Context, (2) PDP Modeling, (3) PDP Model Completion, and (4) Example and solutions. This type of research is descriptive qualitative, conducted on students of the Mathematics Education, FKIP, University of Mataram. The instruments are project assignments and presentation assessment sheets. The results showed that the results of the project assignments were grouped into 3 categories, namely Unstructured (TT) which gave rise to inappropriate mathematical models because they were still in the form of ordinary differential equations instead of partial differential equations, the most dominant being 40% Incompletely Structured (T-TL) which gave rise to partial differential equation models but were inappropriate in applying them to case examples, and Completely Structured (T-L) which were able to carry out the project stages which included the problem context, PDP modeling, model completion, and solving the case correctly. The results of the PDP modeling project categorization can be mapped to the level of understanding that describes the characteristics of students who make scientific contributions leading to differentiated learning strategies and TaRL.
Co-Authors Amrullah Amrullah Anas Usman Husnuddu’a Anis Azizah Ariska Amalia Wulandari Arjudin Arjudin Arni Aqlina Aulia Alfianita Azwina Amalia Baidowi Baidowi Baiq Dewi Mustika Wati Baiq Noviana Ekawati Baiq Suhadiati Handini Camelia Apria Saputri Dea Nadia Defy Indrasari Dwi Novitasari Dwi Novitasari Eka Kurniawan Ermawati Ermawati Eva Nurdiana Gilang Primajati Hapipi Hapipi Harry Soeprianto Hasmi Hidayati I Gusti Ayu Rarasanti Ida Ayu Putu Semaraning Tyas Iga Safitri Ilmiatirrafiah Ilmi Juliyanti Juliyanti Junaidi Junaidi Junaidi Kemuning Wismayani Laila Hayati Lina Nuriyanti Luluk Wazila M. Khairul Miswari Maulida Yuniarti Maya Fitria Ningsih Muhammad Turmuzi Nani Kurniatai Nani Kurniati Nasrun Rozikin Nazwa Risfaida Ni Made Intan Kertiyani NI MADE INTAN KERTIYANI Ni Made Intan Kertiyani Ni Nyoman Sriningsih Ni Nyoman Yulia Paicasari Nisa Husniatissibhi Nopyta Intan Sari Nunung Indaswari Nurbaeti Irmayani Nurjannah Nurjannah Nuzula Mukti Nyoman Sridana Nyoman Sridana Putri Husnul Khotimah Ratih Ayu Apsari Regi Akmal Akmal Regina Maharani Salsabila, Nilza Humaira Shintia Pratini T Silma Safira Hifyatin Siti Ruhama Sri Subarinah Sripatmi Sripatmi Sudi Prayitno Syahrul Azmi Tabita Wahyu Triutami Ulfa Lu'luilmaknun Ulfa Lu’luilmaknun Ulfa Lu’luilmaknun Wahidaturrahmi, Wahidaturrahmi Yulinar Maulinda Dewi Yulis Tyaningsih, Ratna Zanirah Permatasari Zavira Mardhatillah