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All Journal Jambura Journal of Mathematics Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Journal of Innovative and Creativity
Nosva Adam Yunus
Program Studi Pendidikan Matematika, Pascasarjana, Universitas Negeri Gorontalo
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Pendekatan Kontekstual Terhadap Kemampuan Penalaran Matematis Ditinjau dari Gaya Kognitif Peserta Didik Nosva Adam Yunus; Evi Hulukati; Ismail Djakaria
Jambura Journal of Mathematics Vol 2, No 1: Januari 2020
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (514.801 KB) | DOI: 10.34312/jjom.v2i1.2591

Abstract

Artikel ini membahas tentang pengaruh pendekatan kontekstual terhadap kemampuan penalaran ditinjau dari gaya kognitif peserta didik. Jenis penelitian Quasi Experiment dengan desain Faktorial  menggunakan uji analisis dua jalur dan uji Tukey. Metode pengumpulan data melalui pemberian tes kemampuan penalaran dan Group Embedded Figures Test (GEFT). Temuan penelitian menunjukkan bahwa pada pembelajaran kontekstual subjek bergaya kognitif Field Independent menguasi lebih tiga dari empat indikator pemampuan penalaran matematis dengan nilai . Sementara pada pembelajaran langsung, subjek bergaya kognitif Field Independent hanya menguasi kurang tiga dari empat indikator kemampuan penalaran matematis dengan nilai nilai . Dengan demikian, terdapat pengaruh pendekatan kontekstual terhadap kemampuan penalaran peserta didik yang mempunyai gaya kognitif Field Independent.
Mathematics Education Students' Understanding of Exponent Concepts Based on Cognitive Style Hikmahturrahman, Hikmahturrahman; Tamu, Suhardiman Darson; Yunus, Nosva Adam; Hasan, Febiyanti R.; Masaniku, Rizal
Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Volume 13 Issue 1 April 2025
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/euler.v13i1.30137

Abstract

This study aims to explore the understanding of the concept of exponents of mathematics education students in terms of cognitive style. This type of research is qualitative with a case study approach. The subjects in this study were 2 mathematics education students consisting of 1 student with reflective cognitive style and 1 student with impulsive cognitive style. The instruments used in this study were 2 items of exponent problem solving and interview guidelines. The results showed that Reflective Cognitive Style Subjects were able to fulfill all indicators of understanding the concept of exponents, namely indicators of exponent problem solving, identifying positive, negative, and zero exponents, using exponent rules, understanding roots and fractions as exponents, and identifying and correcting exponent misconceptions. Meanwhile, Impulsive Cognitive Style Subjects were only able to fulfill 4 indicators of understanding the concept of exponents. Impulsive Cognitive Style Subjects were not able to fulfill the indicators of identifying and correcting exponent misconceptions. The advantage in this study is to fill the gap in the literature by connecting the understanding of the concept of exponents and cognitive style variations. Furthermore, making mathematics education students as research targets. It offers novelty because their understanding of exponents has direct implications on how they teach the concept in the future.
Strategi Algoritmik Sistematis untuk Pemecahan Masalah Jarak dan Sudut pada Materi Dimensi Tiga: Strategi Algoritmik Sistematis untuk Pemecahan Masalah Jarak dan Sudut pada Materi Dimensi Tiga Tamu, Suhardiman Darson; Yunus, Nosva Adam; Hasan, Febiyanti R.
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.4595

Abstract

Three-dimensional material, particularly the topic of distance and angles between geometric elements, is one of the most difficult parts for high school students because it requires high visualization and spatial reasoning skills. This study aims to develop a systematic algorithmic strategy to solve distance and angle problems in three-dimensional space in a more structured and student-friendly manner. The research approach used is qualitative-descriptive with analysis of textbooks, curriculum documents, and empirical experiences in teaching spatial geometry. The results of the study produced two main algorithms, namely the distance algorithm and the angle algorithm, each of which is arranged in logical steps starting from translating the problem into a drawing, identifying auxiliary triangles, analyzing the types of triangles, to applying relevant trigonometric theorems such as Pythagoras and the cosine rule. This strategy has been proven to strengthen the connection between students' conceptual understanding and procedural skills in solving problems. The systematic application of algorithms helps students build spatial visualization skills, improve thinking efficiency, and foster algorithmic thinking patterns in mathematics learning.
the Analysis of the Creativity Level of Mathematics Education Students in Basic Statistics Courses: Analisis Tingkat Kreativitas Mahasiswa Pendidikan Matematika pada Mata Kuliah Statistika Dasar Yunus, Nosva Adam; Tamu, Suhardiman Darson; Hasan, Febiyanti R.
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.4602

Abstract

This study aims to analyze the creativity level of Mathematics Education students at Muhammadiyah University Gorontalo in the Basic Statistics course. Creativity is understood as the ability to think divergently, which plays a role in mastering mathematical concepts and applying ideas in real contexts. The method used is a descriptive quantitative approach with a sample of 13 students selected purposively. Data were obtained through a creativity questionnaire based on Torrance's four indicators, namely fluency, flexibility, originality, and elaboration. The instrument used a 1–5 Likert scale, with categories: 1 = strongly disagree, 2 = disagree, 3 = unsure, 4 = agree, and 5 = strongly agree. The data were analyzed using descriptive statistics and the Kolmogorov–Smirnov and Shapiro–Wilk normality tests with the help of SPSS 26. The results showed that 2 students (15.4%) were in the low category, 7 students (53.8%) were in the medium category, and 4 students (30.8%) were in the high category with an average of 58.1%. The Kolmogorov–Smirnov significance value was 0.093 and the Shapiro–Wilk value was 0.238 (> 0.05), indicating that the data were normally distributed. These findings confirm that student creativity is in the moderate category and needs to be improved, especially in terms of flexibility of thinking and originality.
Co-Authors Evi Hulukati Hasan, Febiyanti R. Hikmahturrahman, Hikmahturrahman Ismail Djakaria Masaniku, Rizal Suhardiman Darson Tamu