Article Per Year (5 Year)
p-Index From 2021 - 2026
2.386
P-Index
This Author published in this journals
All Journal Jurnal Karya Pendidikan Matematika JOHME: Journal of Holistic Mathematics Education JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran Hipotenusa : Journal of Mathematical Society Primatika : Jurnal Pendidikan Matematika Journal of Mathematics Learning Innovation (JMLI) Javanologi: International Journal of Javanese Studies Galois : Jurnal Penelitian Pendidikan Matematika Jurnal Tadris Matematika Jurnal Pendidikan Matematika Universitas Lampung
Ulfa Masamah
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Education Mathematics Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
Kemampuan berpikir reversibel siswa slow learner dalam menyelesaikan soal operasi bilangan bulat berbantuan scaffolding pada jenjang SMP Muhammad Ferdian Syah; A. Wahid Hasyim; Ulfa Masamah
Jurnal Tadris Matematika Vol. 9 No. 2 (2026)
Publisher : Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/jtm.2026.9.2.151-164

Abstract

Research on reversible thinking skills has been mostly conducted on regular students and prospective mathematics teachers, while studies specifically analyzing the reversible thinking skills of slow learner students in solving integer operation problems with the help of scaffolding are still limited. This study aims to analyze the reversible thinking skills of slow learner students in solving integer operation problems at the junior high school level with the help of scaffolding during the data collection process. This study used a descriptive qualitative approach with two slow learner students in class VII selected through purposive sampling as subjects. Data were obtained through tests, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman model and data validity was carried out using technical triangulation. The results showed that the three indicators of reversible thinking skills, namely negation, reciprocity, and return to initial data, could be achieved by both subjects but did not appear independently. Students were only able to demonstrate the process of reversing operations, finding equivalent forms of operations, and returning results to initial values ​​after receiving scaffolding in the form of guiding questions, instructions, and visual representations such as number lines. These findings indicate that slow learners' reversible thinking skills are at a concrete stage and require gradual support to uncover their mathematical thinking processes. This research contributes to enriching the study of the characteristics of slow learners' reversible thinking skills and emphasizes the importance of scaffolding as a form of support that helps students construct and communicate mathematical thinking processes during problem-solving.
KESULITAN ANAK BERKEBUTUHAN KHUSUS TUNAGRAHITA DALAM MENYELESAIKAN OPERASI BILANGAN DENGAN PEMBERIAN SCAFFOLDING BERBANTUAN PUZZLE: Kesulitan Anak Berkebutuhan Khusus Tunagrahita Dalam Menyelesaikan Operasi Bilangan Dengan Pemberian Scaffolding Berbantuan Puzzle Azza Nur Lailah; Ni'matul Mahbubah; Ulfa Masamah
Journal of Mathematics Learning Innovation (JMLI) Vol. 5 No. 1 (2026): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/jmli.v5i1.15702

Abstract

Children with intellectual disabilities often have difficulty understanding numerical concepts and performing arithmetic operations, which remains a common problem in mathematics education in special schools. This study aims to describe these difficulties and the changes in children's abilities after being given puzzle-assisted scaffolding. The study used a qualitative approach with a Single Subject Research (A–B–A) design, which included an initial baseline phase (A1), an intervention phase (B), and a second baseline phase (A2). The research subject was a child with moderate intellectual disability who still experienced difficulties in recognizing numbers and completing simple arithmetic operations. Data were collected through observation, interviews, and documentation, then analyzed qualitatively through data reduction, data presentation, and conclusion drawing. The results showed that in phase A1, the child experienced difficulties in recognizing two-digit numbers, understanding operation symbols, and calculating independently. In phase B, scaffolding and puzzles helped improve children's understanding and accuracy in completing number operations. In phase A2, some of the acquired skills remained even without assistance, although they were not yet fully stable. This study concluded that puzzle-assisted scaffolding had a positive impact on the understanding of number operations in children with intellectual disabilities, but continuous practice was still needed to achieve consistency in skills.
Kemampuan Pemecahan Masalah Matematika Terintegrasi Islam Siswa Diskalkulia Berdasar Teori Polya Nanda Dila Zahrotul Khumainah; Ulfa Masamah
Jurnal Pendidikan Matematika Universitas Lampung Vol. 12 No. 4: Jurnal Pendidikan Matematika Universitas Lampung (Desember 2024-Januari 2025)
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v12i4.pp266-278

Abstract

Students with dyscalculia often face difficulties in solving mathematical problems, thus requiring an analysis of their problem-solving abilities to understand the barriers at each stage of the problem-solving process. This study aims to analyze the problem-solving abilities of students with dyscalculia in solving Islamic integration problems, based on Polya's theory, which includes four stages: understanding the problem, planning a solution, carrying out the plan, and checking the results. This study uses a case study method with a qualitative approach and was conducted at a Madrasah Tsanawiyah in Pasuruan Regency. The subjects of the study were two students with dyscalculia, NS and FA, analyzed through tests, interviews, and documentation. The results show that at the stage of understanding the problem, FA was able to identify relevant information, while NS struggled to recognize the information provided in the Islamic integration problems. Both also had difficulty in planning, identifying strategies, and proposing alternative solutions due to limited number sense. At the implementation stage, both often made calculation and procedural errors. The checking results stage was almost not performed due to difficulty in connecting the final results with the context of the problem. These findings emphasize the importance of developing more specific learning strategies for students with dyscalculia in solving Islamic integration problems, such as visual-based approaches, scaffolding, and more intensive guidance.
Kesalahan Peserta Didik Kelas VIII MTs Modern Al-Rifa’ei dalam Menyelesaikan Soal Berbasis Etnomatematika dengan Konteks Masjid Kasunyatan Banten Menggunakan Teori Nolting Ulfa Masamah; Miranda Puja Rakhmandani
Jurnal Pendidikan Matematika Universitas Lampung Vol. 13 No. 1 (2025): Jurnal Pendidikan Matematika Universitas Lampung (March-April 2025)
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v13i1.pp26-40

Abstract

Ethnomathematics links mathematical concepts with culture to create contextual and meaningful learning such as the application at the Kasunyatan Banten Mosque which has historical and cultural values. This study aims to analyze the errors of class VIII students of MTs Modern Al-Rifa'ei in solving ethnomathematics-based problems using six types of errors in accordance with Nolting's Theory. This study uses a qualitative approach with a case study type. The subjects of the study consisted of class VIII MTs totaling 6 subjects who experienced errors based on Nolting's Theory and on the recommendation of the teacher. Data collection techniques used tests and interviews. The test instrument adopted ethnomathematics-based essay questions from the Kasunyatan Banten Mosque. The credibility test used triangulation techniques, namely tests, interviews, and documentation. Data were analyzed using error indicators in Nolting's Theory. The results of this study indicate that the errors made by students are 1) Misread-direction errors in the form of information that is available and asked is not written; 2) Careless errors in the form of inconsistency in writing units and miscalculations; 3) Concept errors in the form of not understanding the concept of arithmetic operations, units and not finding a solution strategy; 4) Application errors, inaccuracy in determining formulas and applying them to different situations; 5) Test-taking errors, errors in making decisions due to incorrect formulas and questions; and 6) Study errors, not being used to solving story problems. These findings can be used as a basis for designing more effective ethnomathematics-based learning by identifying mathematical concepts that are difficult for students to understand and connecting them to relevant cultural contexts
Co-Authors A. Wahid Hasyim Achmad Miftachul Ulum Arini Mayan Fa'ani Avida Faustina Harithiya Azza Nur Lailah Dadan Sumardani Farha Ashiilah Herwinsyah Halimatus Sakdiyah Imam Rofiki Isti Choriyah Lidiana Fitria Ningsih Marhayati Miranda Puja Rakhmandani Miya Kristanti Mochammad Ainul Qodri Asyari Muhammad Ferdian Syah Muhammad Ferdian Syah Nanda Dila Zahrotul Khumainah Ni'matul Mahbubah Oktavia Arifatul Maharani Siti Fatimah Sulistya Umie Ruhmana Sari Urwah Al Wutsqo