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All Journal Jurnal Manajemen Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan Scholastic Journal on Education Journal of RESIDU Jurnal Pedagogi dan Pembelajaran Jurnal Pengabdian kepada Masyarakat Pekodimas : Jurnal Pengabdian Kepada Masyarakat NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Aspirasi : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat SAMBARA: Jurnal Pengabdian Kepada Masyarakat Kesejahteraan Bersama : Jurnal Pengabdian dan Keberlanjutan Masyarakat EduImpact: Jurnal Pengabdian dan Inovasi Masyarakat PESHUM
Laila Marhayati
Universitas Putra Indonesia YPTK Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Physics Public Health Social Sciences Other

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ANALYSIS OF STUDENTS MISCONCEPTIONS IN SOLVING QUADRATIC INEQUALITIES: A CASE STUDY IN THE INFORMATICS STUDY PROGRAM Devita, Dewi; Erdriani, Deby; Marhayati, Laila
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1384

Abstract

Strong mathematical foundations are crucial for informatics students, yet they frequently encounter difficulties with foundational topics such as quadratic inequalities, revealing a significant disconnect between procedural competence and conceptual understanding. This study investigates the nature and origins of misconceptions in solving quadratic inequalities among informatics students, using Vergnaud’s Theory of Conceptual Fields as an analytical framework. A qualitative case study was conducted with 28 students from an Informatics Study Program. Data were collected through triangulation, including analysis of written solutions to five inequality problems and a self-report questionnaire featuring Likert-scale and open-ended questions. The analysis followed four stages: error identification, frequency profiling, cognitive scheme analysis, and representational analysis. Findings indicate that the most common errors were procedural, notably incorrect sign reversal when multiplying or dividing by a negative number (46.4% reported high difficulty) and misdetermining solution intervals for perfect square inequalities (39.3%). Conceptual errors were linked to underdeveloped cognitive schemes, especially in connecting critical points to interval testing and translating contextual problems into mathematical symbols.
Efektivitas Modul Ajar Kalkulus berbantuan GeoGebra untuk Meningkatkan Hasil Belajar Mahasiswa Teknik Informatika Devita, Dewi; Erdriani, Deby; Marhayati, Laila
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13872

Abstract

This study aimed to examine the effectiveness of a GeoGebra-assisted calculus teaching module in improving students’ mathematical learning outcomes. The research employed a One-Group Pretest–Posttest design using a mixed-methods approach. The participants were 17 Informatics Engineering students enrolled in a calculus course at Universitas Putra Indonesia YPTK Padang during the 2025/2026 academic year. Quantitative data were obtained from pretest and posttest scores, while qualitative data were collected through student response questionnaires regarding the use of the teaching module. The quantitative data were analyzed using the Wilcoxon Signed-Rank Test. The results showed a significant improvement in students’ mathematical abilities, with the average score increasing from 58.33 (pretest) to 93.11 (posttest), and the statistical test confirming a significant difference (p = 0.001). Furthermore, the N-Gain analysis indicated an improvement of 83%, which falls into the very effective category based on Hake’s criteria. These findings conclude that the GeoGebra-assisted calculus teaching module is significantly effective in enhancing students’ mathematical abilities and learning outcomes, supporting the implementation of technology-enhanced learning in higher education to promote quality education.
Co-Authors Christina, Dian Darwati Darwati Deby Deby Erdriani Deby Erdriani Deby Erdriani Devita, Dewi Dewi Devita Dewi Devita Dian Christina Erdriani, Deby Mishbah Ulhusna Pinta Medina Putri, Dwi Megista Rismaini, Lili Syelfia Dewimarni