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Eline Yanty Putri Nasution
Institut Agama Islam Negeri Kerinci
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Analisis Kemampuan Pemecahan Masalah Matematis Siswa pada Materi Persamaan Kuadrat Farel Gusta Juyan Putra; Eline Yanty Putri Nasution
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 4 (2026): MIPA dan dan Pendidikan lingkup MIPA
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i4.567

Abstract

Mathematical problem-solving ability is an essential competency in mathematics learning because it enables students to analyze, plan, and solve mathematical problems systematically. However, many students still encounter difficulties in solving algebra problems, particularly in evaluating the correctness of their solutions. Therefore, this study aimed to analyze the profile of students’ mathematical problem-solving ability in algebra based on Polya’s problem-solving stages. This study employed a descriptive qualitative research design. The population consisted of all SMA Negeri 2 Kerinci students, totaling 21 tenth-grade students as the research sample that was selected using a purposive sampling technique. Data were collected through a mathematical problem-solving test administered to all students, after which four students representing the categories of very good, good, fair, and poor were selected purposively for in-depth analysis. The instrument was tested for validity, reliability, item difficulty, discrimination index, and item correlation using SPSS. The results indicated that 9.52% of students were categorized as very good, 28.57% as good, 52.38% as fair, and 9.52% as poor. Based on Polya’s stages, students achieved 71.43% in understanding the problem, 85.71% in devising a plan, 66.67% in carrying out the plan, and 4.76% in looking back. The findings reveal that most students were able to understand problems, devise solution strategies, and carry out solution plans, whereas the looking-back stage remained the weakest aspect of their mathematical problem-solving profile. These findings imply that mathematics instruction should emphasize not only obtaining correct answers but also developing students’ habits of solving problems systematically and verifying their solutions.
Analisis Kemampuan Pemahaman Konsep Matematis Siswa Pada Materi Aljabar Berdasarkan Indikator Pemahaman Konsep: Studi Kualitatif Sila utami Utami; Eline Yanty Putri Nasution
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 5 (2026): Volume 5 Nomor 5 Tahun 2026
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i5.570

Abstract

This study aims to analyze and describe students’ mathematical conceptual understanding of Algebra at MTsN 6 Kerinci. A descriptive qualitative approach was employed with 12 eighth-grade students. Data were collected through a mathematical conceptual understanding test, interviews, and documentation, and analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings showed that students’ conceptual understanding was categorized as good, with a mean score of 72.22. Two students (16.67%) were categorized as very good, three (25.00%) as good, and seven (58.33%) as moderate. Indicator achievement was highest for providing examples and non-examples and representing concepts in various mathematical forms, with each reaching 69.44%, followed by restating concepts at 66.67%. In contrast, classifying objects based on concepts reached 44.44%, while applying concepts in problem-solving was the lowest at 41.67%. Interviews revealed that students generally understood basic Algebraic concepts but struggled to integrate conceptual characteristics when classifying objects, connect concepts to contextual problems, and communicate mathematical reasoning systematically. These findings indicate that Algebra instruction should prioritize improving students’ abilities to classify objects based on concepts and apply concepts in problem-solving, as these were the two lowest-achieving indicators, at 44.44% and 41.67%, respectively. Therefore, instruction should provide more activities that train students to identify and distinguish objects based on conceptual characteristics and to connect Algebraic concepts with contextual situations through problem-solving. In addition, students should be encouraged to explain the mathematical reasoning underlying each solution step so that they can systematically integrate conceptual understanding with its application.
Analisis Kemampuan Pemecahan Masalah Siswa Menengah Pertama pada Materi Geometri Berdasarkan Teori Polya Deyang Hazila; Eline Yanty Putri Nasution
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2026): Exploring Mathematics through Education, Modeling, Finance, and Cultural Perspe
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v9i2.9578

Abstract

This study aims to describe the mathematical problem-solving abilities of junior high school students in geometry, particularly right triangles using the Pythagorean Theorem, based on Polya’s problem-solving steps. This study employed a descriptive qualitative method involving 18 eighth-grade students selected through purposive sampling in the even semester of the 2027 academic year. Data were collected through a mathematical problem-solving ability test, interviews, and documentation. The research instrument consisted of six essay questions that met the criteria of validity, reliability, difficulty level, and discrimination index, making them suitable for measuring students’ problem-solving abilities. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which included data condensation, data display, and conclusion drawing. Polya’s problem-solving indicators were used as a framework for organizing and interpreting the test and interview data. The results showed that the average mathematical problem-solving ability score was 44.11. Based on the ability categories, 15.79% of students were categorized as very good, 35.39% as good, 24.18% as sufficient, and 8.82% as poor. Based on Polya’s problem-solving indicators, students demonstrated the highest ability in carrying out the solution plan (96.29%), followed by devising a solution plan (88.88%), understanding the problem (50%), while the lowest ability was in reviewing the solution (11.11%). Students’ difficulties generally occurred in understanding the problem and drawing conclusions from the solutions obtained. Overall, the mathematical problem-solving ability of students in geometry at SMPN 10 Kerinci was categorized as sufficient, with an average score of 44.11%.
Practicality of Hypothetical Learning Trajectory on Straight-Line Equations Concept Eline Yanty Putri Nasution; Putri Yulia
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2545

Abstract

Abstrak Pembelajaran matematika masih belum sepenuhnya terintegrasi dengan Nilai-Nilai Keislaman. Padahal Matematika dan Islam memliki keterkaitan yang erat, sebagaimana terdapat dalam ayat-ayat Al-Qur’an. Penelitian ini bertujuan untuk menganalisis praktikalitas Hipotetical Learning Trajectory (HLT) berbasis Ayat-Ayat Al-Qur’an pada pembelajaran konsep persamaan garis lurus. Penelitian ini menggunakan metode desain research yang terdiri dari tiga tahap: desain pendahuluan, percobaan desain, dan analisis retrospektif. Partisipan penelitian adalah 18 mahasiswa semester kedua Jurusan Tadris Matematika IAIN Kerinci. Instrumen penelitian meliputi angket, observasi, dan wawancara, yang telah divalidasi untuk memastikan kelayakannya dalam penelitian ini. Analisis data dilakukan dengan pendekatan kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa desain HLT berbasis Ayat-Ayat Al-Qur’an dinyatakan praktis dengan skor 81% dengan kategori sangat praktis. Hal ini menunjukkan bahwa integrasi Nilai-Nilai Keislam dalam pembelajaran matematika dapat meningkatkan pemahaman mahasiswa serta mendukung pengembangan model pembelajaran yang kontekstual. Abstract Mathematics learning is still not fully integrated with Islamic values. However, mathematics and Islam are inherently connected, as in Al-Qur'an verses. This research aims to analyze the practicality of Hypothetical Learning Trajectory (HLT) based on Al-Qur'an verses in teaching the concept of straight-line equations. This study is a design research type consisting of three stages: preliminary design, design experiment, and retrospective analysis. The research participants were 18 second-semester students of the Mathematics Education at IAIN Kerinci. Research instruments included questionnaires, observations, and interviews, which were validated to ensure their feasibility for this study. Data analysis combined qualitative and quantitative approaches. Results show that the HLT design based on Al-Qur'an verses on the concept of straight-line equations was declared practical by students at 81% in the very practical category. This implies that integrating Islamic values in mathematics learning can enhance students' understanding and support the development of contextually relevant learning models.
Co-Authors Afrima Sari, Nada Albab, Muhammad Alkarim, Agung Alya Fitri, Fifin Amanda Putri Anggraini, Syarifa Anggun Emjasmin Angraini, Firda Anriany Casanova Aprianita, Renny Arshinta Vrasetya Arshinta Vrasetya Asra Nisa Asri Rojati ROJATI Atika Rahayu Ayu Dasmina Azwar Ananda Barianto, Jeb Casanova, Anriany Decha Veronica Defrian, Andri Deswita, Ria Deyang Hazila Diyah Hoiriyah Dwi Novelza, Ice Edwin Musdi fadhillah, ulfa Faradilla, Hanifa Farel Gusta Juyan Putra Febrionandes, Ikhsan Gunawan, Rilla Gina Hasrinal Hasrinal Hasrinal, Hasrinal Iin Saltifa Iis Lestari Jeb Barianto Jihan Dwi Hatria Laras Sintia Laswadi Laswadi Laswadi Laswadi Laswadi Latifa Dwi Yunisca Listari, Wela Listri Yanti, Rifana Lubis, Farida Hanum Lusia Winda Yanti Maila Sari Mandalena, Henil Muntazhimah Muntazhimah Muntazhimah Muntazhimah Nadira Maulida Fitri Nayla Qanita Utari Nia Monika Sari Novendra, Fazlul Nur Fadhila, Zahratul Nur Rusliah Nurhaliza, Ema Nurhizrah Gistituati Nurul Asdamayanti Oktafia, Mesi Oktapia, Netra Paskoni Paskoni Pebrianti, Devi Prita Kartika Purnama Hayati Putra, Nirwadi Putri Yulia Putri Yulia Putri Yulia Putri Yulia, Putri Putri Yulianti putri, amanda Putri, Nur Nadia Putri, Rahmi Rahmi Putri Rahmi Putri Rahmi, Hanifatul Reka Afrillia Zeni Reri Seprina Anggraini Rhomiy Handican Rhomiy Handican Rilla Gina Gunawan Romi Kurniawan Rusdinal, Rusdinal Sari, Sonia Andam Selvia Erita Sila utami Utami Silva Amelia Sintiya, Soffia Siregar, Nur Fauziah Sri Yunita Ningsih Suci Ika Putri, Shirmaku Syaputri, Indah Juli Syarifa Anggraini Verty Nur Amalia Vrasetya, Arshinta Yulia, Putri Yummita Sakinah Yumna Eriksani Yunisca, Latifa Dwi Zella Eminarti