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All Journal Jurnal Dikdas Jurnal Elektronik Pendidikan Matematika Tadulako Jurnal Kreatif Tadulako Online AKSIOMA Jurnal Pendidikan Matematika Tadris: Jurnal keguruan dan Ilmu Tarbiyah EDU-MAT: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Jurnal Ilmiah Peuradeun Jurnal Penelitian Pendidikan IPA (JPPIPA) Desimal: Jurnal Matematika INSPIRAMATIKA Beta: Jurnal Tadris Matematika Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Jambura Journal of Mathematics Education Jurnal Riset Pendidikan MIPA Aksioma Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi DedikasiMU: Journal of Community Service Jurnal Pengabdian Kepada Masyarakat Patikala Media Eksakta Journal of Advanced Sciences and Mathematics Education Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia JME (Journal of Mathematics Education) Mitra Sains Jurnal Pendidikan MIPA Jurnal Elektronik Pendidikan Matematika Tadulako JME (Journal of Mathematics Education) AKSIOMA
Sutji Rochaminah
Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Tadulako, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH ARITMETIKA SOSIAL DI SMPN 18 MODEL SPMI PALU Ayu Munira; Sutji Rochaminah; Bakri M.
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 9 No. 2 (2021)
Publisher : Universitas Tadulako

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Abstract

This study aims to describe students' mathematical representation skills in solving Social Arithmetic problems at SMPN 18 SPMI Palu Model. This research is a qualitative research with subjects NL, WD, and ID. The results showed that subjects (NL) with high abilities and (ID) with moderate abilities had similar mathematical representation abilities, namely good and good enough in solving problems on Social Arithmetic material and fulfilling all indicators of mathematical representation ability, namely visual representation, verbal representation and representation. symbolic. Meanwhile, subjects (ID) with low ability have poor mathematical representation skills in solving problems on Social Arithmetic material and do not meet all indicators of mathematical representation ability, namely visual representation, verbal representation and symbolic representation.
PROFIL PENYELESAIAN MASALAH MATEMATIKA SISWA SMA DITINJAU DARI PERBEDAAN JENIS KELAMIN Asnur Ali; Pathuddin; Sutji Rochaminah; Sukayasa
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 9 No. 2 (2021)
Publisher : Universitas Tadulako

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Abstract

This study aims to describe the profile of students' mathematical problem solving in terms of gender differences. This type of research is descriptive research using a qualitative approach. The subjects of this study were students of class X SMA which consisted of one male student and one female student with high mathematical ability. The data were collected using the problem solving task method and the interview method. The results of this study include, female subjects can express verbally or in writing the information contained in the given task, the subject can develop a problem-solving plan by making an example to make a mathematical model in the form of an equation and want to solve it using a combined method, the subject carries out the settlement plan is in accordance with the problem solving plan, and the subject does not re-examine the problem solving because he does not understand how. While the male subject can verbally state the information contained in the given task, the subject can develop a problem-solving plan by making an example to make a mathematical model in the form of an equation and want to solve it using the combined method, the subject carries out a settlement plan according to the plan. problem solving, and the subject did not re-examine the problem solving because they did not know how.
PROFIL PEMECAHAN MASALAH PERSEGI PANJANG SISWA KELAS VIII MTS NEGERI 1 DONGGALA DITINJAU DARI TINGKAT KEMAMPUAN MATEMATIKA Nur Anisa; Sutji Rochaminah; Baharuddin Paloloang
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 9 No. 4 (2022)
Publisher : Universitas Tadulako

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Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk memperoleh deskripsi pemecahan masalah persegi panjang siswa kelas VIII MTs Negeri 1 Donggala yang berkemampuan matematika tinggi, sedang dan rendah. Subjek penelitian yang digunakan dalam penelitian ini sebanyak tiga siswa yaitu siswa berkemampuan matematika tinggi (KS), siswa berkemampuan matematika sedang (AL), dan siswa berkemampuan matematika rendah (ZN). Hasil penelitian menunjukkan bahwa profil pemecahan masalah persegi panjang subjek KS, subjek AL, dan subjek ZN adalah sebagai berikut: (1) Tahap memahami masalah, subjek KS dan AL melakukan pembacaan soal secara berulang untuk memahami masalah yang diberikan, subjek KS dan AL dapat menyebutkan dan menuliskan hal-hal yang diketahui dan yang ditanyakan dari masalah dengan lengkap. Sedangkan subjek ZN walaupun membaca soal berulang-ulang tetapi subjek tidak memahami masalah yang diberikan. ZN menyebutkan informasi-informasi yang ada pada soal tetapi tidak lengkap; (2) Tahap membuat rencana pemecahan masalah subjek KS dan AL memiliki strategi yang jelas dalam merencanakan penyelesaian, sedangkan subjek ZN tidak memiliki satupun rencana pemecahan masalah; (3) Tahap melaksanakan rencana pemecahan masalah subjek KS dan AL melaksanakan rencana pemecahan masalah sesuai dangan rencana yang telah direncanakan dan memperoleh penyelesaian yang tepat, sedangkan subjek ZN tidak dapat melaksanakan rencana pemecahan masalah; (4) Tahap memeriksa kembali jawaban subjek KS memeriksa kembali jawaban dengan memeriksa kembali langkah-langkah penyelesaian dan melakukan perhitungan ulang, sedangkan subjek AL dan ZN tidak melakukan pemeriksaan kembali jawaban
PROFIL PEMAHAMAN KONSEP SISWA DALAM MENYELESAIAKAN SOAL PERSAMAAN GARIS LURUS DI KELAS VIII A SMP LABSCHOOL UNTAD PALU DITINJAU DARI KEMAMPUAN MATEMATIKA Sry Yasma; Sutji Rochaminah; Gandung Sugita
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 9 No. 4 (2022)
Publisher : Universitas Tadulako

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Abstract

Penelitian ini merupakan penelitan kualitatif yang bertujuan untuk mendeskripsikan profil pemahaman konsep siswa dalam menyelesaikan soal persamaan garis lurus ditinjau dari kemampuan matematika. Subjek pada penelitian ini yaitu, siswa berkemampuan matematika tinggi, sedang, dan rendah. Hasil penelitian ini menunjukan bahwa siswa berkemampuan matematika tinggi dalam mengklasifikasikan konsep persamaan garis lurus berdasarkan bentuk umum persamaan garis lurus. Selanjutnya, dalam mengidentifikasi sifat-sifat operasi dan konsep siswa menggunakan sifat distributif dan operasi hitung aljabar. Kemudian dalam menerapkan konsep persamaan garis lurus secara logis, siswa menerapakan rumus yang telah diketahui sebelumnya untuk menyelesaiakan soal. Selanjutnya dalam memberi contoh dan bukan contoh dari persamaan garis lurus, siswa menjelaskan bahwa contoh dari persamaan garis lurus yaitu persamaan yang memiliki 2 variabel dan yang bukan contoh persamaan garis lurus yaitu persamaan yang tidak memiliki 2 variabel. Kemudian, dalam menyajikan konsep persamaan garis lurus dalam berbagai bentuk representasi matematis. Siswa menyajikan konsep persamaan garis lurus dalam bentuk model matematika.Siswa berkemampuan matematika sedang dalam mengklasifikasikan konsep persamaan garis lurus berdasarkan bentuk umum persamaan garis lurus. Selanjutnya, dalam mengidentifikasi sifat-sifat operasi dan konsep siswa menggunakan sifat distributif dan operasi hitung aljabar. Kemudian dalam menerapkan konsep persamaan garis lurus secara logis, siswa menerapkan rumus yang diketahui sebelumnya untuk menyelesaikan soal. Selanjutnya dalam memberi contoh dan bukan contoh dari persamaan garis lurus, siswa menjelaskan bahwa contoh dari persamaan garis lurus yaitu persamaan yang berpangkat 1 dan yang bukan contoh persamaan garis lurus yaitu persamaan yang memliki pangkat lebih dari 1. Kemudian, dalam menyajikan konsep persamaan garis lurus dalam berbagai bentuk representasi matematis. Siswa menyajikan masalah persamaan garis lurus dalam bentuk model matematika. Siswa berkemampuan matematika rendah tidak dapat menyelesaikan masalah yang diberikan. Siswa tidak mengetahui cara atau rumus yang digunakan untuk menyelesaikan masalah yang diberikan. Siswa hanya mengetahui apa yang diketahui dari masalah yang diberikan.
STUDENTS' THINKING PROCESS IN SOLVING PROBLEMS IN TERMS OF GUARDIAN AND IDEALIST PERSONALITY TYPES Nur Islamiyah; Rita Lefrida; Nurhayadi Nurhayadi; Sutji Rochaminah
JME (Journal of Mathematics Education) Vol. 9 No. 1 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i1.2104

Abstract

This study aims to describe the thought process of students in solving problems in terms of personality types guardian and idealist in class XI SMA Negeri 5 Palu. This research is a qualitative descriptive research. The main instrument in this research is the researcher himself and supporting instruments are The Keirsey Temperament Sorter (KTS), math the problems, and interviews. The results of this study show that guardian students and idealist students are able to perform all stages of the thinking process in solving math problems, namely receiving information, processing information, and forming conclusions. Guardian and idealist students at the stage of receiving information read the problem well. Guardian students read enough once to understand the problem, while idealist students read repeatedly to understand the problem. At the information processing stage, guardian students can explain the problem solving plan while idealist students have difficulty explaining the solution plan. At the conclusion formation stage, guardian students consistently solve the problem according to what was previously planned. idealist students at the conclusion formation stage can solve the problem even though at the information processing stage they cannot explain the solution plan.
Analysis of students’ mathematical representation based on levels of mathematical ability Hasanuddin, Mutiah; Rochaminah, Sutji; Ismaimuza, Dasa; Paloloang, Muhammad Fachri B.
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 8 No. 1 (2025): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v8i1.3354

Abstract

Mathematical representation is a fundamental skill in mathematics learning, allowing students to express and solve problems through symbolic, verbal, and visual forms. However, students' varying levels of mathematical ability can significantly influence the quality of their representational skills. This study employed a descriptive qualitative method involving three eighth-grade students from SMPN 2 Kasimbar, selected based on their mathematical abilities: high, medium, and low. Data were collected through tests and semi-structured interviews, and analyzed using data condensation, data display, and conclusion drawing techniques. The results indicated that high-ability students could construct and solve systems of linear equations in two variables, although they exhibited some difficulty in interpreting variables accurately. Medium-ability students demonstrated proficiency in formulating equations and performing calculations, with particular strength in verbal and visual representations. In contrast, low-ability students struggled with algebraic operations, often misused variables, and were unable to generate appropriate graphical representations. These findings highlight the significant role of mathematical ability in shaping students’ representation skills and underscore the need for teachers to implement more adaptive and differentiated instructional strategies.
Penerapan Culturally Responsive Teaching Melalui Model PBL Untuk Meningkatkan Hasil Belajar Peserta Didik Kelas VII pada Materi Penyajian Data Ananta, Puja Asti; Rochaminah, Sutji; Sudarsono, Sudarsono
AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Vol 4, No 2 (2025): July 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/aurelia.v4i2.5563

Abstract

Pendidikan yang efektif memerlukan pendekatan yang relevan dengan keberagaman budaya peserta didik, terutama untuk meningkatkan pemahaman konsep abstrak seperti penyajian data. Namun, dalam praktiknya, pembelajaran matematika sering kali bersifat monoton dan kurang mengaitkan materi dengan latar belakang budaya peserta didik, sehingga menyebabkan rendahnya hasil belajar. Penelitian ini bertujuan untuk mendeskripsikan penerapan Culturally Responsive Teaching (CRT) melalui model Problem-Based Learning (PBL) dalam meningkatkan hasil belajar peserta didik pada materi penyajian data. Penelitian ini menggunakan jenis penelitian tindakan kelas (PTK) dan dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap yaitu merencanakan, melaksanakan, mengamati, dan merefleksikan. Subjek penelitian adalah peserta didik kelas VII yang berjumlah 30 orang, sedangkan instrumen yang digunakan meliputi lembar observasi dan tes hasil belajar. Hasil penelitian menunjukkan bahwa penerapan pendekatan CRT melalui model PBL secara signifikan meningkatkan hasil belajar peserta didik. Pada siklus I, terdapat 14 peserta didik (53,3%) yang mencapai ketuntasan belajar, sedangkan pada siklus II jumlah tersebut meningkat menjadi 24 peserta didik (86,7%).
Analyzing Mathematics Education Students' Misconceptions on Limit Functions : A Case Study at Alkhairaat University Hajerina, Hajerina; Rochaminah, Sutji; Suciati, Indah
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp51-61

Abstract

Abstract: The purpose of this study was to determine the misconceptions made by Unisa Mathematics Education students about the concept of limit.  The research method used was a descriptive qualitative approach or survey design, where data were collected through comprehension tests, interviews, and observations of 16 students. The results showed that students consider limit as something that is not reached, limit is an estimate, limit is a boundary, and a function will always have a limit at a certain point. Other misconceptions are that students consider limit as a substitution process, even though the substitution process causes the denominator to become 0, students still write 0, and they think that when the function has a limit value, the function is defined at a certain point and must be continuous. These findings are expected to contribute to the development of more effective learning strategies to overcome misconception in Mathematics Education students and improve their understanding of calculus concepts, especially function limit.       Keywords: limit concept, limits of functions, misconceptions.
Cognitive style: Student problem solving on integer count operations Jemamut, Natalia; Rochaminah, Sutji; Ismaimuza, Dasa; Paloloang, Muhammad Fachri B
Desimal: Jurnal Matematika Vol. 8 No. 1 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v8i1.27071

Abstract

This study aims to describe the profile of students who have Field Independent (FI) and Field Dependent (FD) cognitive styles in solving integer counting operation problems. This type of research is descriptive research. The approach used in this study is a qualitative approach. The results of this study show the profile of student problem solving with FI and FD cognitive styles in solving integer counting operation problems. (1) Student problem-solving profile with FI cognitive style in solving integer counting operation problems. Subject FI can determine and declare the elements that are known, that are questioned, and the sufficiency of other elements. Subject FI shows good ability in implementing problem-solving strategies with correct and thorough steps. Subject FI can explain the results of the completion orally and in writing. (2) Student problem-solving profile with FD cognitive style in solving integer counting operation problems. Subject FD can determine and state the elements that are known, that are asked, and the sufficiency of other elements, even though Subject FD reads the question repeatedly and takes a little longer, but Subject FD seems to understand the problem because it can determine and express the information from the question. Subject FD can compile a mathematical model from the problem. However, the mathematical model that was written did not use parentheses, so the sequence of operations did not correspond to the context of the story. Subject FD is still wrong in solving the problem so that the answers obtained are not correct. Subject FD can explain the results of the settlement orally, but does not write them in writing on the answer sheet.
Analysis of Pre-service Mathematics Teachers' Representational Ability Regarding the Prime Numbers Concept Suciati, Indah; Rochaminah, Sutji; Hajerina, Hajerina
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp1253-1273

Abstract

A deep understanding of prime numbers remains a significant challenge, particularly for pre-service mathematics teachers responsible for conveying this essential knowledge to their students. Prime numbers have an essential role in mathematics, including in factorization, proof, and cryptography. Therefore, this study aims to describe and analyze the representational abilities of prospective mathematics teacher students at Alkhairaat University, regarding the prime numbers in Number Theory. This study uses a descriptive exploratory method with a mixed-methods approach based on a sequential explanatory design. Data collection was carried out through diagnostic tests, semi-structured interviews, and documentation, which were then analyzed using descriptive statistics for quantitative data and the Miles & Huberman model for qualitative data. Triangulation of methods and time was used to ensure the validity of the data. The findings showed that out of 17 students, only 29.41% were able to provide accurate verbal representations related to the prime and composite numbers, and only 5.88% were able to link the two meaningfully. In addition, while students were able to mention definitions, most of them had difficulties applying the prime numbers in the abstract problem context, including examples in algebraic notation. This study concludes that there is still a significant gap in the representation ability of prime number concepts of pre-service mathematics teachers. The implications emphasize the need for integrating multidimensional representation learning strategies into the mathematics education curriculum so that prospective teachers are better prepared to teach prime numbers in a comprehensive and meaningful way.    Keywords: representation, prime numbers, number theory, pre-service mathematics teachers.
Co-Authors Abd Hamid Abd. Hamid Abd. Hamid Abd. Hamid Abd.Hamid Abd.Hamid Abda Abda Agnes Desy Leliana Ahdar Akbar, Guntur Moh. Akhyar H. M. Tawil Alam, Hitman Alfiliansi Alfiliansi, Alfiliansi Alfisyahra Alma, Alma Saputri Ananta, Puja Asti Anggraini Anggraini Anggraini Anggraini Anggraini Anriani, Anriani Apriyanti Wulandari Arfanuddin, Arfanuddin Arifa Nur Ayu Ashar Ashar Ashar Asnur Ali Ayu Munira Ayu, Arifa Nur Badjeber, Rafiq Baharuddin Baharuddin Baharuddin Baharuddin Paloloang Baharuddin Paloloang Baharuddin Paloloang Baharuddin Paloloang Baid, Nurfaida Bakri Bakri Bakri Bakri Bakri M Bakri M. Bakri Mallo Bakri Mallo Barakati, Intan Faramita Basri, Risna Chairani, Munajah Dasa Ismaimuza Deviana, Sri Dewi Puspita Dewi Safitri DIAN APRIANI Dianra, Atmika Radifa Djafar, Yuniarti H Dyantari, Putu Eka Sutarsi Sagita Ermayanti, Ni Luh Evie Awuy Evie Awuy Fajriani Fini Widyawati Hi. Hafid Fitri, Rinil Fitrianti Fitrianti Gandung Sugita Gayatri, Refma Guntur Moh. Akbar Hadija Hadija Hadija Hajerina, Hajerina Haliza Hapsa Hasanuddin, Mutiah Hatin, Murni A. Hedarwati, Hedarwati Henita Rahmayanti Herdawati Herdawati Herdawati, Herdawati Huber Yaspin Tandi I Nyoman Murdiana I Nyoman Murdiana I Wayan Sudarsana I Wayan Sudarsana Ibni Hadjar Ikram, Muhammad Intan Faramita Barakati Ismaimuza, Dasa Ismaimuza Istiqomah Jaeng, Maxinus Jemamut, Natalia Jusmawati Jusmawati, Jusmawati Karniman, Tegoeh S Karniman, Tegoeh S. Kasim, Sitti Ruqaiyyah Laksono Trisnantoro Lamanja, Nurannisa S Lantang, Nortje D.J. Lilis Lilis liloi, olvi M, Bakri M. Ikhsan M., Bakri Malia Fitriani Mardiana, Nanang Mastura, Ayu Maxinus Jaeng Mecawati, Niluh Putu Ayu Meinarni, Welli Mirnawati Mirnawati Mirnawati Mirnawati Mirnawati Mirnawati Moh. Rian Firdaus Mu’afiah, Ummi Mubarik Muh Hasbi Muh Hasbi Muh. Hasbi Muh. Hasbi Muh. Rizal Muh. Rizal Muliyati Munajah Chairani Musdalifah Musdalifah Musfira, Musfira MUSTAMIN IDRIS Mustamin Idris Nasir, Rahma Ndawu, Tirta Andriani Nggariwo, Febryanti Ni Made Sari Indahyani Niluh Putu Ayu Mecawati Nimsing Nimsing Nofriana Tolabada Novia Astriani Nur Anisa Nur Islamiah, Nur Nur Islamiyah Nur Safitri Nurannisa S Lamanja Nurfadila Nurfadila, Nurfadila Nurhayadi Nurhayadi Nurhikmah Nurhikmah Nursupiamin Nursupiamin, Nursupiamin Paloloang, Muhammad Fachri B Paloloang, Muhammad Fachri B. Pathuddin Putu Dyantari Rahayu, Wan Indra Ari Rajab Rajab Rajab, Rajab Resnawati Rifai, Mohammad Rifal, Mohammad Rita Lefrida Rizka Amalia Rohmah, Zakiah Roni Dudung Paembonan Rosyidah, Anni Syakhiyatur Rustan, Edhy Safira Afrilia Sari, Nurhalisa Fitra Sasmitha Puri Indah SATRIYAS ILYAS Selvy Musdalifah Siti Hadijah Siti Hadijah Siti Helmyati Siti Maryam Sitti Ruqaiyyah Kasim Sry Yasma Suciati, Indah Sudarman Bennu Sudarsono Sukayasa Sukayasa Sukayasa Sukri, Shara Rafiqa Nurulcholillah Suprianto Suprianto Tegoeh S Karniman Tegoeh S. Karniman Tirta Andriani Ndawu Ummi Mu’afiah Unggul Wahyono Uswatun Hasanah USWATUN HASANAH WAHYUNI Widyawati, Fini Windawati Wulandari, Apriyanti Zahariati Zahariati Zakiah Rohmah Zulkifli