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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
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Differences in the Application of Problem-Based Learning and Discovery Learning Models on Students’ Mathematical Problem-Solving Abilities from Mathematic Initial Abilities Students of 1 Mamosalato State Senior High School Djafar, Yuniarti H; Rochaminah, Sutji; Idris, Mustamin
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 1 (2024)
Publisher : Universitas Ma'arif Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v8i1.4116

Abstract

This research was intended to clearly describe the differences in mathematical problem-solving abilities about initial mathematical abilities by applying the Problem-Based Learning and Discovery learning models. The research design employed a quantitative approach. The sample of this research was students of SMA Negeri 1 Mamosalato, Grade XI MIA 1, as the first and second experiment classes were XI MIA 2. This research applied an experimental method with a factorial design of 2 x 3. The instrument was administered to collect data to test initial mathematic ability and mathematical problem-solving abilities—data was analyzed in two ways: ANOVA and Tukey test (LSD test). The findings of the research were (1) there were differences in mathematical problem-solving abilities by applying the Problem-based Learning Model and Discovery Learning Model, (2) there was no interaction between the learning model and initial mathematical abilities on mathematical problem-solving abilities, (3) there was difference in students mathematical problem-solving abilities by applying Problem-based Learning Model and Discovery learning Model, especially to high initial mathematical abilities, middle initial mathematical abilities, as well as low initial mathematical abilities.
Mathematical literacy and learning styles: A study on student geometry learning Alma, Alma Saputri; Rochaminah, Sutji Rochaminah; Ismaimuza, Dasa Ismaimuza; Fajriani
Desimal: Jurnal Matematika Vol. 8 No. 2 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/qnh6ps42

Abstract

This study aims to analyze students' mathematical literacy in solving geometry problems reviewed from learning styles. This type of research is descriptive research. The approach used in this study is a qualitative approach. Data collection techniques include learning style questionnaires, written tests, and interviews. The credibility of the data in this study uses time triangulation. The data was analyzed descriptively to describe the results of students' mathematical literacy tests. The results of the study show that 1) students with visual learning styles in mathematics literacy are at level 2, because they are only able to solve level 1 and level 2 mathematics literacy problems, visual students have difficulty in solving mathematics literacy problems at a higher level; 2) Students with an auditory learning style in mathematical literacy are at level 4, able to do a more in-depth analysis when solving math literacy problems from level 1 to level 4, but have difficulty solving problems in levels 5 and 6; 3) Students with kinesthetic learning styles in mathematics literacy are only at level 1; kinesthetic students have great difficulty in solving mathematics literacy problems at a higher level.
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%).
Critical thinking profile of junior high school students in solving function problems as seen in the face of mathematical ability liloi, olvi; Sutji Rochaminah; Muh Hasbi; Baharuddin
Desimal: Jurnal Matematika Vol. 8 No. 2 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jf5ymc83

Abstract

This study aims to describe the critical thinking profile of eighth-grade students of SMP Negeri 19 Palu in solving mathematical problems on the topic of functions. This type of research is descriptive research with a qualitative approach. The research subjects were three people who were selected based on their level of mathematical ability (high, medium, and low). Data collection techniques included written tests and interviews, with data credibility tested using time triangulation. The results showed that: 1) Students with high mathematical ability fulfilled all critical thinking indicators (focus, reason, inference, situation, clarity, and overview). 2) Students with moderate mathematical ability fulfilled five critical thinking indicators (focus, reason, situation, clarity, and overview) but were not accurate in concluding solutions. 3) Students with low mathematical ability only fulfilled three critical thinking indicators (situation, clarity, and overview) and had difficulty in providing reasons and determining appropriate solution strategies.
STUDENT'S THINKING PROCESS IN SOLVING PROBLEMS IN TERM OF GUARDIAN AND IDEALIST PERSONALITY TYPES Islamiah, Nur; Lefrida, Rita; Nurhayadi, Nurhayadi; Rochaminah, Sutji
JME (Journal of Mathematics Education) Vol 9, No 1 (2024): JME
Publisher : Universitas Sembilanbelas November 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 the supporting instruments are The Keirsey Temperament Sorter (KTS), math 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.
ANALISIS PEMECAHAN MASALAH LUAS PERMUKAAN DAN VOLUME BALOK SISWA KELAS VIII SMP NEGERI 1 PALU BERDASARKAN TAHAPAN POLYA DITINJAU DARI KECERDASAN VISUAL SPASIAL DAN KECERDASAN LOGIS MATEMATIS Ni Made Sari Indahyani; Baharuddin Paloloang; Sutji Rochaminah
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 1 (2022)
Publisher : Universitas Tadulako

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Abstract

Tujuan dari penelitian ini untuk memperoleh deskripsi hasil analisis pemecahan masalah luas permukaan dan volume balok siswa kelas VIII SMPN 1 Palu berdasarkan tahapan Polya ditinjau dari kecerdasan visual spasial dan kecerdasan logis matematis. Subjek penelitian ini adalah satu siswa yang memiliki kecerdasan visual spasial dan satu siswa yang memiliki kecerdasan logis matematis. Hasil dari penelitian ini menunjukkan bahwa siswa yang memiliki kecerdasan visual spasial memiliki pemecahan masalah yang masih tergolong rendah. Pada tahap memahami masalah siswa mampu menentukan hal-hal apa saja yang diketahui dan hal-hal yang ditanyakan dengan tepat. Pada tahap menyusun rencana, siswa memiliki strategi pemecahan masalah yang kurang tepat. Tahap melaksanakan rencana, siswa melaksanakan rencana pemecahan masalah sesuai dengan rencana sebelumnya. Tahap memeriksa kembali, siswa melakukan penghitungan kembali terhadap jawaban yang telah diperoleh. Siswa yang memiliki kecerdasan logis matematis memiliki pemecahan masalah yang baik. Tahap memahami masalah siswa mampu menentukan hal-hal apa saja yang diketahui dan ditanyakan dengan tepat. Tahap menyusun rencana, siswa kecerdasan logis matematis memiliki strategi pemecahan masalah yang tepat. Tahap melaksanakan rencana, siswa melakukan penyelesaian sesuai dengan rencana yang telah disusun sebelumnya. Tahap memeriksa kembali, siswa melakukan penghitungan kembali terhadap jawaban yang telah diperoleh untuk memeriksa kebenarannya.
ANALISIS KESALAHAN SISWA PADA SOAL CERITA VOLUME PRISMA BERDASARKAN TEORI NEWMAN DI KELAS VIII SMPN 20 PALU Nur Safitri; Mustamin Idris; Muh. Hasbi; Sutji Rochaminah
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 1 (2022)
Publisher : Universitas Tadulako

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Abstract

Penelitian ini bertujuan untuk memperoleh deskripsi jenis-jenis kesalahan dan faktor-faktor penyebab kesalahan yang dilakukan oleh siswa kelas VIII SMPN 20 Palu dalam mengerjakan soal cerita volume prisma berdasarkan teori Newman. Jenis penelitian ini adalah deskriptif dengan pendekatan kualitatif. Data yang diperoleh dari penelitian adalah hasil pekerjaan siswa dan wawancara. Hasil penelitian ini menunjukkan bahwa 1) subjek NI dan RV tidak melakukan kesalahan membaca. (2) Subjek NI dan RV melakukan kesalahan memahami dikarenakan siswa memiliki kebiasaan menyelesaikan soal cerita tanpa menuliskan apa yang diketahui dan ditanyakan. (3) kesalahan transformasi dilakukan oleh dilakukan oleh subjek NI terjadi akibat dari kurangnya latihan dalam mengerjakan soal-soal bentuk cerita dengan variasi yang berbeda yang membuat siswa merasa kebingungan ketika mendapatkan soal cerita yang belum dikerjakan sebelumnya (4) kesalahan kemampuan proses dilakukan oleh subjek NI dan RV disebabkan kurangnya pemahaman siswa terhadap materi prasyarat baik sifat, rumus dan prosedur pengerjaan merupakan penyebab terjadinya kesalahan kemampuan proses. Adapun kesalahan terakhir adalah (5) Kesalahan penulisan jawaban akhir, kesalahan ini dilakukan oleh subjek RV kesalahan ini terjadi dikarenakan siswa melakukan kesalahan pada tahap sebelumnya sehingga siswa tidak dapat menlanjutkan jawaban pada tahap selanjutnya.
ANALISIS PENALARAN ANALOGI SISWA KELAS XI MAN 1 POSO DALAM MATERI BARISAN GEOMETRI DITINJAU DARI GAAYA KOGNITIF Basri, Risna; Rochaminah, Sutji; M, Bakri
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 2 (2022)
Publisher : Universitas Tadulako

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Abstract

The objectives of this study are: (1) To describe the analogical reasoning of class XI MAN 1 Poso students in the material of geometric sequences from field independent cognitive style and field dependent cognitive style. This type of research is descriptive research using a qualitative approach. The subjects in this study were two students of class XI MIPA MAN 1 Poso even semester 2021/2022 consisting of one RM student with FI cognitive style and one FN student with FD cognitive style. The students' cognitive style data was obtained by giving the GEFT test, while the students' analogy reasoning data were collected from the analogy reasoning test and interviews. The results of this study indicate that (1) field independent cognitive style students' RM fulfills all stages in each indicator of analogical reasoning and can explain the analogy used, namely in the source and target problems there are similarities or analogies in the solution, namely using the nth term formula. in the geometric sequence, namely  so it is included in high analogical reasoning. (2) While the field dependent cognitive style students' FN tend to be less able to fulfill all stages of each indicator of analogical reasoning. At the applying stage, FN has not been able to apply the relational structure of the source problem in solving the target problem, and tends not to be able to explain the analogy used. because it can't explain the analogy used so FN is included in moderate analogy reasoning.
PROFIL PEMECAHAN MASALAH MATEMATIKA SISWA KELAS XI MAN 1 PALU PADA MATERI BARISAN DAN DERET DITINJAU DARI GAYA BELAJAR Sari, Nurhalisa Fitra; Ismaimuza, Dasa; Rochaminah, Sutji
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 2 (2022)
Publisher : Universitas Tadulako

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Abstract

This study aims to describe the mathematical problem solving of class XI students of MAN 1 Palu on the material of sequences and series in terms of learning styles. The subjects in this study were three students of class XI MAN 1 Palu with visual, auditory and kinesthetic learning styles. The results of this study indicate that (1) the subject of visual learning style understands the problem by writing neatly and mentioning the information that is known and asked from the question, SV makes a problem-solving plan using existing information and knowledge of sequences and series, SV does not implement a problem-solving plan, can only get the value of the second term and do not know how to find the value of another term, SV does not re-check the answer. (2) subjects with auditory learning styles understand the problem by reading the questions repeatedly aloud but the SA is not good at understanding the questions because they are still wrong in writing the known information, the SA makes a problem-solving plan using existing information and knowledge of sequences and series, the SA carries out the plan troubleshooting but an error occurred in the end result, SA did not recheck the answer. (3) Subjects with a kinesthetic learning style understand the problem by practicing using their hands and then writing and mentioning the information that is known and asked from the problem, SK makes a problem-solving plan using existing information and knowledge of sequences and series, SK implements a problem-solving plan properly and correctly, SK rechecked the answers
PENERAPAN PEMBELAJARAN BERDIFERENSIASI UNTUK MENINGKATKAN HASIL BELAJAR PADA MATERI BANGUN RUANG SISI DATAR SISWA KELAS VIII C MTS NEGERI 2 KOTA PALU: Implementation of Differentiate Learning to Improve Learning Outcomes in The Material of Flat Side Three Dimentional Geometry for Students in Class VIII Cof MTs Negeri 2 Palu City Mirnawati; Rizal, Muh.; Rochaminah, Sutji
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 10 No. 4 (2023)
Publisher : Universitas Tadulako

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Abstract

This study aims to obtain a description of the application of differentiated learning to improve learning outcomes in the flat sided geometric material for class VIII C MTs Negeri 2 Palu City. The subjects of this study were 32 students of class VIII C. This research is Classroom Action Research which refers to the research design of Kemmis and Mc. Taggart. The results of the study show that the application of differentiated learning can improve learning outcomes in the flat sided geometric material for students VIII C MTs Negeri 2 Palu City by modifying the learning process based on the learning profile. This research was conducted in two cycles following the cooperative model syntax with a differentiated learning approach in the phase of organizing students into groups and the phase of guiding groups. In the organizing phase, the teacher groups students based on learning styles, namely (1) Visual groups, given teaching materials in the form ofpowerpoint, (2) the auditory group, given learning videos, and (3) the kinesthetic group, given teaching materials and teaching aids. Whereas in the group guiding phase, the teacher guides each group in different ways, namely (1) Visual group, the teacher directs students to draw geometric shapes on paper and then explains them, (2) Auditory group, the teacher re-explains the example questions in the video by easy-to-understand language, and (3) kinesthetic group, the teacher relates the learning material to the teaching aids used
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