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All Journal Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika Jurnal Komputasi Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Mandalika Mathematics and Educations Journal EPSILON Jurnal Pendidikan Matematika Jurnal Pengabdian kepada Masyarakat Nusantara Nabla Dewantara : Jurnal Pendidikan Matematika Jurnal Pengabdian Kepada Masyarakat Patikala Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences E-Amal: Jurnal Pengabdian Kepada Masyarakat International Journal of Technology and Education Research Mathematics Education Journal Jurnal Komputasi
Wayan Rumite
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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PEMBELAJARAN SPLTV DENGAN KONTEKS MANIK-MANIK UNTUK SISWA SMK TATA BUSANA asfyra, intan; rumite, wayan
Nabla Dewantara: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2025): Nabla Dewantara: Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Tamansiswa Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51517/nabla.v10i2.595

Abstract

Penelitian ini bertujuan mendeskripsikan implementasi pembelajaran Sistem Persamaan Linier Tiga Variabel (SPLTV) berbasis konteks manik-manik serta menganalisis kemampuan siswa dalam memodelkan permasalahan produksi ke dalam bentuk matematis. Pendekatan yang digunakan adalah Pendidikan Matematika Realistik Indonesia (PMRI) dengan mempertimbangkan relevansi konteks vokasional program keahlian Tata Busana di SMK. Penelitian menggunakan metode deskriptif kualitatif dengan subjek 30 siswa kelas X Program Keahlian Tata Busana di salah satu SMK Negeri Palembang. Data dikumpulkan melalui observasi berbasis karakteristik PMRI, dokumentasi LKPD, serta wawancara dengan guru dan siswa. Hasil penelitian menunjukkan bahwa pembelajaran SPLTV melalui konteks manik-manik mampu memfasilitasi proses matematisasi horizontal, di mana siswa mengubah situasi nyata menjadi model matematika, dan dilanjutkan dengan matematisasi vertikal saat menyelesaikan SPLTV menggunakan metode eliminasi atau substitusi. Muncul lima karakteristik PMRI dalam pembelajaran, yaitu penggunaan konteks, matematisasi progresif, self-developed models, kontribusi siswa, dan interaktivitas. Hasil tes menunjukkan 85% siswa mampu menyelesaikan SPLTV dengan benar dan menafsirkan solusi sesuai konteks produksi. Wawancara mengungkapkan bahwa siswa merasa lebih mudah memahami materi karena konteks pembelajaran dekat dengan aktivitas vokasional mereka. Dengan demikian, penggunaan pendekatan PMRI berbasis konteks manik-manik efektif dalam meningkatkan pemahaman konsep SPLTV sekaligus mendukung pembentukan kompetensi program keahlian siswa SMK
Workshop Penulisan Soal Objektif dan Valid Berorientasi Higher Order Thinking Skills Syamsinar, Syamsinar; Rumite, Wayan; Ikram, Muhammad; Nur Sa'diyyah, Fadhilah; Buhati Asfyra, Intan
Jurnal Pengabdian Kepada Masyarakat Patikala Vol. 5 No. 4 (2026): Jurnal PkM PATIKALA (On Progress)
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia/Education and Talent Development Center of Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/patikala.v5i4.4823

Abstract

This Community Service activity aims to improve mathematics teachers' competency in developing valid objective questions oriented toward Higher Order Thinking Skills (HOTS). The activity was conducted at SMAN 1 Wondama, using a participatory and contextual mentoring approach. The main challenge faced by the partner school was teachers' limited understanding of how to design assessment instruments that systematically measure students' higher-order thinking skills and align with the characteristics of mathematics learning. The activity's implementation methods included needs analysis, reinforcement of HOTS concepts, assistance in developing questions, and joint evaluation and reflection. The results of the activity showed an increase in teachers' understanding and skills in developing HOTS questions, demonstrated by the development of example objective questions at levels C4 to C6 with contextual stimuli and clear indicators. This activity resulted in the development of question writing guidelines and examples of HOTS questions ready for use in learning. Thus, this community service activity directly contributed to improving the quality of mathematics assessment and learning at the partner school.
ANALISIS UMPAN BALIK GURU DALAM MEMOTIVASI SISWA PADA PEMBELAJARAN MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL Syahputri, Aulia Namira; Yunarti, Tina; Rumite, Wayan; Pujarwati, Niki
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.8354

Abstract

Persepsi siswa terhadap umpan balik yang memotivasi memegang peranan penting dalam menunjang pemahaman mereka terhadap materi Persamaan dan Pertidaksamaan Linear Satu Variabel. Penelitian ini bertujuan untuk mendeskripsikan persepsi siswa terhadap umpan balik guru dalam pembelajaran materi tersebut serta menganalisis pengaruhnya terhadap motivasi belajar. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek siswa kelas VII-1 SMP Negeri 26 Bandar Lampung semester ganjil tahun pelajaran 2024/2025, yang dikategorikan berdasarkan kemampuan matematis (tinggi, sedang, dan rendah). Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Data dianalisis melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil menunjukkan bahwa sebagian besar siswa memiliki persepsi positif terhadap umpan balik guru, dengan hanya satu siswa yang menunjukkan persepsi netral. Selain itu, umpan balik guru berpengaruh terhadap motivasi belajar siswa, yang tercermin dari respons aktif pada siswa berkemampuan tinggi, respons cukup baik namun belum konsisten pada siswa berkemampuan sedang, serta respons pasif pada siswa berkemampuan rendah.
APLIKASI PEMBELAJARAN YOGA HINDU BERBASIS ANDROID kadek ardiago; Machudor Yusman; Wayan Rumite
Jurnal Komputasi Vol. 7 No. 1 (2019)
Publisher : Jurusan Ilmu Komputer Fakultas MIPA Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/komputasi.v7i1.1731

Abstract

Yoga , in Hindu philosophy, focuses on meditation activities or tapa where ones focuses all thoughts to control the five senses and the body as a whole. The rapid progress of information and communication technology and the lack of Hindu Yoga learning media in digital form have encouraged the development of Hindu Yoga Learning Applications Android-based. This application is expected to be a practical and interesting learning media to be learnt, as well as a reference in learning the movements of Hatha Yoga and Surya Namaskara besides books. This study has succeeded in developing an Android Application of Hindu Yoga Learning consisting of 46 Yoga movements, among others, 12 (twelve) Surya Namaskara movements, 8 (eight) pranayama movements, 7 (seven) sitting position of asanas movements, 8 standing position of asanas movements and 11 (eleven) sleep position of asanas movements. This application runs on the Android operating system so that it can be accessed by everyone and at any time on a smartphone or tablet computer that supports the Android operating system. The conclusion of this study is that the Hindu Yoga Learning Applications Android-based has been successfully built and it has been tested to match with the expected result.
The Relationship Between Math Anxiety and Cognitive Flexibility on Students’ Mathematical Critical Thinking Ability Arianto, Halil; Wayan Rumite
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3443

Abstract

Mathematical critical thinking is an essential skill that supports students in solving complex problems and making logical decisions in learning mathematics. However, students’ ability to think critically is often influenced by both emotional and cognitive factors. This study aims to examine the relationship between math anxiety and cognitive flexibility on students’ mathematical critical thinking ability. This research employed a quantitative approach with a correlational design involving junior high school students selected through purposive sampling. Data were collected using a math anxiety questionnaire, a cognitive flexibility scale, and a mathematical critical thinking test. The data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results show that students’ math anxiety is at a moderate level (M = 68.45; SD = 8.72), cognitive flexibility is at a moderate–high level (M = 74.12; SD = 7.95), and mathematical critical thinking ability is at a moderate level (M = 70.36; SD = 9.10). Furthermore, math anxiety has a significant negative correlation with mathematical critical thinking ability (r = -0.52, p < 0.05), while cognitive flexibility has a significant positive correlation (r = 0.61, p < 0.05). The results of multiple regression analysis indicate that math anxiety (β = -0.41, p < 0.05) and cognitive flexibility (β = 0.48, p < 0.05) simultaneously influence students’ mathematical critical thinking ability. These findings suggest that students with lower levels of anxiety and higher cognitive flexibility tend to demonstrate better critical thinking skills in mathematics. Therefore, improving students’ mathematical critical thinking requires both reducing math anxiety and enhancing cognitive flexibility through appropriate instructional strategies.
Eksplorasi Etnomatematika Motif Jumputan Palembang dalam Pembelajaran Transformasi Geometri Asfyra, Intan Buhati; Wayan Rumite; Syamsinar; Fadhilah Nur Sa’diyyah
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 3 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i3.438

Abstract

Integrasi budaya lokal dalam pembelajaran matematika menjadi penting untuk menjembatani konsep matematika yang abstrak dengan pengalaman kontekstual siswa serta menumbuhkan apresiasi terhadap warisan budaya daerah. Penelitian ini bertujuan untuk mengungkap konsep etnomatematika yang terkandung dalam motif jumputan Palembang dan mengidentifikasi keterkaitannya dengan konsep transformasi geometri dalam pembelajaran matematika. Penelitian ini menggunakan pendekatan kualitatif dengan metode eksploratif melalui studi literatur, observasi terhadap pola motif jumputan, wawancara, serta analisis matematis terhadap bentuk dan keteraturan pola yang muncul. Hasil penelitian menunjukkan bahwa motif jumputan Palembang mengandung berbagai konsep transformasi geometri, seperti translasi, refleksi, rotasi, dan dilatasi yang tampak pada pengulangan pola, kesimetrian, dan variasi ukuran motif. Temuan ini menunjukkan bahwa motif jumputan dapat dimanfaatkan sebagai konteks pembelajaran yang kontekstual untuk membantu siswa memahami konsep transformasi geometri secara lebih konkret. Penelitian ini berkontribusi dalam memperkaya kajian etnomatematika serta memberikan alternatif sumber belajar berbasis budaya lokal yang dapat mendukung pembelajaran matematika yang lebih bermakna dan kontekstual.
The argumentation structure of mathematical proof based on semiotic trichotomy Aziz, Abdul; Wijaya, Tomy Tanu; Rumite, Wayan; Setiawan, Agung
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30833

Abstract

Purpose: Mathematical proof requires students to interpret and use mathematical signs meaningfully when constructing arguments. However, many mathematics students experience difficulties in interpreting these signs, which may affect both the correctness of their proofs and the quality of their argumentation. This study aims to explore the structure of students’ mathematical argumentation through the lens of Peirce’s triadic semiotic framework. Method: This qualitative study involved 28 undergraduate mathematics students enrolled in an abstract algebra course. Data were collected through group theory proof tasks and semi-structured interviews. Based on variations in students’ argumentation structures, three representative participants were purposively selected for in-depth analysis. The data were examined using Toulmin’s argumentation model integrated with Peirce’s triadic semiotic concepts, namely Representamen, Object, and Interpretant. Findings: The analysis revealed three distinct semiotic argumentation structures: (1) Meaningful Sign Structure through direct proof, (2) Meaningful Sign Structure through proof by contradiction, and (3) Unmeaningful Sign Structure. Students who demonstrated meaningful sign structures were able to interpret mathematical symbols accurately, establish relationships between signs and mathematical concepts, and construct coherent arguments. In contrast, students with unmeaningful sign structures experienced difficulties in interpreting signs and connecting them to relevant mathematical theories. Significance: The findings highlight the important role of semiotic understanding in the construction of mathematical proofs. Students who successfully integrated sign interpretation with mathematical reasoning exhibited meaningful argumentation structures, whereas those with limited semiotic understanding tended to produce incomplete or unsupported arguments. This study contributes to the growing body of research on mathematical argumentation by providing a semiotic perspective on students’ proof construction processes.
Co-Authors Abdul Aziz Abdul Aziz Adib Mustofa Zaman Afifah, Nadia Zahra Agung Putra Wijaya agung setiawan Arianto, Halil Arnelis Djalil asfyra, intan Buhati Asfyra, Intan Caswita Caswita Fadhilah Nur Sa’diyyah Ikfini, Ikfini Aulia Hakika Ikram, Muhammad Intan Buhati Asfyra kadek ardiago Kalla, Nuratika Rahmat Lestari, Novita Dwi Luthfia Azzahra M. Coesamin Machudor Yusman Meriza, Nadya Nur Sa'diyyah, Fadhilah Nurhanurawati Nurharunawati, Nurhanurawati Pujarwati, Niki Rini Rita T Marpaung Safitri, Vivi Irvana Selvia Lovita Sari Sugeng Sutiarso Syahputri, Aulia Namira Syamsinar Syamsinar Tina Yunarti Widyastuti Widyastuti Wijaya, Tomy Tanu