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All Journal Journal on Mathematics Education (JME) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Journal of Research and Advances in Mathematics Education International Journal of Artificial Intelligence Research Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Journal of Honai Math Journal of Mathematics Science and Education Jurnal Berdaya Mandiri Plusminus: Jurnal Pendidikan Matematika Journal of Management and Industrial Engineering (JMIE) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Mathematics Education Journal Journal on Mathematics Education
Laela Sagita
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ANALISIS KESULITAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BENTUK ALJABAR DENGAN PROSEDUR NEWMAN Nurikawai, Dian; Sagita, Laela; Setiyani, Setiyani
Journal of Honai Math Vol. 4 No. 1 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i1.157

Abstract

Algebra is essential to learning mathematics and as a basis to support another mathematical concept. On the other hand, students have not fully mastered the concept of algebra which causes errors in solving problems. This qualitative research aims to describe students' misconceptions in solving algebraic questions based on the Newman method to understand mathematical concepts. The data were taken from six eighth-grade students at SMP N 1 Turi consisting of high, medium, and low abilities. The results of the analysis showed that the students did not make reading errors. Meanwhile, the misunderstanding of the question's students did not write down the information in the questions. It was because students were not used to writing what was known and asked in the questions. Students do not write down the strategies used, so that transformation errors are found. Errors in student process skills do not complete. The cause of this is an error in determining information on the questions and difficulties in solving them. The mistakes made by students in writing the final answer were not reporting the units and conclusions from the results of the solutions.
Improving student’s mathematical problem solving skills through Quizizz Setiyani, Setiyani; Fitriyani, Nur; Sagita, Laela
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.10696

Abstract

The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of 10th students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.
Promising research studies between mathematics literacy and financial literacy through project-based learning Sagita, Laela; Putri, Ratu Ilma Indra; Zulkardi; Prahmana, Rully Charitas Indra
Journal on Mathematics Education Vol. 13 No. 4 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i4.pp753-772

Abstract

Financial literacy is a knowledge and attitude about finance and is a 21st-century skill. As a knowledge, a cognitive factor of a person will impact their financial literacy skill. Through a bibliometric analysis study of 274 documents published from 1994 to 2022 in the Scopus database, we found that mathematics literacy is the cognitive factor of one's financial literacy skill. The OECD and several studies offer intertwined concepts, financial literacy and mathematics, to be presented in the mathematics curriculum in primary and secondary schools. After we got the bibliometric results, we surveyed several junior high schools in Yogyakarta to learn more about this issue. A total of 15 mathematics teachers participated in this survey, randomly chosen in junior high school. We got information stating that mathematics teachers used financial terms as a social arithmetic context, did not teach financial knowledge and attitudes, and never heard 13 from 17 financial terms in the survey. Furthermore, we present a framework for implementing financial literacy in mathematics through three dimensions, content, context, and process. The dimension content consists of mathematics' and financial content. On the other hand, the dimension context is related to education and work, home and family, and individual and societal. As a cognitive process, the dimensions of the process are based on Bloom's Cognitive stages. The potential for future research is developing learning activities and implementing them in the independent curriculum, which impacts schools' ability to use project-based learning, which is the most approach to implementing financial literacy in mathematics classes.
Learning numeracy using new Pempek mathematics Putri, Ratu Ilma Indra; Zulkardi; Sari, Novita; Sagita, Laela; Siligar, E. I. Pusta; Sukma, Yovika
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp1-22

Abstract

This study addresses the challenges faced by students in comprehending and articulating the concepts of cost, selling price, and profit, despite their ability to perform related calculations. Contributing factors include a limited learning context and a didactic approach that often prioritizes rote memorization of formulas, thereby hindering a deeper understanding of these concepts. The objective of this research is to design a learning trajectory utilizing the context of New Pempek Mathematics, an innovative adaptation of the traditional Pempek dish, represented in geometric forms such as cones, trapezoidal prisms, cuboids, and cubes, to facilitate students' understanding of cost price, selling price, and profit. The study employs a design research methodology, consisting of three stages: preliminary design, experimental design, and retrospective analysis. The study involved 31 junior high school students from Belitang, Indonesia. Data collection was conducted using a variety of instruments, including student worksheets, video recordings of lessons, interviews with students, and photographs of their presentation work. The proposed learning trajectory, centered around the New Pempek Mathematics production project, emphasizes activities such as identifying cost prices, estimating selling prices, and calculating profit. The findings indicate that integrating mathematics with local cultural contexts, such as New Pempek Mathematics, enhances student engagement and makes the learning experience more relevant, thus improving students' understanding of these fundamental economic concepts.
Students’ financial literacy in math classroom: Insights into financial awareness Sagita, Laela; Utami, Niken Wahyu; Dwipa, Nendra Mursetya Somasih; Wicaksono, Bintang
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp131-152

Abstract

The current generation of young people faces significant financial challenges in an increasingly volatile global economy, highlighting the need for enhanced financial literacy education. While the OECD has recommended the integration of financial literacy into school curricula, a notable gap exists in the development of age-appropriate financial literacy content that aligns with students’ cognitive and developmental stages. This study addresses this gap by evaluating students’ financial literacy knowledge, with a particular focus on integrating financial concepts into mathematics education. Specifically, the research targets financial topics that are accessible and relatable to upper elementary school students, exploring how these concepts can be integrated into existing mathematics curricula. The study involved students from grades 4, 5, and 6, with data collected through interviews that were transcribed and analyzed using NVIVO software. Findings indicate that topics such as exchange rates, foreign currencies, cash transactions, and digital payment systems resonate with students' existing knowledge and personal experiences. Furthermore, the study underscores the importance of introducing foundational personal financial management skills, such as distinguishing between needs and wants and promoting saving habits, from an early age. However, it also highlights that more complex financial concepts, including regulatory frameworks, consumer protection, and data security risks, are not developmentally appropriate for elementary students. The results of this research offer valuable insights into the practical integration of financial literacy into mathematics classrooms, with potential implications for curriculum development. These findings contribute to the growing body of knowledge on financial literacy education, providing a basis for selecting relevant financial topics for school curricula and fostering a more financially literate future generation.
Choosing the Right Store: How Open-Ended Task Help Middle School Students Learn Financial Literacy Sagita, Laela; Putri, Ratu Ilma Indra; Zulkardi; Prahmana, Rully Charitas Indra
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp63-80

Abstract

This study explores how junior high school students understand different types of discounts through percent multiplication. We used the qualitative study and analyzed the in-depth answers of three of the 32 participants as research subjects. The end-of-year discount selection activity provides a daily context to build knowledge about needs and wants. Students engage with open-ended tasks requiring mathematical methods to make financial decisions. These activities help students recognize discounts in everyday life, develop problem-solving strategies, and improve mathematical skills. The article highlights how students analyze various store discounts and guide readers in distinguishing between needs and wants. Early exposure to financial math fosters responsible consumer behavior. The study emphasizes the importance of applying comprehensive information to solve financial problems by connecting mathematics to real-life scenarios. The results indicate that the implementation of an open-ended task has the potential to facilitate understanding of financial decision-making and mathematical skills.
TRANSFORMASI KOMPETENSI GURU DENGAN PERANGKAT PEMBELAJARAN BERDIFERENSIASI INTEGRATIF: MENINGKATKAN LITERASI DAN NUMERASI SISWA Dwipa, Nendra Mursetya Somasih; Sagita, Laela; Anggraeni, Ganung
Jurnal Berdaya Mandiri Vol. 7 No. 1 (2025): JURNAL BERDAYA MANDIRI (JBM)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jbm.v7i1.7051

Abstract

The ability of teachers to design learning tools is an essential component of pedagogical competence, significantly contributing to the quality of teaching and student learning outcomes. However, several challenges were identified, such as uncertainty in implementing differentiated learning, minimal integration of HOTS (Higher Order Thinking Skills) and TPACK (Technological Pedagogical Content Knowledge), and a lack of coherence among learning tools. This community service program aims to enhance teacher professionalism at SMP Negeri 14 Yogyakarta through mentoring in the development of differentiated and integrative learning tools. The implementation adopts a blended learning model, involving stages such as preparation, training, instructional material design, classroom practice, and reflection. The results showed significant improvements: 93.93% of teachers implemented innovative teaching, 75.75% had complete learning tools, 84.84% applied differentiated instruction, 87.87% incorporated HOTS, 78.79% utilized TPACK, and 87.88% optimized students’ literacy and numeracy skills. This program effectively enhanced teacher competence in designing more coherent and innovative teaching practices, supporting the improvement of education quality at the school. Keyword: differentiated, learning tools, literacy and numeracy, professionalism
Cultural Change of Mathematics Teachers' Views on Technology: Navigating the Artificial Intelligence Revolution Utami, Niken Wahyu; Sagita, Laela; Rahmawati, Rina Dyah; Nurdianto, Heri
International Journal of Artificial Intelligence Research Vol 8, No 2 (2024): December 2024
Publisher : STMIK Dharma Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29099/ijair.v8i2.1232

Abstract

The development of technology related to Artificial Intelligence is growing rapidly, and one of its implications is the teaching of mathematics in the classroom. Therefore, it is necessary to conduct research on the perspective of mathematics teachers in addressing the development of artificial intelligence (AI) used in mathematics learning. This study examines the role of AI technology in facilitating pedagogical reform in mathematics education from the perspective of teachers. Through a questionnaire distributed to mathematics teachers, this paper identifies teachers' perspectives on the development of AI and its use in their classrooms. A total of 56 mathematics teachers participated in this study. In addition to the five-item questionnaire, an open-ended questionnaire was also provided. A number of AI that teachers use in their teaching are also mentioned in this paper. The paper also discusses the challenges that mathematics teachers face when using AI in mathematics lesson planning in their classrooms. It concludes that mathematics learning using AI has significant potential to improve students' competencies by equipping them with essential skills for the digital age
Struggling with Cultural Integration: Elementary Teachers’ Efforts to Incorporate the Javanese Calendar in Teaching Plan Niken Wahyu Utami; Sagita, Laela; Rina Dyah Rahmawati
Mathematics Education Journal Vol. 19 No. 4 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Although the mathematical potential of Javanese calendar has been widely explored, little is known about the challenges teachers face in its classroom integration. This study addresses the gap to inform effective instructional design. This research aims to identify the challenges teachers encounter in developing culture-based mathematics teaching plan. A questionnaire was distributed to a group of elementary school teachers participating in the Culture-Based Pedagogy course in the Master Program of Basic Education at a university in Yogyakarta. A total of 44 elementary school teachers completed the questionnaire. Based on the results of the learning plans they prepared, five teachers were selected for in-depth interviews. Data were analyzed descriptively, focusing on the teachers’ lesson plans and interview responses. The findings indicate that teachers’ integration of the Javanese calendar was multifaceted, encompassing their mathematical and cultural knowledge as well as their pedagogical skills during the lesson planning process. The analysis revealed three distinct patterns of integration. First, the Javanese calendar was thoughtfully integrated into the lesson plans, providing rich opportunities for contextual repurposing across various themes. Second, the lesson plans used superficial or tokenistic references where culture is included only as a decorative element without a meaningful link to the learning objectives. Third, in the problematic case, the lesson plans were used in inauthentic cultural contexts, resulting in cultural misconceptions. It is suggested that a comprehensive guide for educators be developed, encompassing meticulous explanations, precise calculations, and culturally pertinent information, particularly concerning the Javanese calendar. Additionally, the provision of further training or mentoring is considered essential for developing appropriate lesson designs.
Co-Authors Anggraeni, Ganung Aziz, Muhammad Fail Abdullah Diki Muchtar Diki Dwipa, Nendra Mursetya Somasih Ferry Ferdianto Hapsari, Trusti Hasna, Nawar Irawanti, Ade Citra Iskandar, Hendi Khasanah, Mirsatun Khasna, Ismi Nur Khaifa Miyanti, Sri Endah Niken Wahyu Utami Niken Wahyu Utami Novita Sari Nur Fitriyani Nurdianto, Heri Nurikawai, Dian Ratu Ilma Indra Putri Rina Dyah Rahmawati Rina Dyah Rahmawati Risdiyati, Fety Rudha Widagsa Rully Charitas Indra Prahmana Setiyani Setiyani Siligar, E.I Pusta Sukma, Yovika Wijayanti, Dita Dwigus Windawan, Rino Surya Yudhanegara, Darmawan Zulkardi Zulkardi Zulkardi ‘Izzati, Firsty Mustikaning Nur