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All Journal Edumatsains Journal of Research and Advances in Mathematics Education MaPan : Jurnal Matematika dan Pembelajaran Jurnal SOLMA Jurnal Pendidikan Matematika (JUDIKA EDUCATION) SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Equation: Teori dan Penelitian Pendidikan Matematika JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika International Journal of Educational Research and Social Sciences (IJERSC) Unnes Journal of Mathematics Education International Journal of Geometry Research and Inventions in Education
Awalludin, Subhan Ajiz
Universitas Muhammadiyah Prof Dr HAMKA
Agriculture, Biological Sciences & Forestry Chemistry Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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ANALYSIS OF STUDENTS MATHEMATICAL COMMUNICATION ABILITY REVIEWED FROM ADVERSITY QUOTIENT DURING THE COVID-19 PANDEMIC Subhan Ajiz Awalludin
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 8 No 2 (2024): Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v8i2.5582

Abstract

Kemampuan komunikasi matematis menjadi kemampuan yang perlu dimiliki siswa pada abad 21. Penelitian ini bertujuan untuk menganalisis kemampuan komunikasi matematis ditinjau dari adversity quotient. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan enam informan penelitian di kelas X IPA 2. Analisis data dilakukan dengan tahap reduksi data, penyajian data, dan penerikan kesimpulan. Keabsahan data menggunakan triangulasi teknik. Hasil penelitian disimpulkan bahwa: 1) Peserta didik dengan adversity quotient climber tidak selalu memiliki kemampuan komunikasi matematis yang tinggi, namun juga dapat terjadi pada peserta didik yang memiliki kemampuan komunikasi matematis sedang. Kemampuan komunikasi matematis peserta didik secara umum dengan adversity quotient climber dikategorikan tinggi; 2) Peserta didik dengan adversity quotient camper cenderung memiliki kemampuan komunikasi matematis sama, yaitu sedang. Kemampuan komunikasi matematis peserta didik dengan adversity quotient camper dikategorikan sedang; dan 3) Peserta didik dengan adversity quotient quitter tidak selalu memiki kemampuan komunikasi matematis rendah, namun juga terdapat peserta didik yang memiliki kemampuan komunikasi matematis sedang. Kemampuan komunikasi matematis peserta didik secara umum dengan adversity quotient quitter dikategorikan rendah-sedang.
Implementation of the K-Mean Algorithm to Determine the Level of Student Satisfaction with the Online Learning Uhamka System (OLU) Ardiansyah, Luffi; Awalludin, Subhan Ajiz
JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Vol 9, No 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu pendidikan (FKIP) Universitas Labuhan Batu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jpms.v9i1.4121

Abstract

The Covid-19 pandemic has had a negative impact on humans not only in health but also in the economy, social and education. Schools and colleges were closed so that learning that was originally carried out face-to-face was shifted to long distance learning (LdL). LdL implementation can be carried out synchronously and asynchronously. There are obstacles in learning using the Online Learning Uhamka (OLU), namely the effectiveness of using the Online Learning Uhamka (OLU) and the application of the k-means algorithm to determine the level of student satisfaction with the Online Learning Uhamka (OLU) system and the reliability of the k-means algorithm in clustering .One technique to measure the level of satisfaction is to use clustering techniques. The advantage of the clustering technique is that it is easy to adapt, imply and execute and is commonly used in various fields. One of the clustering techniques that is often used is the k-means algorithm. There are 2 clusters used in the k-means algorithm. Clustering results using the Kmeans algorithm showed that 309 respondents belonged to cluster 1, namely satisfied, and 94 respondents belonged to cluster 2, namely dissatisfied. The indicators used to assess satisfaction are usability, content quality, interaction quality. Of the three assessment indicators that have the lowest score is the interaction quality indicator with the centroid value in cluster 1, namely 19.33980583 and the centroid value in cluster 2, namely 14.08510638. The results of the Kmeans algorithm reliability test by calculating the Davies Bouldin index value are good enough in clustering data. The Davies Bouldin index value is 0.3806830859.
ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI SELF EFFICACY DALAM MENYELESAIKAN SOAL BERBASIS LITERASI DAN NUMERASI Putri, Riska Amelia; Awalludin, Subhan Ajiz
FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Vol 10, No 1 (2024): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/fbc.10.1.51-64

Abstract

Kemampuan berpikir sangat dibutuhkan dalam menyelesaikan masalah dalam kehidupan sehari-hari yang kompleks. Salah satu keterampilan berpikir yang dibutuhkan untuk memecahkan masalah adalah kemampuan berpikir kreatif. Kemampuan berpikir kreatif peserta didik berhubungan erat dengan kepercayaan diri (self efficacy) yang peserta didik miliki karena dapat berpengaruh secara signifikan terhadap perasaan, pola pikir dan dorongan untuk melakukan suatu tindakan. Tujuan dari penelitian ini adalah untuk menganalisis kemampuan berpikir kreatif matematis peserta didik ditinjau dari self efficacy dalam menyelesaikan soal berbasis literasi dan numerasi. Dalam penelitian ini digunakan metode deskriptif dengan pendekatan kualitatif. Jenis penelitian yang digunakan yaitu studi kasus. Subjek yang digunakan adalah peserta didik kelas XI di salah satu sekolah yang terletak di Jakarta dengan total 36 peserta didik. Dari penelitian yang telah dilakukan menunjukkan bahwa peserta didik yang memiliki self efficacy tinggi dan self efficacy sedang mampu memenuhi indikator fluency, elaboration, dan originality. Sedangkan peserta didik yang memiliki self efficacy rendah hanya mampu memenuhi indikator fluency saja. Pada soal yang mengukur indikator flexibility tidak dapat diselesaikan dengan maksimal oleh peserta didik karena mereka hanya mampu menyelesaikan hanya dengan satu cara saja sedangkan pada soal sudah jelas diperintahkan untuk menjawab dengan cara yang berbeda.
Analisis Kemampuan Berpikir Kritis Matematis Siswa Ditinjau dari Kepercayaan Diri Anisa Wijiasih; Awalludin, Subhan Ajiz
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 5 No. 2 (2022): Volume 5 Nomor 2 Tahun 2022
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (622.306 KB) | DOI: 10.30605/proximal.v5i2.1903

Abstract

Dalam proses penyelesaian soal serta perbedaan kategori kepercayaan diri dapat mempengaruhi hasil akhir yang mereka temukan. Tujuan dari penelitian ini yaitu untuk menganalisis kemampuan berpikir kritis matematis ditinjau dari kepercayaan diri pada materi sistem persamaan linear tiga variabel. Metode penelitian yang digunakan dalam penelitian ini yaitu metode kualitatif deskriptif. Subjek pada penelitian ini yaitu tiga siswa SMAI Al-Azhar 4. Terdapat empat indikator kemampuan berpikir kritis matematis dalam penelitian ini yaitu interpretasi, analisis, evaluasi, dan inferensi. Hasil penelitian diperoleh bahwa subjek M mencakup empat indicator kemampuan berpikir kritis matematis, N mencakup tiga dari empat indikator yaitu analisis, evaluasi, dan inferensi. Sedangkan subjek H hanya mencakup indikator interpretasi.
Analisis Kemampuan Berpikir Kritis Matematis Ditinjau dari Tipe Kepribadian dalam Menyelesaikan Soal Literasi dan Numerasi Chaniago, Ziannisa Azvani; Awalludin, Subhan Ajiz
SJME (Supremum Journal of Mathematics Education) Vol 8 No 2 (2024): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v8i2.11306

Abstract

Critical thinking is an essential outcome of the learning process and a crucial tool for knowledge growth. This study aims to analyze the mathematical critical thinking skills of students based on their personality types when solving problems involving literacy and numeracy. A qualitative research method with a descriptive approach was employed. Four informants from the 8th grade, representing extrovert and introvert personality types, participated in the study. Their personalities were identified using the Eysenck Personality Inventory (EPI) non-test instrument. Subsequently, a validated and reliable critical thinking assessment tool was administered. The findings indicate that overall, both extrovert and introvert students can fulfill the four indicators of critical thinking skills proposed by Facione (1990): interpretation, analysis, evaluation, and inference. Extrovert students excelled in the interpretation and analysis indicators, demonstrating their ability to comprehend and translate information from problems into mathematical models. However, extrovert students often made mistakes in the evaluation indicator, lacking accuracy in calculations and inferences. Conversely, introvert students met all four indicators of mathematical critical thinking skills and exhibited greater meticulousness, enabling them to answer questions in accordance with their intended purpose. Critical thinking, literacy, and numeracy are three interrelated and inseparable skills. Therefore, students with strong critical thinking skills are more likely to possess proficient literacy and numeracy skills as well.
ANALISIS KESALAHAN PESERTA DIDIK DALAM MEMECAHKAN SOAL LITERASI DAN NUMERASI : PENDEKATAN MELALUI PROSEDUR NEWMAN: ANALISIS KESALAHAN PESERTA DIDIK DALAM MEMECAHKAN SOAL LITERASI DAN NUMERASI: PENDEKATAN MELALUI PROSEDUR NEWMAN Logistica, Raden Siti Aaisyah; Awalludin, Subhan Ajiz
MaPan : Jurnal Matematika dan Pembelajaran Vol 12 No 1 (2024): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2024v12n1a4

Abstract

Mathematical literacy and mathematical numeracy are basic skills that are crucial for educational progress and individual development. However, students' mathematical literacy and numeracy skills in Indonesia must still meet the expected standards. Therefore, this research aims to analyze students' errors in solving mathematical literacy and mathematical numeracy questions. This research uses qualitative research with a descriptive approach. In this study, six subjects were selected using a purposive sampling technique, with two subjects representing high, medium, and low ability categories. Subject selection criteria are based on the results of essay tests in the algebra domain. Mathematical literacy and mathematical numeracy abilities were analyzed through student error analysis using the Newman error indicator, which includes five procedures: (1) reading, (2) comprehension, (3) transformation, (4) process skills, and (5) encoding. The results showed that students' error rates varied depending on the level of mathematical literacy and numeracy skills. Subjects in the high ability category generally need to improve comprehension, processing skills, and answer writing stages. Subjects in the medium ability category typically make mistakes in the reading, comprehension, processing skills, and answer writing stages. Then, subjects in the low category tend to make mistakes at all stages of analysis. The recommendations from this study are expected to provide valuable insights for educators in designing more effective learning strategies to overcome these errors.
Development of Numeracy and Literacy-based Probability Teaching Materials Alfarisy, Hafiz; Awalludin, Subhan Ajiz
Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v12i2.70885

Abstract

The aim of this research was to develop a product based on numeracy skills through teaching materials. This study used a research and development (R&D) methodology approach using the ADDIE model. This research aimed to develop a product based on numeracy literacy through teaching materials. This research used research and development (R&D) with the ADDIE model. The participants in this study were categorized into two groups, large groups and small groups of grade 10 from SMAN in one of the cities of East Jakarta. Data collection included an expert test with three expert validators, material, media, and language, and an interview and student response questionnaire. The results of product development form teaching materials based on numeracy literacy using Flip PDF Corporate Edition. The results from material expert, media expert, and linguist expert validation obtained an average score of with the category "Excellent". As a result, it can be concluded that teaching materials based on numeracy literacy are eligible for use as teaching materials probability.
Analysis of Students' Difficulties In Solving Minimum Competency Assessment Questions In Terms of Mathematical Communication Skills AL-Ashri, Lazuardi Sastra; Awalludin, Subhan AJiz
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.480

Abstract

The minimum competency assessment is used in developing students' numeracy literacy skills to have 21st-century skills. However, students' difficulties in solving minimum competency assessment questions will cause unsatisfactory results. Therefore, it is necessary to analyze further students' difficulties in solving the minimum competency assessment questions, including mathematical communication skills. This study used qualitative research methods with descriptive analysis techniques to examine these difficulties. The data collection techniques used were observation, tests, and interviews. The research was conducted by giving students a minimum competency assessment test, and then the results were analyzed so that six research subjects were obtained. Then interviews were performed according to the guidelines that had been made for the six subjects. The results showed that subjects with high communication skill categories needed help compiling solution ideas and complete answers written by students. Then subjects in the medium category had difficulty in three indicators: linking the information given into mathematical concepts, compiling mathematical ideas, and generalizing. Meanwhile, subjects in the low category experienced difficulties in each indicator, and most did not answer the questions. So it is concluded that subjects with high communication ability categories have fewer difficulties when solving minimum competency assessment questions than subjects with medium and low levels.
Analisis Kesalahan Peserta Didik dalam Menyelesaikan Soal Literasi dan Numerasi Berdasarkan Tahapan Kastolan khairunisa, Nuke Ferli Khairunisa; Subhan Ajiz Awalludin; Awalludin, Subhan Ajiz
Jurnal Pendidikan Matematika : Judika Education Vol. 8 No. 3 (2025): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/69bpst53

Abstract

This study aims to analyze students' errors in solving literacy and numeracy problems based on Kastolan's stages and to identify the factors that contribute to these errors in order to minimize them during the learning process. This research employs a qualitative method with a study case. The subjects selected were six students out of a total of 36 students in class X-2 at SMAN 94 Jakarta. The results of the study indicate that the level of students’ literacy and numeracy skills influences the types and frequency of errors made. The conclusion reveals the factors behind each type of error: (1) conceptual errors occur due to a lack of understanding of the material and basic concepts, which leads students to choose incorrect formulas; (2) procedural errors arise from students’ inability to organize the steps of problem-solving in a sequential and systematic manner; and (3) technical errors result from inaccuracy in modeling the problem into mathematical form, such as writing incorrect variables or numbers.   Keywords: Erros Analysis, Kastolan Stages, Literacy and Numeracy Issues
The Effect of Self-Explanation Learning Strategies on Students’ Understanding of Mathematical Concepts Awalludin, Subhan Ajiz; Sahab, Fahmi; Saelim, Rattikan
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1750

Abstract

This study investigates whether a structured self‑explanation strategy improves secondary students’ conceptual understanding of geometric transformations. Employing a quasi‑experimental nonequivalent posttest‑only control group design, the research sampled two intact eleventh‑grade classes from a public high school. The experimental class received worksheet-embedded prompts guiding them through four phases of self-explanation, whereas the control class experienced conventional instruction. Assumption checks confirmed normality and homogeneity, and an independent‑samples t‑test compared posttest performance. Students taught with self-explanation achieved higher scores on a five-item open-ended assessment of conceptual understanding than their peers in the control condition. The between‑group difference was statistically significant and accompanied by a large effect size (ES ≈ 0.83), indicating meaningful practical gains. Qualitative interpretation of score patterns suggests that explanation prompts facilitated integration across symbolic, graphical, and spatial representations and reduced common misconceptions in transformation tasks. These results align with prior evidence that metacognitive scaffolds deepen conceptual learning and support transfer beyond taught procedures. The findings imply that brief, structured self‑explanation can be feasibly integrated into routine lessons to enhance conceptual outcomes. Future research should explore retention over time, effects across diverse topics, and the comparative benefits of alternative metacognitive supports.
Co-Authors AL-Ashri, Lazuardi Sastra Alfarisy, Hafiz Alpha Galih Adirakasiwi Anisa Wijiasih Apriliana, Lidya Putri Ardiansyah, Luffi Bayu Arry Purnomo Chaniago, Ziannisa Azvani Handayani, Isnaini Intan Nur Fauziyah Al-Hamzah Isnaini Handayani khairunisa, Nuke Ferli Khairunisa Khusna, Hikmatul Lidya Putri Apriliana Logistica, Raden Siti Aaisyah Machruf, Awalludin Nurul Kurnia Puspita Nur Ariesta Putri, Riska Amelia Rizka Maulidya Ningsih Saelim, Rattikan Sahab, Fahmi Syafika Ulfah Syifa Kamilah