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Gandung Sugita

Pendidikan Matematika FKIP-Universitas Tadulako

Author-ID : 388910

Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Mathematics Physics Social Sciences Other

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PENGARUH MOTIVASI BELAJAR DAN MINAT BELAJAR TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII SMPN 5 PALU Nurdiana Nurdiana; Anggraini Anggraini; Gandung Sugita; I Nyoman Murdiana
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 2 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i2.4292

This study aims to see how the effect of learning motivation and interest in learning on student math learning outcomes. This research was conducted at SMP Negeri 5 Palu. This research is an ex-post facto research. The population in this study were all VIII grade students of SMP Negeri 5 Palu in the 2023/2024 school year totaling 95 people. The sampling technique used was proportional sampling. The sampling technique used was simple random sampling with a sample of 33 students. Data collection was obtained through a questionnaire of learning motivation, a questionnaire of interest in learning, and the value of students' math uas results. The results of hypothesis testing show that at a significance level of 5% (1) sig value (0.000) < (0.05) then H_0 is rejected, so it can be concluded that there is a significant effect of learning motivation on the mathematics learning outcomes of students in class VIII SMP Negeri 5 Palu by 76.1% (2) sig value (0.000) < (0.05) then H_0 is rejected, so it can be concluded that there is a significant influence of learning interest on the mathematics learning outcomes of VIII grade students of SMP Negeri 5 Palu by 39.6% (3) sig value (0.000) < (0.05) then H_0 is rejected, so it can be concluded that there is a significant influence of learning motivation and learning interest of VIII grade students of SMP Negeri 5 Palu by 81.5%..

ANALISIS KESALAHAN SISWA KELAS VIII SMP NEGERI SATAP 1 TINOMBO SELATAN DALAM MENYELESAIKAN SOAL CERITA SISTEM PERSAMAAN LINEAR DUA VARIABEL BERDASARKAN METODE NEWMAN SITTI ZAHRA; Gandung Sugita; Mustamin Idris; Anggraini Anggraini
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 2 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i2.4297

This study aims to describe the errors of grade VIII students at SMP Negeri Satap 1 Tinombo Selatan in solving story problems involving two-variable linear equation systems using the Newman method. Newman’s method identifies five types of errors: reading, understanding, transformation, process skills, and coding. This research employs a descriptive qualitative approach. The subjects include three students with different mathematical abilities: one high-achieving student (A), one medium-achieving student (T), and one low-achieving student (S). Data collection techniques involve written tests and interviews, with data credibility ensured through member checking. The data analysis process includes data condensation, data presentation, and conclusion drawing. The results indicate that none of the subjects experienced reading errors. However, all three made mistakes in understanding the problems. Subject T did not write what was asked in problem one and misidentified the question in problem two. Subject S also failed to state what was asked in problem two. All subjects struggled with transformation errors, mainly due to incorrect variable assignments. Subjects A and S made errors in problem two, while subject T also struggled with proper notation. Regarding process skills, subject A could not complete the division operation, subject T failed in algebraic manipulation in problem one and miscalculated multiplication in problem two, and subject S did not proceed to the next step. Finally, all three subjects made coding errors. Subjects A and S did not write conclusions, while subject T omitted and incompletely stated conclusions for problem two.

ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA SMAN 1 SINDUE TOMBUSABORA BERDASARKAN TIPE KEPRIBADIAN Didit Dermawan; Mustamin Idris; Gandung Sugita
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 1 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i1.5352

The purpose of this study is to obtain an analytical description of students' critical thinking skills in solving trigonometry problems based on personality type. This research is a qualitative study with a descriptive approach. The results of this study are as follows: Student MHA with a guardian personality type met 1 critical thinking indicator on question number 1, which is focus, and met 6 critical thinking indicators on question number 2, namely focus, reason, inference, situation, clarity, and overview (FRISCO). Student MHA with a guardian personality type tended to be thorough in completing the given problems. Student AI with a rational personality type met 6 critical thinking indicators, namely focus, reason, inference, situation, clarity, and overview (FRISCO). Student AI with a rational personality type was good at analyzing and tended to ignore things deemed unnecessary or time-consuming. Student FA with an artisan personality type did not complete question number 1. Student FA with an artisan personality type met 3 critical thinking indicators, namely focus, reason, and inference on question number 2. Student FA with an artisan personality type tended to be slow in learning/understanding mathematical material, proven by the fact that student FA with an artisan personality type could not complete question number 1 and tended to rush in working on the problem. Student AL with an idealist personality type met 4 critical thinking indicators, namely focus, reason, inference, and situation. Student AL with an idealist personality type elaborated their answers in detail, both orally and in writing.

Analisis Miskonsepsi Siswa pada Materi Bilangan Berpangkat Kelas IX SMP Negeri 2 Banawa Zahra, Aida; Hadjar, Ibnu; Sugita, Gandung; Hasbi, Muh
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 3 (2026): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i3.4989

Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis miskonsepsi yang dialami siswa dan mengidentifikasi penyebab miskonsepsi tersebut pada siswa Kelas IX SMP Negeri 2 Banawa pada materi eksponen. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui tes tertulis dan wawancara. Subjek penelitian terdiri dari tiga siswa yang dipilih dari total 29 siswa Kelas IX Edelweis berdasarkan hasil tes tertulis yang dikombinasikan dengan Certainty of Response Index (CRI). Temuan penelitian mengungkapkan bahwa subjek WK mengalami keempat jenis miskonsepsi, yaitu: miskonsepsi generalisasi, notasi, spesialisasi berlebihan (overspecialization), dan bahasa. Subjek JR mengalami miskonsepsi generalisasi dan notasi, sedangkan subjek FAS hanya mengalami miskonsepsi generalisasi. Penyebab miskonsepsi ini utamanya bersifat internal, meliputi prakonsepsi yang salah, penalaran yang tidak lengkap, kemampuan kognitif yang terbatas, serta rendahnya minat belajar matematika. Selain itu, faktor terkait guru (seperti penjelasan yang membingungkan atau disampaikan terlalu cepat) dan faktor konteks sosial (seperti pengaruh teman sebaya) juga berkontribusi terhadap berkembangnya miskonsepsi siswa. Temuan ini menegaskan peran penting guru dalam mengidentifikasi dan menangani miskonsepsi sedini mungkin untuk mencegahnya berlanjut pada pembelajaran di masa depan.

Analisis Kesalahan Siswa Kelas VIII A SMP Negeri 1 Sindue Tombusabora pada Hasil Ulangan Harian Materi Prisa Safril, Safril; Sugita, Gandung; Pathuddin, Pathuddin; Murdiana, I Nyoman
Aksioma Vol. 15 No. 1 (2026): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v15i1.4478

Tujuan dari penelitian ini yaitu untuk mendeskripsikan kesalahan yang dilakukan oleh siswa kelas VIII A SMP Negeri 1 Sindue Tombusabora, tahun ajaran 2024/2025 pada hasil ulangan harian materi prisma. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian ini adalah 2 siswa kelas VIII A SMP Negeri 1 Sindue Tombusabora. Dua orang siswa yang dipilih sebagai subjek penelitian terdiri dari dua orang siswa yang memiliki nilai paling rendah. Teknik pengumpulan data yang digunakan adalah dokumentasi hasil ulangan harian dan wawancara. Hasil penelitian ini menunjukkan kesalahan-kesalahan yang dilakukan siswa berdasarkan tahapan Kastolan: (1) Kesalahan Konseptual, Subjek TA dan RI tidak memahami soal dengan baik dan tidak memilih rumus dengan benar. (2) Kesalahan Prosedural, Subjek TA dan RI ditandai dengan ketidaksesuaian langkah-langkah penyelesaian soal dan salah dalam menentukan langkah-langkah penyelesaian soal dikarenakan kesalahan dalam memilih rumus. (3) Kesalahan Teknik, Subjek TA dan RI salah dalam operasi hitung, salah dalam menentukan jawban akhir atau tidak menentukan jawaban akhir. Kata kunci: Analisis Kesalahan,Ulangan Harian Prisma segitiga, Tahapan Kastolan.

Analisis Kesalahan Siswa Menyelesaikan Soal Cerita Persamaan Linear Satu Variabel Kelas VIII SMP Negeri 5 Palu Berdasarkan Teori Newman Permatasari, Dwi; Sugita, Gandung; Idris, Mustamin; Anggraini, Anggraini
Aksioma Vol. 15 No. 1 (2026): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v15i1.4485

This study aims to analyse the errors made by students in solving Linear Equation One Variable (PLSV) story problems in class VIII students of SMP Negeri 5 Palu, using Newman's theory. Newman's theory consists of five stages which include reading errors, understanding errors, transformation errors, process skill errors, and errors in writing the final answer or notation. This research used qualitative method with descriptive approach. The data collection techniques were through written tests and interviews. The research subjects consisted of three students based on the level of mathematical ability, namely high mathematical ability, medium mathematical ability, and low mathematical ability seen from the report card scores of mathematics subjects in class VII even semester. The results showed that students with high mathematics ability made reading errors, transformation errors, process skill errors, and errors in writing the final answer or notation. The students with medium mathematics ability made reading errors, comprehension errors, transformation errors, process skill errors, and errors in writing the final answer or notation. Similarly, students with low mathematics ability made reading errors, comprehension errors, transformation errors, process skills errors, and errors in writing the final answer or notation. Errors that often occur at the reading error stage are misreading the symbols in the problem, transformation errors, namely changing the problem into mathematical form, process skill errors, namely errors in counting operations, and errors in writing the final answer or notation.

Self-Efficacy and Self-Regulation as Predictors of University Students’ Mathematics Learning Achievement Anggraini Anggraini; Nurul Afiyah; Gandung Sugita; Mustamin Idris
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18307

Learning achievement in mathematics at the university level is influenced by various internal factors, including students’ beliefs in their abilities and their capacity to regulate learning processes. This study aims to examine the effects of self-efficacy and self-regulation, both individually and simultaneously, on university students’ mathematics learning achievement. An ex post facto quantitative design was employed involving 98 mathematics education students selected through proportional random sampling from a population of 130 students. Data were collected using self-efficacy and self-regulation questionnaires, as well as students’ grade point averages from first- and second-semester mathematics courses as indicators of learning achievement. The data were analyzed using simple and multiple linear regression after meeting classical assumption requirements. The results indicate that self-efficacy has a significant effect on mathematics learning achievement, contributing 15.5% of the variance, while self-regulation contributes 13.1%. When analyzed simultaneously, both variables significantly influence learning achievement with a combined contribution of 16.7%. Despite their statistical significance, the magnitude of these effects is relatively modest, suggesting that mathematics learning achievement is shaped by a combination of internal and external factors beyond self-efficacy and self-regulation alone. These findings imply that efforts to improve students’ mathematics achievement should not only focus on strengthening self-efficacy and self-regulation but also be supported by effective instructional strategies, learning environments, and institutional support. This study provides empirical evidence for mathematics educators to design learning interventions that integrate psychological and pedagogical approaches in higher education contexts.

Co-Authors A. Roring, Martdelene Abdur Rahim Catur Putra Agus Rusmawan Alfisyahra Alfisyahra, Alfisyahra Ananda, Rini Anggraini Anggraini Anggraini Anggraini , Anggraini Anggraini Anggraini, Tiara Wahyu Anisa, Nurul Arafyana, Azniar Arfi Armawan, I Made Adi Aryanto Aryanto Ashar Ashar Ashar Asti Perlin Terampe Aswan Aswan Aswan Aswan Azniar Arfi Arafyana Baharuddin Paloloang Baharuddin Paloloang Baharuddin Paloloang Bakri M Bakri Mallo darwis darwis, darwis Dasa Ismaimuza Destria Pitaloka Pertiwi Deswati, Elvira Dewi, Arum Resiana Didit Dermawan Dwi Permatasari Dwi Rahmandani Eliyana, Eliyana Ermayanti, Ni Luh Esa Kurniawan Evie Awuy Evie Awuy Fausan Fausan Fausan, Fausan Ferdiawan A. Malidje Fitriyaningsih, Ari Gede Megantara, I Putu Agus Gumanambo, Nening Gumanambo, Nening Hanifa Hanifa, Hanifa hardiana Hardiana, Hardiana Hasbi, Muh Huljannah, Miftha I Ketut Catur Suwitra I Made Adi Armawan I Made Cahrianto I Nyoman Murdiana I Nyoman Murdiana I Putu Agus Gede Megantara I Wayan Jati Jaya Ibni Hadjar Ibnu Hajar Ibnu Hajar ini, Anggra Ismi Zarkiah Jaeng, Maxinus Jaeng, Maxinus Jaya, I Wayan Jati Juliyanti Jumarni Jumarni Jumarni Jumnah Jumnah Jusma Lestari, Nur Ayu Enda Lidia Christine Silalahi Linawati Linawati Lusi Susilawati M., Bakri Marinus B. Tandiayuk Marinus B. Tandiayuk Marinus Barra Tandiayuk Marinus Barra Tandiayuk Marsana, I Made Maxinus Jaeng Maxinus Jaeng Mega Fatimah Rosana Megantara, I Putu Agus Gede Meinarni, Welli Miftha Huljannah Mirawati, Ni Kadek Moh. Rizky Muh Hasbi Muh. Hasbi Muh. Rizal Muh. Rizal Muh.Rizal MUSTAMIN IDRIS Nasir, Rahma Nening Gumanambo Ni Luh Regita Eka Widhiani Ni Putu Wiwik Noviani Nia Kurniadin Novia Astriani Novita Saselah Nurdiana Nurdiana Nurhayadi Nursusanti Nursusanti, Nursusanti Nurul Afiyah Nurul Esra Apriliani Pathuddin Pau, Rizki Amalia Sy Pribadi, Rahmat Ifal Puput Puji Lestari, Puput Puji Putra, Abdur Rahim Catur Rahmandani, Dwi Rahmat Ifal Pribadi Rahmayanti, Fira Rahmi Rezky Hari Sentosa Rita Lefrida Rusmawa, I Ketut Beni Rusmawan, Agus Safira Afrilia Safril Safril SANDY SAPUTRA Saselah, Novita Satriana Satriana Sentosa, Rezky Hari Silalahi, Lidia Christine Siswahyudianto Sitatun Nurmi SITTI ZAHRA Sry Yasma Sudarman Bennu Sukayasa Sukri sukri Sukri, sukri Susilawati, Lusi Sutji Rochaminah Suwitra, I Ketut Catur Taufik, Moh Terampe, Asti Perlin Tiara Wahyu Anggraini Ulfa Watini, Watini Widhiani, Ni Luh Regita Eka Yuyun Selasti Zahra, Aida Zarkiah, Ismi Zulfajri Zulfajri

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