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All Journal Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Al-Jabar : Jurnal Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Pendidikan Matematika (Jupitek) Journal of Authentic Research on Mathematics Eduacation (JARME) Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika JIIP (Jurnal Ilmiah Ilmu Pendidikan) J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Jurnal Basicedu Jurnal Pengabdian Pada Masyarakat Jurnal Pengabdian Dinamika Tesseract: International Journal of Geometry and Applied Mathematics SJME (Supremum Journal of Mathematics Education) Media Pendidikan Matematika
Sukirwan Sukirwan
Pendidikan Matematika FKIP Universitas Sultan Ageng Tirtayasa
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DIFFICULTIES AND CONTRIBUTING FACTORS FACED BY JUNIOR HIGH SCHOOL STUDENTS IN SOLVING DATA REPRESENTATION PROBLEMS Rahmawati, Lia; Muhtadi, Dedi; Sukirwan, Sukirwan
Journal of Authentic Research on Mathematics Education (JARME) Vol 7, No 2
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v7i2.15236

Abstract

This study aims to analyze the difficulties experienced by students in solving problems related to data presentation. The research employed a descriptive qualitative method with seventh-grade students at a junior high school in Tasikmalaya City as the subjects. Data were collected through written tests and interviews to explore students’ understanding and identify the causes of their difficulties. The results revealed three main types of difficulties: (1) difficulties in presenting data in the form of diagrams such as bar, line, and pie charts, (2) difficulties in converting data into percentages and degrees, and (3) difficulties in reading and interpreting information from diagrams. These difficulties are caused by a lack of understanding of basic concepts, limited technical skills, and the absence of critical thinking habits in interpreting visual data representations.
Penguatan Literasi Digital bagi Guru-Guru di Lingkungan Pesantren Kabupaten Tasikmalaya melalui Pelatihan dan Pendampingan Penggunaan Learning Management System (LMS) Ratnaningsih, Nani; Patmawati, Hetty; Sukirwan, Sukirwan; Nugraha, Depi Ardian; Suhaya, Suhaya; Nurfadillah, Zahra Awalia; Nashrulloh, Fahreza; Maheltra, Alma Nesya
Jurnal Pengabdian Pada Masyarakat Vol 10 No 2 (2025): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v10i2.1287

Abstract

Tujuan utama dari kegiatan ini adalah untuk meningkatkan literasi digital para guru di sekolah-sekolah lingkungan pesantren melalui pelatihan dan pendampingan penggunaan LMS dalam pembelajaran. Dengan demikian, diharapkan para guru dapat memanfaatkan LMS untuk memperkaya metode pengajaran mereka dan meningkatkan kualitas pendidikan di pesantren. Metode yang digunakan dalam program ini meliputi serangkaian pelatihan dan pendampingan intensif bagi para guru. Pelatihan akan mencakup pengenalan konsep dasar LMS, cara penggunaannya, serta penerapan LMS dalam pembelajaran sehari-hari. Pendampingan dilakukan secara berkelanjutan untuk memastikan para guru dapat mengaplikasikan LMS secara mandiri dan efektif. Penggunaan LMS juga memberikan dampak positif bagi proses pembelajaran di lingkungan pesantren. Literasi digital yang diperkuat ini diharapkan dapat mendukung pengembangan kualitas pendidikan di pesantren, meningkatkan keterampilan teknologi para guru, dan membuka peluang pembelajaran yang lebih luas dan modern. Pelatihan dan Pendampingan ini berhasil mencapai tujuan utamanya, yaitu menguatkan literasi digital dan keterampilan penggunaan LMS bagi guru-guru di pesantren, sehingga berdampak positif pada peningkatan kualitas pembelajaran di Kabupaten Tasikmalaya. The primary objective of this activity is to enhance the digital literacy of teachers in schools within the pesantren environment through training and assistance in the use of LMS in learning. By doing so, it is expected that teachers will be able to utilize LMS to enrich their teaching methods and improve the quality of education in pesantren. The methods used in this program include a series of intensive training sessions and ongoing assistance for the teachers. The training covers the introduction of basic LMS concepts, its usage, and the application of LMS in daily learning. Continuous assistance is provided to ensure that teachers can independently and effectively implement LMS. The use of LMS also brings a positive impact on the learning process in the pesantren environment. This strengthened digital literacy is expected to support the development of education quality in pesantren, improve teachers' technological skills, and open up broader and more modern learning opportunities. The training and assistance successfully achieved its main goal, namely strengthening digital literacy and LMS skills for teachers in pesantren, thereby positively impacting the improvement of learning quality in Tasikmalaya Regency.
THE INFLUENCE OF ETHNOMATHEMATICS BASED LEARNING ON MATHEMATICS PROBLEM-SOLVING ABILITY: A META-ANALYSIS Apriatni, Sri; Syamsuri, Syamsuri; Nindiasari, Hepsi; Sukirwan, Sukirwan
Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 1 (2022): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol5iss1pp23-33

Abstract

The introducer of ethnomathematics defined ethnomathematics as mathematics practised among identified cultural groups. Ethnomathematics positively impacts the learning process either as a Moderate or an approach to, for example, problem-solving ability. Previous researchers have carried out several studies on implementing ethnomathematical-based learning to improve students’ problem-solving ability. However, the analysis shown is very varied, so it still raises doubts about the impact of learning using ethnomathematics on mathematical problem-solving abilities. This study aims to determine the correlation between ethnomathematical-based with students’ problem-solving skills. This study uses meta-analysis research, which combines several experimental Studies that collate the effectuality of ethnomathematical-based learning and regular instruction on improving the mathematical problem-solving ability. Relevant studies were searched through e-resources from Perpusnas databases with the specified keywords. There are 106 studies obtained from the search query. Fourteen studies were selected according to the inclusion and exclusion criteria. Meta-Mar was used to determine the joined effect size by analysing the selected studies. This study shows that the joined effect size of applied ethnomathematical-based learning in improving mathematical problem-solving skills is 1,04 and was classified as a strong effect. Therefore, it is deduced that ethnomathematical-based learning relies on mathematical problem-solving abilities. Statistically, the implementation of ethnomathematics-based learning in improving mathematical problem-solving ability is also influenced by the study’s characteristics at the level of education.
DESAIN MEDIA PECAHAN TAHU (PETA) OPERASI HITUNG PERKALIAN BILANGAN PECAHAN Herayani, Evi; Madawistama, Sri Tirto; Sukirwan, Sukirwan
J-KIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 6, No 2 (2025): JUNI
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/j-kip.v6i2.21597

Abstract

Tujuan penelitian ini adalah untuk mendesain dan mengembangkan media pembelajaran Pecahan Tahu (PETA) sebagai media pembelajaran inovatif untuk materi operasi perkalian bilangan pecahan. Tahap model penelitian pengembangan mengikuti model ADDIE, yang meliputi: mengidentifikasi kebutuhan akan media pembelajaran yang interaktif (analysis), merancang blueprint media pembelajaran magnetik yang memvisualisasikan konsep perkalian pecahan (design), merealisasikan desain menjadi produk fisik PETA (development), menerapkan media pembelajaran dalam kegiatan belajar mengajar (implementation), dan mengevaluasi hasil penggunaan media pembelajaran (evaluation). Berdasarkan hasil penelitian, media pembelajaran PETA dinyatakan sangat valid dan layak digunakan menurut penilaian ahli media dan ahli materi. Keunggulan utama desain PETA terletak pada kemampuannya sebagai media tunggal yang dapat memvisualisasikan operasi perkalian bilangan pecahan secara konkret dan interaktif melalui manipulatif magnet. Hal ini mengubah pembelajaran dari sekadar menghafal rumus menjadi memahami konsep secara mendalam. Hasil implementasi menunjukkan bahwa media pembelajaran PETA berhasil didesain dan merupakan media yang potensial untuk membantu mengatasi kesulitan belajar peserta didik pada materi perkalian bilangan pecahan. Perlunya pengembangan lebih lanjut untuk menciptakan versi digital dari media pembelajaran ini guna menyesuaikan dengan tren pembelajaran berbasis teknologi terutama untuk improper fraction (pecahan dengan nilai pembilang yang lebih besar dari penyebut).
Pengembangan Instrumen Literasi Numerasi Konten Budaya Banten Materi Perbandingan untuk Siswa SMP Wirawan, Nugraha; Nindiasari, Hepsi; Sukirwan, Sukirwan
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 2 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 2 Tahun 2024
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i2.2634

Abstract

Asesmen Kompetensi Minimum adalah program baru yang dimulai pada tahun 2021 dan berfungsi sebagai sumber data untuk memetakan dan mengevaluasi kualitas sistem pendidikan. Dalam AKM, kemampuan literasi numerasi mengacu pada penerapan pengetahuan dasar, prinsip, dan proses matematika ke dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk menghasilkan instrumen literasi numerasi materi perbandingan SMP konten budaya Banten yang valid dan reliabel serta memiliki daya pembeda, dan tingkat kesukaran yang baik. Jenis penelitian pengembangan (research and development) ini dimodifikasi dari tipe formative research yang dikembangkan oleh Tessmer, yang terdiri dari empat tahap: preliminary, self-evaluation, prototyping, dan field test. Penelitian ini telah diujicobakan pada 8 siswa untuk uji coba dalam skala kecil. Hasil penelitian menunjukkan bahwa instumen penilaian terdiri dari soal ujian yang terdiri dari delapan soal yang berfokus pada aspek Materi, Kontruksi dan Bahasa dinyatakan valid dan layak digunakan. Instrumen Memenuhi kriteria reliabel, instrumen tersebut memiliki koefisien reliabilitas 0,867, dengan tingkat kesukaran rata-rata 0,55 dan daya pembeda rata-rata 0,43 untuk kategori baik. Hasil penelitian ini diharapkan dapat digunakan oleh guru dan siswa saat menghadapi Asesmen Kompetensi Minimum (AKM) di kelas. Instrumen ini dapat membantu siswa untuk lebih memahami dan mengukur kemampuan literasi numerasi mereka.
E-Module Interactive of Minimum Competency Assessment: Development and Understanding for Mathematics Teachers Nindiasari, Hepsi; Fatah, Abdul; Sukirwan, Sukirwan; Madadina, Madadina
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 2 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i2.38581

Abstract

This research was motivated by the Minimum Competency Assessment (MCA) in numeracy as a substitute for the national exam. The lack of interactive media in the form of electronic modules affects mathematics teachers' understanding of MCA Numeracy. The objectives of this study are (1) to produce and test the feasibility of an Interactive E-Module for understanding MCA Numeracy for mathematics teachers and (2) to know the influence of giving an Interactive E-module on understanding MCA Numeracy for mathematics teachers. This research method uses the development of a 4D model adopted from Thagarajan, which consists of 4 main stages: define, design, develop and disseminate. The subjects of the study are experts in the fields of education, materials, and media who aim to get validation of the feasibility and attractiveness of the products developed, and other subjects are mathematics teachers. Implementation of validation assessment activities and trials for mathematics teachers, namely at the development stage. The instruments used use assessment questionnaires and MCA numeracy comprehension ability tests. The results of the material expert validation assessment showed that it was very feasible and very attractive (95.31%), the validation assessment of educational experts was feasible and attractive (79.17%), and the assessment of media experts was very feasible and very interesting (86.67%). The E-module effectiveness test shows an interactive E-module positive influence on the understanding of MCA numeracy of mathematics teachers. This study implies that using an interactive E-module is suitable for understanding mathematics teachers about MCA numeracy.Penelitian ini dilatarbelakangi dengan Assesment Kompetemsi Minimum  (AKM) bidang numerasi  sebagai pengganti ujian nasional , serta kurangnya media interaktif berupa elektronik modul yang menekenkan kepada pemahaman guru matematika tentang AKM Numerasi. Tujuan penelitian ini adalah (1) menghasilkan dan menguji  kelayakan E-Modul Interaktif untuk pemahaman AKM Numerasi  guru matematika, (2) Mengetahui pengaruh pemberian  E-modul  Interaktif  terhadap pemahaman AKM Numerasi guru matematika.   Metode penelitian ini menggunakan   pengembangan model 4D yang diadopsi dari Thagarajan, yaitu terdiri atas 4 tahap utama yaitu: define (pendefinisian), design (perencanaan), develop (pengembangan) dan disseminate (penyebaran). Subyek penelitian adalah para ahli dalam bidang pendidikan, materi, dan media yang bertujuan untuk mendapatkan validasi kelayakan dan kemenarikan dari produk yang dikembangkan, serta subyek lainnya adalah guru-guru matematika. Kegiatan penilaian validasi serta uji coba kepada guru matematika dilakukan pada tahap develop. Instrumen yang digunakan menggunakan angket penilaian serta tes kemampuan pemahaman AKM numerasi.  Hasil dari penilaian validasi ahli materi menunjukkan sangat layak dan sangat menarik (95.31%), Penilaian validasi ahli pendidikan layak dan menarik (79.17%), penilaian ahli media sangat layak dan sangat menarik (86.67%). uji efektifitas E-modul menunjukkan terdapat pengaruh positif E-modul interaktif terhadap pemahaman AKM numerasi guru-guru matematika. Implikasi dari penelitian ini adalah bahwa E-modul interaktif baik digunakan untuk pemahaman guru – guru matematika tentang AKM numerasi.
Penggunaan Classroomscreen dan Google Jamboard untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Peserta Didik di Sekolah Dasar Astuti, Diana; Sukirwan, Sukirwan; Pamungkas, Aan Subhan; Yandari, Indhira Asih Vivi
SJME (Supremum Journal of Mathematics Education) Vol 6 No 2 (2022): 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.v6i2.6407

Abstract

The purpose of this study is to find out the difference in the ability to understand mathematical concepts between students who use classroomscreen media and google jamboard media. The population in this study was a student of class V of SD Negeri Blok C Kota Cilegon Academic Year 2021/2022. The selection of samples by means of total sampling, obtained class V students consisting of V-A as a control class and V-B into an experimental class. The experimental class conducted learning with classroomscreen media, while the control class did learning with google jamboard media. Data retrieval is obtained by test methods to determine the ability to understand the mathematical concepts which are then analyzed with average difference tests. The result of the research obtained is the ability to understand the mathematical concepts of experimental class better than the ability to understand the mathematical concepts of control class.
Analisis Kesalahan Siswa Dalam Menyelesaikan Soal HOTS Pada Materi Bangun Ruang Sisi Datar Berdasarkan Kriteria Watson Triyani, Evi; Sukirwan, Sukirwan; Yuhana, Yuyu
Media Pendidikan Matematika Vol. 11 No. 1 (2023)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v11i1.8231

Abstract

Penelitian ini dilatarbelakangi adanya masalah berupa sulitnya peserta didik dalam memahami materi matematika seperti soal  berbentuk HOTS yang diambil dari materi bangun ruang sisi datar, yang mengakibatkan peserta didik melakukan kesalahan-kesalahan dalam menyelesaikan soal tersebut. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan kesalahan-kesalahan yang dilakukan oleh peserta didik dalam menyelesaikan soal uraian tipe HOTS pada materi bangun ruang sisi datar dan mendeskripsikan faktor penyebab peserta didik melakukan kesalahan. Jenis penelitian ini merupakan penelitian kualitatif deskriptif. Dengan melibatkan subjek penelitian sebanyak 9 orang peserta didik kelas VIII SMP Negeri 2 Balaraja. Instrumen yang digunakan yaitu instrumen Tes dan Wawancara. Teknik pengumpulan data yang dilakukan yaitu metode tes uraian, wawancara dan dokumentasi. Adapun hasil dari penelitian kesalahan-kesalahan yang dilakukan oleh peserta didik berdasarkan kriteria Watson antara lain, 1) Pada aspek menganalisi yaitu Kesalahan Data Tidak Tepat, Kesalahan Prosedur Tidak Tepat , Kesalahan Kesimpulan Hilang dan Kesalahan Masalah Hierarki Keterampilan, 2) aspek mengevaluasi yaitu Kesalahan Data Hilang, Kesimpulan Hilang, dan Kesalahan Selain Tujuh Janis Kesalahan, 3) aspek mencipta yaitu Kesalahan Data Tidak Tepat, Kesalahan Data Hilang, Kesalahan Kesimpulan Hilang, Kesalahan Manipulasi Tidak Langsung, dan Kesalahan Selain Tujuh Janis Kesalahan. Untuk faktor penyebab peserta didik melakukan kesalahan dalam menyelesaikan soal HOTS yaitu karena kurangnya pemahaman peserta didik terhadap soal tersebut, peserta didik kurang teliti dalam proses perhitungan, dan peserta didik kurang mengembangkan kreativitasnya dalam menyelesaikan soal. Sehingga dapat disimpulkan bahwa peserta didik masih banyak melakukan kesalahan-kesalahan saat menyelesaikan soal HOTS berdasarkan kriteria Watson yang disebabkan karena peserta didik kurang memahami permasalahan pada soalnya.
Analisis Learning Obstacle pada Konsep Luas Permukaan Kubus dan Balok siswa Kelas VIII SMP Islam Pariskian Apriansyah, Muhammad Fahmi; Sukirwan, Sukirwan; Jaenudin, Jaenudin
Media Pendidikan Matematika Vol. 11 No. 1 (2023)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v11i1.8298

Abstract

To achieve a mathematics learning goal, it is necessary to understand a mathematical concept to make it easier to determine a solution. However, in class learning there are still difficulties in achieving these learning objectives, especially area of surface cube and cuboid. One of the difficulties of students occurs because of the existence of learning obstacles for students known as Learning Obstacles. The research design in this study uses a qualitative method by identifying learning obstacles of area of surface cube and cuboid. Based on the results and discussion, there are findings of learning obstacles identified by students on the area of surface cube and cuboid from each indicator. From these learning obstacles, there are three causes of these learning obstacles. First, Ontogenical Obstacle which occurs due to mental unpreparedness of students when going to receive learning. Second, the didactical obstacle where the teaching materials used by the teacher do not clearly explain the concept of cube and cuboid spaces and only display the formulas of each problem Third, the epistemological obstacle which occurs due to the teacher's execution process in conducting learning. Because the book used does not describe the concept of cube and cuboid plus the lack of creativity from the teacher in conveying the concept of cube and cuboid.
EXPLORING STUDENTS’ CONCEPTUAL AND PROCEDURAL ERRORS IN AKM-BASED CENTRAL TENDENCY TASKS Haryati, Hamida; sukirwan, Sukirwan; Muhtadi, Dedi
Journal of Authentic Research on Mathematics Education (JARME) Vol 8, No 1 (2026)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v8i1.15924

Abstract

This study investigates students’ errors in solving Asesmen Kompetensi Minimum (AKM)-based problems on measures of central tendency, with a focus on conceptual understanding, procedural reasoning, and technical accuracy. Employing a qualitative descriptive design, data were collected from 20 eighth-grade students through an AKM-based diagnostic test and semi-structured interviews. The findings reveal that students’ errors are predominantly conceptual and procedural, particularly in interpreting the meaning of mean and median, planning solution strategies, and systematically analyzing contextual data representations. Technical errors occurred less frequently and were mainly associated with computational inaccuracy and limited reflective checking. These results indicate that students’ engagement with AKM-style statistics tasks is characterized by surface-level processing rather than meaningful statistical reasoning. The study contributes to research on statistical literacy by highlighting the need to integrate conceptual understanding, procedural planning, and reflective practices in numeracy instruction. Implications are discussed for strengthening assessment-oriented learning and supporting students’ numeracy development within competency-based curricula. 
Co-Authors Aan Subhan Pamungkas Abdul Fatah Anwar, Ihsan Nuril Apriansyah, Muhammad Fahmi Apriatni, Sri Arif Hidayatullah, Arif Bastian, Heri Dedi Muhtadi, Dedi Diana Astuti, Diana EKO YULIANTO Fadilah, Julva Rizky Fakhrudin Fakhrudin Fauzi, Rival Muhamad Haryati, Hamida Hepsi Nindiasari Herayani, Evi Hetty Patmawati Hidayati, Santi Auliya Indhira Asih Vivi Yandari Jaenudin Jaenudin Kamilah, Adifa Shafa Khaeroni, Khaeroni Lia Rahmawati, Lia Madadina, Madadina Maheltra, Alma Nesya Maman Fathurrohman, Maman Mansyur, Muhammad Zulfikar Meylia Putri Rachmawati Nani Ratnaningsih Nashrulloh, Fahreza Novaliyosi Novaliyosi Nugraha, Depi Ardian Nurfadillah, Zahra Awalia Pertiwi, Putri Dwi Pranata, Muhammad Farhan Ruhimat, Agus Rully Charitas Indra Prahmana Saleh, Hairul Satyanegara, Diqbal Septiani, Awaliyah Sri Tirto Madawistama Sugiman Sugiman Suhaya Suhaya, Suhaya Syamsuri Tito, Alya Sa’diyah Azzahra Putri Triyani, Evi Warsito Warsito Wirawan, Nugraha Yuyu Yuhana, Yuyu