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All Journal PROSIDING SEMINAR NASIONAL AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA JISI UMJ (Jurnal Integrasi Sistem Industri UMJ) SIGMA: Jurnal Pendidikan Matematika Suska Journal of Mathematics Education AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika) E-Dimas: Jurnal Pengabdian kepada Masyarakat Union: Jurnal Ilmiah Pendidikan Matematika Journal of Honai Math Jurnal Tadris Matematika Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat SIGMA ANARGYA: Jurnal Ilmiah Pendidikan Matematika JURNAL PENDIDIKAN MIPA Jurnal Berdaya Mandiri JUPIKA: JURNAL PENDIDIKAN MATEMATIKA LINEAR: Journal of Mathematics Education Circle: Jurnal Pendidikan Matematika Jurnal Tadris Matematika Jurnal Kemitraan, Kewirausahaan dan Pengabdian Masyarakat
Sumargiyani Sumargiyani
Universitas Ahmad Dahlan
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Journal : Journal of Honai Math

 1 
Developing Methematics Student Activitu Sheel (SAS) In transfornation for Seventh Grade Students of SMP/MTs Based Curriculum 2014 Aini, Noor; Sumargiyani, Sumargiyani
Journal of Honai Math Vol. 1 No. 1 (2018): Journal of Honai Math
Publisher : Universitas Papua

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Abstract

This research aims to produce teaching materials in the form of Student Activity Sheet (SAS) in transformations for students of class VII SMP/MTs based curriculum 2013 and to test the feasibility of SAS in mathematics learning. This research is a development with the steps of Research and Development (R&D) of the ADDIE   model (Analysis, Design, Development, Implementation, Evaluation). The research is carried out at SMP N 1 Prambanan Sleman and SMPN 4 Kalasan, Sleman. The research data is obtained from the questionnaire evaluation media matter by media matter experts, questionnaire evaluation media by media experts, questionnaire evaluation student responses by students. The research data are analyzed by the process of descriptive analysis and the process of analysis questionnaire with Likert scale. The results showed that the SAS of mathematics developed are good quality with an average percentage of ideals 82,416% and validity criteria by 67,999% < 𝑋 ≤ 83,998%. DOI:  https://doi.org/10.30862/jhm.v1i1.804
Discovery Learning as a Diagnostic Framework for Analyzing Conceptual, Procedural, and Technical Errors in Function Graph Interpretation Sumargiyani, Sumargiyani; Rohmah, Siti Nur; Setyawan, Fariz
Journal of Honai Math Vol. 8 No. 3 (2025): Journal of Honai Math
Publisher : Universitas Papua

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Understanding functions and their graphical representations constitutes a fundamental component of introductory calculus learning; however, many first-year university students continue to experience substantial difficulties in interpreting graphs and relating mathematical functions to authentic real-world situations. Although previous studies have extensively examined students’ procedural performance in calculus, limited attention has been devoted to diagnosing the underlying conceptual obstacles through instructional approaches that simultaneously function as learning and assessment instruments, thereby establishing the novelty of this study through the integration of Discovery Learning-based worksheets as both diagnostic and pedagogical tools. This study aims to identify, classify, and reduce students’ errors in understanding functions and graph representations among 21 first-semester students in the Mathematics Education Program at Universitas Ahmad Dahlan using a qualitative descriptive design. Data were collected from students’ worksheet responses and analyzed through iterative processes of data reduction, data display, and conclusion drawing. The findings revealed three categories of errors, namely conceptual, procedural, and technical errors, with conceptual errors emerging as the most dominant, particularly in distinguishing functions from relations, interpreting discrete and continuous domains, and contextualizing functions in real-life applications. Furthermore, the Discovery Learning worksheets promoted active concept construction through exploration, reflection, and guided problem-solving activities while revealing persistent misconceptions and reasoning patterns. These findings provide a meaningful pedagogical contribution to mathematics education by offering a systematic framework for diagnosing learning obstacles and strengthening students’ conceptual understanding of functions in introductory calculus courses.
Co-Authors Acbarrifha Nour, Azty Aini, Noor Aini, Noor Ainun Krisna Devi Ani Apriani, Ani Ardi Dwi Susandi Astuti, Reni Dwi Azty Acbarrifha Nour Bidayatun Nafi'ah Devi, Ainun Krisna Eka - Aprianti Elbehary, Samah Gamal Ahmed Hamzah, Romelan Hutami, Aqila Fitri Hanindhita Iwan Iwan Tri Riyadi Yanto Iwan Tri Riyadi Yanto, Iwan Tri Riyadi Muhammad Asrori Ainurrahman Muhammad Asrori Ainurrahman Muhammad Yusuf Munawarrahman Munawarrahman Nur Anisa Fatonah Nur Robiah Nofikusumawati Peni Nur Robiah Nofikusumawati Peni Nurrahmat Wahid Jamaluddien Prasetyani, Ika Prasetyani, Ika Prista Devi Widyaningtyas Puguh Wahyu Prasetyo, Puguh Riyadiyanto, Iwan Tri Rohmah, Siti Nur Romelan Hamzah Rusmining, Rusmining Samah Gamal Ahmed Elbehary Setyawan, Fariz Shafwa Maitsa Adzra Tsani Shafwa Maitsa Adzra Tsani sumargiyani, sumargiyani - Tsani, Shafwa Tsani, Shafwa Maitsa Adzra Uswatun Hasanah Wandhansari Sekar Jatiningrum Widayati, Sri Yuliarni, Dwi Atmi