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Siti Suprihatiningsih

Universitas Katolik Santo Agustinus Hippo

Author-ID : 393948

Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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The Effect of the Flipped Classroom Learning Model on Students’ Learning Outcome in Multivariable Calculus Course Triana Harmini; Nugroho Arif Sudibyo; Siti Suprihatiningsih
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 1, May 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i1.10854

The COVID-19 pandemic that occurred starting in early December 2019 had a major impact on the world of education. Therefore, it is necessary to develop a flipped classroom-based mathematical learning model. The purpose of this study was to find out the effect of flipped classroom-based mathematical learning model on students of the Mathematics Education study program on Multivariable Calculus courses. This research is a pseudo-experimental study. The subject of this study is a mathematics education student who is pursuing multivariable calculus courses that are directly involved in the learning model applied at West Kalimantan which is divided into two classes with each class consisting of 15 students. Experimental classes are given learning using Flipped Classroom-based learning models while control classes are given learning with online learning using google classroom. This research design uses a randomized control group posttest only design. Data analysis techniques also use Mann-Whitney nonparametric hypothesis tests. The results of the study that has been conducted show a significance value of 0.015 less than the significance level of 0.05 so it can be concluded that there is a real difference between the control learning model and the Flipped Classroom model or the flipped classroom learning model effective to improve student learning outcomes.

Visual Thinking Ability of Mathematics Education Students on Geometry Transformation Learning Material Konstansia Hermiati; Siti Suprihatiningsih; Pradipta Annurwanda
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 7, No. 2, November 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v7i2.12034

Solving a problem in geometric transformation that is prioritized is the ability to think visually, this is because visualization is the heart of mathematics to solve a problem, besides that visualization can also make it easier to understand abstract mathematics, and can be used as a strategy for solving mathematical problems to be very simple. This study aims to describe the visual thinking ability of mathematics education students on the material of geometric transformation. The type of research used in this research is descriptive qualitative research. The subjects in this study were 5 students. Written tests related to geometric transformation questions, such as questions, reflections, translations, and dilations were used as data sources in this research. By describing each instrument that has been done by students in accordance with the indicators of visual thinking ability, data analysis techniques are used. The results of this study indicate that students' thinking skills only reach the stage of sorting, searching, and finding. It means only to the acquisition and reasoning. This can be seen from the responses of several students, namely students (1) four stages and three principles of visual thinking ability are achieved. Students can sort out the questions given and look for information to get answers, and can describe and visualize the answers that have been obtained. Student response (2) only did not reach the step of describing and the principle of individuation. This means that students cannot explain and describe answers in the form of pictures or graphs correctly. Student responses (3) only reached the stage of sorting and obtaining or in other words only understanding what was asked. Students in response (4) only did not reach the step of describing and the principle of visualizing/illustrating. So that it can be used as a reference related to visual research, especially on geometry material.

Development of Mathematics Learning Module Based on Realistic Mathematics Education (RME) Approach in SPLDV Materials Lisa Levia Miranda; Siti Suprihatiningsih; Rizki Nurhana Friantini; Konstansia Hermiati; Pradipta Annurwanda
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 2, November 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i2.13565

Learning mathematics which is still abstract makes it difficult for students to understand the material of a two-variable linear equation system. It is necessary to arrange modules with realistic content to make it easier for students to understand the material. The research aims to develop a Mathematics learning module based on the Realistic Mathematics Education (RME) approach to the Material of a Two-Variable Linear Equation System. The research method developed is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instruments used in this study were validation sheets, observations, and learning outcomes tests. Validation sheet to obtain data about the results of the validation of experts regarding the module, observation sheet to see the implementation of the module. Test results to determine the average percentage of student test scores. Data analysis was carried out to obtain a suitable and qualified mathematics learning module that met the valid, practical, and effective criteria. The criteria for the level of validity, practicality, and effectiveness of the module that are considered sufficient to continue at the next stage are at least . Based on the results of the limited trial, the results obtained were very good, students felt happy and excited during the delivery process. To the illustrations in the module that were distributed to students, their response was enthusiastic and enthusiastic in working on the practice questions during the learning process. It can be seen from the results of the evaluation carried out by the students that it produced a positive response, so that the percentage of the students' positive response was the lowest at 80.49. This means that the development of this module is very useful and beneficial for students.

Artificial Intelligence Integration: Error Self-Reflection in Solving Integral Problems Uripno, Gusti; Suprihatiningsih, Siti; Rangkuti, Rizki Kurniawan
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 2, November 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i2.23133

Integrity has had plenty of impact on human civilization development, especially in the development of human technology. The primary role of an integral is not well supported by students’ skill in solving integral problems. Due to this fact, mathematics educators need solutions. Artificial Intelligence (AI) integration is one of the solutions that mathematics educators can choose. This qualitative descriptive research aims to explore students' mistakes in solving integral problems with the help of Photomath. This research will describe student mistakes and explain how students realize mistakes during rework assisted by Photomath. This research involved ten mathematics students who joined an integral course at a university in Indonesia. The errors were analyzed based on Newman error analysis. Errors found based on research results include (1) Comprehension and transformation, (2) Process skills, and (3) Encoding. This research found that comprehension errors have implications for transformation. Students who make comprehension errors will cause transformation errors. Meanwhile, the subject's errors in the previous stage affect the encoding stage. Apart from the errors already mentioned, errors were also found due to carelessness, which was not a significant part of Newman's error analysis.

Mathematical Critical Thinking Skills of Students in Solving Set Theory Problems Rimawati, Intan; Suprihatiningsih, Siti; Uripno, Gusti; Baldemor, Milagros R.
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30338

Mathematical critical thinking is a fundamental competency that students must develop to solve complex problems effectively; however, empirical evidence consistently indicates that this ability remains underdeveloped among junior high school students in Indonesia, particularly in the domain of set theory. This study aims to describe and analyze the mathematical critical thinking skills of seventh-grade students at a public junior high school located in a rural district of West Kalimantan, Indonesia, in solving set theory problems, based on four Facione indicators: interpretation, analysis, evaluation, and inference. A descriptive qualitative design was employed, involving six students selected through purposive sampling from a class of 29 students in the 2025/2026 academic year, categorized into high, medium, and low ability groups. Data were collected through a written essay test and semi-structured interviews, then analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. Results show that high-ability students fulfilled all four critical thinking indicators optimally but demonstrated a consistent limitation in verbal mathematical justification. Medium-ability students performed adequately on interpretation and analysis but encountered difficulties in evaluation and systematic inference. Low-ability students failed to meet most indicators, with the most pronounced deficits in evaluation and inference. This study contributes to the field by investigating the distribution of critical thinking profiles within a unified classroom environment. Crucially, it highlights that verbal mathematical justification represents a fundamental developmental barrier that transcends procedural competence, offering specific implications for the refinement of mathematics instruction.

Co-Authors Anggraeni, Rani Anisatul Farida Aprilia Mercy Ardymulya Iswardani Arif S, Nugroho Aziz Musthafa Baldemor, Milagros R. Bernadeta Ritawati Bonyah, Ebenezer Dewi Retno Sari S Dewi Retno Sari S Dihin Muriyatmoko Ebenezer Bonyah Edi Ator Rerek Erwin Erwin Firda Hariyanti Friantini, Rizki Nurhana Happy Oktaviani Hendra Yulianto Iim Marfuah Imam Sujadi Imam Sujadi Indra Kurniawan Iren Irvan Irvan Isnawati Lujeng Lestari Kartika Sari Kintoko Kintoko Kintoko, Kintoko Konstansia Hermiati Lisa Levia Miranda MASRIYAH Mayang Sari Miftah Ar Razy Muhammad Firman Annur Nabiila Fatimatuz Zahra Nugroho Arif Sudibyo Panyule, Selvinus Lando Pradipta Annurwanda Pradipta Annurwanda Pradipta Annurwanda, Pradipta Rahmat Winata Rian Rian Richatul Asmah Rimawati, Intan Rizki Kurniawan Rangkuti Rizki Nurhana Friantini Rizki Nurhana Friantini Rizki Nurhana Friantini Rooselyna Ekawati Sangkot Idris Ritonga Sary Oktalita Sumantupang Selvinus Lando Panyule Sri Maya Lestari SRI RAHAYU Triana Harmini Tupulu, Nasri Uripno, Gusti Wahyu Azhar Ritonga Zakaria Susanto ZUNAEDY PASARIBU, ENDI

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