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All Journal Jurnal Elemen SJME (Supremum Journal of Mathematics Education) CONSISTAN : Jurnal Tadris Matematika
M. Hasbi Ramadhan
Universitas Sriwijaya
Education Mathematics Social Sciences Other

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Mendesain Lintasan Belajar untuk Pengajaran Pecahan Menggunakan Pendekatan PMRI dengan Konteks Papan Catur M. Hasbi Ramadhan; Zulkardi Zulkardi; Ratu Ilma Indra Putri
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.v6i2.5866

Abstract

The concepts of fractions and their operations is one of the materials that elementary school students need to master it. This research aims to produce student’s learning trajectory in understanding the concept of fractions. The approach used is Pendidikan Matematika Realistik Indonesia (PMRI) Approach and the media used is a chessboard. The use of the chessboard context is the initial activity in learning and followed with several questions related to the context used. The research method used is design research with type of validation studies. The research subjects in this study were three students in fourth grade of Madrasah Ibtidaiyah (MI) Al Munawwarah Jambi City. This research produces a learning trajectory (LT) which contains a series of learning processes that assist students to understand the concept of fractions. Based on the results of the research, it was found that the learning trajectory using a chessboard context could assist students to understand the concepts of fractions well. Keywords: Learning Trajectory, Fractions, PMRI, Chessboard
E-modules assisted learning: Mathematical reasoning of junior high school students in solving mathematical literacy problems Nailis Safiro; Novita Sari; Zuli Nuraeni; Novika Sukmaningthias; M. Hasbi Ramadhan
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33128

Abstract

The growing use of digital learning media in mathematics classrooms has not been matched by sufficient evidence of students’ mathematical reasoning (MR) when solving mathematical literacy problems. This study aims to analyze the MR of junior high school students at different MR levels while solving mathematical literacy problems on systems of linear equations in two variables (SLETV) in a learning context supported by a mathematical literacy-based e-module. Using a descriptive qualitative design, the study involved ninth-grade students from a public junior high school in Palembang, South Sumatra, Indonesia. Data were obtained through three written mathematical literacy problems and follow-up semi-structured interviews and then analyzed using three MR indicators: finding patterns of relationships and generalizing a statement, proposing conjecture, and verifying the truth of an argument. The results reveal that students’ MR remains limited, with only a small proportion demonstrating medium to high-level reasoning. High-reasoning students are already capable of demonstrating all indicators of MR, but low-reasoning students struggle to develop mathematical models from contextual problems. These findings suggest that e-module-assisted learning can support reasoning, but students at lower reasoning levels still require more explicit scaffolding, particularly for modeling, conjecturing, and justification.
Analisis Kesalahan Siswa dalam Menyelesaikan Masalah Program Linear Berdasarkan Newman’s Error Analysis Afdal Windu Wijaya; Amelia Handayani; Elisabeth Wijaya; Erina Ika Fadilla; Izza Della Nur Rizki; Natanael Putera Rasjid Ginting; Neina Suci Radhani; M. Hasbi Ramadhan; Somakim; Yovika Sukma
CONSISTAN (Jurnal Tadris Matematika) Vol 4 No 01 (2026): Consistan : Jurnal Tadris Matematika
Publisher : Program Studi Tadris Matematika Fakultas Tarbiyah Institut Agama Islam Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/consistan.v4i01.2585

Abstract

In solving problems regarding linear programs, errors are often found, especially in determining feasible areas and optimum solutions. This research aims to analyze student errors in solving linear program problems using the LKPD-based Newman’s Error Analysis approach in the context of optimizing pempek production. This research used a qualitative descriptive method with the research subjects of three class X high school students selected based on test results. The instruments used are LKPDs that have gone through an expert validation stage (expert review) and problem-solving tests. Data analysis is carried out through data reduction, data presentation, and drawing conclusions based on Newman’s five stages, namely reading, comprehension, transformation, process skills, and encoding. The research results show that the most dominant errors occurred at the encoding stage, while process skills errors were only found in one research subject. These findings show that students still have difficulty understanding the concept of feasible regions and determining optimum solutions to linear programming problems. This research contributes as a basis for developing contextual LKPD-based linear programming learning and as evaluation material for teachers to get students used to writing complete and precise mathematical conclusions in solving linear programming problems. This research is expected to be the basis for designing more effective learning to minimize student errors.
Co-Authors Afdal Windu Wijaya Amelia Handayani Elisabeth Wijaya Erina Ika Fadilla Izza Della Nur Rizki Nailis Safiro Natanael Putera Rasjid Ginting Neina Suci Radhani Novita Sari Ratu Ilma Indra Putri Somakim, Somakim Sukmaningthias, Novika Yovika Sukma Zuli Nuraeni Zulkardi Zulkardi