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All Journal Jurnal Pendidikan Matematika Transformasi: Jurnal Pengabdian Masyarakat Suska Journal of Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) Perspektif Ilmu Pendidikan GAUSS: Jurnal Pendidikan Matematika Jurnal Riset Intervensi Pendidikan (JRIP) Journal of Math Tadris (jMt) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Authentic Research Mathematics Education Journal Media Pendidikan Matematika
Nurhardiani Nurhardiani
IAIN Mataram
Religion Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Public Health Social Sciences Other

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Profile of Student Algebraic Thinking with Polya's Problem-Solving Strategy: Study on Male Students with Field Independent Cognitive Style Hardiani, Nur
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 2 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i2.6915

Abstract

This study aims to describe the profile of students' algebraic thinking with Polya's problem solving strategy in completing a linear program conducted on male students with field independent cognitive style. This research is exploratory research with qualitative approaches. In accordance with the purpose of the study, the subject (single subject) were male student with field independent cognitive style. Single subject were screened from 119 participants (male students in grade X) at a high school in the city of Mataram, Indonesia. The criteria for determining a single subject are male students with field independent cognitive style, and having the highest math scores on linear algebra material. The research instrument consisted of the main instrument (researcher/human instrument) which interacted directly with the subject to explore the subject's algebraic thinking profile, and research aid instruments consisting of the GEFT test, mathematical ability test, linear programming tasks, and interview guidelines. Through Polya's problem solving, the students' algebraic thinking profile has been described, where the subject has represented mathematical ideas using algebraic expressions, the subject interprets algebraic expressions; the subject uses symbolic representations, formulations, and expressions of equations using algebraic conventions; and the subject can interpret the solution.
Pengaruh Model Pembelajaran Matematika Realistik Terhadap Kemampuan Komunikasi Matematis Siswa SMP Ditinjau Dari Tingkat Penalaran Matematis Rahma, Sindi Aulia; Hardiani, Nur; Andriani, Parhaini
Journal of Authentic Research Vol. 5 No. 1 (2026): Februari
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/nxb5d663

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran matematika realistik terhadap kemampuan komunikasi matematis siswa SMP mengetahui pengaruh tingkat penalaran matematis terhadap kemampuan komunikasi matematisnya. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian quasi eksperimen. Populasi dalam penelitian adalah seluruh siswa kelas VIII  SMPN 1 Buer, dengan sampel 29 orang siswa kelas VIII. Desain penelitian one grup pretest posttest. Instrumen yang digunakan adalah tes kemampuan komunikasi matematis dalam bentuk pretest postteist. Teiknik peingumpulan data yang digunakan dalam peineilitian adalah teis yang beirjumlah 5 soal uraian deingan mateiri peirsamaan garis lurus.  Analisis data yang digunakan adalah Two Way Anova. Model PMR diterapkan selama 6 pertemuan dengan tahapan yaitu: pemberian masalah kontekstual, diskusi kelompok, presentasi, dan refleksi. Siswa dikelompokkan ke dalam tiga katagori tingkat penalaran yaitu: tinggi, sedang, dan rendah berdasarkan hasil skor penalaran matematis. Hasil peineilitian meinunjukkan bahwa rata-rata nilai postteist (82,07) leibih tinggi dibandingkan nilai preiteist (47,76). Dan tingkat peinalaran juga beirpeingaruh signifikan teirhadap keimampuan komunikasi mateimatis siswa F = 5,957 dan p = 0,005. Rata-rata nilai pretest siswa dengan tingkat penalaran  rendah mendapatkan nilai  sebesar 41,52 dan sedang mendapatkan sebesar 60,50, sedangkan posttest  dengan tingkat penalaran sedang sebesar 80,30 dan tinggi 82,33. Oleih kareina itu, peiningkatan keimampuan komunikasi mateimatis siswa dan peinalaran mateimatis dipeingaruhi oleih modeil peimbeilajaran mateimatika reialistik (PMR). Peneliti menyarankan kepada guru untuk menggunakan model PMR sebagai alternatif pembelajaran untuk meningkatkan kemampuan komunikasi matematis siswa.
The Effect of Stem-Based Mathematics Learning on Students’ Critical and Creative Thinking Skills at SMA It Yarsi Mataram Haerorroni, Haerorroni; Astuti, Alfira Mulya; Hardiani, Nur
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.8

Abstract

Abstract: This study aims to: (1) explain the significant effect of STEM-based mathematics learning on students’ critical thinking skills; (2) explain the significant effect of STEM-based mathematics learning on students’ creative thinking skills; and (3) explain the significant effect of STEM-based mathematics learning on students’ critical and creative thinking skills at SMA IT Yarsi Mataram. The research employed a quantitative approach with a survey research design, which was selected to obtain systematic and structured data regarding students’ characteristics. The study was conducted at SMA IT Yarsi Mataram, with the population consisting of all eleventh-grade students, while the research sample comprised 53 students. The data collection instrument was a questionnaire distributed manually. The collected data were analyzed using multivariate regression analysis. The results indicate that: (1) STEM-based mathematics learning does not have a significant effect on students’ critical thinking skills, as shown by a univariate test significance value of 0.971, which is greater than the 0.05 significance level; (2) the STEM approach does not have a significant effect on students’ creative thinking skills, with a univariate test significance value of 0.147, exceeding 0.05; and (3) STEM-based mathematics learning does not show a significant effect on students’ critical and creative thinking skills simultaneously, as indicated by a Wilks’ Lambda significance value of 0.276, greater than 0.05. The implications of this study suggest that STEM-based mathematics learning cannot yet be considered an effective alternative learning strategy for developing higher-order thinking skills, particularly critical and creative thinking, highlighting the need for further research to explore learning models better suited to the characteristics of high school students. Keywords: STEM-Based Mathematics Learning, Critical Thinking, Creative Thinking
Analisis Persepsi Mahasiswa terhadap Efektivitas Penggunaan Apikasi GeoGebra dalam Pembelajaran Geometri Fariana, Nur Al; Hardiani, Nur; Kristayulita, Kristayulita
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18737

Abstract

The use of the GeoGebra application in geometry learning continues to grow; however, understanding of how students perceive its effectiveness remains limited. Therefore, this study aims to analyze students’ perceptions of the effectiveness of GeoGebra in geometry learning at the State Islamic University of Mataram. This research employed a descriptive qualitative approach involving second-semester Mathematics Education students. Semi-structured interviews and documentation were used as instruments to explore students’ experiences, assessments, and responses during GeoGebra-based learning. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings indicate that, cognitively, GeoGebra supports students’ understanding of geometric concepts through interactive visualization, ease of exploration, and assistance in constructing and verifying concepts. Affectively, GeoGebra enhances students’ interest, comfort, and motivation to learn due to its engaging and user-friendly interface. These findings suggest that GeoGebra is effective in fostering more interactive and meaningful geometry learning. The study further implies the importance of integrating GeoGebra into higher education geometry courses as an effort to strengthen conceptual understanding and promote students’ learning motivation.
Co-Authors Al Kusaeri Alfira Mulya Astuti, Alfira Mulya Erpin Evendi Erpin Evendi Fariana, Nur Al Gustiana, Hikmatul Haerorroni, Haerorroni Hesikumalasari, Hesikumalasari Indira Puteri Kinasih Insani, Mutiara Dwi Kristayulita Kristayulita, Kristayulita Lastri, Windi AD Misnawati Parhaini Andriani, Parhaini Rahma, Sindi Aulia Syawahid, M