Farah Heniati Santosa, Farah Heniati
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS

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Journal : Journal of Math Tadris (jMt)

Kemampuan komunikasi matematis mahasiswa berdasarkan gender dan gaya kognitif Santosa, Farah Heniati; Kurniawati, Kiki Riska Ayu; Bahri, Samsul
Jurnal of Math Tadris Vol 3 No 1 (2023): Journal of Math Tadris (jMt)
Publisher : Mathematic Education Departement, State Islamic University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55099/jmt.v3i1.75

Abstract

Abstract This study aims to analyze and describe students' mathematical communication skills based on gender and cognitive style. Researchers involved 97 students at one of the tertiary institutions in the city of Mataram. The instruments used consisted of a test of mathematical communication skills in the form of an essay consisting of 4 questions and a Group Embedded Figure Test (GEFT) to identify students' cognitive styles. Data analysis used two-way ANOVA. The results showed that the mathematical communication skills of female students outperformed the abilities of male students. Regular and thorough characteristics as well as better verbal skills support female students in conveying back mathematical concepts in solving problems. Differences in cognitive styles provide different mathematical communication abilities to students. Students who have a field independent cognitive style have better mathematical communication skills compared to students who have a field dependent cognitive style. Different characteristics in managing information and identifying it are aspects of cognitive style. The results of this study are expected to be one of the references in considering the internal factors that influence mathematical abilities, especially mathematical communication skills.
Hambatan belajar siswa pada materi kaidah pencacahan Santosa, Farah Heniati; Indrawati, Indrawati; Bahri, Samsul
Jurnal of Math Tadris Vol 4 No 2 (2024): Journal of Math Tadris (jMt)
Publisher : Mathematic Education Departement, State Islamic University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55099/jmt.v4i2.158

Abstract

This article aims to identify students' learning obstacles in learning mathematics, especially in the material of enumeration rules. This study uses a descriptive exploratory design. Data were collected through tests, in-depth interviews with students and teachers, and classroom observation techniques. The results show that students face epistemological, ontogenic, and didactic learning obstacles. Epistemological obstacles are seen from students' difficulties in distinguishing between the concepts of permutation and combination. Ontogenic obstacles include weaknesses in mastering prerequisite materials, such as basic mathematical operations, and low student self-confidence. Didactic obstacles arise from less varied learning methods, with the dominance of lecture methods and minimal use of visual aids or interactive media. The main factors causing obstacles involve a combination of internal factors, such as limited understanding of concepts and operational errors of students, and external factors, such as teaching strategies that are less adaptive to students' needs. Based on these findings, recommended learning strategies include the use of visual aids, problem-based learning approaches, group-based learning, and reinforcement of prerequisite materials through gradual exercises.