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Ikrar Pramudya, Ikrar
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Scaffolding for Algebra Errors From the Perspective of Emotional Quotient Hervilia, Era; Subanti, Sri; Pramudya, Ikrar; Nugroho, Purwo Setiyo
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract: Mathematical understanding, particularly algebra, is essential in education. One effort to reduce student errors in learning can be achieved through an in-depth study of the relationship between students' emotional intelligence and the learning process. Emotional intelligence in learning mathematics is the ability to control one's emotions, manage, and express emotions towards others. Emotional intelligence is crucial for understanding the lessons delivered by the teacher. This research aims to investigate the relationship between student errors and the level of emotional intelligence by applying scaffolding to middle school students. The method used in this study is the correlational research method because it aims to determine the relationship between variable X (emotional intelligence) and variable Y (errors). The study population consisted of eighth-grade students at SMPN 1 Saradan in the 2022/2023 academic year, distributed in one class with a total of 30 students. From this class, 3 students were randomly selected as samples using purposive sampling technique. The instruments used in this research were an emotional intelligence questionnaire about mathematics and a mathematics error test on algebra material. The data processing and analysis technique in this study used correlation tests. The results of the correlation test in this study show that there is a significant relationship between emotional intelligence in mathematics and students' mathematical errors, with a correlation coefficient of 0.887, indicating a strong correlation. Based on these results, the conclusion can be drawn that students with high, moderate, and low emotional intelligence will produce better mathematics learning outcomes with the application of scaffolding. This activity is crucial, especially for teachers to understand students' difficulties and errors, aligning with the teachers' ability to better recognize students' characteristics.         Keywords: emotional quotient, newman’s errors, algebraic arithmetic operations, scaffolding.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp236-247
Analisis Soal Latihan Transformasi Linier Dalam Buku Ajar Aljabar Linier Berdasarkan Teori Prakseologi Sujatmiko, Ponco; Aryuna, Dyah Ratri; Pramudya, Ikrar; Mardiyana, Mardiyana; Setiawan, Rubono
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 9 No 2 (2025): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v9i2.12872

Abstract

Undergraduate students often struggle to shift froam procedural to conceptual understanding when learning linear transformation. They tend to focus on mechanical procedures while neglecting the underlying concepts. Textbooks play a crucial role in developing conceptual understanding through well-structured and meaningful exercises. Praxeological theory, which maps the relationship among mathematical tasks, techniques, supporting technologies, and underlying theories, provides a comprehensive framework for such analysis. This study aims to analyze linear transformation exercises in Elementary Linear Algebras (11th edition) by Howard Anton and Chris Rorres using a qualitative content analysis based on the praxeological framework. The findings reveal that most exercises have the potential to foster deep conceptual understanding, particularly when learning activities do not stop at the technical stage. Practically, the study offers insights for lecturers and textbook developers in designing exercises that balance procedural demands and conceptual reasoning, thereby enhancing meaningful learning of linear algebra in higher education.
Mathventure SPLDV : Developing an Educational Math Game to Improve Students’ Critical Thinking Skills Permatasari, Dinda Agnes; Subanti, Sri; Pramudya, Ikrar
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 2 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i2.1243

Abstract

This study aims to develop and evaluate Mathventure SPLDV, an Android-based educational game to enhance eighth-grade students’ critical thinking on Systems of Linear Equations in Two Variables. The study used the ADDIE model in a Research and Development (R&D) approach. Data were collected using questionnaires and essay tests, and analyzed using a paired samples t-test after meeting normality and homogeneity assumptions. Validation from media and material experts showed high validity (87.78% and 93.63%), while student and teacher responses showed high practicality (89.26% and 96%). A significant improvement in critical thinking was found (t = 2.638 > 1.6698), indicating H₀ rejection. Based on the results, Mathventure SPLDV is recommended for classroom use as an effective tool to support students’ critical thinking
Co-Authors Dyah Ratri Aryuna Hervilia, Era Imam Sujadi Isnandar Slamet, Isnandar Ivana Kusumaningsih, Anita Lintang Fitra Utami Mardiyana Mardiyana Muhammad Riza Munawwaroh, Alda Gemellia Nasution, Nur Baiti Nugroho, Purwo Setiyo Pamungkas, Andini Siwi Permatasari, Dinda Agnes Rahmadiansyah, Fatkhunur Fariza Riyadi Riyadi Rubono Setiawan S Siswanto Siswanto Sri Subanti Sujatmiko, Ponco