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All Journal Jurnal Pendidikan Matematika dan IPA Kreano, Jurnal Matematika Kreatif-Inovatif Pedagogia: Jurnal Pendidikan Suska Journal of Mathematics Education IRJE (Indonesian Research Journal in Education) Teorema: Teori dan Riset Matematika Unnes Journal of Mathematics Education Research Southeast Asian Mathematics Education Journal Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika International Journal of Mathematics and Mathematics Education (IJMME) International Journal of Didactic Mathematics in Distance Education International Journal of Geometry Research and Inventions in Education
Tri Nopriana, Tri
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Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Bahan Ajar Aljabar Linear Berbasis Kemampuan Pemahaman Matematis Dwi Rosita, Cita; Nopriana, Tri; Liliana Kusuma Dewi, Irmawati
Unnes Journal of Mathematics Education Research Vol 6 No 2 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (553.977 KB)

Abstract

Penelitian ini secara khusus bertujuan untuk mendesain bahan ajar Aljabar Linear yang dapat memfasilitasi berkembangnya kemampuan pemahaman matematis mahasiswa. Metode Penelitian yang digunakan adalah Pengembangan (Research and Development) yang terdiri dari tiga tahap yaitu tahap pendahuluan, tahap pengembangan, dan tahap penyebaran. Agar diperoleh bahan ajar yang sesuai dengan harapan penelitian maka skema penelitian kali ini hanya sampai pada tahapan pengembangan. Pada tahapan pendahuluan dilakukan analisis profil mahasiswa meliputi analisis kemampuan awal matematis (KAM) mahasiswa dan motivasi belajar mahasiswa. Pada tahapan pengembangan dilakukan kegiatan validasi ahli dan uji praktikalitas terhadap bahan ajar. Hasil yang diperoleh pada tahap pengembangan adalah penilaian para ahli (validator) terhadap bahan ajar yang telah dirancang berada pada kategori valid dengan revisi kecil pada bagian soal-soal latihan. Hasil uji praktikalitas bahan ajar diperoleh persentase sebesar 87,81% dengan interpretasi sangat praktis. Sementara itu, hasil uji coba terbatas menunjukkan bahwa bahan ajar yang telah dikembangkan dapat menuntaskan kemampuan pemahaman matematis mahasiswa baik secara klasikal maupun individual. This research specifically aims to design a Linear Algebra courseware that can facilitate the development of students' mathematical understanding skills. Research Methods used are the Research and Development which consists of three stages are the preliminary stage, development stage, and the stage of dissemination. In order to obtain the material that is in accordance with the expectations of research, the research scheme this time only to the stage of development. In the preliminary stage, student profile analysis includes analysis of students' prior mathematical knowledge (PMK) and student achievement motivation. At the stage of development carried out expert validation activities and practicality test of courseware. The results showing that the development stage is the assessment of the experts (validator) that have been designed to be in a valid category with a small revision on the part of the exercise. The result of the experimental test of the courseware obtained the percentage of 87.81% with very practical interpretation. Meanwhile, the results of limited trials indicate that the courseware that have been developed to complete the skill of students' mathematical understanding both in classical and individual.
Sebuah Studi Mengenai Kemampuan Koneksi Matematis Siswa SMA dalam Menyelesaikan Masalah Perbandingan Trigonometri Berdasarkan Tingkat Kecemasan Matematis Nopriana, Tri; Tiaraningsih, Ayu; Karimah, Nurul Ikhsan
Teorema: Teori dan Riset Matematika Vol 9, No 2 (2024): September
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v9i2.14201

Abstract

Kecemasan matematika perlu diperhatikan setelah masa pandemi Covid-19 dimana siswa melaksanakan pembelajaran secara daring. Salah satu kemampuan yang penting dimiliki siswa dalam pembelajaran matematika yaitu kemampuan koneksi matematis. Tujuan penelitian ini untuk mendeskripsikan kecemasan matematika siswa dan mengetahui kemampuan koneksi matematis ditinjau dari kecemasan matematika. Penelitian ini menggunakan metode deskriptif dengan berdasarkan kategori kecemasan matematika. Subjek penelitian ini merupakan siswa kelas XI SMA (usia 17-18 tahun) yang telah mempelajari perbandingan trigonometri. Adapun instrumen yang digunakan yaitu angket kecemasan matematis, tes koneksi matematis dan pedoman wawancara. Hasil penelitian menyatakan bahwa siswa dengan kecemasan tinggi kesulitan memahami materi, siswa dengan kecemasan sedang cemas tidak bisa mengerjakan soal dan siswa dengan kecemasan rendah takut jika sulit memahami materi. Siswa dengan kecemasan tinggi dan sedang mampu memenuhi dua indikator koneksi matematis: antar topik dan dengan kehidupan sehari-hari. Siswa dengan kecemasan rendah mampu memenuhi semua indikator, termasuk koneksi dengan disiplin ilmu lain. Peneliti menyarankan kepada guru untuk dapat menyusun pembelajaran yang menarik untuk mengurangi kecemasan siswa, karena berdasarkan hasil penelitian keberhasilan siswa dalam mencapai kemampuan koneksi dicapai oleh siswa yang memiliki kecemasan rendah. Sehingga, penelitian lebih lanjut dapat dilakukan untuk merancang pembelajaran matematika yang menyenangkan dan kondusif dengan tujuan meminimalisir kecemasan siswa.Kata kunci: kecemasan matematika, koneksi matematis, perbandingan trigonometri, siswa SMA.
Self Efficacy Siswa: 7 Indikator Keyakinan Diri dan Tantangan dalam Pembelajaran Matematika SMP Rahmawati, Suci Rani; Nopriana, Tri
Suska Journal of mathematics Education Vol 10, No 2 (2024)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/sjme.v10i2.32726

Abstract

Tingkat self efficacy siswa dapat mempengaruhi cara mereka menyelesaikan tugas, mengatasi tantangan, dan berpartisipasi dalam proses belajar. Penelitian ini bertujuan untuk menganalisis self efficacy siswa kelas VIII di salah satu SMP yang berada di Cirebon dalam pembelajaran matematika. Penelitian dilakukan dengan pendekatan deskriptif kuantitatif, dengan melibatkan sebanyak 32 siswa dari populasi keseluruhan siswa kelas VIII. Instrumen utama dalam penelitian ini adalah angket self efficacy sebanyak 20 pernyataan yang mencakup tujuh indikator self efficacy diantarnya; kemampuan mengatasi masalah, keyakinan akan keberhasilan diri, keberanian menghadapi tantangan, keberanian mengambil resiko, kesadaran akan kekuatan dan kelemahan diri, kemampuan berinteraksi dengan orang lain, dan ketangguhan atau tidak mudah menyerah. Hasil penelitian menunjukkan bahwa self efficacy siswa secara keseluruhan berada pada kategori tinggi. Secara khusus, siswa menunjukkan indikator self efficacy sangat tinggi dalam hal keyakinan akan keberhasilan. Siswa juga memiliki self efficacy yang tinggi dalam mengtasi masalah, keberanian mengambil resiko serta kesadaran akan kekuatan dan kelemahan diri. Temuan ini mengindikasikan bahwa siswa SMP Kelas VII memiliki keyakinan diri yang kuat akan keberhasilannya ditunjukkan dengan siswa mengetahui kekuatan dan kelemahannya serta mampu mengambil resiko. Hasil penelitian ini dapat membantu pendidik dan peneliti lainnya dalam mengembangkan desain pembelajaran yang mendukung self efficacy siswa yang sudah baik.
Strengthening Mathematical Connections in Middle School Geometry: The Role of Means-Ends Analysis in Learning Cubes and Rectangular Prisms Rahmawati, Rahmawati; Nopriana, Tri; Haqq, Arif Abdul
International Journal of Geometry Research and Inventions in Education Vol. 1 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v1i01.1141

Abstract

The mathematical connection abilities of middle school children are the primary subject of this study, which aims to understand how means-end analysis (MEA) policies and procedures might assist. Students need to build mathematical connection abilities that enable them to comprehend and associate various mathematical concepts to improve their ability to comprehend and apply mathematics in real-world contexts. This is an essential component of the learning process. The research uses a quasi-experimental methodology by administering tests to the control and experimental groups before and after the intervention. One group utilised the MEA tactics in the mathematics lesson, while the other group remained committed to the tried-and-true method. Data was collected through mathematical connection tests, and then statistical analysis was performed on it to determine whether or not the intervention was effective. According to the findings, students whose courses contained MEA strategies showed a considerable improvement in their mathematical connection abilities compared to the control group. This study validates that incorporating MEA approaches into the mathematics curriculum is a viable alternative for increasing students' mathematical literacy and competence. The findings of this study provide more evidence to support this idea.
Prospective Mathematics Teachers’van Hiele’s Geometry Thinking and Habits of Mind: A Description of Hard Skill and Soft Skill by Gender Nopriana, Tri; Herman, Tatang; Martadiputra, Bambang Avip Priatna
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 1 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (351.889 KB) | DOI: 10.56855/ijmme.v1i1.231

Abstract

Geometric thinking level and habits of mind were important hard and soft skills required of prospective mathematics teachers. The purpose of this study is to describe the van Hiele geometric thinking level and habits of mind of prospective mathematics teachers. The descriptive quantitative research method was used. There were 31 female and 17 male prospective mathematics teachers in the sample. The research instrument for measuring geometric level was derived from Usikin's (1982) van Hiele geometric thinking test and a habits of mind questionnaire. According to the findings of this study, prospective mathematics teachers' ability to think geometrically has progressed to the stage of analysis and informal deduction. Furthermore, male prospective mathematics teachers achieved the highest level of geometric thinking, known as rigor. Furthermore, both as a whole and in terms of indicators, prospective mathematics teachers' habits of mind fall into the strong category. Male prospective mathematics teachers have more positive habits of mind than female prospective mathematics teachers. The study's findings can help lecturers, particularly those in the mathematics education study program, determine students' hard and soft skills at the end of the year. Prospective mathematics teachers can also be assigned by institutions based on their geometric thinking and habits of mind.
Investigating ontogenic and didactical obstacles faced by vocational high school students in solving counting rules problems Nopriana, Tri; Asnawati, Sri; Herman, Tatang; Martadiputra, Bambang Avip Priatna; Dejarlo, Jenisus O.
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9524

Abstract

Research on the ontogenic and didactical obstacles vocational high school students face in solving counting rule problems has been limited. Ontogenic obstacles involve students' readiness, while didactical obstacles concern the sequence and presentation of instructional materials. Therefore, teachers must consider both when developing effective materials. This research aims to describe the ontogenic and didactical obstacles experienced by vocational high school students in solving counting rule problems. The participants of this study were 24 grade XII students from a public vocational high school in Cirebon. Using a Didactical Design Research (DDR) approach, this qualitative study focuses on the prospective analysis stage, examining these obstacles. The research instrument included five diagnostic essay questions and interview guidelines. The results revealed that students encountered instrumental-type ontogenic obstacles, particularly in understanding factorial operations. Additionally, didactical obstacles arose from incomplete teaching materials and improper notation, which led to learning barriers. This research offers valuable insights for teachers and researchers in designing instructional materials, especially for counting rules in vocational schools.
Phenomenological Hermeneutic Study on the Epistemological Obstacles of High School Students in Solving Combinatorics Problems Nopriana, Tri; Asnawati, Sri; Kania, Nia
Southeast Asian Mathematics Education Journal Vol 15, No 1 (2025)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v15i1.468

Abstract

This study employs a hermeneutic phenomenological approach to explore students' epistemological obstacles in solving permutation and combination problems, with the goal of supporting the development of more effective teaching materials. The research involved 24 12th-grade high school students (14 males and 10 females) and used qualitative methods. Data were collected through five diagnostic essay questions and semi-structured interviews to identify epistemological obstacles in combinatorics. Students’ written responses and interview transcripts were analyzed and interpreted to uncover the underlying obstacles. The findings revealed several epistemological obstacles: (1) students were unable to identify all possible answers from a given problem; (2) students could not differentiate between problems requiring the concept of permutation and those requiring the concept of combination; (3) students struggled to solve problems that differed from the example problems provided; and (4) challenges in formulating a complete solution when faced with multiple conditions, despite being able to calculate partial results. These insights suggest that teachers and future researchers should consider students' epistemological obstacles when designing instructional materials, particularly for topics in combinatorics such as permutations and combinations. Developing learning resources based on these findings may enhance conceptual understanding and problem-solving skills among students.
Analysis of Students' Errors in Solving Surface Area Problems of Spherical Solids Based on Newman’s Error Analysis Theory Azkiana, Alifah; Nopriana, Tri; Aminah, Neneng
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 01 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i01.1339

Abstract

The topic of curved surface solids, especially the surface area of a sphere, is essential for solving contextual mathematical problems. However, limited research has examined students’ difficulties in this area, particularly using Newman's Error Analysis (NEA). This qualitative study aims to identify and analyze students’ errors in solving surface area problems of spheres through NEA. Five 9th-grade students from a public junior high school in Cirebon were selected via purposive sampling. Data were collected through tests and interviews, then analyzed descriptively based on Newman's stages. Triangulation and member checking ensured data validity. Results show that the most frequent errors occurred in the final answer stage, where students failed to reach the correct solution. Errors in process skills were also significant—students could choose the correct formula but struggled with calculations. These findings suggest a need for improved instructional strategies that emphasize conceptual understanding and process fluency. Interactive teaching, visual aids, and targeted practice can help students better comprehend spherical geometry. The study underscores the importance of addressing specific learning obstacles to enhance students’ mathematical problem-solving skills.
Model Group Investigation dan Kemampuan Komunikasi Matematik dalam Pembelajaran Matematika Siswa Kelas XI IPA SMA Negeri 2 Cirebon Nopriana, Tri
Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Vol. 2 No. 1 (2012): Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika
Publisher : Program Magister Pendidikan Matematika, Pascasarjana, Universitas Pasundan in collaboration with Asosiasi Guru Matematika Indonesia (AGMI) and Indonesian Mathematics Educators' Society (IMES)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/pjme.v2i1.2451

Abstract

Tujuan penelitian ini adalah untuk membandingkan kemampuan komunikasi matematika siswa pada tingkat Sekolah Menengah Atas. Penelitian dilakukan di SMA Negeri 2 Cirebon dengan metode quasi eksperimen dengan melibatkan 62 Siswa Kelas XI sebagai sampel. Pemilihan sampel menggunakan cluster random sampling. Instrumen yang dugunakan dalam mengumpulkan data adalah tes essay. Hasil penelitian menyimpulkan bahwa: (1) Kemampuan komunikasi matematika siswa setelah diterapkan model pembelajaran kooperatif tipe Group Investigation lebih baik dari pada kemampuan komunikasi matematika siswa yang menggunakan pembelajaran konvensinal. (2) Rata-rata kemampuan komunikasi matematika siswa yang menggunakan pembelajaran kooperatif tipe Group Investigation lebih tinggi dari rata-rata kemampuan komunikasi matematika siswa yang menggunakan pembelajaran konvensional.
DEVELOPMENT OF AN E-MODULE CONTAINING ICARE (INSTRUCTION, CONNECTION, APPLICATION, REFLECTION, AND EXTENSION) IN THE TOPIC OF TRIANGLES FOR EIGHTH GRADE Nurfaojah, Ojah Siti; Wahyuni, Sulis; Dewi, Irmawati Liliana Kusuma; Nopriana, Tri
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.95132

Abstract

The development of mathematics e-modules to support learning has been widely conducted; however, e-modules designed with ICARE components on the topic of triangles remain limited. This study aims to develop mathematics teaching materials in the form of an ICARE-based e-module for the topic of triangles for eighth-grade students. The research type used is development or Research and Development (R&D) employing the ADDIE development model. However, the implementation was limited to three stages: Analysis, Design, and Development. The subjects of this study were two mathematics teachers. The e-module was validated by content experts and design experts. Instruments used to collect data included interviews, validation questionnaires, and educator response questionnaires. The analysis stage results indicate that students require alternative digital teaching materials to support learning. In the design stage, an ICARE-approach mathematics e-module on triangles was developed to facilitate student understanding. The development stage included validation tests by content and design experts, yielding highly valid results. The e-module"™s content validity reached 91.35%, categorized as very valid, while its design validity reached 87.21%, also categorized as very valid. Additionally, a practicality test by educators yielded a result of 66.80%, categorized as sufficiently practical. Thus, this e-module is expected to serve as an alternative digital teaching material that effectively supports the mathematics learning process and acts as a self-learning medium for students, thereby increasing student motivation. It is also expected that future research will consider this e-module as an additional learning resource for teachers that can support differentiated instruction.
Co-Authors Azkiana, Alifah Bambang Avip Priatna Martadiputra cakrawala Cita Dwi Rosita Dejarlo, Jenisus O. Dewi, Irmawati Liliana Kusuma Dian Nopitasari Halbi, Diana Jarnawi Afgani Dahlan Liliana Kusuma Dewi, Irmawati Mohammad Dadan Sundawan, Mohammad Dadan Neneng Aminah Nia Kania Nurfaojah, Ojah Siti Nurul Ikhsan Karimah Pujiana, Firda Rahmawati, Rahmawati Rahmawati, Suci Rani Siska Firmasari, Siska Sri Asnawati, Sri Tatang Herman, Tatang Tiaraningsih, Ayu Tonah, Tonah Wahyuni, Sulis