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AN EXPLORATION STUDENT’S ERRORS IN SOLVING TRIGONOMETRIC RATIO PROBLEMS WITH ITS SCAFFOLDING Nurdiyah Kurniati; Suhendra Suhendra; Nanang Priatna; Sufyani Prabawanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Trigonometry is an essential topic in learning mathematics, but in fact there are still identified student errors in solving trigonometry problems. Based on these problems, this study aims to describe students' errors in solving trigonometric problems, especially on the topic of trigonometric ratios and its scaffolding. This study uses a qualitative method with a case study approach. Collecting data through observation, tests and interviews. The subjects of this study were 35 students of class X in one of the senior high schools in Kutai Kartanegara Regency, East Kalimantan. The results of this study are that there are seven types of errors made by students in solving trigonometric ratio problems, namely: (1) error in understanding the concepts; (2) error in setting operation; (3) error in performing calculation; (4) error in applying the principle; (5) error in writing algorithm; (6) random response; and (7) error in drawing. Based on the results of these studies, it can be concluded that the forms of scaffolding that can be given are:explaining, reviewing, restructuring,and developing conceptual thinking. Trigonometri merupakan materi yang esensial dalam pembelajaran matematika, namun pada faktanya masih terdapat kesalahan-kesalahan siswa yang teridentifikasi dalam menyelesaikan masalah trigonometri. Berdasarkan permasalahan tersebut, penelitian ini bertujuan untuk mendeskripsikan kesalahan-kesalahan siswa dalam menyelesaikan masalah trigonometri khususnya pada topik rasio trigonometri beserta scaffoldingnya. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Pengumpulan data melalui observasi, tes dan wawancara. Subjek penelitian ini adalah 35 siswa kelas X di salah satu SMAN di Kabupaten Kutai Kartanegara, Kalimantan Timur. Hasil penelitian ini yakni terdapat tujuh jenis kesalahan yang dilakukan siswa dalam menyelesaikan masalah rasio trigonometri, yaitu: (1) kesalahan dalam memahami konsep; (2) kesalahan dalam menetapkan operasi; (3) kesalahan dalam melakukan perhitungan; (4) kesalahan dalam menerapkan prinsip; (5) kesalahan dalam menuliskan algoritma; (6) jawaban sembarang; dan (7) kesalahan dalam menggambar. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa bentuk scaffolding yang dapat diberikan yaitu explaining, reviewing, restructuring, dan developing conceptual thinking.

ANALISIS KESALAHAN SISWA KELAS VII TERHADAP KONSEP PERKALIAN BESERTA REKOMENDASI DESAIN PEMBELAJARAN KONSEP PERKALIAN Nurdiyah Kurniati; Sufyani Prabawanto; Haeruddin Haeruddin
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 6 (2022): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v5i6.13968

Multiplication is one of the operations of basic arithmetic which has an essential role in learning mathematics. But in fact there are still errors made by students in calculating multiplication operations. Therefore, this study aims to comprehensively identify students' errors in the concept of multiplication and provide recommendation learning designs in instilling or constructing the concept of multiplication. This research is a type of qualitative research with a case study approach. The subjects of this study were 34 students of class VII in one of the junior high schools in Samarinda City, East Kalimantan. The data that has been collected is analyzed through three processes, namely data reduction, data presentation, and drawing conclusions. The results showed that there were still errors made by students in solving multiplication problems, including errors in understanding the concept of multiplication as an addition operation, errors in understanding the concept of multiplication as a combination of addition and multiplication operations, and difficulties in multiplying tens and hundreds operations.

An An Exploration of High School Students’ Errors in Solving Trigonometry Problems Alfitri, Putri Armania Agustina; Kurniati, Nurdiyah; Prabawanto, Sufyani; Yulianti, Kartika
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 1 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i1.2109

Trigonometry plays an important role in the field of mathematics education, but in fact, some errors are identified. Therefore, this study aims to explore the students’ errors in solving trigonometry problems, especially in the sub-topics of trigonometric ratios. This is a qualitative study using a case study design. The subjects of this study were 35 students in grade 10 in one of the senior high schools in a district located in the Province of East Kalimantan. The research instruments were 1) a diagnostic test consisting of five essay problems about trigonometric ratios; 2) observation sheets; and 3) interview guidelines. The data was analyzed through three processes. They were: 1) data reduction, 2) data presentation, and 3) conclusion drawing or verification. The results show that the subjects made errors in solving trigonometric ratio problems, with the most errors made by subjects being errors in understanding concepts and writing algorithms. The causes of students making errors are due to the weak understanding of students' concepts, lack of student mastery of the prerequisite topics, the problems given being less varied, and students being in a hurry to solve problems.

Pemahaman Kurikulum Merdeka di Pendidikan Keguruan : Studi pada Calon Guru Sekolah Dasar Zahra, Ince Raudhiah; Kurniati, Nurdiyah; Mannan, Muhammad Nur; Supriyatna, Yana
Tunas: Jurnal Penelitian Pendidikan Dasar Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Mulawarman

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Kurikulum pendidikan formal, termasuk pada jenjang Sekolah Dasar yang dinamis membuat tidak hanya guru, namun juga calon guru perlu dipersiapkan memahami kurikulum yang baru. Untuk itu, penelitian ini bertujuan untuk mengetahui tingkat pemahaman mahasiswa calon guru sekolah dasar terkait kurikulum merdeka dan mengetahui pengalaman belajar mereka terkait kurikulum tersebut. Metode penelitian yang digunakan adalah kuantitatif deskriptif, sehingga terfokus pada menjelaskan keadaan yang sebenarnya tanpa dilakukan perlakuan. Teknik random sampling digunakan untuk memperoleh sampel mahasiswa sebanyak 152 orang dengan tingkat semester berbeda. Hasil menunjukkan bahwa mahasiswa semester I, III, dan V memiliki tingkat pemahaman yang bervariasi terhadap kurikulum merdeka, namun semakin tinggi semester maka semakin besar kecenderungan mereka untuk memahami kurikulum merdeka. Sebagian besar pengalaman belajar kurikulum tersebut mereka peroleh dari hampir seluruh mata kuliah yang ada di program studi yang telah mengintegrasikan pemahaman kurikulum merdeka di dalamnya. Namun, penggunaan Platform Merdeka Mengajar (PMM) pada tingkat mahasiswa masih rendah.

Pengaruh Model Challenge-Based Learning Berbantuan GeoGebra terhadap Kemampuan Berpikir Kritis dalam Menganalisis Informasi Siswa Sekolah Dasar Nurdiyah Kurniati; Andi Asrafiani Arafah
Bima Journal of Elementary Education Vol 3 No 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2667

The background of this research is based on the urgency of transforming basic education to prepare students to face the challenges of the 21st century digital era. This study aims to examine the effect of the Challenge-Based Learning model assisted by the GeoGebra application on elementary school students' critical thinking skills in analyzing information. The focus of the research lies in strengthening higher-order thinking skills through challenge-based instruction supported by visual technology. The research employed a quasi-experimental method with a one-group pretest-posttest design, without a control group. The sample consisted of 25 fifth-grade students from a public elementary school in Samarinda, selected using purposive sampling. The research subjects were students who received mathematics instruction through a challenge-based approach integrated with digital exploration via GeoGebra. The instrument used was an essay test developed based on indicators of critical thinking skills in mathematical contexts. Data were analyzed using descriptive and inferential statistics, with a paired sample t-test applied to assess the score differences before and after the intervention. The results revealed a significant improvement in students' critical thinking abilities, with posttest scores consistently higher than pretest scores. Inferential analysis yielded a significance value that confirmed a meaningful difference as a result of the treatment. The study concludes that the application of the Challenge-Based Learning model supported by GeoGebra is effective in fostering students’ analytical and critical reasoning skills. Further research is recommended to investigate the model’s effectiveness in other subjects, educational levels, or over a longer duration to broaden its impact in educational practice

The Antara Berpikir Matematis dan Matematika: Strategi Pemecahan Masalah pada Mahasiswa Pendidikan Guru Sekolah Dasar Kurniati, Nurdiyah; Andi Asrafiani Arafah; Fitri Aida Sari
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

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Problem-solving ability is a fundamental skill that students must have, especially to meet the demands of 21st-century competencies. However, students' thinking process performance in solving mathematical problems is still relatively low. Therefore, this study aims to identify variations in prospective teachers' thinking processes as an important component in determining student performance. This research is qualitative research by applying a case study approach. The subjects in this study were 29 prospective elementary school teacher students at one of the universities in Borneo. The test instrument used was a description test of 6 questions. The data analysis was conducted through data condensation, data presentation, and conclusion drawing. From the analysis process, the results showed that the problem-solving ability was still not optimal. The thinking process applied by students only tends to certain topics. For the mathematical thinking process, the strategy used is the application of the combination formula and SPLDV. As for the mathematical thinking process, the strategies used are organizing data, listing possibilities, guessing and fixing, eliminating unqualified, working backward, and looking for patterns. Thus, it can be concluded that students can think both mathematically and mathematically in solving mathematical problems.

Studi Pemahaman dan Kesiapan Calon Guru Sekolah Dasar terhadap Transisi PAUD-SD Zahra, Ince Raudhiah; Fitri Anjarwati; Nurdiyah Kurniati; Fitri Aida Sari
Early Childhood Journal Vol. 6 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru PAUD FKIP Universitas Mulawarman

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Dominasi paradigma kesiapan masuk jenjang Sekolah Dasar masih menitikberatkan pada pencapaian akademik seperti membaca, menulis, dan berhitung. Untuk itu, Kemendikbudristek menekankan pentingnya transisi yang menyenangkan dan ramah anak dari jenjang PAUD menuju Sekolah Dasar melalui kebijakan Transisi PAUD-SD. Kebijakan ini memerlukan dukungan dari seluruh pemangku kepentingan, termasuk calon guru SD. Untuk itu, dilakukan penelitian kualitatif untuk mengidentifikasi pemahaman calon guru SD terkait konsep transisi PAUD-SD, pemahaman mereka terhadap regulasi terkait, dan kesiapan mereka untuk mendukung kebijakan tersebut. Data yang dikumpulkan diperoleh dari hasil wawancara terhadap 30 orang mahasiswa dari Program Studi Pendidikan Guru Sekolah Dasar (PGSD). Analisis data dilakukan menggunakan model Miles dan Huberman dengan tiga tahapan, yakni reduksi data, penyajian data, dan penarikan kesimpulan serta verifikasi. Berdasarkan hasil penelitian dapat disimpulkan bahwa mayoritas responden belum memiliki pemahaman yang mendalam terkait konsep transisi PAUD-SD maupun regulasi yang menyertainya. Mayoritas responden telah menyadari bahwa pemahaman terkait psikologis dan tahapan perkembangan anak diperlukan untuk mendukung transisi PAUD-SD, namun masih banyak responden yang belum mempersiapkan hal tersebut.

Uncovering student misconceptions: A watson's framework analysis of roman numerals problems Aida Sari, Fitri; Nurdiyah Kurniati
LINEAR: Journal of Mathematics Education Vol. 6 No. 2 (2025): Volume 6 Nomor 2 Desember 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguran IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/kkttx486

This study analyzes the errors made by second-semester students of the Elementary School Teacher Education Study Program in solving Roman numeral problems. This study uses a descriptive qualitative approach with 35 students as subjects selected through purposive sampling techniques. The research instrument used six questions to identify errors based on Watson's categories: inappropriate data, inappropriate procedures, omitted data, omitted conclusions, response level conflicts, undirected manipulation, skills hierarchy problem, and other errors (not providing answers). The analyzed data was reduced, presented, and concluded. The study's results indicate that other errors (specifically about students who did not provide answers) were the most dominant (40.41%), with details of the errors that occurred in numbers 2, 3, 4, 5, and 6, respectively, 5.48%, 4.11%, 3.42%, 13.70%, and 13.70%. Other types of errors were response-level conflicts, inappropriate procedures, undirected manipulation, omitted conclusions, and inappropriate data. The implications of this study emphasize the importance of conceptually understanding-based learning in teaching Roman numerals.

Pengaruh Model Challenge-Based Learning Berbantuan GeoGebra terhadap Kemampuan Berpikir Kritis dalam Menganalisis Informasi Siswa Sekolah Dasar Kurniati, Nurdiyah; Arafah, Andi Asrafiani
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2667

The background of this research is based on the urgency of transforming basic education to prepare students to face the challenges of the 21st century digital era. This study aims to examine the effect of the Challenge-Based Learning model assisted by the GeoGebra application on elementary school students' critical thinking skills in analyzing information. The focus of the research lies in strengthening higher-order thinking skills through challenge-based instruction supported by visual technology. The research employed a quasi-experimental method with a one-group pretest-posttest design, without a control group. The sample consisted of 25 fifth-grade students from a public elementary school in Samarinda, selected using purposive sampling. The research subjects were students who received mathematics instruction through a challenge-based approach integrated with digital exploration via GeoGebra. The instrument used was an essay test developed based on indicators of critical thinking skills in mathematical contexts. Data were analyzed using descriptive and inferential statistics, with a paired sample t-test applied to assess the score differences before and after the intervention. The results revealed a significant improvement in students' critical thinking abilities, with posttest scores consistently higher than pretest scores. Inferential analysis yielded a significance value that confirmed a meaningful difference as a result of the treatment. The study concludes that the application of the Challenge-Based Learning model supported by GeoGebra is effective in fostering students’ analytical and critical reasoning skills. Further research is recommended to investigate the model’s effectiveness in other subjects, educational levels, or over a longer duration to broaden its impact in educational practice

Pembelajaran Bentuk-Bentuk Aljabar Berlandaskan pada Teori Situasi Didaktis pada Siswa Sekolah Menengah Atas di Yayasan Graha Asuh Jabal 165 Kabupaten Bandung Nadya Syifa Utami; Aswin; Ade Riastuti; Woro Anglia Banda Sutomo; Khairunnisa; Nurdiyah Kurniati; Putri Armania; Al Jupri
Jurnal Pengabdian kepada Masyarakat Indonesia (JPKMI) Vol. 3 No. 1 (2023): April : Jurnal Pengabdian Kepada Masyarakat Indonesia (JPKMI)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpkmi.v3i1.1217

Algebra becomes an essential topic for all school mathematics topics. Nevertheless, many students still experience difficulties in learning algebra, one of them is senior high school students in Yayasan Graha Asuh Jabal 165, Kabupaten Bandung. Lack of effective learning activity in the class becomes the primary source for students’ difficulty. As an attempt to overcome this problem, the theory of didactic situation (TDS) could be adopted as a reference to implement the learning activity that possibly engages the students to be more active in the learning process. Therefore, this activity is held to help students in understanding the concept of algebraic forms with the learning based on the TDS. The method of this activity consisted of three stages, that was 1) the analysis of students’ difficulty in understanding the algebraic forms, 2) the learning implementation based on the TDS, and 3) the evaluation of students’ learning. The result shows that in the analysis stage, many students did not understand the concept of variables, coefficients, constants, equations, and algebraic operations. The next stage is learning implementation based on the TDS which comprises of the situation of action, formulation, validation, and institutionalization. The last one is evaluation where all students manage to understand the concept of algebraic forms and their application in daily life. This shows an improvement of their conceptual understanding in algebra.

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