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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education Mandalika Mathematics and Educations Journal Jurnal Riset Pembelajaran Matematika Sekolah Rangkiang Mathematics Journal
Anny Sovia
Universitas Negeri Jakarta
Education Mathematics Other

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Saringgong: An Alternative Media for Slow Learner Students in Learning Mathematics Anny Sovia; Yulyanti Harisman; Ronal Rifandi
Rangkiang Mathematics Journal Vol. 1 No. 1 (2022): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (609.906 KB) | DOI: 10.24036/rmj.v1i1.6

Abstract

The purpose of this study is to describe the traditional Indonesian game (namely Saringgong) as a medium for slow learner students in learning mathematics. Saringgong is a game that utilizes gravels as a medium. This research is a descriptive study with a qualitative approach, the method that used is ethnography. Data were collected by using ethnographic principles, such as interviews, observations, documentation, and field notes. The results of this study illustrate that the traditional game Saringgong can be used as an alternative learning medium for Slow Learner students to practice numeracy skills, increase focus and motivation of students in learning mathematics.
MISKONSEPSI MAHASISWA PADA MATA KULIAH KALKULUS DALAM PROSES PEMBELAJARAN DARING Suherman Suherman; Pipin Sumarni; Yulyanti Harisman; Sri Sumarwati; Anny Sovia; Hamdani Syaputra
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.7453

Abstract

Kecepatan mahasiswa dalam memahami materi kalkulus yang dijelaskan dosen sangat bervariasi. Hal ini menyebabkan munculnya masalah miskonsepsi pada materi kalkulus. Tujuan dari penelitian ini adalah untuk melakukan analisis miskonsepsi mahasiswa pada mata kuliah kalkulus yang berkuliah secara daring. Indikator miskonsepsi yang digunakan pada penelitian ini adalah Indikator Newman’s Error Analysis (NEA). Metode penelitian yang digunakan adalah deskriptif kualitatif. Seratus lima belas (115) orang mahasiswa pendidikan matematika Universitas Negeri Padang dijadikan sebagai subjek penelitian. Tujuh soal tes pada materi kalkulus dan wawancara terbuka dijadikan sebagai instrumen penelitian. Berdasarkan hasil penelitian diperoleh mahasiswa yang mengalami miskonsepsi berdasarkan klasifikasi NEA adalah:  reading error 60%, comprehention error 67%, transformation error 93%, process skill error 67%, dan encoding error 91%.  Banyak faktor yang mempengaruhi miskonsepsi mahasiswa seperti cara mengajar dosen, faktor dari dalam diri mahasiswa, dan bahan ajar yang disiapkan oleh dosen.
Desain Lintasan Belajar Konsep Fungsi Linear Berbasis PjBL untuk Membangun Kemampuan Berpikir Komputasional Peserta Didik Jenjang SMP Nadila Ramadhan; Puspita Sari; Anny Sovia
JURNAL RISET PEMBELAJARAN MATEMATIKA SEKOLAH Vol. 10 No. 1 (2026): Jurnal Riset Pembelajaran Matematika Sekolah
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jrpms.101.07

Abstract

Pembelajaran fungsi linear selama ini cenderung berfokus pada pencapaian konsep matematis tanpa mengintegrasikan kemampuan berpikir komputasional (Computational Thinking/CT). Padahal, CT dapat dikembangkan seiring dengan pembelajaran materi tersebut. Pembelajaran berbasis proyek (PjBL) diketahui efektif dalam membangun kemampuan CT, namun penerapannya dalam konteks fungsi linear masih terbatas. Hingga kini, belum ada lintasan belajar yang secara spesifik dirancang untuk mengembangkan kemampuan CT dalam materi fungsi linear. Penelitian ini bertujuan merancang lintasan belajar yang valid pada materi fungsi linear berbasis PjBL untuk membangun kemampuan CT peserta didik. Kemampuan CT yang dikembangkan meliputi dekomposisi, berpikir algoritmik, generalisasi, dan abstraksi. Metode penelitian ini adalah design research dengan tiga tahapan yaitu: 1) Preliminary Design (observasi, wawancara, dan kajian literatur), 2) Teaching Experiment (implementasi HLB), dan 3) Retrospective Analysis (evaluasi dan perbaikan HLB). Subjek penelitian ini adalah 36 peserta didik kelas VIII SMP 275 Jakarta. Validasi lintasan belajar dilakukan melalui expert review dan validasi empiris pada tahap teaching experiment. Temuan penelitian menunjukkan lintasan belajar yang dikembangkan dapat memfasilitasi peserta didik dalam mengembangkan kemampuan CT secara bertahap melalui aktivitas kontekstual berbasis proyek. Lintasan ini tervalidasi secara teoritis dan empiris serta dapat dijadikan hipotesis lintasan belajar yang menjadi rujukan dalam pengembangan pembelajaran fungsi linear berbasis projek di kelas matematika tingkat SMP.
Realistic Mathematics Education for 21st Century Skills: Strengthening Collaboration and Critical Thinking in Mathematics Learning Rina Febriana; Hafizah Delyana; Anna Cesaria; Anny Sovia
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30426

Abstract

The development of 21st-century skills, particularly collaboration and critical thinking, has become a central objective in contemporary mathematics education. The Realistic Mathematics Education (RME) approach is considered a promising intellectual strategy for supporting these competencies through contextual problem-solving activities and structured social interactions. However, emperiecal evidence on the simultaneous contribution on both critical thinking and collaborative skills remains limited. This study aims to assess the effect of the RME approach on students’ critical thinking and collaborative skill in mathematics learning. A quantitative approach using a quasi-experimental pretest–posttest control group design involving sixty students, divided into an experimental group receiving RME instruction (n = 30) and a control group receiving conventional instruction (n = 30). The research instruments included a critical thinking skills test and an observation-based collaboration skills assessment. Data were analyzed using Multivariate analysis of Covariance to assess the combined effects of RME while controlling for initial abilities .The results revealed that the experimental group ashowed significantly higher posttest scores in critical thinking skills (M = 82.15) compored to the control group (M = 70.46), with N-Gain scores of 0.61 and 0.35, respectively. Similarly, students’ collaborative skills in the experimental group (M = 84.27) were higher than those in the control group (M = 71.15). Multivariate analysis confirmed a statistically significant effect of RME on both critical thinking and collaboration. These findings suggest that RME effectively enhances students' cognitive and social competencies and can serve as an alternative strategy for mathematics instruction.
Kendala dan Miskonsepsi Kognitif Siswa dalam Menyelesaikan Soal Geometri Tingkat Tinggi (HOTS) Lastri Hutagalung; Lukita Ambarwati; Anny Sovia; Tian Abdul Aziz; Flavia Aurelia Hidajat
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10670

Abstract

This study aims to identify students’ misconceptions in solving Higher Order Thinking Skills (HOTS) geometry problems on plane figures. A descriptive qualitative approach using Cognitive Error Analysis was applied to the written responses of 10 eleventh-grade students in the Mathematics Cambridge Program. The validated instrument consisted of three HOTS essay items. Data were analyzed through error classification, mapping to HOTS levels (C4, C5, C6), and in-depth diagnosis of responses identified as misconceptions. The findings show that students’ main difficulties lie in the Analyzing stage (C4), which subsequently weakens their ability to evaluate and create strategies (C5–C6). Two dominant patterns emerged: misreading non-routine instructions and errors in fundamental geometric concepts, with several cases indicating independent weaknesses at C6. These results highlight the need to strengthen strategic analysis as the foundation for HOTS development. The study is limited by its small sample size and reliance on written data.
Co-Authors Ambarwati, Lukita Anna Cesaria Flavia Aurelia Hidajat, Flavia Aurelia Hafizah Delyana, Hafizah Hamdani Syaputra Lastri Hutagalung Nadila Ramadhan Pipin Sumarni Puspita Sari Rina Febriana Ronal Rifandi Sri Sumarwati Suherman Suherman Tian Abdul Aziz Yulyanti Harisman