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Mohammad Faizal Amir

Universitas Muhammadiyah Sidoarjo

Author-ID : 547143

Aerospace Engineering Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Primary Students' Errors in Solving Mathematical Literacy Problems Based on Newman Analysis Mubarokah, Aysha Amini Laylatim; Amir, Mohammad Faizal
Mathematics Education Journal Vol. 18 No. 2 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i2.pp217-230

Successfully solving mathematical literacy problems by primary students is essential to prepare an earlier generation to deal with various problems in life contexts and have a positive motivation towards mathematics. Previous empirical evidence shows that primary students are still solving mathematical literacy problems with various incorrect strategies and various levels of errors. Meanwhile, Newman Errors Analysis (NEA) can be used to analyze the forms of primary students' errors in solving problems. This research aims to analyze the forms of primary students' errors in solving mathematical literacy problems using NEA. This research applied a qualitative method, with subjects consisting of 35 fifth-grade primary students. Data was collected using tests, interviews, and documentation. Data analysis techniques regarding primary students' errors were carried out through three stages: data reduction, data presentation, and conclusion drawing. The forms of errors are emphasized in NEA categories, namely reading, comprehension, transformation, process skills, and encoding. The results showed that primary students made all forms of Newman errors in solving mathematical literacy problems. The highest form of error is comprehension errors, while the lowest is process skill. The research results suggest that primary students need to be familiar with numeracy learning, emphasizing meaningful comprehension to avoid errors in solving mathematical literacy problems.

Primary school students' mathematical literacy in solving multiple-solution Sri Nur Wahyu Utami; Mohammad Faizal Amir
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 13 No. 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v13i2.18505

This study aims to analyze primary school students' mathematical literacy (ML) in solving multiple-solution (MS) problems. We call students ML to solve MS with MS-ML. The research subjects are students from grade four in a Sidoarjo, East Java primary school. The research method used is descriptive qualitative with a case study approach. The instruments used were an MS-ML test and an interview. Interviews were conducted with several students who were selected through the MS-ML category. There are three indicators of MS-ML: the formulating stage, the employing stage, and the interpreting stage. The results of the analysis showed that there were appropriate and inappropriate MS-ML categories. Most students are in the inappropriate MS-ML category. Many students struggle to formulate, employ, and interpret the correct divergent solution. We suggest that one familiarize oneself with divergent ML-MS-based problem-solving in learning and teaching, namely building ML problem-solving with multiple solutions or MS strategies.

Hypothetical learning trajectory on cylinder with Bloom's taxonomy perspective Jannah, Hamida Izatul; Amir, Mohammad Faizal
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.848

Students’ persistent difficulties in understanding three-dimensional geometric figures, particularly cylinders, due to limited spatial visualization and difficulty identifying relationships among their elements, such as cylinder nets. These difficulties are often rooted in traditional instructional practices that emphasize procedural tasks over conceptual development. Despite various interventions, there remains a lack of structured instructional models based on cognitive development frameworks to support students’ conceptual growth in geometry. Addressing this gap, the present study aims to develop and evaluate a Hypothetical Learning Trajectory (HLT) grounded in Bloom’s taxonomy to enhance students' understanding of cylinders. This study employed a design research methodology consisting of three phases: preliminary design, design experiments, and retrospective analysis. Two experimental cycles were conducted with 28 fifth-grade students, categorized into low, moderate, and high levels of understanding. Data were collected through classroom observations, student worksheets, tests, and interviews, and analyzed qualitatively. The HLT consisted of four key learning activities: modeling a cylinder, identifying its elements, constructing the net, and solving application problems, mapped to Bloom’s cognitive levels of remembering, understanding, and applying. Findings revealed that students showed significant improvement in the first three activities, with increased spatial reasoning and conceptual clarity. However, difficulties persisted in the final activity involving reasoning and problem-solving. The results indicate that the proposed Bloom’s taxonomy-based HLT offers a systematic framework for guiding geometry instruction. This study contributes a practical and theoretically grounded instructional model that can support teachers in designing adaptive learning experiences. Further research is recommended to explore its application across diverse topics and student groups.

HYPOTHETICAL LEARNING TRAJECTORY BASED ON INQUIRY LEARNING TO FIND THE VOLUME OF SPACE Rizki, Friska Alifia; Amir, Mohammad Faizal
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 1 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i1.9303

Geometry is a branch of mathematics crucial in developing students' thinking skills. International and national studies show that students have a low understanding of geometry concepts, especially the volume of space. It is caused by learning that does not facilitate building students' understanding. This study aims to develop and implement a Hypothetical Learning Trajectory based on Inquiry Learning (HLT-IL) to facilitate elementary students' understanding of the volume of cubes and blocks. A design research methodology comprised three main phases: preparing for the experiment, conducting the teaching experiment, and retrospective analysis. The study's instruments consisted of worksheets, observation sheets, and tests. The participants were fifth-grade students categorized into three skill levels: low, medium, and high. The resulting HLT-IL comprised five main activities: orientation, conceptualization, investigation, conclusion, and discussion, and nine sub-activities: introduction and discovery, questioning, hypothesis generation, exploration, experimentation, data interpretation, summarizing and comparing, communication, and reflection. The results showed that 26 out of 28 students (92.86%) reached the satisfactory category, while 2 students (7.14%) remained in the unsatisfactory category. These findings indicate that the inquiry-based learning trajectory can be an effective alternative for supporting conceptual discovery, particularly in learning the volume of space in primary education.

How Can Learning Motivation and Problem-Solving Predict the Mathematical Disposition of Primary Students? Anggraeni, Uswatin; Amir, Mohammad Faizal; Wardana, Mahardika Darmawan Kusuma
Jurnal Prima Edukasia Vol. 13 No. 2 (2025): May 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i2.83008

This study aims to analyse the simultaneous impact of learning motivation (affective aspect) and problem-solving (cognitive aspect) on the mathematical disposition of primary students. Using a quantitative survey with a cross-sectional design, data were collected from 81 fourth-grade students through validated questionnaires and problem-solving tests. Multiple linear regression was applied after verifying the classical assumptions. The results indicated that both variables significantly affect mathematical disposition when analysed together. However, only problem-solving showed a significant partial effect. This suggests that cognitive skills are more dominant than affective factors in shaping students’ mathematical disposition. These findings highlight the importance of strengthening problem- solving skills from an early age as a foundation for developing positive attitudes toward mathematics. The study contributes to theoretical development by integrating cognitive and affective dimensions and offers practical implications for enhancing learning strategies in primary education.

The Effectiveness of Guided Inquiry with Scaffolding Techniques in Enhancing Primary Students' Self-Efficacy in Mathematics Vonitasari, Adinda Rheyna; Amir, Mohammad Faizal
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp539-555

Students' self-efficacy towards mathematics is still low. High self-efficacy is an essential factor in supporting learning success. Guided inquiry elaborated with scaffolding techniques is thought to affect students' self-efficacy. Therefore, this study aims to identify the effect of guided inquiry with scaffolding techniques on students' self-efficacy. The study design used was the posttest-only control group. In this study, data collection techniques were used using a questionnaire containing 20 questions to measure students' self-efficacy (magnitude, generality, and strength) in facing and completing mathematics tasks. Study participants included fourth-grade students' who were drawn through purposive sampling. ANOVA test and post hoc analysis were used for data analysis. The data analysis showed differences in students' self-efficacy between the implementations of guided inquiry with scaffolding techniques, guided inquiry without scaffolding techniques, and conventional learning. It was concluded that guided inquiry implemented with scaffolding techniques significantly enhanced students' mathematics self-efficacy. The most affected dimensions of self-efficacy from high to low are strength, magnitude, and generality. This shows sufficient scaffolding during the implementation of guided inquiry. In addition, students received sufficient scaffolding in the exploration process, which resulted in students being more confident in understanding the material and completing tasks independently. Keywords: guided inquiry learning, scaffolding techniques, self-efficacy.

PROSES BERPIKIR KRITIS SISWA SEKOLAH DASAR DALAM MEMECAHKAN MASALAH BERBENTUK SOAL CERITA MATEMATIKA BERDASARKAN GAYA BELAJAR Amir, Mohammad Faizal
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 1 No 2 (2015)
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

AbstrakPenelitian ini bertujuan untuk mengidentifikasi proses berpikir kritis siswa sekolah dasardalam memecahkan masalah berbentuk soal cerita berdasarkan perbedaan gaya belajar(visual, auditori, dan kinestetik) siswa. Identifikasi proses berpikir didasarkan atas langkahlangkahberpikir kritis IDEALS yakni Identify, Define, Enumerate, Analyze, List, dan SelfCorrect.Subjek penelitian terdiri dari 1 siswa yang masing-masing memiliki gaya belajarvisual, auditori, dan kinestetik yang tertinggi. Instrumen penelitian meliputi peneliti, tesberpikir kritis, tes gaya belajar, dan pedoman wawancara. Teknik pengumupulan data yangdigunakan terdiri dari tes, wawancara, dan observasi. Oleh karena itu, triangulasi yangdigunakan adalah triangulasi teknik. Analisis data dilakukan dengan cara reduksi data,penyajian data, dan pengambilan simpulan. Proses berpikir kritis siswa visual, auditori, dankinestetik pada langkah identify dan define memiliki kesamaan dalam memecahkan masalahberbentuk soal cerita. Perbedaan proses berpikir kritis tersebut paling menonjol terlihatpada langkah enumerate, analyze, list dan self-corret. Perbedaan tersebut terletak pada caradan jawaban yang dipilih berdasarkan fakta dan alasan logis yang diberikan, perbedaan yanglain terletak pada ketelitian siswa dalam memeriksa kembali jawaban yang diperoleh. Siswakinestetik dapat dikatakan memiliki proses berpikir kritis lebih baik dibandingkan siswa visualdan auditori pada langkah Enumerate, Analyze, List, dan Self-Correct. Sementara, siswaauditori dapat dikatakan memiliki proses berpikir kritis lebih baik dibandingkan siswa visual.Siswa visual cenderung melihat fokus permasalahan dan menganalisa jawaban berdasarkangambar. Siswa auditori seringkali membaca soal dan jawaban kembali agar dapatmenyebutkan fokus permasalahan, apa yang diketahui, apa yang ditanyakan, danmenganalisa permasalahan. Sementara siswa kinestetik melakukannya dengan menggerakgerakkananggota badan dan pensil untuk menentukan fokus dan menganalisapermasalahan.Kata Kunci : Proses Berpikir Kritis, Pemecahan Masalah, Soal Cerita Matematika, GayaBelajar

Metacognitive approach based on differences in self-regulated learning skills toward mathematical reflective thinking for primary school students Cahyani, Nafisa Fitri; Amir, Mohammad Faizal; Wardana, Mahardika Darmawan Kusuma
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i1.26157

Mathematical reflective thinking, a cornerstone of deep comprehension and effective problem-solving, frequently presents student challenges. This research explores the efficacy of a metacognitive strategy, examining its influence on primary school students' mathematical reflective thinking, particularly considering variations in Self-Regulated Learning (SRL) abilities. This research employed the quantitative methodology with a quasi-experimental design, incorporating pre-test and post-tests with non-randomized groups. Fifty fifth-grade students participated, and data was gathered through assessments and questionnaires. Statistical analysis, including univariate tests and independent samples t-tests, was conducted. The findings revealed a significant impact, with a p-value of 0.040 and an R-squared value of 0.855, indicating that 85.5% of the variance in reflective thinking could be attributed to the metacognitive approach. Notably, students demonstrating higher SRL levels exhibited a greater propensity to enhance their reflective thinking through metacognitive processes, such as planning, monitoring, and evaluation. Consequently, future research should explore reflective thinking with diverse learning interventions while still considering SRL differences and focusing on strengthening SRL generalization activities. This study implied that a metacognitive approach is a valuable pedagogical tool for educators and researchers aiming to foster mathematical reflective thinking while acknowledging and addressing individual cognitive variations, especially those related to SRL.

Learning Trajectories of Different Denominator Fractions with Ote-ote Ainin, Niva Al Kuril; Amir, Mohammad Faizal; Wulandari, Fitria
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 4 (2024): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i4.2506

Abstrak Pecahan berpenyebut berbeda adalah subtopik pecahan yang sangat berkontribusi dalam menjelaskan konsep dasar pecahan. Namun, bagi siswa sekolah dasar menantang karena didasarkan dari konsep yang membutuhkan representasi beragam. Penelitian ini bertujuan untuk mengembangkan learning trajectories (LT) pada pecahan berpenyebut berbeda dengan konteks Ote-ote. Ote-ote merupakan makanan khas Jawa Timur yang berbentuk mirip dengan lingkaran. Partisipan penelitian ini adalah 26 siswa kelas 5 Sekolah Dasar Negeri Jimbaran Wetan, Sidoarjo. Desain penelitian yang digunakan adalah desain research dengan tahapan: preparation, implementation, dan retropective analysis. Data dikumpulkan melalui lembar kerja siswa, observasi, dan tes. Teknis analisis data menggunakan triangulasi sumber. LT yang dikembangkan terdiri dari empat aktivitas, yaitu: (1) pengenalan pecahan, (2) penjumlahan pecahan berpenyebut sama (3) pecahan senilai, dan (4) penjumlahan pecahan berpenyebut berbeda. Aktivitas LT membangun pemahaman siswa mengenai pecahan berpenyebut berbeda, umumnya dalam kategori memuaskan. Abstract Different denominator fractions is a subtopic of fractions that greatly contributes to explaining the basic concept of fractions. However, it is challenging for primary students because it is based on a concept that requires multiple representations. This study aims to develop learning trajectories (LT) on different denominator fractions in the context of Ote-ote. Ote-ote is a typical East Java food shaped similarly to a circle. The participants of this study were 26 grade 5 students from Sekolah Dasar Negeri Jimbaran Wetan, Sidoarjo. The study design used was research design with stages: preparation, implementation, and retrospective analysis. Data were collected through student worksheets, observation, and tests—technical data analysis using source triangulation. The developed LT consists of four activities, namely: (1) introduction of fractions, (2) addition of common denominator fractions, (3) equivalent fractions, and (4) addition of different denominator fractions. The LT activities construct students' understanding of different denominator fractions, generally in the satisfactory category.

Penerapan Pengajaran Terbalik untuk Meningkatkan Hasil Belajar Mahasiswa PGSD UMSIDA pada Materi Pertidaksamaan Linier: Application of Reverse Teaching to Improve Student Learning Outcomes of PGSD UMSIDA on Linear Inequality Materials Amir, Mohammad Faizal; Kurniawan, Machful Indra
Pedagogia : Jurnal Pendidikan Vol. 5 No. 1 (2016): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v5i1.85

Salah satu masalah pada pembelajaran matematika di lingkungan PGSD adalah rendahnya kompetensi mahasiswa calon guru sekolah dasar dalam menguasai materi-materi di tingkat sekolah dasar. Masalah yang terjadi pada mahasiswa PGSD Universitas Muhammadiyah Sidoarjo semester I tahun ajaran 2015-2016 di kelas A-2 adalah mahasiswa mengalami kesalahan konsep, prinsip, dan operasi yang relatif tinggi; aktivitas pembelajaran belum optimal; minat mahasiswa terhadap matematika kurang; dan interaksi antar mahasiswa belum optimal. Masalah-masalah tersebut bermuara pada rendahnya hasil belajar matematika mahasiswa pada materi pertidaksamaan. Untuk mengatasi masalah tersebut perlu dicarikan solusi yang tepat yakni penerapan pengajaran terbalik. Tujuan penelitian ini adalah untuk mengetahui “apakah penerapan pengajaran terbalik dapat meningkatkan hasil belajar matematika pada materi pertidaksamaan linier bagi mahasiswa di kelas A-2 semester I?’. Rancangan penelitian yang digunakan adalah penelitian tindakan kelas yang terdiri dari 2 siklus yang dilakukan dalam 2 kali pertemuan. Berdasarkan hasil penelitian dan pembahasan disimpulkan bahwa penerapan pengajaran terbalik dapat meningkatkan hasil belajar mahasiswa PGSD universitas muhammadiyah sidoarjo di kelas A-2 pada materi pertidaksamaan matakuliah konsep dasar matematika. Peningkatan tersebut ditandai dengan: (1) menurunya kesalahan kesalahan konsep, prinsip, dan operasi; (2) meningkatnya aktivitas mahasiswa; (3) meningkatnya minat mahasiswa terhadap matematika; (4) meningkatnya interaksi antar mahasiswa selama pembelajaran.

Co-Authors Abadi, Muhammad Arya Setiawan Ahmad Hassan Nurdien Ahmad Hassan Nurdien Ainin, Niva Al Kuril Ainiya Rahma Septiarini Aldiyah Mellawati Alfina Eka Pratiwi Amalia, Alfin Khoiro Amilda, Binta Naarah Amir, Firana Anggraeni, Uswatin Anindhita, Putri Bulqhis Anis Andriah Atuszahroh, Dwi Silvi Aulia Risa Eksanti Ayu Wulandari Ayuningtyas, Ilfia Nur Azzahra Salma Nabila Bagus Ali Rachman Cahyani, Nafisa Fitri Chusnul Ainia Danti Sri Rahayu Devi Usfuriah Dian Septi Nur Afifah Diana Noviani Khakiki Dwi Wulandari Egitayanti Aulia Rochman Fajri, Fenty Rahmawati Faradina, Zulfiya Farah Alifanty Rahmania Firdatus Nurlaila Fitria Wulandari Ghozali Rusyid Affandi Hendra Erik Rudyanto Hesty Dian Prasetyaningrum Hidayanti, Andina Nurnida Ibrahim, Balqis Kurnia Ika Nada Fajriyah Iklimatus Faridatun Hikmah Ilfia Nur Ayuningtyas Indah Permatasari Indrawati, Tasya Juli Indri Salsabila Isna Fauziyah Nurroini Jannah, Ayu Nur Roudhotul Jannah, Hamida Izatul Khoirun Nisa Labibah Kurniawati Machful Indra Kurniawan Magfirotin, Elis Syafa Mahardika Darmawan Kusuma Wardana Malikha, Ziadatul Mardiyansyah, Yerrys Masruroh, Miftakhul Mega Selvia Ayu Devi Mohamad Djasuli Mohammad Fanani Mohd Nazri Abdul Rahman Mubarokah, Aysha Amini Laylatim Mufarikhah, Imas Anisa'ul Muhlasin Amrullah Mutafarida, Mutafarida Nadhilah Aisyah Amalia Nazilah, Rohmah Li'izzatun Nur Ajizatul Mufidah Nur Aviatul Faizah Nur Rohmah Emilia Nur Sri Nur Sulistianingsih Nurdien, Ahmad Hassan Nuridah, Eka Rahmah Pinasthi, Titah Putri, Ratna Dwi Kusuma Ning Quroidah, Anita Ratna Dwi Kusuma Ratna Dwi Kusuma Ning Putri Rina Milinia Rizki, Friska Alifia Romadhon, Nurul Isnaini Rosyida, Nelly Kholifatur Safitri, Nur Fajriah Septina Risma Yunita Silvi Jihan Mahfiroh Sri Nur Wahyu Utami Tri Febri Marta Lasmana Umma Abika Sharah Fi Vivi Novitasari Vonitasari, Adinda Rheyna Wahyuningtyas , Lilis Widianti, Beta Ayu Widianti, Hesti Dwi Widyastuti Widyastuti Widyastuti Winda Anzilah Windari, Reza Aulia Yahya, Ach. Zamroni Yosa, Nabhila Zakiyah, Ummu

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