Articles
<![CDATA[Analysis of Mathematical Critical Thinking Ability based on Students' Ability Level ]]>
<![CDATA[Alfatihah, Latifah]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/jiml.v7i3.20194
<![CDATA[Analyzing and testing mathematical critical thinking skills based on the ability level of class VIII students of junior high school is the aim of this research. By understanding the level of students' abilities, educators can determine students' mathematical critical thinking abilities and develop appropriate teaching strategies to improve students' abilities. This study uses a qualitative descriptive research method. This research was conducted at one of the junior high schools in Cipatat, West Bandung Regency with heterogeneous abilities of 8 students. This research uses data collection techniques by providing mathematical critical thinking ability questions on SPLDV material which consists of 5 essay test questions based on the following indicators: (1) Checking the completeness of problem solving steps. (2) Look for alternative solutions to problems. (3) Identify spldv equations with certain characteristics. (4) Choose the best way to solve the problem from alternative ways of solving it. (5) Identifying the adequacy of data on a problem. In this study, the results of the analysis have shown that students at a high level of ability can check the completeness of problem solving steps, students with a medium level of ability have little difficulty in identifying spldv equations with certain characteristics, and students with a low level of ability have difficulty finding alternatives problem solution.]]>
<![CDATA[The Development of Contextual Approach E-Modules to Improve Students’ Mathematical Problem Solving Ability on Junior High School ]]>
<![CDATA[Komariah, Ai]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/jiml.v7i3.20492
<![CDATA[This study aims to develop an E-Module that can be used by teachers to support the learning process so that students more easily understand material in interactive mathematics at SMPN 4 Cipeundeuy. In order to do so, this research using research and development (Reaserch and Development) with the 4D development model (Define, Design, Develop, and Disseminate). Research conducted using this model is limited to step 3 (Define, Design, Develop) due to time and cost constraints during the research. The subjects of this study were class IX students for limited trials and class VIII students for wide trials. The data that has been collected is then analyzed using Microsoft Excel. The results of the study on the feasibility of teaching materials were seen from the results of the assessment of lesson plans, worksheets, and media with a percentage of 93.80% and the results of assessments by two mathematics teachers with a percentage of 89%. Teaching materials were tested for practicality using a student response questionnaire with a percentage of 90%. Thus this teaching material can be implemented and can be used. The results of this study can be categorized as valid, practical, and very feasible because they have received a good due diligence.]]>
<![CDATA[The Development of Canva-Assisted Scientific Approach Pythagoras Teaching Materials to Improve Students’ Mathematical Reasoning Ability on Junior High School ]]>
<![CDATA[Pratiwi, Prisca Mulya]]>;
<![CDATA[Rohaeti, Euis Eti]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, SEPTEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/jiml.v7i3.20741
<![CDATA[This research was conducted to determine the development, feasibility, effectiveness, and difficulties in the development of teaching materials on the Pythagorean Theorem using a scientific approach assisted by Canva to enhance the mathematical reasoning abilities of junior high school students. This research was conducted at SMP PGRI 10 Bandung using the Research and Development (R&D) method based on the 4D stages. The research subjects included 33 students from class IX F for limited trials, 27 students from class VIII B, and 29 students from class VIII D for extensive trials. The research instruments used in this study included interviews in the preliminary learning, student responses to the teaching materials, expert validation sheets, and 6 items of reasoning ability test questions. The material used in this research was the Pythagorean Theorem. Student reasoning ability test data were analyzed using Microsoft Excel calculations. The research results indicate that: 1) the development process of the 4D method teaching materials, including a) Define (Definition); b) Design; c) Develop; and Disseminate, have been successfully implemented according to the plan; 2) the validator calculation results obtained a percentage of 86.21%, categorized as "very valid and do not need revision"; 3) the student reasoning ability test results prove that the teaching materials are reasonably effective; 4) significant difficulties include students' lack of understanding of the material, low activity, and a lack of supportive learning facilities.]]>
<![CDATA[A semiotic perspective of mathematical activity: The case of integer ]]>
<![CDATA[Purwasih, Ratni]]>;
<![CDATA[Turmudi, Turmudi]]>;
<![CDATA[Afgani Dahlan, Jarnawi]]>;
<![CDATA[Irawan, Edi]]>;
<![CDATA[Minasyan, Sona]]>
<![CDATA[ Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/infinity.v13i1.p271-284
<![CDATA[Semiotics is defined as using signs to represent mathematical concepts in problem-solving. The mathematical semiotic process involves creating meaning from the triadic relationship between the representamen (R), object (O), and interpretant (I). Mathematical semiotics play an essential role in the cognitive processes of individuals as they formulate and communicate mathematical ideas. Therefore, this study aims to describe the stages of the semiotic process of junior high school students solving integers-related mathematical problems. In this qualitative analysis, the participant is a seventh-grade student categorized as pseudo-semiotic. The research instrument is a test on integers and interviews. The results demonstrate that the semiosis related to integers involves the representamen, object, and interpretant stages. For a subject with a pseudo-semiotic type, this meaning-making process requires the construction of a comprehensive understanding of the concept. Furthermore, the understanding is developed using various instruments, resulting in connection conflicts between different components of the semiotic system. Connection conflict occurs because of the mismatched relationship between the elements of semiosis: representamen, object, and interpretant. A pseudo-semiotic subject only has a superficial understanding of mathematical concepts, making it challenging to establish accurate connections between symbols and their underlying meanings. Consequently, this hinders the ability to understand mathematics profoundly and apply the concepts in real-life situations.]]>
<![CDATA[Implementasi Pembelajaran Worksheet Berbasis ICT Untuk Peningkatan Kemampuan High Order Mathematical Thinking (HOMT) Siswa SMP ]]>
<![CDATA[Purwasih, Ratni]]>;
<![CDATA[Aripin, Usman]]>;
<![CDATA[Fitrianna, Aflich Yusnita]]>
<![CDATA[ JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (689.466 KB)
|
DOI: 10.25273/jipm.v7i1.3841
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya tingkat belajar siswa dipengaruhi oleh persepsi mengenai pembelajaran matematika yang dianggap sulit. Siswa harus mengembangkan pengetahuan baru mereka secara aktif dari pengalaman dan pengetahuan sebelumnya sehingga dibutuhkan kemampuan High Order Mathematical Thinking (HOMT) siswa SMP. Untuk mengatasi permasalahan tersebut diperlukan salahsatu model pembelajaran yang diharapkan mampu mengembangkan kemampuan High Order Mathematical Thinking (HOMT) siswa adalah pembelajaran worksheet berbasis ICT. Melalui pembelajaran ini terdapat lembaran-lembaran berisi tugas instruksional yang terdiri dari serangkaian pertanyaan dan informasi yang dirancang berbasis ICT untuk membimbing siswa agar memahami masalah matematika yang memuat soal-soal sistematis bertujuan meningkatkan High Order Mathematical Thinking (HOMT) siswa. Metode penelitian yang digunakan adalah quasi experimental dengan bentuk desain Nonequivalent Control Group Design, dimana subyek penelitian tidak dikelompokkan secara acak. Data dalam penelitian ini dikumpulkan melalui pretes dan postes kemampuan HOTM siswa.Tujuan dalam penelitian ini adalah mengkaji pencapaian dan peningkatan kemampuan high order mathematical thinking (HOMT) siswa SMP di kelas yang mendapat pembelajaran Worksheetberbasis ICT lebih baik daripada siswa di kelas yang mendapatkan pembelajaran ekspositori.Hasil dari peenlitian ini adalah peningkatan kemampuan HOTM siswa SMP yang menggunakan pembelajaran worksheet berbasis ICT lebih baik dibandingkan kelas yang pembelajarannnya menggunakan ekspositori. ]]>
<![CDATA[Pengaruh model problem based learning terhadap peningkatan kemampuan berpikir kritis matematis siswa SMP ]]>
<![CDATA[Triangela Indah Saputri, Pelia]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 7 No. 6 (2024): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/jpmi.v7i6.25469
<![CDATA[Artikel ini menggali cara-cara pendekatan Kemampuan siswa untuk berpikir kritis telah ditingkatkan dengan program Pembelajaran Berbasis Masalah (PBL) yang menggunakan teorema Pythagoras dalam konteks praktis. Seberapa besar dampak paradigma PBL terhadap kemampuan siswa untuk berpikir kritis terhadap matematika? Untuk itu, penelitian ini menggunakan desain kuasi eksperimental. Peserta dan subjek penelitian ini adalah siswa kelas delapan SMP Muslimin Cililin yaitu kelas VIII-A dan VIII-F. Alat studi mengevaluasi kapasitas pelamar untuk berpikir kritis melalui penggunaan lima pertanyaan deskriptif yang didistribusikan selama ujian. Kemampuan berpikir kritis siswa menunjukkan peningkatan yang signifikan setelah pelaksanaan PBL. Dalam kebanyakan kasus, temuan tes akhir mereka lebih akurat daripada hasil Kementerian Kesehatan. Penelitian menunjukkan bahwa paradigma PBL memiliki dampak yang lebih besar pada kemampuan berpikir kritis siswa dalam hal topik termasuk Teorema Pythagoras.]]>
<![CDATA[Analysis of Mathematical Connection and Students' Self Confidence in Flat-Side Space Material ]]>
<![CDATA[Jalaludin, Muhamad Agus]]>;
<![CDATA[Yunita, Winda]]>;
<![CDATA[Indahsari, Ita Nur]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 2 No 3 (2018): August ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (647.54 KB)
|
DOI: 10.23887/jere.v2i3.13007
<![CDATA[This research is a study to analyze the ability of mathematical connections and self-confidence in the flat-side space material for junior high school students. This research used a qualitative descriptive method. The study was conducted at 47 Bandug Junior High School in 9th grade students of SMPN 47 Bandung who had studied in a flat side room. The research subjects were ninth grade F. The data were collected in the form of a description of the test instrument and self-confidence questionnaire. The results of the study concluded: 1) the level of students' mathematical connection skills in the settlement pointed at good categories; 2) students have mastered the materials so that they could understand problems and concepts well; 3) students already have had good self-confidence. ]]>
<![CDATA[How do you solve number pattern problems through mathematical semiotics analysis and computational thinking? ]]>
<![CDATA[Purwasih, Ratni]]>;
<![CDATA[Turmudi]]>;
<![CDATA[Dahlan, Jarnawi Afgani]]>
<![CDATA[ Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22342/jme.v15i2.pp403-430
<![CDATA[Some countries, including Indonesia, have a framework for understanding how students receive and process math concepts as new knowledge through learning styles. Learning style, particularly Kolb's model, is one of the learning styles that contribute to students' success in learning. Experts have explored the characteristics of Kolb's learning style and found many effects on student learning outcomes as a starting point in learning mathematical concepts. However, the research still focuses on exploring integer operation materials in specific math abilities. The researchers hardly found any discourse to study, such as exploring number patterns in computational thinking and semiotic mathematics. Therefore, this study aims to explore mathematical semiotics and computational thinking on number patterns in terms of Kolb's learning style model. This research uses hermeneutic phenomenology to explore through written tests and interviews. An explanation of the components, characteristics, and semiotic characteristics of mathematical and computational thinking seen in students who have the Kolb model of learning in solving problems of number patterns is part of the interpretation. These findings can be used as benchmarks in developing mathematics materials. Thus, this knowledge is a concrete foundation to guide future advances in curriculum, assessment methods, and learning approaches in mathematics education, particularly in algebra.]]>
<![CDATA[Mathematical Semiotics in Primary Learning: Helping Prospective Teachers Understand Mathematical Representations ]]>
<![CDATA[Purwasih, Ratni]]>;
<![CDATA[Irawan, Edi]]>;
<![CDATA[Minasyan, Sona]]>
<![CDATA[ JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 3 (2025): July ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31764/jtam.v9i3.30835
<![CDATA[Mathematics learning in elementary schools is often faced with the challenge of bridging abstract concepts with participants' concrete experiences. One of the reasons is the difficulty in understanding and using mathematical signs and symbols appropriately. Semiotic representation of mathematics, which involves symbols, diagrams and notations as visual and conceptual aids, is an important approach in overcoming these challenges. This study aims to explore the ability of prospective elementary school teachers to understand and use semiotic representations of mathematics, especially in the context of number patterns. A qualitative approach with a hermeneutic phenomenological design was chosen to understand prospective teachers' experiences, views, and thought processes in interpreting and using mathematical symbols. The researcher used written tests and semi-structured interviews as data collection techniques to explore the semiotic representations used in mathematical problem solving. The participants were grouped based on the results of the initial ability test, and six of them were selected as research subjects. Data analysis used the Interpretive Phenomenology Analysis (IPA) method with the help of NVivo 14 Plus software, which allows researchers to systematically manage and analyze qualitative data. The results of this study are expected to provide insight into prospective teachers' understanding of symbolic representation in mathematics learning and the challenges they face, which can be the basis for designing more effective learning strategies in the context of mathematics education in primary schools. Using a descriptive qualitative approach, data were obtained through observation and analysis of problem solving activities involving symbolic and visual representations. The results of the study are expected to provide insight into the importance of semiotic training in prospective teacher education, so that they are able to convey mathematical concepts meaningfully and contextually.]]>
<![CDATA[Pendekatan kontekstual berbantuan software geogebra untuk meningkatkan kemampuan komunikasi matematis siswa SMP kelas VIII ]]>
<![CDATA[Nurjanah, Siti]]>;
<![CDATA[Afrilianto, M]]>;
<![CDATA[Purwasih, Ratni]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 2 (2025): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/jpmi.v8i2.26888
<![CDATA[This research seeks to enchance the mathematical communication skills of eight-grade junior high school students by implementing a contextual approach supported by Geogebra software. The research method employed is a quasi-experimental with a nonequivalent control group. Data collection techniques in this study involved using intruments in the form of mathematical communication skills tests and interview. The sampling technique employed was purposive sampling. The research sample consisted of 34 students from class VIII-E and 34 students from class VIII-I. The data analysis techniques included data gathering, data analisysis, data visualization, and drawing conclusions using SPSS 25. The conclusion drawn from this study is that the improvement in mathematical communication skills among students taught using the contextual approach supported using Geogebra software is more effective than those taught using conventional methods. This study not only focus on the final results but also considers the entire learning process to achieve a comprehensive and accurate assessment]]>
