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All Journal P2M STKIP Siliwangi Journal of Research and Advances in Mathematics Education JMPM: Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Mosharafa: Jurnal Pendidikan Matematika JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Eka Senjayawati, Eka
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Education Mathematics Other

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Penggunaan model pembelajaran discovery learning untuk meningkatkan kemampuan penalaran matematis siswa SMP Septianingrum, Berliana Dwina; Zanthy, Luvy Sylviana; Senjayawati, Eka
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 8 No. 2 (2025): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v8i2.25331

Abstract

The aim of the research is to find out whether there is an increase in students' mathematical reasoning abilities with the discovery learning learning model compared to ordinary learning. The method used was quasi-experimental with a non-equivalent pretest-posttest design. The population in this study were class VIII students at SMP PGRI 1 Cimahi. The sample in this study was 30 students from class VIII-C and class VIII-D for each class. Class VIII-C is used as an experimental class and class VIII-D is used as a control class. The data collection technique in this research was through a written test consisting of six descriptive questions. The data obtained will be analyzed and processed with the help of IBM SPSS version 26 for Windows software. Based on the research results, H_0 was rejected and H_1 was accepted, meaning that there was an increase in the mathematical reasoning abilities of students whose learning used regular learning. Thus it can be concluded that there is an increase in mathematical reasoning abilities in the experimental class which uses the Discovery Learning Learning Model.
Evaluation of geometry skills: Integrating logic and drawing indicators through GeoGebra-based learning Hamidah, Hamidah; Kusuma, Jaka Wijaya; Chotimah, Siti; Senjayawati, Eka
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 3 July 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i3.8802

Abstract

The problem in this study is to evaluate the improvement of students' geometry skills using the GeoGebra application by focusing on two key indicators: logical thinking and drawing skills. This study employs both quantitative and qualitative methods. In the first stage, quantitative data were collected through pretests and posttests to measure student geometry skill changes. In the second stage, qualitative methods were used to explore and validate the quantitative findings through geometry skill tasks and interviews. The research subjects were second-semester mathematics education students at Bina Bangsa University, selected using purposive sampling. The findings reveal that students who engaged in geometry learning with GeoGebra experienced significant improvement in both logical reasoning and geometric drawing skills. Students became better at visualizing geometric problems, constructing geometric figures accurately, and connecting visual information to logical reasoning processes. GeoGebra improved students’ ability to identify patterns, perform deductions, draw conclusions, and visually communicate geometric ideas. It is recommended that GeoGebra be complemented with mathematical writing and drawing activities in geometry instruction to strengthen further the logical and visual dimensions of students’ geometric thinking.
Analisis Kesalahan Siswa SMK Dalam Menyelesaikan Soal Kecakapan Matematis Pada Materi Bangun Ruang Hutajulu, Masta; Senjayawati, Eka; Minarti, Eva Dwi
Mosharafa: Jurnal Pendidikan Matematika Vol. 8 No. 3 (2019): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v8i3.573

Abstract

Latar belakang penelitian ini adalah siswa SMK membutuhkan suatu keahlian, kemampuan atau kecakapan untuk mengaplikasikan setiap kompetensi termasuk kecakapan matematis dalam dunia kerja. Kecakapan matematis dinilai sangat penting dan dibutuhkan dalam meningkatkan kualitas dirinya. Tujuan penelitian ini untuk melihat hasil analisis kesalahan siswa SMK dalam menyelesaikan soal kecakapan matematis pada materi bangun ruang. Subyek yang digunakan adalah 5 orang siswa kelas XII di SMK TI Pembangunan Cimahi. Bentuk pengambilan data yaitu pemberian soal tes dengan indikator berbeda pada setiap butir soal. Penelitian ini merupakan sebuah studi pendahuluan. Dari rekapitulasi perhitungan yang telah dilakukan, didapat bahwa persentase kesalahan yang paling banyak dilakukan siswa yakni 80 % pada indikator adaptive reasoning (penalaran adaptif), dimana siswa masih melakukan kesalahan dilihat dari aspek konseptual sebesar 30%, aspek prosedural juga 30% serta aspek teknik 20%. Sedangkan persentase kesalahan yang paling sedikit dilakukan siswa yakni 20 % pada indikator procedural fluency (kelancaran prosedural), dimana siswa tidak melakukan kesalahan dilihat dari aspek konseptual, tetapi pada aspek prosedural melakukan kesalahan 10% serta aspek teknik juga 10%. The purpose of this study was analyzing the answers of Vocational students on a mathematical proficiency test in three-dimensional geometry. The subjects of this study were 12th-grade students in SMK TI Pembangunan Cimahi. The data obtained from giving a test with indicators of students' mathematical proficiency that is different in each item question. This is a preliminary study. Based on the recapitulation of the results in the analysis and calculations that have been made, it was found that the most percentage of errors made by students is 80% on adaptive reasoning indicators, where students still make mistakes seen from conceptual aspects by 30%, procedural aspects also 30% and technical aspects 20%. While the least percentage of errors is 20% on procedural fluency indicators, where students do not make mistakes on conceptual aspects, but on procedural aspects and technical aspects make mistakes of 10%.
Co-Authors Bernard, Martin Bernard, Martin Damayanti, Siti Yanti Eva Dwi Minarti, Eva Dwi Hamidah . Ika Wahyu Anita Jaka Wijaya Kusuma Kadarisma, Gida Kadarisma, Gida Masta Hutajulu Nelly Fitriani, Nelly Pawitra, Kardiansyah Sukma Septianingrum, Berliana Dwina Silpiani Siti Chotimah Zanthy, Luvy Sylviana