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Mega Nur Prabawati, Mega Nur

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Author-ID : 548083

Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Problem Based Learning dan Culturally Responsive Teaching: Membangun Pemahaman Konsep Geometri melalui Anyaman Besek dan Aseupan Santiaji, Nelis Alfany; Prabawati, Mega Nur
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3160

The common perception of mathematics as an abstract subject leads to low student interest in learning mathematics. To address this, the synergy of the Problem Based Learning (PBL) model and the Culturally Responsive Teaching (CRT) approach is proposed as a solution. This study aims to describe the implementation process of PBL with a CRT approach and analyze its impact on the understanding of geometric concepts. The cultural context used is the traditional Sundanese woven crafts ‘besek’ and ‘aseupan’. This research uses a descriptive qualitative approach with random sampling, taking 33 students of class IX A at Al Hasan Ciamis Integrated Junior High School. The research instruments employed are cultural-based worksheets (LKPD) on ‘besek’ and ‘aseupan’ and supporting observation instruments. The research techniques include unstructured interviews and direct participant observation, with analysis conducted through the stages of data reduction, data presentation, and conclusion drawing. The results show that the integration of PBL and CRT through the cultural context of ‘besek’ and ‘aseupan’ helps students more easily understand abstract geometric concepts. The learning process becomes more student-centered, enhancing direct engagement and appreciation for local culture

Pengembangan Modul Ajar Berbasis Kearifan Lokal Pada Materi Fungsi Komposisi Rahmawati, Erna; Prabawati, Mega Nur
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3161

This study aims to develop an ethnomathematics-based teaching module for the topic of composite functions. The research employed the ADDIE design model, limited to four stages: Analysis, Design, Development, and Implementation. Data were collected through questionnaires completed by four certified teachers who served as expert validators, as well as through student response questionnaires used to assess the practicality of the module. The questionnaire data were analyzed quantitatively and interpreted using predetermined assessment criteria to determine the quality of the product. The validation results indicated that the module achieved an average score of 81.25%, demonstrating a high level of validity. Moreover, the practicality test yielded an average score of 89.3% from students, indicating that the module is highly practical for classroom use. Based on expert evaluations and student responses, the ethnomathematics-based teaching module on composite functions meets the criteria of being both valid and practical.

Students’ Metacognitive Errors based on Newman’s Error Types within Deep Learning Approach Astuti, Windi; Lestari, Puji; Prabawati, Mega Nur
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, MARCH 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v9i1.31027

Students’ difficulties in solving mathematical problems are often closely related to weaknesses in metacognitive regulation, particularly in planning, monitoring, and evaluating problem-solving processes. One systematic framework to identify these difficulties is Newman’s Error Analysis, which classifies students’ errors into sequential stages of problem solving. This study aims to describe students’ metacognitive errors based on Newman’s error types in mathematics learning using a Deep Learning approach. This research employed a mixed methods approach with a sequential explanatory design, focusing on qualitative descriptive analysis. The participants consisted of three ninth-grade students from SMP Islamiyah Ciawi in the 2025/2026 academic year, selected purposively to represent high, moderate, and low levels of metacognitive ability. Data were collected through open-ended problem-solving tests on solid figures, a metacognitive questionnaire using a Likert scale, and semi-structured interviews. Data analysis was conducted by identifying students’ errors at each stage of Newman’s procedure—reading, comprehension, transformation, process skills, and encoding—and relating them to metacognitive indicators. Methodological triangulation was applied to enhance the credibility of the findings. The results indicate that students with high metacognitive ability tend to exhibit minimal errors, mainly at the encoding stage. In contrast, students with moderate and low metacognitive abilities demonstrate dominant errors at the transformation and process skills stages, with low-metacognitive students also experiencing reading and comprehension errors. These findings suggest that metacognitive regulation significantly influences the type and stage of students’ errors. In conclusion, integrating explicit metacognitive scaffolding within Deep Learning practices is essential to reduce students’ errors and enhance mathematical problem-solving performance.

Students’ Thinking Processes in Solving Higher Order Thinking Skills (HOTS) Problems Based on Metacognitive Levels Pahmi, Miptahul; Ratnaningsih, Nani; Prabawati, Mega Nur
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i1.2830

This study aims to describe students’ thinking processes in solving Higher Order Thinking Skills (HOTS) problems in terms of metacognitive levels among students of class XII MIPA 4 at SMA Negeri 2 Banjarsari. This research employed a qualitative descriptive approach. The subjects were 27 students classified into three metacognitive levels (high, moderate, and low) based on a metacognitive questionnaire. Five students were selected as research subjects: one with high metacognition, two with moderate, and two with low. Data were collected through HOTS written tests, a metacognitive questionnaire, and unstructured interviews, and analyzed through data reduction, data display, and conclusion drawing. The results showed that students with high metacognitive levels performed systematic higher-order thinking through planning, monitoring, and evaluation stages. Students with moderate levels were able to solve problems procedurally but showed limited monitoring and evaluation. Students with low levels experienced difficulties in planning, monitoring, and evaluating their problem-solving processes. In conclusion, metacognitive level influences the quality of students’ thinking processes in solving HOTS problems and highlights the importance of developing metacognitive skills in mathematics learning

Co-Authors Ali, Nabila Nurhaliza Amelia, Fadhila Sri Apiati, Vepi Devi Anggraini Dewi ANGGRAENI EKO YULIANTO Elya, Elya Erna Rahmawati Hermawati, Elis Inayah, Hikmi Kurniawan, Dian Lestari, Liska Linda Herawati, Linda Mansyur, M. Zulfikar Maryah, Sofa Maulidah, Gina Agisni Mulyani, Eva Nani Ratnaningsih Natalliasari, Ike Nugraha, Depi Ardian Nurhayati, Elis Nurmaya, Rani Pahmi, Miptahul Pitriani, Windi PUJI LESTARI Rahayu, Sofy Gustini Ratna Rustina Ruhma, Salwa Zakiyah Santiaji, Nelis Alfany Santika, Satya Setialesmana, Depi Siska Ryane Muslim Supratman Supratman, Supratman Syabina, Raisya Hizkiya Tatang Herman, Tatang Thohari, Fina Lutpiani Turmudi Windi Astuti Zahra, Nur Latifatul

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