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All Journal International Journal of Mathematics and Mathematics Education (IJMME) Journal of Community Service (JCOS)
Rismayani Rismayani
Universitas Negeri Yogyakarta
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health

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KETERLIBATAN MASYARAKAT MENINGKATKAN PROFESIONALISME PENGURUS OSIS SMP NEGERI 3 JATIWANGI Rismayani Rismayani; Pijar Hatinurani Medeka
Journal of Community Service (JCOS) Vol. 1 No. 4 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jcos.v1i4.761

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh manfaat community engagement terhadap profesionalisme pengurus OSIS di SMP Negeri 3 Jatiwangi. Metodologi penelitian yang digunakan meliputi analisis data kualitatif melalui wawancara mendalam dan observasi partisipan, serta analisis data kuantitatif dengan menggunakan kuesioner terstruktur. Temuan studi ini menunjukkan bahwa keterlibatan aktif masyarakat lokal mempunyai dampak besar terhadap peningkatan keterampilan organisasi, kemampuan administratif, dan kemahiran berbicara di depan umum pengurus OSIS. Selain itu, kolaborasi yang kuat antara OSIS dan komunitas tetangga menghasilkan keuntungan tambahan dalam hal dukungan, sumber daya, dan sudut pandang penting. Temuan-temuan di atas memberikan wawasan berharga dalam meningkatkan efektivitas kinerja OSIS dan membina hubungan konstruktif antara lembaga pendidikan, siswa, dan masyarakat sekitar. Studi ini memberikan kontribusi besar terhadap pemahaman pentingnya keterlibatan masyarakat dalam memfasilitasi kemajuan pendidikan di tingkat sekolah menengah.
Mapping Students' Errors in Mathematical Problem Solving Through the SOLO Taxonomy: A Qualitative Research Design Nia Kania; Mira Sagita; Muhammad Azam; Yasir Yasir; Yeni Dwi Kurino; Suci Trian Meliana; Rismayani Rismayani; Zaenal Arifin
International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i2.2170

Abstract

Purpose – Mathematical problem solving in Basic Mathematics requires first-year university students to interpret information, select relevant concepts, apply algebraic procedures, and justify conclusions coherently. However, students’ incorrect or incomplete responses cannot be adequately interpreted through right-or-wrong scoring alone. This study aims to analyse first-year students’ errors in transforming equations into the standard form of quadratic equations using the Structure of Observed Learning Outcomes (SOLO) Taxonomy. Methodology – This study employed a descriptive qualitative approach. The data were obtained from a representative written response produced by a first-year university student enrolled in a Basic Mathematics course. The student’s solution was analysed by identifying the location of errors, classifying the types of errors, and mapping the structural quality of the response into SOLO levels: prestructural, unistructural, multistructural, relational, and extended abstract. Findings – The findings show that the student demonstrated meaningful but inconsistent algebraic understanding. The student correctly transformed some equations into standard quadratic form and identified the coefficients (a), (b), and (c). However, errors occurred in expansion, sign manipulation, simplification, and algebraic justification. The overall response was classified as multistructural with emerging relational characteristics, indicating that the student used several relevant procedures but did not consistently integrate them into a coherent and accurate solution. Novelty – This study contributes an integrated analytical framework that combines error analysis and the SOLO Taxonomy to interpret both the types of mathematical errors and the structural quality of students’ responses. Significance – The findings may assist Basic Mathematics lecturers in designing diagnostic feedback, assessment rubrics, and instructional interventions that support students’ transition from procedural performance to relational understanding.
Co-Authors Mira Sagita Muhammad Azam Nia Kania Pijar Hatinurani Medeka Suci Trian Meliana Yasir Yasir Yeni dwi Kurino Zaenal Arifin