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KEMAMPUAN REPRESENTASI MATEMATIS DITINJAU DARI ADVERSITY QUOTIENT DAN SELF-EFFICACY Dayana Sabila Husain; Darhim Darhim; Kusnandi Kusnandi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Kemampuan representasi matematis berkaitan dengan kemampuan pemecahan masalah. Representasi masalah yang sesuai adalah dasar untuk memahami masalah dan merencanakan solusinya. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana kemampuan representasi matematis siswa berdasarkan tipe adversity quotient (AQ) dan self-efficacy (SE). Penelitian ini menggunakan metode studi kasus dengan pendekatan kualitatif. Subjek penelitiannya yaitu 5 siswa kelas XI IPA di Kota Bandung. Instrumen yang digunakan yaitu tes kemampuan representasi, angket AQ dan SE. Teknik pengumpulan data menggunakan teknik tes, angket, dan wawancara. Teknik analisis data dilakukan dengan tahapan reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan AQ climber dan SE sedang mampu membuat gambar untuk memperjelas masalah, menyelesaikan masalah dengan ekspresi matematis, membuat model matematika, dan menuliskan langkah penyelesaian dengan kata-kata, siswa dengan AQ camper dan SE tinggi mampu membuat gambar untuk memperjelas masalah, menyelesaikan masalah dengan ekspresi matematis, membuat model matematika, dan menyusun cerita sesuai dengan representasi yang disajikan, siswa dengan AQ camper dan SE sedang dan siswa dengan AQ camper dan SE rendah mampu menyelesaikan masalah dengan ekspresi matematis dan membuat model matematika, dan siswa dengan AQ quitter dan SE rendah tidak mampu memenuhi semua indikator kemampuan representasi. Mathematical representation ability is related to problem solving ability. An appropriate problem representation is the basis for understanding the problem and planning its solution. This study aims to describe the mathematics representation ability based on adversity quotient (AQ) and self-efficacy (SE). The study uses a case study method with a qualitative approach. The research subjects were 5 students of class XI IPA in Bandung City. The instrument used were representation ability tests, AQ, and SE questionnaires. Data collection techniques using test, questionnaires, and interviews. Data analysis techniques using data reduction, data display, and drawing conclusions. The result showed that student with AQ Climber and moderate SE was able to make pictures to clarify problems, solve problems with mathematical expressions, make mathematical models, and write down steps to solve them with words, student with AQ camper and high SE was able to make pictures to clarify problems, solving problems with mathematical expressions, making mathematical models, and composing stories according to the representations presented, student with AQ camper and moderate SE and student with AQ camper and low SE was able to solve problems with mathematical expressions and make mathematical models, and student with AQ quitter and low SE was not able to meet all indicators of representational ability.

Analyzing Eighth-Grade Students' Mathematical Communication Skills in Solving Exponential Problems Ode, Windi Saputri; Salido, Achmad; Sirad, La Ode; Haidar, Irajuana; Prihatmojo, Agung; Husain, Dayana Sabila; Wangsa, Arma
JURNAL INOVATIF ILMU PENDIDIKAN Vol 6, No 2 (2024)
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jiip.v6i2.31840

This study examines the mathematical communication skills of eighth-grade students in solving exponential problems. Effective mathematical communication enables students to articulate ideas clearly through writing, drawings, or symbols. A descriptive qualitative method was used, involving three students with high, medium, and low math abilities. Data were collected via problem-solving tasks and semi-structured interviews to analyze students' strategies and thought processes. Results revealed notable differences in skills: high-ability students developed accurate models but lacked consistency, medium-ability students had a sufficient foundation but struggled with contextual interpretation, and low-ability students relied on basic operations without grasping the problem's context. These findings emphasize the need for adaptive learning approaches tailored to students' abilities to enhance mathematical communication. Study limitations include a small sample size and narrow topic focus. Future research should explore broader samples and topics to deepen insights, contributing to the development of more responsive math teaching methods that effectively foster mathematical communication skills.

Analysis of Junior High School Students' Numeracy Literacy with Various Levels of Mathematical Curiosity Husain, Dayana Sabila; Salido, Achmad; Aswin, Aswin; Meiliati, Rafika
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 9 No 2 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 9 Nomor 2 Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v9i2.3928

Numerical literacy is an essential competency in education, yet the results of the 2022 Programme for International Student Assessment (PISA) indicate that most Indonesian students still have low numerical literacy skills. One factor suspected to contribute to this issue is mathematical curiosity. This study aims to analyze students' numeracy literacy skills based on their levels of mathematical curiosity. A descriptive qualitative approach was employed, with research subjects selected through purposive sampling at a junior high school in Kolaka Regency, Southeast Sulawesi. Data were collected through a mathematical curiosity questionnaire and an open-ended numeracy literacy test. The data analysis process involved reduction, presentation, and conclusion drawing. The results indicate that students with a high level of mathematical curiosity exhibit better numeracy literacy skills than those with moderate or low curiosity. They can explore information in depth, recognize patterns, and apply appropriate strategies to solve problems. Students with moderate curiosity demonstrate a good understanding of numeracy but require further encouragement to present a more comprehensive problem-solving process. Meanwhile, students with low curiosity tend to be less engaged in problem exploration and in providing thorough solutions. These findings reinforce the significant role of curiosity in strengthening numeracy literacy.

EXPLORATION OF STUDENT’S MATHEMATICAL CONNECTION ABILITY BASED ON LEARNING MOTIVATION Meiliati, Rafika; Salido, Achmad; aswin, aswin; Husain, Dayana Sabila
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2521

This study aimed to explore and explain students’ mathematical connection abilities based on their levels of learning motivation. A qualitative investigative approach involved junior high school students categorized into three motivation levels: high, moderate, and low. Data were collected through a learning motivation questionnaire and problem-solving tasks to assess students’ mathematical connection skills. The results revealed that highly motivated students demonstrated the strongest abilities, characterized by their capacity to connect various mathematical concepts, effectively use visual representations, and apply concepts in real-life and interdisciplinary contexts. In contrast, moderately motivated students tended to rely on basic procedures without developing a comprehensive conceptual understanding, while students with low motivation struggled to comprehend and relate concepts, often copying information without formulating appropriate solution strategies. These findings highlight the critical role of learning motivation in fostering mathematical connection skills. Therefore, implementing instructional strategies that enhance student motivation—such as problem-based and contextual learning approaches—is essential for promoting more profound understanding and stronger mathematical connections.

MATHEMATICAL REPRESENTATION IN PROBLEM-SOLVING: A COMPARATIVE STUDY OF REFLECTIVE AND IMPULSIVE COGNITIVE STYLES Meiliati, Rafika; Salido, Achmad; Aswin, Aswin; Husain, Dayana Sabila; Chairuddin, Chairuddin; Martins, Agus
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13438

Mathematical representation is a crucial skill that enables students to express, interpret, and connect mathematical concepts through visual, symbolic, and verbal forms. This study explores the differences in mathematical representation skills between students with reflective and impulsive cognitive styles in solving two-variable linear inequality system problems. Using a qualitative descriptive approach, four high school students were selected based on their cognitive styles through the Matching Familiar Figure Test (MFFT). Data were collected through problem-solving tasks and semi-structured interviews. The findings indicate that reflective students demonstrate strong mathematical representation abilities, particularly in organizing and translating information across visual, symbolic, and verbal representations. They exhibit a structured and analytical approach to problem-solving, ensuring accuracy and coherence in their representations. In contrast, impulsive students struggle with problem organization, symbolic representation, and verbal explanation, often producing incomplete and less structured representations due to their tendency to prioritize speed over accuracy. These results highlight the influence of cognitive style on mathematical representation and suggest the need for tailored instructional strategies. Future research should expand the study to a broader mathematical scope and implement targeted interventions to enhance students' representation skills according to their cognitive characteristics.

APPLICATION OF PROJECT-BASED LEARNING ASSISTED BY MICROSOFT MATHEMATICS TO IMPROVE STUDENTS' MATHEMATICAL REPRESENTATION ABILITY Husain, Dayana Sabila; Meiliati, Rafika; Nuralda, Nuralda; Aswin, Aswin; Salido, Achmad
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14250

This study examined the effect of Project-based Learning (PjBL) assisted by Microsoft Mathematics on students’ mathematical representation ability. A quasi-experimental design with a posttest-only control group was employed in two tenth-grade classes at a senior high school in Kolaka Regency. The experimental group received PjBL with Microsoft Mathematics, while the control group was taught conventionally. Data were collected through a representation test, a questionnaire, and an observation sheet, and analyzed using both descriptive and inferential statistics. Results showed that the experimental group achieved a significantly higher mean score (81.17) than the control group (60.19), with a mean difference of 20.99 points (p < 0.05). The questionnaire findings revealed very positive student perceptions, indicating that Microsoft Mathematics was easy to use, helpful in understanding concepts, and improved problem-solving skills, while also fostering interest and independence. Observation confirmed that PjBL was implemented effectively: teachers provided clear guidance, students designed projects, collaborated, and presented outcomes through various representations using Microsoft Mathematics. These findings demonstrate that combining PjBL with technology strengthens students’ mathematical representation ability and enriches learning. The study implies that technology-supported project learning can serve as an effective model for promoting meaningful, engaging, and skill-oriented mathematics education in secondary schools.Penelitian ini mengkaji pengaruh Project-based Learning (PjBL) berbantuan Microsoft Mathematics terhadap kemampuan representasi matematis siswa. Desain penelitian yang digunakan adalah kuasi-eksperimen dengan kelompok kontrol posttest-only pada dua kelas X di salah satu SMA di Kabupaten Kolaka. Kelompok eksperimen mendapatkan pembelajaran PjBL dengan Microsoft Mathematics, sedangkan kelompok kontrol diajar secara konvensional. Data dikumpulkan melalui tes representasi, angket, dan lembar observasi, kemudian dianalisis dengan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh skor rata-rata yang secara signifikan lebih tinggi (81,17) dibandingkan kelompok kontrol (60,19), dengan selisih rata-rata 20,99 poin (p < 0,05). Temuan angket menunjukkan persepsi siswa yang sangat positif, bahwa Microsoft Mathematics mudah digunakan, membantu dalam memahami konsep, meningkatkan keterampilan pemecahan masalah, sekaligus menumbuhkan minat dan kemandirian. Hasil observasi menegaskan bahwa PjBL terlaksana secara efektif: guru memberikan arahan yang jelas, siswa merancang proyek, berkolaborasi, serta mempresentasikan hasil melalui berbagai bentuk representasi dengan Microsoft Mathematics. Temuan ini menunjukkan bahwa menggabungkan PjBL dengan teknologi dapat memperkuat kemampuan representasi matematis siswa dan memperkaya pembelajaran. Penelitian ini menyiratkan bahwa pembelajaran berbasis proyek yang didukung teknologi dapat menjadi model efektif untuk mendorong pendidikan matematika yang bermakna, menarik, dan berorientasi pada keterampilan di sekolah menengah.

Students’ Errors in Solving Contextual Linear Programming Problems Based on Brodie’s Theory Viewed from Self-Efficacy Aswin Aswin; Achmad Salido; Rafika Meiliati; Dayana Sabila Husain; Khairunnisa Khairunnisa
Media Pendidikan Matematika Vol. 14 No. 1 (2026): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v14i1.20283

This study aims to analyze students’ errors in solving contextual mathematics problems on linear programming, based on Brodie’s theory, through the lens of students’ self-efficacy. Previous studies have generally used Newman Error Analysis and focused more on the procedural stages of problem-solving, whereas studies integrating Brodie’s theory with self-efficacy in solving contextual problems remain limited. This study offers a novel approach, an error analysis that integrates cognitive and affective aspects to gain a more comprehensive understanding of student errors. The study employs a qualitative case study design. It was conducted at a high school in Bulukumba, with a student population of 36. Subjects were selected purposively: three students representing the high-, moderate-, and low-self-efficacy categories. Research instruments included contextual problem-solving tests, a self-efficacy questionnaire, interviews, observations, and documentation. Data analysis was conducted using the Miles and Huberman model, with the stages of data reduction, data presentation, and conclusion drawing, and triangulation to ensure data validity. The results of the study indicate that students with high self-efficacy made only basic errors, such as errors in examples and failure to write conclusions. Students with moderate self-efficacy made basic errors, had missing information, and made appropriate errors, while students with low self-efficacy made a wider variety of errors, namely basic errors, appropriate errors, missing information, and partial insight. These findings indicate that self-efficacy influences the types and levels of errors students make when solving contextual problems. Therefore, improving self-efficacy needs to be a focus in mathematics learning to minimize problem-solving errors.

Effects Of Microsoft Mathematics 4.0 On Prospective Mathematics Teachers' Computational Thinking And Learning Motivation Rafika Meiliati; Dima Marillah; Fitri; Achmad Salido; Aswin; Dayana Sabila Husain
Koordinat Jurnal MIPA Vol. 7 No. 1 (2026)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v7i1.194

This study aimed to examine the effect of Microsoft Mathematics 4.0 on prospective mathematics teachers’ computational thinking (CT) skills and learning motivation in learning functions. A quantitative approach with a quasi-experimental one-group pre-test–post-test design was employed, involving 17 first-semester mathematics education students at Universitas Sembilanbelas November Kolaka. The participants were prospective mathematics teachers who studied the topic of functions using Microsoft Mathematics 4.0 as an interactive learning tool. Data were collected using CT tests and learning motivation questionnaires and analyzed using descriptive statistics, the Shapiro–Wilk normality test, and paired-samples t-tests. The results revealed a statistically significant improvement in students’ CT skills (t(16) = −5.33, p < 0.05) and learning motivation (t(16) = −13.93, p < 0.05) after learning functions with the support of Microsoft Mathematics 4.0. These findings suggest that integrating interactive mathematical software in learning functions can effectively enhance both students’ computational thinking and their learning motivation

MATHEMATICAL REPRESENTATION IN PROBLEM-SOLVING: A COMPARATIVE STUDY OF REFLECTIVE AND IMPULSIVE COGNITIVE STYLES Rafika Meiliati; Achmad Salido; Aswin Aswin; Dayana Sabila Husain; Chairuddin Chairuddin; Agus Martins
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13438

Mathematical representation is a crucial skill that enables students to express, interpret, and connect mathematical concepts through visual, symbolic, and verbal forms. This study explores the differences in mathematical representation skills between students with reflective and impulsive cognitive styles in solving two-variable linear inequality system problems. Using a qualitative descriptive approach, four high school students were selected based on their cognitive styles through the Matching Familiar Figure Test (MFFT). Data were collected through problem-solving tasks and semi-structured interviews. The findings indicate that reflective students demonstrate strong mathematical representation abilities, particularly in organizing and translating information across visual, symbolic, and verbal representations. They exhibit a structured and analytical approach to problem-solving, ensuring accuracy and coherence in their representations. In contrast, impulsive students struggle with problem organization, symbolic representation, and verbal explanation, often producing incomplete and less structured representations due to their tendency to prioritize speed over accuracy. These results highlight the influence of cognitive style on mathematical representation and suggest the need for tailored instructional strategies. Future research should expand the study to a broader mathematical scope and implement targeted interventions to enhance students' representation skills according to their cognitive characteristics.

APPLICATION OF PROJECT-BASED LEARNING ASSISTED BY MICROSOFT MATHEMATICS TO IMPROVE STUDENTS' MATHEMATICAL REPRESENTATION ABILITY Dayana Sabila Husain; Rafika Meiliati; Nuralda Nuralda; Aswin Aswin; Achmad Salido
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol. 14 No. 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14250

This study examined the effect of Project-based Learning (PjBL) assisted by Microsoft Mathematics on students’ mathematical representation ability. A quasi-experimental design with a posttest-only control group was employed in two tenth-grade classes at a senior high school in Kolaka Regency. The experimental group received PjBL with Microsoft Mathematics, while the control group was taught conventionally. Data were collected through a representation test, a questionnaire, and an observation sheet, and analyzed using both descriptive and inferential statistics. Results showed that the experimental group achieved a significantly higher mean score (81.17) than the control group (60.19), with a mean difference of 20.99 points (p < 0.05). The questionnaire findings revealed very positive student perceptions, indicating that Microsoft Mathematics was easy to use, helpful in understanding concepts, and improved problem-solving skills, while also fostering interest and independence. Observation confirmed that PjBL was implemented effectively: teachers provided clear guidance, students designed projects, collaborated, and presented outcomes through various representations using Microsoft Mathematics. These findings demonstrate that combining PjBL with technology strengthens students’ mathematical representation ability and enriches learning. The study implies that technology-supported project learning can serve as an effective model for promoting meaningful, engaging, and skill-oriented mathematics education in secondary schools.Penelitian ini mengkaji pengaruh Project-based Learning (PjBL) berbantuan Microsoft Mathematics terhadap kemampuan representasi matematis siswa. Desain penelitian yang digunakan adalah kuasi-eksperimen dengan kelompok kontrol posttest-only pada dua kelas X di salah satu SMA di Kabupaten Kolaka. Kelompok eksperimen mendapatkan pembelajaran PjBL dengan Microsoft Mathematics, sedangkan kelompok kontrol diajar secara konvensional. Data dikumpulkan melalui tes representasi, angket, dan lembar observasi, kemudian dianalisis dengan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh skor rata-rata yang secara signifikan lebih tinggi (81,17) dibandingkan kelompok kontrol (60,19), dengan selisih rata-rata 20,99 poin (p < 0,05). Temuan angket menunjukkan persepsi siswa yang sangat positif, bahwa Microsoft Mathematics mudah digunakan, membantu dalam memahami konsep, meningkatkan keterampilan pemecahan masalah, sekaligus menumbuhkan minat dan kemandirian. Hasil observasi menegaskan bahwa PjBL terlaksana secara efektif: guru memberikan arahan yang jelas, siswa merancang proyek, berkolaborasi, serta mempresentasikan hasil melalui berbagai bentuk representasi dengan Microsoft Mathematics. Temuan ini menunjukkan bahwa menggabungkan PjBL dengan teknologi dapat memperkuat kemampuan representasi matematis siswa dan memperkaya pembelajaran. Penelitian ini menyiratkan bahwa pembelajaran berbasis proyek yang didukung teknologi dapat menjadi model efektif untuk mendorong pendidikan matematika yang bermakna, menarik, dan berorientasi pada keterampilan di sekolah menengah.

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