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All Journal Journal on Education Formosa Journal of Multidisciplinary Research (FJMR) AR-RUMMAN: Journal of Education and Learning Evaluation Jurnal Ilmiah Matematika Realistik Jurnal Didaktik Matematika
Ade Andriani
Universitas Negeri Medan
Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Mathematics Social Sciences

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Analysis of Students' Difficulties in Solving Mathematics Problems Based on High Order Thinking Skill (HOTS) Based on Polya Heuristic Stages at SMP Negeri 15 Medan Yusni Utami; Ade Andriani
Formosa Journal of Multidisciplinary Research Vol. 2 No. 1 (2023): January, 2023
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/fjmr.v2i1.2348

Abstract

In solving math problems, especially HOTS-based math problems, students often have difficulty solving them. One effort that can be done to overcome students' difficulties in solving HOTS-based math problems is by describing the difficulties and factors that result in students having difficulty completing HOTS-based math problems based on Polya heuristic stages. The stages of Polya's heuristics in solving problems are: (1) Understanding the problem; (2) Devising A Plan; (3) Carrying Out The Plan (implementing the plan) and (4) Looking Back (looking back at the completion). The purpose of this study is to describe students' difficulties, the difficulties experienced by students in solving HOTS-based math problems and to describe student answers based on the Polya Heuristic Stages. The subjects in this study were class VIII-4 students of SMP Negeri 15 Medan, totaling 31 students. The approach used in this research is a descriptive qualitative approach.
Analisis Perbedaan Model Pembelajaran Problem Based Learning dan Discovery Learning pada Latihan Soal Matematika Menggunakan Uji Anova Satu Arah Ade Andriani; Delviananda Harahap; Tricinta Yospin Wina Harianja; Widya Riatama Pandiangan; Winda Hutahaean
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7338

Abstract

This study aims to analyze the difference in effectiveness between the Problem Based Learning (PBL) and Discovery Learning (DL) models on the mathematics practice test scores of 8th-grade students at SMP N 11 Medan during the 2024/2025 academic year. The research employs a quantitative method with a quasi-experimental design. The subjects consist of two groups of students, with each group using one of the learning models. The data collected, in the form of mathematics practice test scores, were analyzed using one-way ANOVA to determine the differences in average learning outcomes between the two groups.The results show that, based on both manual calculations and SPSS software analysis, the calculated was 0.11, with the critical being at a 5% significance level. Since and the significance value was (), the null hypothesis was accepted, indicating no significant difference in the mathematics practice test scores of students taught using the PBL and DL models. The normality and homogeneity of variance tests also confirmed that the data met the assumptions of normality and homogeneity.Based on these findings, it can be concluded that both PBL and DL learning models have comparable effectiveness in improving students' learning outcomes on mathematics practice tests. The choice between these models can be made based on the needs and characteristics of the students, without concern for significant differences in learning outcomes. Other factors, such as student characteristics, the quality of instructional implementation, and the content being taught, may influence the study's results.
The Influence of Brain-Based Learning Model with Cultural Context on Critical Thinking Skills and Self-Efficacy Izwita Dewi; Ade Andriani; Hasratuddin Siregar; Robby Rahmatullah
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.39034

Abstract

This study examines the interplay between critical thinking and self-efficacy, two skills that reinforce each other in learning. Critical thinking enhances students' confidence, while self-efficacy drives the continuous development of critical thinking across contexts. The research aims to (1) evaluate the effect of a brain-based learning model integrating cultural context on students' critical thinking and self-efficacy and (2) assess the model's effectiveness in enhancing these skills. Using a quasi-experimental design, the study involved Year 7 students selected through purposive sampling and divided into experimental and control groups. The experimental group was taught using the brain-based learning model with cultural context, while the control group received conventional instruction. Data were collected through pretests, posttests, and self-efficacy questionnaires. Findings revealed that the brain-based learning model with cultural context significantly improved critical thinking and self-efficacy, with the experimental group outperforming the control. Furthermore, the experimental group showed a marked increase in both skills following the intervention. The study concludes that integrating brain-based learning and cultural context, particularly in mathematics, effectively fosters critical thinking and self-efficacy and recommends its adoption in teaching practices.
Analisis Kesalahan Siswa dalam Menyelesaikan Soal Operasi Pecahan pada Siswa Kelas VII di SMP Swasta Prima Tembung Agnes Venita Gultom; Eka Novayanti Manalu; Maysaroh Pos Pos; Melisa Yessi Sagala; Ade Andriani
AR-RUMMAN: Journal of Education and Learning Evaluation Vol. 3 No. 1 (2026): Juni 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/arrumman.v3i1.8235

Abstract

Penelitian ini bertujuan untuk menganalisis kesalahan siswa kelas VII dalam menyelesaikan soal operasi pecahan di SMP Swasta Prima Tembung. Metode yang digunakan adalah deskriptif kualitatif dengan subjek sebanyak 20 siswa. Instrumen penelitian berupa tes yang mencakup konversi pecahan, operasi hitung, dan soal cerita. Hasil penelitian menunjukkan bahwa kemampuan siswa masih tergolong rendah. Kesalahan yang ditemukan meliputi kesalahan konsep, kesalahan prosedural, dan kesalahan dalam memahami soal. Kesalahan paling dominan terjadi pada konversi bentuk bilangan, penjumlahan pecahan dengan penyebut berbeda, serta penyelesaian soal cerita. Hal ini menunjukkan bahwa rendahnya pemahaman konsep dasar pecahan menjadi penyebab utama kesalahan siswa.
ANALISIS KESALAHAN SISWA SMA DALAM MENYELESAIKAN SOAL HOTS BERDASARKAN NEWMAN’S ERROR ANALYSIS (NEA) Rizky Ananda; Harry Aprianto Barus Barus; Anggi Wandii; Putri Aprilisia Simbolon Simbolon; Ade Andriani
Jurnal Ilmiah Matematika Realistik Vol. 7 No. 1 (2026): JURNAL ILMIAH MATEMATIKA REALISTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ji-mr.v7i1.1657

Abstract

This study aims to analyze students' errors in solving Higher Order Thinking Skills (HOTS)-based composite function problems using Newman’s Error Analysis (NEA). This research employed a descriptive qualitative approach with 26 eleventh-grade students at SMA Negeri 1 Percut Sei Tuan as the research subjects. The instruments used consisted of four validated essay questions and interview guidelines to support data analysis. The data analysis technique was carried out through the stages of data reduction, data presentation, and conclusion drawing. The results indicate that students made errors across all stages of NEA, namely reading, comprehension, transformation, process skills, and encoding. The percentage of errors shows that process skill errors are the most dominant (34.61%), followed by encoding errors (29.81%), while transformation errors have the lowest percentage (8.65%). Comprehension and reading errors are categorized as low (11.54%) to moderate (13.46%), yet they still influence subsequent stages. These findings indicate that students' errors are systemic and related to weaknesses in procedural aspects as well as mathematical communication. Therefore, instructional efforts are needed that specifically emphasize reinforcement and scaffolding at the process skill and encoding stages through structured procedural exercises and continuous practice in presenting final answers accurately in accordance with the problem context.
Co-Authors Agnes Venita Gultom Anggi Wandii Delviananda Harahap Eka Novayanti Manalu Harry Aprianto Barus Barus Hasratuddin Siregar Izwita Dewi Maysaroh Pos Pos Melisa Yessi Sagala Putri Aprilisia Simbolon Simbolon Rizky Ananda Robby Rahmatullah Tricinta Yospin Wina Harianja Widya Riatama Pandiangan Winda Hutahaean Yusni Utami