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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Al-Jabar : Jurnal Pendidikan Matematika Kelola: Journal of Islamic Education Management Pedagogik Journal of Islamic Elementary School Beta: Jurnal Tadris Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Guru Tua : Jurnal Pendidikan dan Pembelajaran Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Aksioma Jurnal Riset dan Inovasi Pembelajaran Leibniz: Jurnal Matematika Ibtidai'y Datokarama: Jurnal Pendidikan Dasar Journal of Advanced Sciences and Mathematics Education Journal International Journal of Teaching and Learning (INJOTEL) Jurnal Pendidikan MIPA AKSIOMA
Nursupiamin Nursupiamin, Nursupiamin
UIN Datokarama, Palu, Sulawesi Tengah Indonesia
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Kesulitan Peserta Didik dalam Menyelesaikan Soal Higher Order Thinking Skill (HOTS) Ditinjau dari Kemampuan Komunikasi Matematis Musfira, Musfira; Badjeber, Rafiq; Nursupiamin
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 6 No. 1 (2023): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v6i1.1907

Abstract

The purpose of this research is to identify the difficulties encountered by students in solving higher-order thinking Skill (HOTS) questions, considering their mathematical communication abilities. This research employs a descriptive method with a qualitative approach and a case study research design. The subjects of this study are 25 eighth-grade students from SMP Negeri 3 Palu. Three students were selected to represent the high, medium, and low categories of mathematical communication abilities, allowing for an analysis of their difficulties in solving HOTS questions. The research instruments include a mathematical communication ability test, a HOTS question test, and interview guidelines. Data analysis consists of data collection, data reduction, and conclusion. The study results indicate that students with high mathematical communication abilities experience difficulties in question C6, particularly in applying mathematical principles. Meanwhile, students with medium mathematical communication abilities need help in question C5, which involves the application of mathematical principles, as well as in question C6, where they struggle with applying concepts and solving verbal problems. On the other hand, students with low mathematical communication abilities encounter difficulties in questions C4 and C6, which require the application of mathematical concepts and principles and solving verbal problems. Developing students' critical thinking skills and mathematical literacy can mitigate these difficulties. Students can better grasp mathematical concepts by applying analysis and evaluation in critical thinking. Additionally, engaging in interpretation within mathematical literacy can enhance their ability to solve verbal problems more effectively.
Development of an Introduction to Basic Mathematics Textbook Integrated with Islamic Values Nursupiamin, Nursupiamin; Badjeber, Rafiq; Bagus, Bagus
Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 11 No. 1 (2023): Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam
Publisher : Prodi Pendidikan Matematika FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jpmipa.v11i1.3025

Abstract

Abstract:Mathematics can be used as an approach to explaining several Islamic by interconnecting using conceptual and meta-mathematical foundations, thus producing integrated mathematics teaching materials. This study aims to describe the development of an integrated Introduction to Basic Mathematics textbook with Islamic values and then see student responses to the textbook. The type of research used is Research and Development (R&D) which refers to modified 4-D models. The instruments used are product validation sheets and response questionnaires. The data obtained were analyzed quantitatively and qualitatively. The results showed that the textbook Introduction to Basic Mathematics integrated with Islamic values was valid by the validators and very suitable for use by students with interesting categories. This finding can be the basis for the development of teaching materials by integrating Islamic values in Islamic universities.Abstrak:Matematika dapat digunakan sebagai pendekatan dalam menjelaskan beberapa ajaran Islam dengan cara interkoneksi menggunakan dasar konseptual maupun meta-matematis, sehingga menghasilkan bahan ajar matematika yang terintegrasi. Penelitian ini bertujuan mendeskripsikan pengembangan buku ajar Pengantar Dasar Matematika terintegrasi nilai keislaman kemudian melihat respon mahasiswa terhadap buku ajar tersebut. Jenis penelitian yang digunakan adalah Research and Development (R&D) yang mengacu pada model 4-D yang dimodifikasi. Instrumen yang digunakan adalah lembar validasi produk dan angket respon. Data yang diperoleh, dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan buku ajar Pengantar Dasar Matematika yang terintegrasi nilai-nilai keislaman dinyatakan valid oleh tim validator dan sangat layak digunakan oleh mahasiswa dengan kategori menarik. Temuan ini dapat menjadi dasar pengembangan bahan ajar dengan mengintegrasikan nilai-nilai keislaman di perguruan tinggi keislaman.
BUILDING LEARNING WITH A REALISTIC MATHEMATICS EDUCATION APPROACH Nursupiamin; Risky Arifanti, Dwi
International Journal of Teaching and Learning Vol. 2 No. 5 (2024): MAY
Publisher : Adisam Publisher

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Abstract

The realistic mathematics approach is one of the approaches to learning mathematics that was developed to bring mathematics closer to students. Real problems from everyday life are used as a starting point for learning mathematics to show that mathematics is actually close to everyday life. A main principle of Realistic Mathematics Education is that students must participate actively in the learning process. Learners must be given the opportunity to build their own knowledge and understanding. Abstract mathematical concepts need to be transformed into things that are real for students. Realistic problems given to students do not always have to use problems that exist in the students' real world or can be found in students' daily lives. A problem is called realistic if the problem given can be imagined or real in the students' minds. Applying a realistic mathematical approach will change learning to be easy for students to understand. This approach develops children's thinking patterns by finding their own concepts in mathematics through establishing relationships between the material and children's daily lives. So that the mathematical concepts learned can be applied in life. From this, children's mathematical understanding will increase.
DEVELOPING A CONSTRUCTIVISM APPROACH IN MATHEMATICS LEARNING Nursupiamin; N.Tangge, Lilies; Afadil, Afadil
International Journal of Teaching and Learning Vol. 2 No. 6 (2024): JUNE
Publisher : Adisam Publisher

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Abstract

Mathematics learning characterized by constructivism emphasizes building one's own understanding actively, creatively and productively based on previous knowledge and experience. The teacher's task in applying constructivism to mathematics learning is not only to transmit ideas to students, but also to change the conceptions they have to develop them, therefore teachers need to pay attention to students' initial conceptions before learning begins, this aims to make it easier for students in the process. processing new knowledge that will be received. In the implementation stage of constructivist mathematics learning, teachers must understand aspects of mathematics learning that are based on constructivist theory. In this regard, a number of aspects related to mathematics learning, namely (1) students construct mathematical knowledge by integrating the ideas they have, (2) mathematics becomes more meaningful because students understand it, (3) students' strategies are better assessed, and ( 4) students have the opportunity to discuss and exchange experiences and knowledge with their friends. Based on these aspects, as much as possible, the implementation of constructivism in mathematics learning must start from basic education for children.
ANALISIS MOTIVASI BELAJAR MAHASISWA PADA PERKULIAHAN KALKULUS DIFERENSIAL Hajerina, Hajerina; Nursupiamin, Nursupiamin; Dg. Matona, Moh. Fadly A.
Guru Tua : Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2024): Mei
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31970/gurutua.v7i1.185

Abstract

This study aims to analyse student learning motivation in differential calculus lectures. The method used in this study is the qualitative-descriptive method. The results showed that the average of the six indicators of learning motivation was 3.00, in the very good category
Cara Kerja Otak dalam Berkomunikasi Pada Pembelajaran Analisis Real II Nursupiamin, Nursupiamin; Arifanti, Dwi Risky
Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 1 (2024): Januari-April 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v4i1.1325

Abstract

Otak memegang peran sentral yang penting dalam proses komunikasi manusia. Dari pengolahan informasi hingga ekspresi verbal dan non-verbal, semuanya tergantung pada kerja kompleks otak. Otak menerima input dari panca indera, menerjemahkan sinyal-sinyal tersebut, dan kemudian menghasilkan respons yang sesuai. Bagian-bagian otak seperti korteks temporal dan korteks frontal memainkan peran kunci dalam memahami bahasa dan menyusun kalimat. Selain itu, otak juga mengatur emosi dan persepsi, yang memengaruhi cara kita menyampaikan pesan dan cara kita memahami pesan orang lain(Siregar et al., 2023). Dengan pemahaman yang lebih dalam tentang bagaimana otak bekerja, kita dapat meningkatkan keterampilan komunikasi kita, baik dalam konteks personal maupun profesional.
Conceptual and Procedural Knowledge of Prospective Mathematics Teacher in Solving Derivative Problems Rochaminah, Sutji; Wahyono, Unggul; Nursupiamin, Nursupiamin; Badjeber, Rafiq
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp105-117

Abstract

Abstract: Both procedural knowledge and conceptual knowledge are needed to solve derivative problems. This study aims to describe PMTs' conceptual and procedural knowledge in solving derivative problems. A qualitative with a case study as the research method was used. The research subjects were 63 prospective mathematics teacher (PMT) who attended Differential Calculus in the 2022-2023 academic year. The subject was chosen with purposive sampling. This study employed three problems from the derivative understanding test as the research instrument. The data analysis technique used in this study was the data analysis technique outlined by Miles & Huberman which began with data collection, then data reduction and drawing conclusions. The findings reveal that PMTs' lack of meaningful understanding of the definition of derivatives and their symbols may lead to algorithmic errors in finding the function f when the derivative of the function f at c is known. Of all the subjects, 82.5% found the derivative of a function without using the product rule. The procedural errors in finding the derivative of the product of functions stem from the subjects' misunderstanding of the rule that the derivative of a product is the product of their derivatives.Furthermore, 55.5% of the subjects determined the maximum and minimum values by first finding the stationary points. However, only 11% correctly found the minimum and maximum values. The results of this analysis highlight the importance of having a profound understanding of concepts when selecting and developing effective problem-solving procedures. Thus, the findings of this study are expected to assist lecturers in preparing teaching materials about derivatives effectively.      Keywords: conceptual knowledge, problem solving, procedural knowledge.
Characteristics of students in developing reflective thinking in basic algebra Nursupiamin, Nursupiamin; Ramlah, Ufiyah; Putri, Hestina
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.25743

Abstract

Purpose: Low reflective thinking skills are often linked to learning approaches that do not foster critical and reflective abilities. This study aims to examine the contribution of student characteristics, based on the Big Five personality traits, to the development of reflective thinking skills in basic algebra.Method: A mixed-methods approach with a sequential explanatory design was employed, integrating quantitative and qualitative data. The quantitative phase involved administering questionnaires and tests to 229 students in Palu, Indonesia was selected through stratified random sampling. The research variables included student characteristics (measured using the Big Five scale) and reflective thinking skills in basic algebra. Data were analyzed using SPSS, including validity and reliability tests, descriptive statistics, classical assumption tests, and linear regression. The qualitative phase involved interviews, with data validity ensured through triangulation and member checking.Findings: The results indicate that student personality characteristics contribute 17.9 percent to reflective thinking skills in basic algebra. Specifically, extroversion contributed 3.4 percent, agreeableness 7.5 percent, conscientiousness 9.2 percent, neuroticism 12.9 percent, and openness to experience 4.8 percent. Among these, conscientiousness and neuroticism were the dominant influencing factors. However, further analysis revealed that openness to experience and conscientiousness significantly enhance reflective thinking, while neuroticism does not have a significant impact. Openness to experience supports creativity and critical thinking, whereas conscientiousness is linked to discipline and structured learning, both of which encourage reflection.Significance: These findings highlight the importance of considering individual personality traits when designing learning strategies to foster reflective thinking skills. By integrating personality-based approaches, educators can create more effective learning environments that enhance students’ ability to think reflectively in mathematics.
Artificial Intelligence-Based Mathematics Learning Media Integrated With Islamic Values: What’re The Experts Think About? Kharisma, Nafilah Ulfah; Nursupiamin, Nursupiamin; Elfira, Riska
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.151

Abstract

This study aims to develop an Islamic-integrated mathematics learning media based on Artificial Intelligence (AI), with the expectation of enhancing learning effectiveness in the digital era. The research employed the ADDIE development model, which consists of the stages of analysis, design, and development. The participants in this study were three experts who validated the developed media, named "SAFINAH." The instruments used included validation sheets based on a Likert scale to assess the validity aspects of the media, both in terms of content and appearance. Data collection techniques involved expert evaluations, while data analysis was conducted by calculating the percentage of validity scores. The results showed that the "SAFINAH" media achieved a validity score above 88%, categorized as very valid, indicating that the media is suitable for use in the learning process. The impact of this study is expected to contribute to educational innovation by integrating Islamic values with AI-based technology and encourage the creation of more interactive learning media that align with students’ needs in the digital age
Development Of Student Worksheets Using Ethnomathematics Approach On Prism Geometry For Middle School H Mailili, Wahyuni; Hajerina; Nursupiamin; Sriayulisyah; Windra
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
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.v6i1.153

Abstract

This research aims to produce the topic of space geometry, specifically Prisms, for eighth-grade on middle school students (SMP/MTs) while meeting the criteria of validity, effectiveness, and practicality. The research method used is the Research and Development (R&D) approach with the Plomp model, which includes several stages, namely preliminary investigation, design, development or construction, as well as testing, evaluation, and revision. Based on expert validation, the developed worksheet obtained an average score of 3.81, which falls into the valid category. The results of the final learning test show a success rate of 81.10%, which falls into the very effective category. Meanwhile, the analysis of the teacher response questionnaire shows a practicality level of 93.05% with a very practical category. The results of the student response questionnaire also showed a practicality level of 91.23% with a very practical category. Thus, it is proven to be valid, effective, and practical, to be used in the learning process
Co-Authors Afadil Agung Wicaksono Agung Wicaksono Arifanti, Dwi Risky Badjeber, Rafiq Bagus Bagus Bagus Bagus, Bagus Dg. Matona, Moh. Fadly A. Dwi Risky Arifanti Elfira, Riska Fitria H Mailili, Wahyuni Hajerina Hajerina, Hajerina I Wayan Sudarsana Indah Suciati Kasmudin Mustapa Kharisma, Nafilah Ulfah Mufidah Mufidah Musfira Musfira, Musfira N.Tangge, Lilies NILAWATI Nurwahda, Nurwahda Pathuddin Putri, Hestina Ramlah, Ufiyah Rati, Try Jumiah Risky Arifanti, Dwi Sarwana, Sarwana Septiani, Isra Sri Wulandari Sriayulisyah Sukayasa Sutji Rochaminah Unggul Wahyono Wahyuni H. Mailili Windra Yulia Yulia