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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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Fenomenologi Pembelajaran Matematika SMP pada Materi Garis dan Sudut Septiani, Isra; Nursupiamin, Nursupiamin; Yulia, Yulia
Leibniz: Jurnal Matematika Vol. 5 No. 02 (2025): Leibniz: Jurnal Matematika
Publisher : Program Studi Matematika - Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/leibniz.v5i02.574

Abstract

Penelitian ini bertujuan untuk mengungkap pengalaman belajar peserta didik SMP dalam pembelajaran matematika pada materi garis dan sudut. Menggunakan pendekatan kualitatif dengan metode fenomenologi, penelitian ini berfokus pada pemahaman subjektif partisipan terhadap pembelajaran di dalam kelas. Data diperoleh melalui wawancara mendalam, observasi langsung, dan dokumentasi, dengan empat informan, yaitu tiga peserta didik kelas VII dan satu guru matematika di MTsS Alkhairaat Kalukubula. Teknik analisis data dilakukan secara tematik berdasarkan model Miles dan Huberman, melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan tiga tema utama yang membentuk struktur pengalaman belajar peserta didik yaitu: makna belajar matematika bagi peserta didik, interaksi dan partisipasi dalam pembelajaran, serta kesulitan konseptual dalam memahami materi garis dan sudut. Peserta didik memaknai belajar matematika secara berbeda, tergantung pada keberhasilan memahami materi dan kenyamanan interaksi sosial di kelas. Peserta didik yang memahami materi merasa percaya diri dan senang, sedangkan yang kesulitan cenderung diam, takut bertanya, dan menarik diri dari proses pembelajaran. Selain itu, keterbatasan media visual dan rendahnya kemampuan visualisasi menjadi penyebab utama kesulitan konseptual Peserta didik dalam memahami sudut dan relasinya dengan garis. Penelitian ini menyimpulkan bahwa pembelajaran matematika yang bermakna tidak hanya menekankan aspek kognitif, tetapi juga perlu memperhatikan dimensi emosional dan sosial peserta didik.
Perbandingan Kemampuan Representasi Matematis Ditinjau dari Self-Concept Peserta Didik Rati, Try Jumiah; Nursupiamin, Nursupiamin; Yulia, Yulia
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 9 No 3 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 9 Nomor 3 Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v9i3.4355

Abstract

Kemampuan representasi matematis merupakan salah satu kompetensi penting yang membantu siswa memahami, mengomunikasikan, dan memecahkan masalah matematika. Faktor afektif, seperti self-concept, diyakini turut memengaruhi kualitas representasi matematis yang dimiliki siswa. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan representasi matematis siswa ditinjau dari tingkat self-concept mereka. Penelitian dilaksanakan di MTsN 2 Kota Palu menggunakan metode kuantitatif non-eksperimen dengan desain komparatif. Instrumen penelitian meliputi angket self-concept berdasarkan dimensi dari Calhoun & Acocella, serta tes kemampuan representasi matematis mengacu pada indikator dari Mudzakir, yaitu representasi visual, simbolik, dan verbal. Sampel penelitian berjumlah 61 siswa kelas VIII. Data dianalisis menggunakan uji Kruskal–Wallis dan dilanjutkan dengan uji Mann–Whitney U. Hasil penelitian menunjukkan adanya perbedaan signifikan kemampuan representasi matematis antara siswa dengan self-concept tinggi, sedang, dan rendah (p = 0,003 < 0,05). Rata-rata skor tertinggi diperoleh siswa dengan self-concept tinggi (43,15), diikuti kategori sedang (34,87), dan rendah (25,55). Temuan ini mengindikasikan bahwa self-concept berperan penting dalam mendukung kemampuan representasi matematis. Oleh karena itu, pengembangan pembelajaran matematika sebaiknya memperhatikan ranah kognitif dan afektif, khususnya membangun self-concept positif guna meningkatkan pemahaman dan komunikasi matematis siswa.
ANALISIS KETERAMPILAN GURU DALAM MENGELOLA KELAS PADA MATA PELAJARAN MATEMATIKA KELAS V DI MI ALKHAIRAAT BIROMARU Sarwana, Sarwana; Nursupiamin, Nursupiamin; Yulia, Yulia
IBTIDAI'Y DATOKARAMA: JURNAL PENDIDIKAN DASAR Vol. 6 No. 1 (2025): Ibtidaiy Datokarama: Jurnal Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/ibtidaiy.Vol6.Iss1.193

Abstract

Skripsi ini membahas secara mendalam mengenai analisis keterampilan guru dalam mengelola kelas pada mata pelajaran matematika untuk siswa kelas V di MI Alkhairaat Biromaru. Penelitian ini bertujuan untuk mengidentifikasi dan mengatasi berbagai isu yang muncul, yaitu: (1) bagaimana keterampilan guru dalam mengelola kelas pada mata pelajaran matematika kelas V di MI Alkhairaat Biromaru? dan (2) apa saja kendala yang dihadapi serta upaya yang dilakukan oleh guru dalam mengelola kelas tersebut? Keterampilan guru dalam mengelola kelas sangat penting, karena mencakup kemampuan untuk menciptakan dan mempertahankan lingkungan belajar yang kondusif, serta mengatasi gangguan yang mungkin terjadi selama proses pembelajaran. Dalam penelitian ini, pendekatan yang digunakan adalah kualitatif dengan desain deskriptif. Untuk memperoleh data yang akurat, peneliti menerapkan metode observasi, wawancara, dan dokumentasi. Proses analisis data dilakukan secara interaktif dan berkelanjutan hingga mencapai titik jenuh, melalui langkah-langkah seperti reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa keterampilan guru dalam mengelola kelas sudah sangat baik, terlihat dari berbagai aspek seperti suasana belajar yang hangat, penggunaan metode yang bervariasi, serta penanaman kedisiplinan. Meskipun terdapat kendala, seperti perbedaan kemampuan peserta didik dan masalah disiplin, upaya guru dalam mengatasi kendala tersebut sangat signifikan. Penelitian ini menegaskan bahwa keterampilan guru berpengaruh besar terhadap suasana belajar dan motivasi siswa, sehingga penting bagi lembaga pendidikan untuk memberikan pelatihan dan pengembangan profesional bagi guru dalam pengelolaan kelas dan metode pembelajaran yang inovatif
PENDEKATAN MATEMATIS DALAM MENGIDENTIFIKASI RENDAHNYA PEMAHAMAN PESERTA DIDIK DALAM MANAJEMEN WAKTU nursupiamin, nursupiamin
Kelola: Journal of Islamic Education Management Vol. 4 No. 2 (2019): Kelola: Journal of Islamic Education Management
Publisher : Institut Agama Islam Negeri (IAIN) Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/kelola.v4i2.866

Abstract

Technology not only has a positive impact on its users, it also shows negative impacts that cannot be underestimated. One of the negative impacts is time management. Time management plays an important role in the learning success of students. Time management plays an important role in the learning success of students. In this study, the authors take a mathematical approach in identifying poor understanding of students about time management. The type of approach used is library research with the method of collecting data using documentation to be analyzed through content analysis techniques. The results of the study show that poor understanding of students in time management can be identified through mathematical approaches such as numerical methods, with stages: (1) Determination of design or research model; (2) Searching for primary data, i.e. the texts themselves; and (3) Search for contextual knowledge. This study begins with quantitative data analysis. Data obtained through time management questionnaires and learning outcomes tests. In descriptive statistical analysis obtained a description of the average score. While inferential statistical analysis is intended for hypothesis testing and regression testing. Next is the implementation of numerical methods in identifying poor understanding of students about time management.  At the end of the results of the study conducted a qualitative analysis phase. The findings of different researchers are likely to be different because they can be influenced by the location or individual characteristics of students.
Utilization of Moringa Leaves as a Mathematics Learning Media at Elementary/Islamic Elementary School Nursupiamin, Nursupiamin
Pedagogik Journal of Islamic Elementary School VOL 3 NO 1 APRIL 2020
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/pijies.v3i1.1278

Abstract

The study of the use of Moringa a leaf in mathematics learning at elementary / Islamic elementary level as an alternative media for learning mathematics based on local wisdom aims to introduce the use of Moringa leaves in mathematics learning, especially in the concept of counting and connections in making patterns. The method applied is a literature review obtained through the Research Gate and Google Scholar databases and other relevant sources. Data were analyzed using descriptive analysis method. Based on this study, it is known that in addition to its role in culinary and treatment, Moringa leaves can also be used as a medium for learning mathematics, especially in applying the concept of arithmetic at the elementary / Islamic elementary level and in making connections. So according to this, it is expected that the study can be used as a reference in developing the creative potential of teachers and students in order to create the characteristics of effective and efficient mathematics learning.
IMPACT OF IMPLEMENTING THE COMPETENCY-BASED MERDEKA CURRICULUM IN SECONDARY EDUCATION ON ENHANCING 21ST CENTURY SKILLS AND MEETING THE DEMANDS OF THE COMPETITIVE JOB MARKET Kasmudin Mustapa; Indah Suciati; Nursupiamin, Nursupiamin; Wahyuni H. Mailili; Hajerina, Hajerina
International Journal of Teaching and Learning Vol. 2 No. 1 (2024): JANUARY
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the impact of implementing the Competency-Based Merdeka Curriculum in secondary education on enhancing 21st-century skills and meeting the competitive job market demands. The curriculum's innovative approach, emphasizing practical competencies alongside academic knowledge, is examined for its effectiveness in aligning with contemporary skill requirements and preparing students for the dynamic job market. Through a comprehensive analysis of key findings, the study unveils the curriculum's significant influence on student achievement, employability, and developing critical skills such as critical thinking, creativity, communication, collaboration, and adaptability. Despite initial implementation challenges, the curriculum showcases resilience and adaptability, evidenced by successful integration in educational settings. The implications for educational policy and practice are discussed, providing valuable insights for educators and policymakers seeking to enhance the curriculum's effectiveness. Looking forward, the study emphasizes the role of competency-based education in shaping a responsive and relevant education system. Ongoing research and incorporating international best practices are recommended to continually refine and optimize the Competency-Based Merdeka Curriculum, ensuring its adaptability and success in addressing the evolving demands of the 21st-century job market.
REPRESENTASI KESALAHAN KOMUNIKASI TULIS DALAM MENYELESAIKAN SOAL INDUKSI MATEMATIKA Nursupiamin, Nursupiamin; Wicaksono, Agung
Aksioma Vol. 10 No. 1 (2021): AKSIOMA : Jurnal Pendidikan Matematika FKIP Universitas Tadulako
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v10i1.831

Abstract

Dalam merepresentasi kesalahan komunikasi tulis dalam menyelesaikan soal induksi matematika, peneliti menggunakan pendekatan deskriptif kualitatif dengan subjek penelitian berjumlah 20 orang yang merupakan mahasiswa Tadris Matematika FTIK IAIN Palu yang memprogram Mata Kuliah Teori Bilangan. Teknik pengumpulan data yang digunakan adalah dengan pemberian tes induksi matematika. Hasil kajian menunjukkan kesalahan komunikasi tulis pada aspek ketepatan dan kebenaran jawaban sebesar 37.95%, aspek penggunaan bahasa matematika sebesar 30.12%, aspek struktur jawaban sebesar 17.47% dan aspek strategi pemecahan yang digunakan sebesar 14.46%. Pada kajian ini, kesalahan pada aspek penggunaan bahasa matematika cenderung berdampak pada aspek ketepatan dan kebenaran jawaban yang disebabkan kurangnya penguasaan konsep induksi matematika dan lemahnya penguasaan pembuktian mengikuti prosedur.
PENGARUH SELF EFFICACY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PESERTA DIDIK SMP: The Influence Of Self Efficacy On The Mathematical Problem Solving Ability Of Junior High School Students Nurwahda, Nurwahda; Nursupiamin, Nursupiamin; Badjeber, Rafiq
Aksioma Vol. 12 No. 2 (2023): AKSIOMA
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/aksioma.v12i2.4338

Abstract

The purpose of this study was to determine the effect of self-efficacy on the math problem solving abilities of junior high school students. The method used in this research is quantitative with ex post facto design. The population in this study were all students of class VIII SMP Negeri 3 Palu. The sample studied was 174 students who were obtained using simple random sampling technique. The instruments in this study used a self-efficacy questionnaire and a math problem-solving ability test. The results of the study showed that there was an effect of self-efficacy on students' mathematical problem-solving skills at SMP Negeri 3 Palu. The influence of self-efficacy on the ability to solve mathematical problems is 27.2%.
Tracing how students make sense of convergent sequences through their preferred mathematical representations: A phenomenological exploration Nursupiamin; Rochaminah, Sutji; Pathuddin; Sukayasa; Sudarsana, I Wayan
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.886

Abstract

Background: Many students struggle to understand convergent sequences when they depend on only one form of mathematical representation, which limits how they interpret the idea of a sequence approaching its limit. Aim: This study explores how students who naturally rely on symbolic, visual, or verbal representations experience the process of solving convergent sequence problems. The goal is to understand how they construct meaning, the strategies they choose, and the points at which they feel uncertain when shifting between different modes of representation. Method: A descriptive phenomenological approach was used with seven participants selected through AHP–TOPSIS classification of Dominant Mathematical Representations. Data were gathered from written work, observations, and individual interviews, then analyzed using Colaizzi’s stages. Themes were refined through triangulation to ensure consistency and credibility. Results: Symbolic-oriented students tended to rely on procedural steps and showed little inclination to move beyond formulas. Students who preferred visual thinking used sketches to build intuition but hesitated when expressing their ideas in symbolic form. Those with a verbal orientation explained their reasoning narratively yet were less confident when formal notation was required. Across all participants, shifts between representations occurred rarely, and emotional responses—such as hesitation or relief—often accompanied these moments. Conclusion: The findings indicate that students’ understanding of convergence is shaped strongly by the representational mode they depend on. This limited flexibility suggests the need for instructional approaches that actively support transitions between symbolic, visual, and verbal representations so students can develop a more connected and meaningful understanding of convergent sequences
Representational Transition Patterns of Pre-service Teachers in Solving Convergent Sequence Problems Nursupiamin; Rochaminah, Sutji; Sudarsana, I Wayan
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.28603

Abstract

This study investigates the representational transition patterns of pre-service teachers in solving convergent-sequence problems, with a focus on how they utilize symbolic, visual, and verbal representations. Using a qualitative phenomenological design, seven pre-service mathematics teachers were purposively selected based on their dominant representation modes (symbolic, visual, verbal). Participants solved a convergent-sequence task, and their problem-solving processes were analyzed using a modified Colaizzi method, with triangulation ensuring the validity of the findings. Three key patterns emerged: a stagnant reliance on a single representation mode (symbolic or verbal), a linear transition from visual to symbolic forms, and a complementary use of symbolic and verbal representations. No cyclic or complex transition patterns were identified, indicating limited representational fluency. The findings highlight the dominance of symbolic representations among pre-service teachers, with some exhibiting limited representational flexibility. The study suggests that fostering representational fluency, where students can effectively transition between different forms, is crucial for deeper conceptual understanding, especially in abstract topics like convergent sequences. Pedagogically, the study underscores the importance of instructional strategies that encourage the integration and transition across symbolic, visual, and verbal representations. This research contributes to the understanding of representational transition patterns in real analysis, an area often underexplored in mathematics education, and offers insights for improving teacher preparation programs.
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