Garuda - Garba Rujukan Digital

Operationalizing dominant mathematical representations in real analysis through an open ended diagnostic Nursupiamin; Resnawati; Ikram, Muhammad; Rustan, Edhy; Rochaminah, Sutji; Sudarsana, I Wayan
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): 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.v17i1.29911

Purpose: This study aims to develop an open-ended diagnostic test to identify pre-service mathematics teachers’ Dominant Mathematical Representations (DMR) in Real Analysis, with a specific focus on convergent sequences. Method: A Research and Development (R&D) approach was employed using Plomp’s development model, which includes preliminary research, prototyping, and assessment phases. The diagnostic instrument was constructed based on representational theory and consisted of six open-ended tasks designed to elicit representational choice, integration, and transferability. Content validity and linguistic clarity were evaluated by two mathematics education experts and one language expert. A limited field trial involving 19 pre-service mathematics teachers was conducted to examine the instrument’s validity and practicality. Data were collected through the diagnostic test, expert validation sheets, and a student response questionnaire, and analyzed descriptively using qualitative feedback and quantitative percentage-based indicators. Findings: The results indicate that the developed diagnostic test demonstrates strong content validity, with a mean validity score of 85.4%, classified as very valid. The practicality evaluation yielded a mean score of 83.7%, indicating that the instrument is very practical in terms of clarity, format, language, and time allocation. Expert review confirmed alignment between the test items and the DMR construct, while student responses indicated feasibility and comprehensibility. Significance: This study contributes to mathematics education assessment by operationalizing Dominant Mathematical Representations as an explicitly assessable construct through open-ended diagnostic tasks, providing a foundation for representation-sensitive instruction in Real Analysis.

BUILDING LEARNING WITH A REALISTIC MATHEMATICS EDUCATION APPROACH Nursupiamin; Dwi Risky Arifanti
International Journal of Teaching and Learning Vol. 1 No. 11 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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

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; Lilies N.Tangge, Afadil
International Journal of Teaching and Learning Vol. 1 No. 12 (2024): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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

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.

Efektivitas Model Pembelajaran Kooperatif Tipe Make A Match terhadap Pemahaman Konsep Penjumlahan Bilangan Cacah Siswa Sekolah Dasar Mulyadi, erasafira; Nursupiamin, Nursupiamin; Yulia, Yulia
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 2 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/wkqr2e51

This study aims to determine the differences in mathematics learning outcomes on whole number material between students taught using the Make a Match cooperative learning model and those taught using conventional learning. The method used was a quantitative approach with a quasi-experimental design. The sampling technique employed was total sampling, involving 28 third-grade elementary school students, consisting of 14 students in the experimental class and 14 students in the control class. The research instrument was a 15-item conceptual understanding test that met validity criteria (0.41–0.78) and reliability (Cronbach’s Alpha = 0.87). Data were analyzed using normality tests, homogeneity tests, and an independent samples t-test. The results showed a significant difference between the two groups, with t = 9.170 and Sig. < 0.001. The mean post-test score of the experimental class (86.07) was higher than that of the control class (67.50). In conclusion, the Make a Match cooperative learning model is effective in improving students’ mathematics learning outcomes on whole number material. Keywords : Conceptual Understanding; Cooperative Learning Model; Learning Outcomes; Make a Match; Whole Numbers

Pengaruh Kebiasaan dan Intensitas Belajar terhadap Kemampuan Pemecahan Masalah Matematis Siswa Bella, Sinta; Nursupiamin, Nursupiamin; Yulia, Yulia
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 2 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/t2057k37

This study aims to analyze the effect of study habits and learning intensity on students’ mathematical problem-solving ability. The research employed a quantitative approach with an ex post facto design involving eleventh-grade students of MAN 2 Palu in the 2025/2026 academic year. The results showed that the Nagelkerke Pseudo R-Square value of 0.093 indicates that study habits and learning intensity only explain 9.3% of the variance in students’ mathematical problem-solving ability. Study habits and learning intensity have a positive and significant relationship with students’ mathematical problem-solving ability, although the strength of the relationship is relatively weak. This finding suggests that mathematical problem-solving ability is influenced by various other factors beyond the learning behaviors examined in this study. Keywords: Learning Intensity, Learning Habits, Mathematical Problem Solving Ability,

Characteristics Of Students’ Mathematical Problem-Solving Strategies In Problem-Based Learning Through Polya’s Stages Ulfa Yuliana; Stepan Tudu; Nursupiamin Nursupiamin; I Wayan Sudarsana
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.v7i1.219

This study aimed to explore the characteristics of students’ mathematical problem-solving strategies in Problem-Based Learning through Polya’s stages in solving compound interest problems. This study employed a qualitative descriptive case study. The participants consisted of 35 Grade XI students at SMA Negeri 2 Tolitoli, Central Sulawesi. Data were collected through problem-solving tests, interviews, observations, and documentation. Three representative students from high-, moderate-, and low-level problem-solving characteristic profiles were selected purposively for in-depth analysis. Data were analyzed using Miles and Huberman’s interactive model. The findings showed that students demonstrated different strategy characteristics across Polya’s stages. At the understanding stage, students demonstrated complete identification, partial understanding, and misunderstanding strategies. During the planning stage, conceptual, procedural, and trial-and-error strategies emerged. At the implementation stage, students demonstrated systematic solution, procedural error, and inconsistent-step strategies, while at the reflective stage, students showed solution evaluation, partial verification, and no verification strategies. Students with high-level profiles tended to demonstrate coherent and interconnected strategy patterns, whereas students with low-level profiles demonstrated fragmented and inconsistent processes. The findings further indicated that students’ strategies developed as interconnected processes in which difficulties emerging at earlier stages influenced subsequent stages. Reflective activities were identified as the weakest component of students’ mathematical problem-solving processes. The findings contribute theoretically to understanding how students’ mathematical problem-solving strategies emerge and develop across Polya’s stages within Problem-Based Learning environments. Practically, the findings highlight the importance of strengthening reflective activities and supporting interconnected strategic thinking in mathematics learning

Analysis of Students’ Interest in Learning Mathematics Based on Self-Efficacy Dina Adinda; Nursupiamin Nursupiamin; Riska Elfira
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 2 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i2.1112

Mathematics learning plays an important role in developing students’ logical, critical, analytical, and systematic thinking skills. However, low interest in learning mathematics remains a common challenge that affects students’ engagement and learning outcomes. One psychological factor that may influence students’ learning interest is self-efficacy. This study aimed to explore students’ interest in learning mathematics in relation to their levels of self-efficacy. A qualitative descriptive approach was employed, involving eleventh-grade students at MAN 2 Kota Palu. A self-efficacy questionnaire was administered as a preliminary screening tool to classify students into high and low self-efficacy groups, from which four participants were purposively selected for in-depth qualitative analysis. Data were collected through semi-structured interviews, classroom observations, and documentation of students’ assignments. The findings indicated that students with high self-efficacy demonstrated greater persistence, active participation, and willingness to engage in mathematical problem-solving activities. In contrast, students with low self-efficacy tended to exhibit hesitation, reduced participation, and avoidance of tasks perceived as difficult. These results suggest that students’ interest in learning mathematics is influenced not only by cognitive ability but also by their beliefs in their own capabilities. Therefore, fostering students’ self-efficacy is essential to enhance their engagement and interest in mathematics learning.

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 (2020): Pedagogik Journal of Islamic Elementary School
Publisher : Institut Agama Islam Negeri Palopo

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

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.

Flow of Mental Activity in Developing Dominant Representations for Solving Convergent Sequence Problems: Supporting Quality Education (SDG 4) Nursupiamin Nursupiamin; Sukayasa Sukayasa; Muh. Rizal; Muhammad Ikram
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.161

Objective: To investigate the flow of mental activities involved in developing dominant representations when solving convergent sequence problems and to understand how students transform dominant representations into alternative forms to support mathematical understanding. Method: Employing a qualitative case study approach involving 12 Mathematics Education students from the Faculty of Education and Teacher Training, Datokarama State Islamic University, Palu, who had completed real analysis courses and understood the concept of convergent sequences. Data were collected through validated tests and semi-structured interviews. The research procedure followed the stages proposed by Fraenkel et al., including phenomenon identification, participant selection, data collection, analysis, and interpretation. Results: The findings revealed that the flow of mental activities in developing dominant representations consists of five stages: understanding the problem, identifying dominant representations, converting dominant representations into alternative representations, evaluating and revising solutions, and reflecting on the effectiveness of the chosen representations. Students with verbal, visual, and symbolic dominant representations demonstrated different approaches in solving convergent sequence problems but followed a similar cognitive flow when transforming representations. Novelty: A systematic flow of mental activities for developing dominant representations in mathematical problem-solving. The findings contribute to mathematics education literature by explaining how representation transformation supports conceptual understanding of convergent sequences and promotes more effective learning practices aligned with the goals of quality education (SDG 4).

Flow of Mental Activity in Developing Dominant Representations for Solving Convergent Sequence Problems: Supporting Quality Education (SDG 4) Nursupiamin Nursupiamin; Sukayasa Sukayasa; Muh. Rizal; Muhammad Ikram
Journal of Current Studies in SDGs Vol. 2 No. 2 (2026): June
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.2.161

Objective: To investigate the flow of mental activities involved in developing dominant representations when solving convergent sequence problems and to understand how students transform dominant representations into alternative forms to support mathematical understanding. Method: Employing a qualitative case study approach involving 12 Mathematics Education students from the Faculty of Education and Teacher Training, Datokarama State Islamic University, Palu, who had completed real analysis courses and understood the concept of convergent sequences. Data were collected through validated tests and semi-structured interviews. The research procedure followed the stages proposed by Fraenkel et al., including phenomenon identification, participant selection, data collection, analysis, and interpretation. Results: The findings revealed that the flow of mental activities in developing dominant representations consists of five stages: understanding the problem, identifying dominant representations, converting dominant representations into alternative representations, evaluating and revising solutions, and reflecting on the effectiveness of the chosen representations. Students with verbal, visual, and symbolic dominant representations demonstrated different approaches in solving convergent sequence problems but followed a similar cognitive flow when transforming representations. Novelty: A systematic flow of mental activities for developing dominant representations in mathematical problem-solving. The findings contribute to mathematics education literature by explaining how representation transformation supports conceptual understanding of convergent sequences and promotes more effective learning practices aligned with the goals of quality education (SDG 4).

Title

Found 52 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 52 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 52 Documents
Search