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All Journal Jurnal Daya Matematis Suska Journal of Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Kuriositas: Media Komunikasi Sosial dan Keagamaan Pi: Mathematics Education Journal Beta: Jurnal Tadris Matematika Jurnal Pendidikan Matematika (Jupitek) Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Primatika : Jurnal Pendidikan Matematika Rainstek : Jurnal Terapan Sains dan Teknologi Jurnal Agrisistem DIKMAT: Jurnal Pendidikan Matematika Jurnal Abdimas Le Mujtamak Pi: Mathematics Education Journal Jurnal Pendidikan Indonesia (Japendi) Journal of Mathematics Learning Innovation (JMLI) Muhibbul Arabiyah: Jurnal Pendidikan Bahasa Arab JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Tadris Matematika (JTMT) Kreano, Jurnal Matematika Kreatif Inovatif Dialektika : Jurnal Pendidikan Agama Islam Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif
Buhaerah Buhaerah, Buhaerah
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Reflection learning innovation in the context of the lipa sabbe bunga caramming motif Aras, Andi; Prahmana, Rully Charitas Indra; Zahrawati B, Fawziah; Buhaerah, Buhaerah; Busrah, Zulfiqar; Jumaisa, Jumaisa; Setialaksana, Wirawan
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 1 (2023): 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.v14i1.15912

Abstract

The low ability of students to understand and transform the concept of reflection to solve everyday problems is the main problem with learning mathematics because the implementation of learning mathematics is mechanical. Mathematics is taught by conveying formulas practically without linking them to students' daily activities. For this reason, this study aims to design a reflection learning trajectory in the context of the Lipa Sabbe Bunga Caramming motif as a starting point in learning to help students understand reflection material for solving everyday problems. The method used in this study is design research, which consists of three stages: preliminary design, design trials, and retrospective analysis. The subjects of this study were 23 students in class VIII-A of SMP Negeri 1 Tanasitolo. The instruments used in this study were student activity sheets (LAS), learning achievement tests, and interview guidelines. Student activity data during learning were analyzed retrospectively, and learning outcomes data were analyzed descriptively. The results of this study found that the learning trajectory of transformation geometry using the context of the lipa sabbe bunga caramming motif has four learning stages: (1) informal; (2) modes of; (3) modes of; and (4) formal. The learning stages can easily increase students' understanding of the concept of reflection. In the learning process, mathematical concepts are connected with daily habits, so students are enthusiastic and active in the learning process. This learning trajectory can assist teachers in optimizing learning so that students can easily understand the concept of reflection, equip them with critical thinking skills, and shape their character (cooperation, empathy, respect for others, awareness of social problems, a social spirit, and responsibility).
Researching on the Knowledge of Teachers Who Teach Math for Secondary Level Student Understanding Buhaerah, Buhaerah; Muhammad Ahsanu Haq; Herman Sanjaya
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 1 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i1.1245

Abstract

Although mathematics teachers' expertise in understanding subject matter is widely believed to have a direct impact on students' comprehension and academic achievements, there remains limited empirical research that specifically examines how teachers' content knowledge contributes to student learning outcomes. This study aims to assess the importance of mathematics teachers' competence in the content knowledge required for teaching secondary school mathematics. The research involved 55 secondary mathematics teachers who specialize in SS-level subjects for grades 10–12. Participants were selected through a combination of purposive and convenience sampling, considering their subject expertise and availability. Data were collected using a validated 25-question mathematics subject knowledge test, administered over 60 minutes via EduSuite computer-assisted instruction (CAI) software. The test was designed to evaluate teachers' understanding of essential mathematics topics taught in schools. Data analysis involved descriptive statistics, frequency distributions, and one-way ANOVA to assess the variation in mathematics knowledge and classify achievement levels based on established benchmarks. The findings provide a comprehensive overview of teachers' proficiency in key areas, including algebraic patterns, functions and relationships, space, geometric shapes, measurement, operations, trigonometry, and geometry. These results underscore the significance of strengthening mathematics content knowledge as part of teacher professional development. This study provides a solid foundation for designing targeted training and education programs aimed at improving the quality of mathematics instruction at the secondary level. Future research is recommended to explore the effectiveness of such training programs in enhancing teacher competency and improving student outcomes across different educational settings. Abstrak Meskipun keahlian guru matematika dalam memahami materi pelajaran secara umum diyakini memiliki dampak langsung terhadap pemahaman dan pencapaian akademik siswa, namun masih terdapat keterbatasan penelitian empiris yang secara khusus mengeksplorasi sejauh mana pengetahuan konten guru berkontribusi terhadap hasil belajar siswa. Studi ini bertujuan untuk menilai pentingnya kompetensi guru matematika dalam penguasaan pengetahuan konten yang diperlukan untuk mengajar di tingkat sekolah menengah. Penelitian ini melibatkan 55 guru matematika sekolah menengah yang mengampu mata pelajaran tingkat Secondary School (SS) untuk kelas 10 hingga 12. Para peserta dipilih melalui kombinasi metode purposive dan convenience sampling, dengan mempertimbangkan keahlian dan ketersediaan mereka. Data dikumpulkan menggunakan tes pengetahuan konten matematika yang telah divalidasi, terdiri atas 25 butir soal, dan dilaksanakan selama 60 menit melalui perangkat lunak Computer-Assisted Instruction (CAI) EduSuite. Tes ini dirancang untuk mengukur pemahaman guru terhadap topik-topik esensial dalam kurikulum matematika sekolah menengah. Analisis data dilakukan menggunakan statistik deskriptif, distribusi frekuensi, dan analisis varians satu arah (ANOVA) untuk mengevaluasi variasi dalam tingkat pengetahuan serta mengklasifikasikan pencapaian berdasarkan tolok ukur yang telah ditetapkan. Temuan studi ini memberikan gambaran menyeluruh mengenai tingkat kecakapan guru dalam bidang-bidang utama seperti pola aljabar, fungsi dan relasi, ruang, bentuk geometris, pengukuran, operasi, trigonometri, dan geometri. Hasil tersebut menegaskan pentingnya penguatan pengetahuan konten matematika sebagai bagian integral dari pengembangan profesional guru. Studi ini menjadi landasan strategis untuk merancang program pelatihan dan pendidikan yang terfokus dalam rangka meningkatkan kualitas pembelajaran matematika di tingkat sekolah menengah. Penelitian lanjutan disarankan untuk mengevaluasi efektivitas program pelatihan tersebut dalam meningkatkan kompetensi guru dan mendukung pencapaian hasil belajar siswa di berbagai konteks pendidikan.
Application of Modified Ghadle-Munot Method in Applied Mathematics Learning through Chocolate Production Case Study at CV. Putra Mataram Sedalu Firdaus, Ahmad; Busrah, Zulfiqar; Azmidar, Azmidar; Buhaerah, Buhaerah
JTMT: Journal Tadris Matematika Vol 6 No 1 (2025): Volume 6, Issue 1, June 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jtmt.v6i1.4139

Abstract

Applied mathematics plays an important role in solving real-world problems, including in the agricultural product processing industry. This study aims to apply the Modified Ghadle-Munot method to solve employee assignment problems in a private company operating in chocolate production and to connect its implementation with applied mathematics learning. The core issue addressed is the imbalance between the number of employees and the number of production stages, which creates an unbalanced assignment problem. This study uses an applied quantitative research approach with assignment optimization as the main variable. Data were collected through interviews and documentation related to the production process and employee task distribution. The results showed that the Modified Ghadle-Munot method was able to reduce the total work time from an initial average of 970 minutes to 660 minutes. The application of this algorithm not only improves operational efficiency but also carries educational value. It can serve as a contextual case study in teaching applied mathematics, particularly in linear programming and optimization. Therefore, this research contributes both to practical problem-solving in small-scale industry settings and to strengthening real-world, problem-based learning in mathematics education.
Understanding Students’ Struggles in Solving Mathematical Problems: A Systematic Literature Review Using Polya’s Framework A, Abdul Wahab; Kusuma, Yaya S; Juandi, Dadang; Turmudi, Turmudi; Buhaerah, Buhaerah; Syaiful, Syaiful
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Understanding Students' Struggles in Solving Mathematical Problems: A Systematic Literature Review Using Polya’s Framework. Objective: This study aims to identify the specific challenges faced by students in solving mathematical problems at each stage of Polya's problem-solving framework: understanding the problem, devising a plan, carrying out the plan, and looking back. Methods: The research focuses on the context of mathematics education in Indonesia, using a systematic literature review (SLR) methodology. A total of 48 articles published in accredited journals (2019–2023) were systematically analyzed, based on inclusion criteria that involved Polya’s framework, the education levels of elementary to high school, and mathematical problem-solving contexts. Findings: Challenges at the understanding the problem stage include low motivation, lack of concentration, poor reading literacy, weak mathematical communication, conceptual misunderstandings, and reasoning deficiencies. In the devising a plan stage, students struggle with cognitive gaps, misconceptions, weak connections between mathematical concepts, difficulties in mathematical modeling, and lack of organizational skills. At the carrying out the plan stage, procedural errors, misconceptions, and inaccuracy are the primary obstacles. Finally, at the looking back stage, motivational issues, inadequate evaluation, errors in interpreting results, and lack of thoroughness persist. Conclusion:  This research highlights the need for targeted teaching strategies, such as strengthening students' reading literacy, addressing misconceptions, and fostering deeper conceptual understanding through collaborative and problem-based learning. Furthermore, the study emphasizes designing interventions tailored to each stage of Polya's framework to enhance students’ problem-solving abilities in mathematics education. Keywords: systematic literature review, mathematical problem solving, polya framework, student challenges.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024118
STUDENT’S MISTAKES IN SOLVING PROBLEM BASED ON WATSON’S CRITERIA AND LEARNING STYLE Buhaerah, Buhaerah; Nasir, Muhammad; Dangnga, M S
Jurnal Pendidikan Matematika (JUPITEK) Vol 5 No 2 (2022): Jurnal Pendidikan Matematika (JUPITEK)
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol5iss2pp95-104

Abstract

This study aims to determine the types of errors students face when solving math problems. First, review the error types based on Watson's criteria and student learning styles. This study uses an explanatory sequential design model. Data analysis techniques include Quantitative data analysis techniques, descriptive statistics, and inferential statistics. At the same time, the qualitative data analysis techniques include; data reduction, data presentation, and conclusion. The results showed that the errors based on Watson's criteria and learning styles obtained were based on student responses, including; Inappropriate Data 40%, Omitted Conclusion 20%, Response Level Conflict 40%, and Above Other 40%. Furthermore, the types of errors obtained in classroom learning include Inappropriate Data 25%, Omitted Conclusion 50%, and Skill Hierarchy Problems 25%. In the visual learning pattern, there are five error classes: Inappropriate Data 9%, Omitted Conclusion 55%, Response Level Conflict 18%, Skill Hierarchy Problem 27%, and Above Other 18%. Several factors influence the error, including; the decline in students' motivation, interest, and thinking skills. Efforts can be made to minimize student errors, including increasing practice on story questions and eliminating students' negative mindset towards learning mathematics
Efektivitas Penggunaan Microsoft Teams Pada Pembelajaran Matematika di SMA Negeri 6 Pinrang Kisman, Moh Yackop; Buhaerah, Buhaerah; Usman, Usman
RAINSTEK: Jurnal Terapan Sains dan Teknologi Vol. 5 No. 1 (2023): Maret
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jtst.v5i1.7350

Abstract

Penelitian ini difokuskan pada kasus virus Covid 19 di Indonesia yang masuk ke Tanah Air pada Maret 2020, sehinggah Pemerintah mengharuskan untuk menutup sementara waktu sekolah dari tingkat dasar hingga perguruan tinggi dan diahlikan kepembelajaran online/daring.penelitian ini bertujuan untuk mengetahui apakah penggunaan Microsoft Teams efektif dalam pembelajaran matematika di SMA Negeri 6 Pinrang. Jenis penelitian ini yaitu kualitatif dengan desain studi kasus. Sampel dalam penelitian ini adalah kepala sekolah, guru matematika dan siswa kelas XI MIPA 1. Adapun teknik pengumpulan data yaitu wawancara, observasi, dan dekumentasi. Hasil penelitian menunjukkan bahwa efektivitas pengunaan microsoft teams pada pembelajaran matematika SMA Negeri 6 Pinrang berjalan dengan efektif. Hal ini berdasrkan temuan peneliti dimana, Belajar dengan menggunakan Microsoft Teams dapat meningkatkan minat belajar siswa, suasana yang kondusif, serta nilai akhir siswa kelas SMA Negeri 6 pinrang memiliki nilai di atas KKM atau diatas 75. Hal ini di sebabkan pada Microsoft teams terdapat fitur-fitur yang menarik.
Co-Authors A, Abdul Wahab Ahdar Ahmad Firdaus, Ahmad Ahsan Ahsan Ahsan, Muhammad Amin, Sitti Jamilah Aras, Andi Ayus, Ayus Dandi Azmidar Azmidar, Azmidar Busrah, Zulfiqar Dadang Juandi Dangnga, M S Ferdiani, Rosita Dwi Gusniwati , Hafis, Hafis Hamdanah Hamdanah Hamzah , Faisal Haq, Muhammad Ahsanul Heni Pujiastuti Herman Sanjaya Hm, Safika Indah Permatasari Iswandi, Khayrul Jumaisa, Jumaisa Kasmirah, Kasmirah Kisman, Moh Yackop Kusuma, Yaya S Majid, Jursan Muh. Saleh, Muh. Muhammad Ahsanu Haq Muhammad Nasir Nurcholis, Jati Pathuddin, Hikmawati Prayogo, Prayogo Puji, Andi Nia Daeng Rully Charitas Indra Prahmana Rustan Efendi Setialaksana, Wirawan - Susilo, Djoko Andi Syaiful . Turmudi Umar, Rahmadani Usman Usman Wahab A, Abdul Wahab Wahab Walidain , Hilyatul Yowono, Timbul Yuniar, Andi Fira Zahrawati B, Fawziah