Articles
<![CDATA[Didactical Design Development of Two Variables Linear Equation ]]>
<![CDATA[Hani Nurhasanah]]>;
<![CDATA[Sufyani Prabawanto]]>;
<![CDATA[Encum Sumiaty]]>
<![CDATA[ (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 4 (2019): VOLUME 2 NUMBER 4, DECEMBER 2019 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jiml.v2i4.p186-193
<![CDATA[The learning process students must be trained to understand concepts well, not only memorize the material. Learning will be effective if students understand the mathematical concepts being studied. It was found learning difficulties especially in learning linear equations caused by a lack of understanding of the concepts and the way the teacher taught. The most common difficulties were in presenting mathematical concepts, understanding information about questions, and interpreting data in the design requested. Based on the problem, Author developed didactical design of two-variable linear equations material that aims to minimize the difficulties that occur. The research method used qualitative method that was Didactical Design Research (DDR). The subjects of the study were Bandung junior high school students, class VIII even semester who got the material of two-variable linear equations using Curriculum 2013. In general, didactical design implemented need to be maintained. Didactical design developed can minimize the obstacles of student learning difficulties. However, the researcher recommends the existence of a research on the development of didactical design of the concept of two-variable linear equations with various improvements, both in terms of deeper concepts, presentation, and predictions of student responses.]]>
<![CDATA[Kajian Learning Obstacle pada Keliling Segiempat Ditinjau dari Literasi Matematis oleh PISA 2021 ]]>
<![CDATA[Salman Farisal]]>;
<![CDATA[Eyus Sudihartinih]]>;
<![CDATA[Encum Sumiaty]]>
<![CDATA[ Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 3 (2022): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 6 Nomor 3 Tahun 2022 ]]>
Publisher : <![CDATA[Mathematics Education Study Program ]]>
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DOI: 10.31004/cendekia.v6i3.1145
<![CDATA[Hambatan belajar (learning obstacle) menjadi salah satu masalah yang dihadapi oleh siswa khususnya pada topik keliling segiempat. Oleh karena itu diperlukan literasi matematis yang baik untuk bisa mengatasi learning obstacle yang dialami oleh siswa. Tujuan penelitian ini adalah untuk mengetahui hambatan belajar (learning obstacle) yang dialami oleh siswa pada topik keliling segiempat ditinjau dari literasi matematis PISA 2021. Metode yang digunakan pada penelitian ini adalah penelitian desain didaktis atau Didactional Design Research pada tahap mengkaji learning obstacle. Instrumen yang digunakan pada penelitian ini didesain berdasarkan literasi matematis PISA 2021. Partisipan penelitian ini adalah enam siswa SMP kelas 9 yang terdiri dari tiga siswa dari Kota Cirebon dan tiga siswa dari Kota Bandung. Data dikumpulkan melalui tes dan dokumentasi. Hasil penelitian ini adalah terdapat tiga hambatan belajar (learning obstacle) yang dialami oleh siswa, yaitu LO1. Hambatan pemahaman soal literasi matematis topik keliling segiempat, LO2. Hambatan pemahaman tujuan soal, LO3. Hambatan penguasaan konsep ukuran panjang dan lebar segiempat, dan LO4. Hambatan penguasaan konsep keliling segiempat.]]>
<![CDATA[Kajian Learning obstacle pada Materi Peluang untuk Jenjang SMP Ditinjau dari Literasi Matematis PISA 2021 ]]>
<![CDATA[Fairuz Aulia Shabrina]]>;
<![CDATA[Encum Sumiaty]]>;
<![CDATA[Eyus Sudihartinih]]>
<![CDATA[ Jurnal Pendidikan Matematika : Judika Education Vol 5 No 2 (2022): Jurnal Pendidikan Matematika : Judika Education ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/judika.v5i2.3124
<![CDATA[The purpose of this study is to find out the type of learning obstacle experienced by students in the opportunity material at the junior level in view of PISA 2021 literacy. The method used in this study is a qualitative method using a didactical design research framework, which focused on the study of learning obstacles. Instruments for studying learning obstacles on the topic of opportunity are designed based on mathematical literacy of PISA 2021. Participants in this study consisted of three 10th grade students at one of the MA (Madrasah Aliyah) in Bandung, one class 11th student at one of the MA in Bandung, two 10th grade students at one of the high schools in Jakarta. Data is collected through tests and interviews through WhatsApp. The results showed that there were four types of learning obstacles experienced by participants, namely students' incomprehension to the concept of opportunities used, students' incompetence to the context of information from the given problem, lack of careful reading and doing, and not used to working on problem solving type problems.]]>
<![CDATA[Kajian Learning Obstacle pada Topik Operasi Pembagian Bilangan Bulat Ditinjau dari Literasi Matematis oleh PISA 2021 ]]>
<![CDATA[Mar'atun Solihah]]>;
<![CDATA[Encum Sumiaty]]>;
<![CDATA[Eyus Sudihartinih]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 6 No 2 (2022): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa ]]>
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DOI: 10.32505/qalasadi.v6i2.4700
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui jenis learning obstacle pada topik operasi pembagian bilangan bulat yang ditinjau dari literasi matematis PISA 2021. Metode yang digunakan pada penelitian ini adalah kualitatif dengan menggunakan kerangka penelitian desain didaktis (didactical design research), yang terfokus pada learning obstacle. Instrumen untuk mengkaji learning obstacle didesain berdasarkan literasi matematis PISA 2021. Partisipan penelitian ini adalah satu siswa kelas VIII di salah satu SMP di Cicalengka, satu siswa kelas IX di salah satu SMP di Bandung, tiga siswa kelas XII di salah satu MA di Bandung dan satu siswa kelas VIII di salah satu SMP di Bogor. Data dikumpulkan melalui tes tulis dan wawancara. Hasil penelitian menunjukkan bahwa terdapat lima jenis learning obstacle yaitu koneksi konsep operasi pembagian bilangan bulat dengan kehidupan sehari-hari, konsep jarak terkait aplikasi dari titik ke titik, tidak tahu apa yang harus dikerjakan, keterkaitan antara soal dengan kehidupan sehari-hari, dan konteks sosial terkait untung/rugi pada nilai tukar.]]>
<![CDATA[Kajian Learning Obstacle pada Topik Aljabar ditinjau dari Literasi Matematis oleh PISA 2021 ]]>
<![CDATA[Hidayah, Yumna]]>;
<![CDATA[Sudihartinih, Eyus]]>;
<![CDATA[Sumiaty, Encum]]>
<![CDATA[ Jurnal Pendidikan Matematika RAFA Vol 7 No 2 (2021): Jurnal Pendidikan Matematika RAFA ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/jpmrafa.v7i2.10302
<![CDATA[The purpose of this study is to determine the type of Learning Obstacle (LO) on the topic of Algebra in terms of Mathematical Literacy by PISA 2021. The method used in this research is a qualitative method using a didactical design research framework that focuses on learning obstacles. The instrument used in studying learning obstacles was designed based on the mathematical literacy of PISA 2021. The participants of this study came from the city of Cirebon, which consisted of four junior high school students in class IX, one high school student in class X, and two high school students in class XI. Data were collected through written tests, interviews, and observations. The results of this study are four types of learning obstacles, namely related to difficulties in converting story questions into mathematical modeling, lack of mastery of the application of algebra in the form of story questions, difficulties in converting story questions into geometric models and ignorance and confusion about what to do in completing test instruments which is given.]]>
<![CDATA[Learning Obstacles dalam Pembelajaran Aritmetika Sosial pada Siswa Sekolah Menengah Pertama ]]>
<![CDATA[Sumiaty, Encum]]>;
<![CDATA[Anugerah, Marvel Hegi]]>
<![CDATA[ Jurnal Pendidikan Matematika : Judika Education Vol 7 No 1 (2024): Jurnal Pendidikan Matematika : Judika Education ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/judika.v7i1.7029
<![CDATA[The aim of this research is to find out what Learning Obstacles are experienced by junior high school students in learning social arithmetic. The method used in this research is qualitative method. Participants consisted of seven research subjects from various state and private schools in Bandung City. Data was collected through offline tests and interviews. The results of this research show that there are at least two types of learning obstacles experienced by students, namely ontogenic obstacles and epistemological obstacles which can be seen from the students' inability to translate questions and the students' inability to master the prerequisite material. Conclusion: From the research that has been conducted, there are learning obstacles for junior high school students in social arithmetic material. The identified learning obstacles are ontogenic obstacles and epistemological obstacles. Therefore, it is very important to analyze what learning obstacles are experienced by students so that solutions can be found to reduce these learning obstacles. In terms of students, they also need to improve their mathematical literacy to be able to overcome the learning obstacles experienced by students. Keywords : Learning Obstacles, Social Arithmetic, Study Of Mathematic]]>
<![CDATA[Learning Obstacles Siswa SMP dalam Menyelesaikan Operasi Bentuk Aljabar ]]>
<![CDATA[Valenzeo, Argent Charfo]]>;
<![CDATA[Sumiaty, Encum]]>
<![CDATA[ Jurnal Pendidikan Matematika : Judika Education Vol 7 No 1 (2024): Jurnal Pendidikan Matematika : Judika Education ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/judika.v7i1.8675
<![CDATA[The purpose of this study is to find out the type of learning obstacles experienced by junior high school students in solving algebraic operations. The approach used in this study is a qualitative approach. The instrument used in this study is in the form of items about algebraic operations. The participants in this study were students of class VII and VII of junior high school who had studied algebraic operations. Data was collected through test and interviews through WhatsApp. The results showed that there were several learning obstacles experienced by participants, such as lack of students’ understanding of the concepts used, lack of understanding of students in understanding what is meant, lack of careful reading, students didn’t write down in detail the answers they got, and they’re not familiar with the problems given. Keywords: Learning Obstacles, Algebraic Operations, Study of Mathematics]]>
<![CDATA[Analisis Learning Obstacle Materi Persamaan Garis Lurus pada Siswa ]]>
<![CDATA[Islamiati, Puan Amalia]]>;
<![CDATA[Sumiaty, Encum]]>
<![CDATA[ Jurnal Pendidikan Matematika : Judika Education Vol 7 No 1 (2024): Jurnal Pendidikan Matematika : Judika Education ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/judika.v7i1.8687
<![CDATA[The primary objective of this study is to identify and examine the learning obstacles by students when learning about linear equations. Employing a qualitative methodology, the research incorporates triangulation as means of data collection, involving classroom observations, analysis of tests, as well as interviews with both students and teachers. The participants in this study were eight grade students from a specific area. Findings reveal several common learning obstacles encountered by students in grappling with straight line equations. Among these challenges, a primary issue is the insufficient grasp of fundamental algebraic concepts, including the comprehension of variables and coefficients within equations. Furthermore, difficulties arise in visualizing the correlation between straight line equations and their graphical representations, along with applying appropriate problem-solving methods. The conclusions drawn from this research offer insights into the impediments students face in learning straight line equations. To enhance student comprehension, it is suggested that educators focus on solidifying basic algebraic concepts, utilize supportive visual aids, and cultivate a learning environment that fosters students' motivation and enthusiasm towards mathematics. Keywords: Learning Obstacles, Triangulation, Linear Equations]]>
<![CDATA[Optimizing Modem Placement in UPI Building FPMIPA using the Illumination Model ]]>
<![CDATA[Aisy, Khansa Salsabila Rohadatul]]>;
<![CDATA[Yulianti, Kartika]]>;
<![CDATA[Sumiaty, Encum]]>;
<![CDATA[Yusnitha, Isnie]]>
<![CDATA[ InPrime: Indonesian Journal of Pure and Applied Mathematics Vol 6, No 2 (2024) ]]>
Publisher : <![CDATA[Department of Mathematics, Faculty of Sciences and Technology, UIN Syarif Hidayatullah ]]>
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DOI: 10.15408/inprime.v6i2.41452
<![CDATA[Since a reliable internet signal has become an essential and significant need nowadays, the existence of modems as transmitters of internet signals is also crucial; modems transmit the internet signal (without cable), which is then captured by devices. This research aims to construct a mathematical model to determine the minimum number of modems and their placement so that the entire building FPMIPA-A of UPI has a good internet signal. In this research, we assume that the modem can pass through at most two walls, and the area studied is limited to the first floor of FPMIPA-A. The model is based on the illumination problems theorems, one of which states that every monotone 6-gon can be covered by a single 2-modem point placed at one of its two leftmost (or rightmost) vertices. By the theorem, we view the layout of the rooms in the building as a combination of polygons. The results show that 12 modems are required to cover all areas on the first floor of FPMIPA-A to get a good signal.Keywords: illumination problem; modem; polygonal regions; optimal modem placement; building FPMIPA A. AbstrakSaat ini, kebutuhan akan sinyal internet yang andal menjadi kebutuhan penting dan utama. Modem sebagai pemancar sinyal internet mengirimkan sinyal internet (tanpa kabel) dan kemudian ditangkap oleh perangkat. Penelitian ini bertujuan untuk membangun model matematika yang menentukan jumlah minimum modem dan penempatannya agar seluruh gedung FPMIPA-A UPI mempunyai sinyal internet yang baik. Pada penelitian ini diasumsikan modem dapat menembus paling banyak dua dinding dan area yang diteliti dibatasi pada lantai 1 gedung FPMIPA-A UPI. Model matematika untuk masalah penempatan modem ini didasarkan pada teorema masalah iluminasi, yang salah satunya menyatakan bahwa setiap 6-gon monoton dapat ditutupi oleh satu titik 2-modem yang ditempatkan di salah satu dari dua simpul paling kiri (atau paling kanan). Berdasarkan teorema tersebut, tata ruang pada lantai 1 gedung FPMIPA-A UPI dipandang sebagai kombinasi poligon. Hasil penelitian menunjukkan bahwa dibutuhkan 12 modem untuk mencakup seluruh area di lantai 1 FPMIPA-A guna mendapatkan sinyal yang baik. Kata Kunci: masalah iluminasi; modem, daerah poligon; penempatan modem secara optimal; gedung FPMIPA A. 2020MSC: 90C90.]]>
<![CDATA[Analyzing Epistemological Learning Obstacles on Limit Concept Using AVAE Framework in Prospective Mathematics Teacher ]]>
<![CDATA[Ulfah Nur Azizah]]>;
<![CDATA[Encum Sumiaty]]>;
<![CDATA[Nadia Ulfa]]>
<![CDATA[ Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Tadris Matematika ]]>
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DOI: 10.47766/arriyadhiyyat.v6i1.6243
<![CDATA[This study aims to identify the epistemological learning obstacles experienced by prospective mathematics teacher students in understanding the concept of limits in Calculus 1 lectures and the concept of limits. The primary focus of the analysis was conducted based on the categories of AVAE ERRORS (ARITH, VAR, AE, and EQS) related to the student's algebraic ability. The method employed was qualitative research involving 38 prospective mathematics teachers from one of the universities in West Java. Data was collected through written tests and confirmation interviews. The results showed that the most dominant epistemological learning obstacles were in the categories of AE (errors in algebraic expressions) and ARITH (arithmetic errors). These findings suggest that students struggle to apply prerequisite knowledge effectively to more complex limit problems. Therefore, a learning approach is needed that emphasizes not only algebraic procedures but also a deep conceptual understanding of the concept of limits.]]>
