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All Journal Kontinu: Jurnal Penelitian Didaktik Matematika HISTOGRAM: Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika JME (Journal of Mathematics Education) JME (Journal of Mathematics Education)
Alfisyahra Alfisyahra
Tadulako University
Humanities Education Languange, Linguistic, Communication & Media Mathematics

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Analysis of the Application of STEM Approaches in Mathematics Learning in Junior High Schools Mubarik Mubarik; Dyah Permata; Pathuddin Pathuddin; Anggraini Anggraini; Rahma Nasir; Alfisyahra Alfisyahra; Welli Meinarni; Fajriani Fajriani; Desti Desti; Moh. Fadhel Rumi; Dewi Ulfiana; Muhammad Muazin
JME (Journal of Mathematics Education) Vol 7, No 2 (2022): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.247 KB) | DOI: 10.31327/jme.v7i2.1842

Abstract

The integration of ICT in learning is a component of 21st-century learning. Science and technology always develop rapidly from time to time.  The purpose of this study is to determine the knowledge and abilities of junior high school mathematics teachers in STEM learning. This research was also conducted to determine student knowledge related to STEM learning. This study used a mixed method. The results showed that most junior high school mathematics teachers in the Donggala district did not understand STEM/STEAM learning. The teacher has also not been able to apply the STEM/STEAM approach in the learning process. Therefore, it is hoped that mathematics teachers in the Donggala district can apply a STEAM-based approach combined with local wisdom in the Donggala district. And it is necessary to conduct training to improve teacher competencies related to STEM learning.
PROFIL PEMECAHAN MASALAH ARITMATIKA SOSIAL DITINJAU DARI GAYA KOGNITIF FIELD INDEPENDENT Ika Citra Pratiwi; Rita Lefrida; Alfisyahra Alfisyahra; Pathuddin Pathuddin
HISTOGRAM: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v8i1.3403

Abstract

Penelitian ini bertujuan untuk mendeskirpsikan profil pemecahan masalah siswa dalam menyelesaikan soal pada materi aritmatika sosial. Subjek penelitian ini terdiri dari 2 orang siswa yang diambil dari 8 siswa kelas VII A MTs Nida’ul Khairaat Pombewe pada semester ganjil 2023/2024. Pemilihan subjek menggunakan Group Embedded Figures Test (GEFT).  Hasil penelitian ini menunjukkan bahwa Profil pemecahan masalah siswa bergaya kognitif field independent memahami masalah dengan menuliskan hal yang diketahui dan ditanyakan dari soal secara lengkap dan terperinci, membuat rencana penyelesaian dengan tepat, melaksanakan rencana sesuai degan rencana yang telah dibuat sebelumnya  dan memeriksa kembali jawaban yang telah dikerjakan dengan cara meneliti atau mengecek ulang jawabannya dan memperoleh jawaban yang benar.
PROFILE OF CRITICAL THINKING SKILLS OF STUDENTS IN CLASS VII SMP ON FRACTION ADDITION MATERIAL IN TERMS OF GENDER Reski Amelia; Alfisyahra Alfisyahra; Mustamin Idris; Rita Lefrida
JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2067

Abstract

This study aims to obtain an overview of the critical thinking skills of male and female students in class VII A SMPN 9 Palu on fraction addition material. This research aims to: 1) to obtain a description of the critical thinking ability of male students on the addition and subtraction of fractions 2) to obtain a description of the critical thinking ability of female students on the addition and subtraction of fractions. This type of research is descriptive using a qualitative approach. The subjects of this research were 2 students taken from 31 students of class VII A SMPN 9 Palu consisting of 1 male student with high mathematics ability and 1 female student with high mathematics ability. The results of this study showed that male and female subjects with high mathematics ability were able to fulfill the indicators of critical thinking ability by Facione (2015), namely: (1) can interpret the problem by identifying the information known and asked appropriately and able to interpret and understand the symbols contained in the problem, (2) connect between statements, questions and concepts by making mathematical modeling appropriately (3) determine and use the right strategy in the calculation process so as to find the right final solution, (4) able to draw conclusions from what is asked in the problem, and (5) have the awareness to re-examine the solution of the problem given by identifying errors in determining the strategy or in the calculation process and then being able to believe the answer.
A ANALYSIS OF STUDENTS' ABILITY TO MAKE MATHEMATICAL CONNECTIONS IN SOLVING STORY PROBLEMS INVOLVING INTEGER OPERATIONS AT SMPN 19 PALU FROM THE PERSPECTIVE OF LEARNING STYLES karmila karmila; Tegoeh S Karniman; Alfisyahra Alfisyahra; Pathuddin Pathuddin
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/kqw32b17

Abstract

This study aims to describe the mathematical connection abilities of students with visual, auditory, and kinesthetic learning styles in solving integer operation story problems. This research was conducted at SMP Negeri 19 Palu using a descriptive method with a qualitative approach. The subjects of this study were three seventh-grade students from class VII A, consisting of one student with a visual learning style, one with an auditory learning style, and one with a kinesthetic learning style, as determined through a learning style questionnaire test. The data collection techniques used in this study included learning style tests, written tests, and interviews, which were then analyzed using the Miles and Huberman model, which includes data condensation, data presentation, and conclusion drawing. The data credibility test used in this study was participant validation (member check). The results of this study indicate that students with visual, auditory, and kinesthetic learning styles are able to fulfill all components of students' mathematical connection abilities, connections between mathematical topics, recognizing and applying mathematics in contexts outside of mathematics, and connections between mathematical concepts and the real world or everyday life.
PROFILE OF METACOGNITION OF CLASS IX STUDENTS AT SMP NEGERI 19 PALU IN SOLVING STATISTICAL WORD PROBLEMS BASED ON COGNITIVE STYLES Nurfadilah Nurfadilah; Alfisyahra Alfisyahra; Muh Hasbi; Mustamin Idris
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15507

Abstract

This study aims to describe the metacognition of students with cognitive styles of field independent and field dependent in solving statistical word problems. The research was conducted at SMP Negeri 19 Palu using a descriptive method with a qualitative approach. The subjects of this study were two students from Class IX B, consisting of one student with a field independent cognitive style and one student with a field dependent cognitive style, determined through the Group Embedded Figure Test (GEFT). The data collection techniques used in this study included a cognitive style test, a written test, and interviews, which were then analyzed using the Miles and Huberman model encompassing data condensation, data display, and conclusion drawing. The credibility test of the data employed in this study was participant validation (member check). The results of this study show that students with a field-independent cognitive style are able to fulfill all components of metacognition, which include regulation, planning, strategy, process, evaluation, and goals. Meanwhile, students with a field-dependent cognitive style are able to fulfill only some components of metacognition, which include regulation, planning, strategy, process, and goals.
THE EFFECTIVENESS OF THE PROBLEM-BASED LEARNING MODEL ASSISTED BY GEOGEBRA ON JUNIOR HIGH SCHOOL STUDENTS MATHEMATICS LEARNING OUTCOMES IN SOLID GEOMETRY Amrah Hazanah; Rahma Nasir; Mustamin Idris; Alfisyahra Alfisyahra
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/3qshjf17

Abstract

This study aims to determine the differences in the average learning outcomes of students taught using the Problem-Based Learning (PBL) model assisted by GeoGebra and those taught using direct instruction on the topic of three-dimensional geometry in Grade IX. The research was motivated by the low student achievement, which is caused by difficulties in understanding the properties of three-dimensional shapes as well as limitations in the use of media and the application of less appropriate teaching models. This study is a quantitative research with a Quasi-Experimental approach, specifically the nonequivalent control group design. The research sample consisted of 128 students, divided into two experimental classes and two control classes, selected through random sampling techniques. The data collection instrument was a test administered in the form of pretest and post-test, which had been validated by experts. Descriptive analysis results showed that the average post-test scores in the experimental classes (80.69 and 78.63) were higher than those in the control classes (74.38 and 73.28). The hypothesis testing using the independent sample t-test indicated a significance value of 0.000 < 0.05, thus it can be concluded that there is a significant difference between the average learning outcomes of students in the two groups. Furthermore, the N-gain analysis results showed that the improvement in learning outcomes in the experimental classes was 0.47 (medium category), which was higher than that in the control classes at 0.36. Therefore, the PBL model assisted by GeoGebra is effective in improving students’ mathematics learning outcomes on the topic of three-dimensional geometry.Keywords: problem-based learning, GeoGebra, learning outcomes, three-dimensional shapes.
Analysis of the Pseudo-Thinking Process of Field-Dependent 8th-Grade Students at SMP Negeri 2 Palu in Solving Pythagorean Theorem Problems wianita selviani; Mubarik Mubarik; Pathuddin Pathuddin; Alfisyahra Alfisyahra
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.327-344

Abstract

The occurrence of pseudo-thinking processes in mathematics learning remains prevalent, as many students solve problems by relying on memorized procedures rather than understanding the underlying concepts. While previous research has largely focused on error analysis or general problem-solving abilities, studies specifically examining pseudo-thinking processes among field-dependent students when solving Pythagorean theorem problems remain limited. This study aims to analyze the pseudo-thinking processes of eighth-grade students at SMP Negeri 2 Palu specifically those with a field-dependent cognitive style while solving Pythagorean theorem problems, by examining the relationship between cognitive style characteristics and pseudo-thinking processes. A descriptive qualitative approach was employed. Data were collected from a single student, purposively selected to represent the field-dependent cognitive style, using the Group Embedded Figures Test (GEFT), a Pythagorean theorem problem-solving test, and semi-structured interviews. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing/verification. The results indicate that the field-dependent student exhibited "correct pseudo-thinking" during the planning and execution stages of the solution. This was characterized by the use of procedures based on prior learning experiences and provided examples, lacking support from deep conceptual understanding. However, during the review stage, the subject was able to verify the solution, meaning the characteristics of pseudo-thinking were no longer present. These findings demonstrate that cognitive style plays a role in shaping students' thinking processes during mathematical problem-solving and provide a basis for teachers to design instruction that accounts for students' cognitive style characteristics to enhance conceptual understanding.. Keywords: Pseudothinking, Cognitive Style, Field-Dependent, Pythagorean Theorem.
Co-Authors ., Author Amrah Hazanah Anggraini Desti Desti Dewi Ulfiana Dyah Permata Fajriani Fajriani Ika Citra Pratiwi karmila karmila Moh. Fadhel Rumi Mubarik Mubarik Muh Hasbi Muhammad Muazin Mustamin Idris Nurfadilah Nurfadilah Pathuddin Rahma Nasir Reski Amelia Rita Lefrida Tegoeh S Karniman Welli Meinarni wianita selviani