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All Journal Jurnal Elemen NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Union: Jurnal Ilmiah Pendidikan Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika SJME (Supremum Journal of Mathematics Education) JKPM (Jurnal Kajian Pendidikan Matematika) SIGMA FIBONACCI: Jurnal Pendidikan Matematika dan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Ed-Humanistics : Jurnal Ilmu Pendidikan IJORER : International Journal of Recent Educational Research Jurnal Pengembangan Pembelajaran Matematika SJME (Supremum Journal of Mathematics Education)
Umah, Ulumul
Universitas Pesantren Tinggi Darul Ulum
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGEMBANGAN BAHAN AJAR DIGITAL MATEMATIKA DENGAN BOOK CREATOR UNTUK MENDUKUNG PEMAHAMAN KONSEPTUAL PADA MASALAH ARITMATIKA SOSIAL Muhammad Kafabihi Abdillah; Ulumul Umah; Dian Novita Rohmatin
SIGMA Vol 9, No 1 (2023): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v9i1.1929

Abstract

Social arithmetic is a useful topic for mastering numeracy skills that are useful in solving real-world problems. However, students' difficulties in solving social arithmetic problems are still found. In addition, the limitations of available digital learning resources are also an obstacle for some teachers. This article aims to describe the process and results of developing digital mathematics teaching materials with the Book Creator applications to promotes students' understanding of concepts in social arithmetic. The development of this teaching material is based on the ADDIE model with the following stages: analysis, design, development, implementation, and evaluation. Based on the conceptual understanding test on 6 subjects with various mathematical abilities, the average achievement result was 89%. The advantage of this teaching material is that it contains contextual problems that are in accordance with real-life situations, but on the other hand it is still necessary to develop more open-ended questions. This teaching material also contains questions for self-reflection to facilitate self-regulation in learning. For further development, teaching materials also need to be improved in terms of appearance, scope of lesson topics, and practicality in terms of collecting student written answer documents.
Pre-service teachers’ inquisitiveness in mathematics learning Umah, Ulumul; Rahmawati, Ana
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 5 No. 2 (2023): Jurnal Pengembangan Pembelajaran Matematika: Volume 5 Nomor 2 August 2023
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2023.52.117-129

Abstract

Inquisitiveness is a critical thinking disposition that is important in the inquiry process because it relates to the tendency to ask questions. However, studies on inquisitiveness in the domain of mathematics learning are still limited. Several previous studies have only explained inquisitiveness based on general attitudes without involving the context of the field of mathematics. This study aims to describe the inquisitiveness of mathematics prospective teacher students which is showed in asking questions. This research is a qualitative research with prospective teacher students at Universitas Pesantren Tinggi Darul Ulum as the participants. The research data was collected through tests, observations, and interviews. The results of the study show that the tendency of prospective mathematics teacher students to ask effective questions when responding to information in mathematical problems is still low. Prospective teachers cannot always ask questions even if they do not understand the rationale behind a statement. Another finding from this study is that even though prospective teachers can ask questions in discussion, their questions cannot meet the inquisitiveness criteria because they are less successful in developing in-depth understanding.
Challenges in teaching students to plot equations: Another impact of graphing procedures Umah, Ulumul; Rahmawati, Ana
Jurnal Elemen Vol 10 No 3 (2024): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i3.25278

Abstract

Graphs are essential representations in mathematics, but many students only focus on procedural rules when sketching graphs of equations. This study aims to describe the errors and obstacles experienced by students in drawing graphics of equations. The research method uses a qualitative approach by collecting data through tests and interviews. The research results show that students' mistakes in drawing graphs can be caused by dependence on procedural knowledge in plotting points without conceptual understanding. Students who make mistakes do not understand points as multiplicative objects, lack covariational reasoning, need help understanding the concept of complex numbers, and show reflective thinking in completing assignments. This research implies that teachers must consider the students' difficulties and mistakes to avoid becoming didactic learning obstacles. In studying plotting point procedures, students' knowledge must include understanding concepts related to graphs, such as the meaning of points and graph concavity, graph shifts, and the relationship between the discriminant of a quadratic equation and its graph.
STRUKTUR ARGUMENTASI PENALARAN KOVARIASIONAL SISWA KELAS VIIIB MTsN 1 KEDIRI Umah, Ulumul; Asari, Abdur Rahman; Sulandra, I Made
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 1 No 1: Maret
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v1i1.498

Abstract

Argumen matematis siswa tingkat dasar hingga sekolah menengah sering sulit dikaitkan dengan pembuktian matematis formal. Model Argumen Toulmin menawarkan suatu pendekatan untuk menganalisis argumen yang sangat berbeda dengan pendekatan logika formal. Studi ini bertujuan untuk mendeskripsikan struktur argumentasi siswa kelas VIIIB MTsN 1 Kediri ketika menyelesaikan masalah kovariasi berdasarkan teori argumentasi Toulmin. Hasil penelitian ini mengungkapkan bahwa subjek belum memiliki struktur argumen yang lengkap. Secara umum subjek membangun argumen secara induktif. Peran “backing” menjadi esensial ketika argumen subjek didukung oleh contoh-contoh kasus yang mengantarkan pada suatu kesimpulan, sementara “qualifier” dan “rebuttal” tidak muncul pada struktur argumen mereka.
REFLEKSI TERHADAP META-ISU DALAM PEMBELAJARAN SEJARAH MATEMATIKA DENGAN TUGAS PROYEK Umah, Ulumul
SJME (Supremum Journal of Mathematics Education) Vol 1 No 1 (2017): Januari 2017
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v1i1.553

Abstract

Penelitian ini bertujuan untuk mendeskripsikan aktivitas pembelajaran dan refleksi mahasiswa terhadap meta-isu dalam matakuliah Sejarah Matematika dengan tugas proyek di Program Studi Matematika Unipdu Jombang. Pendekatan kualitatif digunakan dalam penelitian ini. Subjek penelitian ini adalah mahasiswa semester  ke-3 Tahun Akademik 2014/2015 yang sedang mengikuti matakuliah sejarah matematika di Program Studi Matematika Unipdu Jombang. Pengambilan data dilakukan melalui observasi, dokumentasi, dan wawancara. Aktivitas dalam pembelajaran Sejarah Matematika dengan tugas proyek pada mahasiswa Program Studi S1 Matematika Unipdu Jombang yaitu meliputi mengkaji literatur, menulis hasil kajian literatur dan mempresentasikannya, memilih topik proyek, menghasilkan produk, dan mempresentasikan produk. Hambatan pada pembelajaran yaitu kurang optimalnya aktivitas mengkaji literatur. Hasil penelitian menunjukkan bahwa berdasarkan refleksi terhadap meta-isu, tingkat interdisipliner mahasiswa yaitu pada crossdisciplinarity merujuk pada taksonomi Jantsch.
Pre-service teachers’ inquisitiveness in mathematics learning Umah, Ulumul; Rahmawati, Ana
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 5 No. 2 (2023): Jurnal Pengembangan Pembelajaran Matematika: Volume 5 Nomor 2 August 2023
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2023.52.117-129

Abstract

Inquisitiveness is a critical thinking disposition that is important in the inquiry process because it relates to the tendency to ask questions. However, studies on inquisitiveness in the domain of mathematics learning are still limited. Several previous studies have only explained inquisitiveness based on general attitudes without involving the context of the field of mathematics. This study aims to describe the inquisitiveness of mathematics prospective teacher students which is showed in asking questions. This research is a qualitative research with prospective teacher students at Universitas Pesantren Tinggi Darul Ulum as the participants. The research data was collected through tests, observations, and interviews. The results of the study show that the tendency of prospective mathematics teacher students to ask effectivedsada questions when responding to information in mathematical problems is still low. Prospective teachers cannot always ask questions even if they do not understand the rationale behind a statement. Another finding from this study is that even though prospective teachers can ask questions in discussion, their questions cannot meet the inquisitiveness criteria because they are less successful in developing in-depth understanding.
Functional Thinking in Early Algebra: A Multi-Level Investigation of Elementary Mathematics Education in Indonesia Umah, Ulumul; Ghofur, Abdul; Farid, Mujahidin; Astuti Nurlaily, Vivi; Kharisma, Nanda Veruna Enun; Khumaidah, Miftakhul; Rohmatin, Dian Novita
IJORER : International Journal of Recent Educational Research Vol. 7 No. 5 (2026): September
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i5.1281

Abstract

Objective: This study aims to investigate functional thinking from three perspectives: (1) curriculum representation, (2) students' algebra difficulties during the elementary-secondary school transition, and (3) pre-service teachers' knowledge. Method: This study employs a qualitative approach through document analysis, as well as tests and interviews with students transitioning from elementary to secondary school and with pre-service teachers. Results: The results of this study indicate: (1) curriculum documents significantly underrepresent functional relationships compared to recursive patterns; (2) students demonstrate weak functional thinking during the transition to formal algebra; (3) pre-service teachers present limited content and pedagogical knowledge about functional thinking. These findings reveal deficiencies in functional thinking at all three levels, which implies the need to improve this aspect in elementary school mathematics instruction and in pre-service teacher education programs. Novelty: Functional thinking is the foundation for algebraic reasoning in elementary mathematics, which determines students' success at the next level. Despite its importance, little is known about functional thinking in Indonesian elementary mathematics education. This research fills this gap through a multi-level investigation to provide a comprehensive understanding.
Co-Authors Abdul Ghofur Abdur Rahman As’ari Ana Rahmawati Astuti Nurlaily, Vivi Ciptianingsari Ayu Vitantri Dian Novita Rohmatin Faiqatul 'Athiyah Farid, Mujahidin I Made Sulandra Imaroh, Abidatul Kharisma, Nanda Veruna Enun Khumaidah, Miftakhul Muhammad Kafabihi Abdillah Pradipta, Daddy Arief Tafsillatul Mufida Asriningsih, Tafsillatul Mufida Tomy Syafrudin