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All Journal HISTOGRAM: Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan IPA (JPPIPA)
Nurhayadi
Tadulako University
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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LEARNING OBSTACLES MAHASISWA PROGRAM STUDI PENDIDIKAN MATEMATIKA PADA MATA KULIAH KALKULUS Muh Rizal; Nurhayadi; Rifka
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.v8i1.3564

Abstract

Research with the aim of uncovering students' learning obstacles in calculus courses by applying the case method. To achieve this goal, learning obstacles were explored in calculus material after being taught by applying the case method. These learning obstacles were explored through Brousseau's (2002) categories using observation, think aloud and in depth interviewing methods. The results obtained were that students in the Mathematics Education Study Program generally experienced epistemological obstacles in the calculus course, especially in the material on inequalities and operations on functions. Students have a very limited concept of the problem, so that when faced with a problem with a different editorial team, it is difficult for them to solve it. Apart from that, students also experience ontogenic obstacles in this material, they are not able to understand because the level of material being studied is too high, it is not connected to the knowledge they already have, students also experience didactical obstacles because the learning process during the Covid-19 pandemic is based online while the model This learning is not yet familiar to them.
Design and Formative Validation of a Guided Discovery Learning Model Integrated with Motivation to Reasoning and Proving Tasks Selvy Musdalifah; I Wayan Sudarsana; Sukayasa; Dasa Ismaimuza; Sutji Rochaminah; Nurhayadi
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.13909

Abstract

This study develops and evaluates an instructional model that integrates Guided Discovery Learning with Mathematical Reasoning and Proving (MRP) Tasks to support undergraduate students’ construction of mathematical proofs in Real Analysis. The research focuses on two foundational criteria in instructional development, namely validity and practicality. Expert review involving five specialists produced high Aiken V and ICC values, indicating strong conceptual coherence, structural alignment, and reliability of judgment across components of the model. Practicality was examined through one to one evaluation, small group testing, and a field implementation involving lecturers and students. Across these stages, the model received high ratings for clarity of instructional flow, readability of tasks, feasibility of classroom enactment, and support for structured reasoning processes. The findings demonstrate that the model is both theoretically sound and operationally feasible, providing a coherent pedagogical trajectory that guides learners from exploration toward formal proof construction. This study contributes a validated instructional model and establishes a foundation for future research on its effectiveness and broader applicability in advanced mathematics learning.
Co-Authors Dasa Ismaimuza I Wayan Sudarsana Muh Rizal Rifka Selvy Musdalifah Sukayasa Sutji Rochaminah