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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Rangkiang Mathematics Journal Journal on Mathematics Education
Arnellis
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Seaqir Covid -19 Mathematical Modell Fira Adila, Fira Adila; Arnellis
Rangkiang Mathematics Journal Vol. 2 No. 2 (2023): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v2i2.40

Abstract

This research discusses the mathematical model of Covid-19 disease. The model formed consists of 6 components, namely Susceptible (S), Exposed (E), Asymptotically Infected (A), Quarantined (Q), Symptomatic Infected (S), and Recovered (R). This research aims to determine the local stability analysis of the model formed. Apart from that, the R0 value of the model is also looked for. The model stability analysis was carried out in disease-free and endemic settings by showing asymptotic stability. Based on the analysis results obtained. The primary reproduction number for disease-free and endemic simulations is greater than 1. The interpretation of the COVID-19 mathematical model from the stability analysis shows that COVID-19 will still exist for a specific time and will not disappear.
Roadmap Design for Competency Requirements in Mathematics for the Electrical Engineering Curriculum at Universitas Negeri Padang rezki, indra Kurniawan; Nizwardi Julinus; Giatman; Rijal Abdullah; Nurhasan Syah; Ridwan; Arnellis
Rangkiang Mathematics Journal Vol. 3 No. 2 (2024): Rangkiang Mathematics Journal
Publisher : Department of Mathematics, Universitas Negeri Padang (UNP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/rmj.v3i2.53

Abstract

Field observations reveal that students in the Electrical Engineering program at Universitas Negeri Padang (UNP) struggle to master the standard mathematical content required, impacting their ability to comprehend advanced course materials. The current applied mathematics curriculum does not sufficiently support students in independently discovering concepts essential for engineering competencies. This study aims to establish a standardized competency design for applied mathematics that aligns with the mathematical requirements of the electrical engineering curriculum, thereby simplifying the learning of advanced courses. Utilizing a qualitative descriptive approach, this research gathers insights from alums, students, and expert lecturers through interviews. The findings identify seven essential mathematical topics that form the foundation of cognitive knowledge. These fundamental skills are crucial in achieving competencies that significantly contributing to success in advanced courses within the UNP Electrical Engineering program. The seven core topics include calculus, geometric and trigonometric functions, mathematical modeling and logic, discrete mathematics, integrals and differential equations, complex variables, and linear algebra
Students’ mathematics communication behavior: Assessment tools and their application Musdi, Edwin; Syaputra, Hamdani; Arnellis; Harisman, Yulyanti
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp317-338

Abstract

Mathematics communication ability is an essential component of mathematics that students should have. However, the mathematics communication ability of students, especially in Indonesia, still needs to improve. This study offers a new and different view of mathematics communication to improve it. This study aims to develop an assessment tool for students’ mathematics communication to identify the problems so teachers can focus on improving those areas. Not only the cognitive domain of the students, but this study also includes assessments of the affective and psychomotor domains as well. The reason is that cognitive, affective, and psychomotor aspects are interconnected in mathematics communication. The study of these three domains is called behavior. The assessment tools consist of the mathematics communication behavior analytical rubric and appropriate mathematics test problems. This study is developmental research with three phases: the development of the analytical rubric, the development of mathematics tests, and the application. The participants in this study are two mathematics education experts and 240 students in the 8th grade from seven schools, each located in a different city. The findings of this research show that the developed assessment tools can be used to assess students’ mathematics communication behavior.
Integration of Everyday Life Science Context in RME-Based Social Arithmetic Learning Rangkuti, Muth Mainnah; Musdi, Edwin; Fauzan, Ahmad; Yerizon; Arnellis
Jurnal Penelitian Pendidikan IPA Vol 12 No 2 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i2.14269

Abstract

This study develops and validates a Hypothetical Learning Trajectory (HLT) integrating everyday life science contexts within Realistic Mathematics Education (RME) framework for teaching social arithmetic to seventh-grade students. Through design research methodology involving three students with varying mathematical abilities, the research examined how contextually rich learning activities scaffold students' progression from informal to formal mathematical reasoning. Results demonstrated significant improvements in conceptual understanding across all ability levels, with most substantial gains observed among lower-ability students (143.8% improvement). Qualitative analysis revealed students' transformation from procedural memorization to conceptual reasoning, with contextual barriers rather than cognitive limitations identified as primary impediments to mathematical understanding. The HLT successfully facilitated students' development of meaningful connections between mathematical procedures and real-world applications, particularly in profit-loss scenarios and taxation calculations. These findings indicate that RME-based contextual integration creates effective pathways to conceptual mastery, offering inclusive learning opportunities that address persistent gaps between classroom mathematics and practical application. The research contributes to both theoretical understanding of mathematics learning trajectories and practical instructional design for meaningful mathematics education.
Co-Authors Abdullah, MT, Dr. Rijal Ahmad Fauzan Edwin Musdi Fira Adila, Fira Adila Giatman Nizwardi Julinus Rangkuti, Muth Mainnah Rezki, Indra Kurniawan Ridwan Syaputra, Hamdani Yerizon Yulyanti Harisman