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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Arfak Chem: Chemistry Education Journal
Kisdiono, Toyib Febri
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Humanities Chemistry Education Mathematics Social Sciences

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DESKRIPSI PEMAHAMAN KONSEPTUAL SISWA PADA KONSEP STRUKTUR ATOM DAN SISTEM PERIODIK UNSUR (SPU) Kisdiono, Toyib Febri
Arfak Chem: Chemistry Education Journal Vol. 6 No. 2 (2023): Arfak Chem
Publisher : Universitas Papua, Manokwari, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/accej.v6i2.548

Abstract

Students' conceptual understanding of chemistry material is very important because good conceptual understanding can help to solve a problem, connect it with other relevant knowledge, and make it easier to study related material. This research aims to describe students' conceptual understanding of atomic structure and SPU material. This study employs a qualitative descriptive research method and approach. The research instrument is a multiple-choice test, with 25 questions divided into six indicators. We collected data through written tests. The data analysis process employs descriptive statistics, specifically using percentages. The research shows that students have a good understanding of all of the indicators. They understand that 42.59% of students in the sufficient category understand how electrons, protons, and neutrons relate to isotopes, isotones, and isobars. However, 33.70% of students in the poor category understand and can figure out the electron configuration. 19.16% of students in the very poor category can figure out the quantum number. 32.10% of students in the poor category can figure out periods and groups in SPU. And 32.10% of students in the less category have a good understanding of the periodicity of elements. The research results show that there is a need to improve the learning process, either through the application of learning models or the use of appropriate learning media, so that students' conceptual understanding can increase.
Analysis Of Students' Mathematical Problem-Solving Ability Based On Polya's Stages Viewed From Mathematical Resilience Fauziyah, Isna; Nurlaelah, Elah; Dahlan, Jarnawi Afgani; Kisdiono, Toyib Febri
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 4 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i4.1001

Abstract

Mathematics learning should facilitate students in developing and exploring their Mathematical Problem-Solving Ability (MPSA). Mathematical resilience is very important in supporting students’ MPSA in mathematics learning. This study aims to explore students’ MPSA in terms of their mathematical resilience. A qualitative descriptive method was used in this research to analyze the contribution of mathematical resilience to students’ MPSA.  A senior high school in Lebak Regency, Banten, was chosen as the location for the research. The research sample consisted of 23 eleventh-grade students, from which 3 students were selected for further analysis based on high, medium, and low categories of mathematical resilience. The findings indicate that students with high mathematical resilience have very good MPSA, as evidenced by achieving all four indicators of MPSA based on Polya’s problem-solving stages. Students with medium mathematical resilience still require guidance at the fourth stage of Polya's process, namely evaluating the results and the problem-solving process. Meanwhile, students with low mathematical resilience are only able to understand the problem but are not yet able to develop strategies, implement problem-solving, or evaluate the results and the process. Based on the findings, it can be concluded that students’ mathematical resilience influences their MPSA, thus requiring attention to mathematical resilience in the mathematics learning process.
Co-Authors Elah Nurlaelah Fauziyah, Isna Jarnawi Afgani Dahlan