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All Journal JURNAL PENDIDIKAN TAMBUSAI Mandalika Mathematics and Educations Journal
Waniza, Elva
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Mathematics Social Sciences

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Analisis Pemahaman Mahasiswa terhadap Operasi Biner dan Grup Melalui Soal Tes sebagai Alat Ukur Kemampuan Konseptual Waniza, Elva; Manurung, Sri Lestari; Andini, Putri; Sinaga, Sinta Marintan
Jurnal Pendidikan Tambusai Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan pemahaman konseptual mahasiswa pendidikan matematika terhadap materi grup pada mata kuliah struktur aljabar. Penelitian ini dilakukan pada mahasiswa Universitas Negeri Medan. Subjek yang digunakan dalam penelitian ini diambil dari mahasiswa pendidikan matematika semester 6 yang telah mempelajari materi operasi biner dan grup. Metode yang digunakan dalam penelitian ini adalah deskriptif. Pengumpulan data dilakukan dengan teknik tes dengan mempertimbangkan indikator pemahaman konseptual. Hasil penelitian menunjukkan bahwa tingkat pemahaman mahasiswa pada pemahaman konseptual bervariasi, masih terdapat mahasiswa yang belum memahami bebrapa indikator dengan baik dan juga masih terdapat mahasiswa yang sebenarnya sudah memahami konsep namun tidak dapat mengaplikasikan terhadap soal.
Identifikasi Kesalahan Mahasiswa dalam Menyelesaikan Soal Induksi Matematika pada Analisis Real: Perspektif Teori Kastolan Fadilla, Nia; Andini, Putri; Masita, Nurul; Waniza, Elva; Sinaga, Sinta Marintan; Simanullang, Michael Christian
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8978

Abstract

This study aims to identify and analyze the types of errors made by students in solving Mathematical Induction problems using Kastolan's theory. The analysis results are expected to clarify the specific difficulties faced by students and serve as a basis for improving the quality of mathematics education at the higher education level. This research employs a descriptive qualitative approach with ten sixth-semester students from the Mathematics Education Study Program at Universitas Negeri Medan as subjects. Data were collected through written tests, interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results show that students made three main types of errors: procedural errors (50%), technical errors (27.27%), and conceptual errors (22.72%). Procedural errors were the most dominant, indicating a lack of understanding of the systematic steps required in inductive proofs. The primary cause of these errors was the students' insufficient comprehension of mathematical induction material during lectures. Therefore, a learning approach that emphasizes understanding logical structures and proof procedures is necessary to enhance the quality of mathematics instruction in higher education.
Co-Authors Fadilla, Nia Masita, Nurul Michael Christian Simanullang Prihatin Ningsih Sagala Putri Andini, Putri Sinaga, Sinta Marintan Sri Lestari Manurung, Sri Lestari