Article Per Year (5 Year)
p-Index From 2020 - 2025
0.817
P-Index
This Author published in this journals
All Journal Math Didactic: Jurnal Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) JME (Journal of Mathematics Education) Media Pendidikan Matematika
Wulandari, Evi Novita
Unknown Affiliation
Computer Science & IT Education Environmental Science Mathematics Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Komponen intuisi geometris untuk merancang tugas matematika Mutammam, Muhamad Badrul; Juniati, Dwi; Wulandari, Evi Novita
Math Didactic: Jurnal Pendidikan Matematika Vol 9 No 2 (2023): Mei - Agustus 2023
Publisher : Universitas PGRI Kalimantan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v9i2.2267

Abstract

Geometrical intuition is the ability to visualize, construct, and manage geometrical shapes in the mind when solving geometry problems. Geometrical intuition requires four skills: the ability to construct and manage geometrical figures in mind, perceive geometrical properties, connect pictures to concepts and theories in geometry, and determine where and how to begin when solving geometry problems. This geometric intuition ability is important for developing problem-solving. Therefore, we need a task that can be used to identify and develop students' geometric intuition abilities. This research aims to design a geometric intuition task. We employ design research methods to design geometrical intuition tasks by conducting a literature review on geometric intuition and geometry tasks, creating geometrical intuition tasks, and estimating and noting the possible student responses. This study produced three types of tasks based on the four components of geometric intuition. We provide a list of possible responses that junior high school students may provide, as well as practical suggestions for teachers. We recommend research using our developed task to evaluate students' geometrical intuition.
COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM wulandari, evi novita; Juniati, Dwi; Khabibah, Siti
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2291

Abstract

Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and student participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.
Profile of Junior High School Students’ Symbol Sense Thinking Mutammam, Muhamad Badrul; Wulandari, Evi Novita
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 2 (2023): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v7i2.12622

Abstract

Algebra is one of the mathematics materials in junior high school which is synonymous with symbols. There is a concept to assess students' sensitivity to symbols, namely symbol sense. One of the skills that must be possessed by students is thinking skills. The purpose of this study is to describe the thinking process of junior high school students from the symbol sense task. This is qualitative research. The steps in this research is (1) making instruments; (2) selecting subjects; (3) collecting data; and (4) analyzing data.The subjects in the study consisted of four ninth-grade students who had good math and communication skills. Data collection was carried out by giving symbols of sense assignments and followed by task-based interviews. The collected data was then analyzed using the stages of data collection, data condensation, data display, and drawing conclusions. The results showed that all subjects showed good thinking skills. It's just that a student is not good at drawing conclusions because he does not check the answers independently. For the ability of the sense of symbol students lack achievement in two characteristics of the symbol sense. Only two people demonstrated the "friendliness with symbol" characteristic well. This research only examines students' symbol sense thinking on two of the six characteristics of symbol sense. Other researchers can conduct research on the six characteristics of sense symbols thinking.
Effectiveness of Problem-Based Learning with The Help of Microsoft Teams to Improve Students Learning Outcomes Mutammam, Muhamad Badrul; Wulandari, Evi Novita
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15710

Abstract

One of the learning models that can implement hybrid learning by the objectives of the curriculum in Indonesia is problem-based learning. Hybrid learning can run well with the help of technology. One of the platforms that can be used in learning is Microsoft Teams. This study aims to examine the effectiveness of problem-based learning with the help of Microsoft Teams. This study used experimental research methods with the research population, namely the set of VII classes at SMP Negeri 53 Surabaya. While the research sample is a set of students from a class taken randomly because the classes in the population are relatively homogeneous. Problem-based learning (PBL) assisted by Microsoft Teams effectively improves learning outcomes. This is indicated by an increase in learning outcomes of at least 70 points, the teacher's ability to manage learning gets a score of at least 3 for each assessment aspect, student activities by the ideal time, and students' positive response to learning at least 81.08% for each assessment aspect.
Co-Authors Dwi Juniati Mutammam, Muhamad Badrul Siti Khabibah