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All Journal Trigonometri: Jurnal Matematika dan Ilmu Pengetahuan Alam Aljabar: Jurnal Ilmuan Pendidikan, Matematika dan Kebumian
Rahma Ashari Firmansyah
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Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education Mathematics Physics

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PEMBELAJARAN KALKULUS INTEGRAL “INTEGRAL TAK TENTU” BERBASIS PENALARAN KONSEPTUAL Rahma Ashari Firmansyah; Erna Budi Setiawati; Adrianus Rebon Piran; Ul'fah Hernaeny, M. Pd
Trigonometri: Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 3 (2024): Trigonometri: Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3483/trigonometri.v3i3.4592

Abstract

Kemampuan penalaran matematika adalah kemampuan yang dibutuhkan siswa untuk menganalisis situasi baru, membuat asumsi yang logis, menjelaskan ide dan membuat kesimpulan, serta pemahaman yang mencerminkan kemampuan siswa dalam mengaplikasi definisi konsep, hubungan, dan berbagai representasi. Dalam mempelajari pengetahuan dan keterampilan detailnya mudah dilihat, tetapi polanya sulit dilihat. Agar siswa dapat berpikir secara konseptual, mereka memerlukan kesempatan untuk mencari ide-ide besar—untuk menggeneralisasi, merangkum, dan menarik kesimpulan dengan melihat pembelajaran mereka secara menyeluruh. Berikut dengan Cara Meningkatkan Kemampuan Penalaran yang dapat diterapkan : Belajar mengobservasi situasi, Membiasakan diri dengan premis, asumsi, dan lainnya, melakukan latihan soal setiap hari, bermain game yang melibatkan logika atau pemecahan masalah sehingga para siswa tidak mudah bosan, dan dapat menyelesaikan butir butir soal yang diberikan oleh pendidik.
Analisis Kecemasan Matematika Peserta Didik dalam Menyelesaikan Soal Hots Rahma Ashari Firmansyah; Danti Lisnawati; Dara Syifa Cahyasari; Dwinda Annisa; Dinda Eka Aprilia
Aljabar : Jurnal Ilmuan Pendidikan, Matematika dan Kebumian Vol. 2 No. 3 (2026): Agustus : Aljabar : Jurnal Ilmuan Pendidikan, Matematika dan Kebumian
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/aljabar.v2i3.1037

Abstract

Emotional factors, particularly math anxiety, significantly influence students’ abilities to solve Higher Order Thinking Skills (HOTS) problems in mathematics learning. This study aims to examine the extent to which math anxiety affects students’ performance and to identify the main challenges experienced when completing HOTS-based assessments. This research employed a qualitative approach with descriptive methods involving 12th-grade high school students categorized into three levels of anxiety: high, moderate, and low. Data were collected through several instruments, including questionnaires, written HOTS tests, interviews, and document analysis. The results reveal variations in students’ abilities to complete HOTS questions based on their anxiety levels. Some students demonstrated the ability to provide accurate solutions, while others experienced difficulties in understanding the core concepts, determining appropriate problem-solving strategies, and analyzing complex mathematical problems. The findings indicate that math anxiety has a significant impact on students’ performance in solving HOTS questions, particularly affecting conceptual understanding, problem-solving accuracy, concentration, and self-confidence. Therefore, addressing emotional factors in mathematics learning is essential to support students in developing higher-order thinking abilities and improving their academic achievement.
Co-Authors Adrianus Rebon Piran Danti Lisnawati Dara Syifa Cahyasari Dinda Eka Aprilia Dwinda Annisa Erna Budi Setiawati Ul'fah Hernaeny, M. Pd