Article Per Year (5 Year)
p-Index From 2020 - 2025
0.751
P-Index
This Author published in this journals
All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika Mandalika Mathematics and Educations Journal Bima Journal of Elementary Education Tunas: Jurnal Penelitian Pendidikan Dasar
Kurniati, Nurdiyah
Unknown Affiliation
Education Mathematics

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

Found 4 Documents
Search

 1 
An An Exploration of High School Students’ Errors in Solving Trigonometry Problems Alfitri, Putri Armania Agustina; Kurniati, Nurdiyah; Prabawanto, Sufyani; Yulianti, Kartika
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 1 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i1.2109

Abstract

Trigonometry plays an important role in the field of mathematics education, but in fact, some errors are identified. Therefore, this study aims to explore the students’ errors in solving trigonometry problems, especially in the sub-topics of trigonometric ratios. This is a qualitative study using a case study design. The subjects of this study were 35 students in grade 10 in one of the senior high schools in a district located in the Province of East Kalimantan. The research instruments were 1) a diagnostic test consisting of five essay problems about trigonometric ratios; 2) observation sheets; and 3) interview guidelines. The data was analyzed through three processes. They were: 1) data reduction, 2) data presentation, and 3) conclusion drawing or verification. The results show that the subjects made errors in solving trigonometric ratio problems, with the most errors made by subjects being errors in understanding concepts and writing algorithms. The causes of students making errors are due to the weak understanding of students' concepts, lack of student mastery of the prerequisite topics, the problems given being less varied, and students being in a hurry to solve problems.
Pemahaman Kurikulum Merdeka di Pendidikan Keguruan : Studi pada Calon Guru Sekolah Dasar Zahra, Ince Raudhiah; Kurniati, Nurdiyah; Mannan, Muhammad Nur; Supriyatna, Yana
Tunas: Jurnal Penelitian Pendidikan Dasar Vol. 2 No. 1 (2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Kurikulum pendidikan formal, termasuk pada jenjang Sekolah Dasar yang dinamis membuat tidak hanya guru, namun juga calon guru perlu dipersiapkan memahami kurikulum yang baru. Untuk itu, penelitian ini bertujuan untuk mengetahui tingkat pemahaman mahasiswa calon guru sekolah dasar terkait kurikulum merdeka dan mengetahui pengalaman belajar mereka terkait kurikulum tersebut. Metode penelitian yang digunakan adalah kuantitatif deskriptif, sehingga terfokus pada menjelaskan keadaan yang sebenarnya tanpa dilakukan perlakuan. Teknik random sampling digunakan untuk memperoleh sampel mahasiswa sebanyak 152 orang dengan tingkat semester berbeda. Hasil menunjukkan bahwa mahasiswa semester I, III, dan V memiliki tingkat pemahaman yang bervariasi terhadap kurikulum merdeka, namun semakin tinggi semester maka semakin besar kecenderungan mereka untuk memahami kurikulum merdeka. Sebagian besar pengalaman belajar kurikulum tersebut mereka peroleh dari hampir seluruh mata kuliah yang ada di program studi yang telah mengintegrasikan pemahaman kurikulum merdeka di dalamnya. Namun, penggunaan Platform Merdeka Mengajar (PMM) pada tingkat mahasiswa masih rendah.
The Antara Berpikir Matematis dan Matematika: Strategi Pemecahan Masalah pada Mahasiswa Pendidikan Guru Sekolah Dasar Kurniati, Nurdiyah; Andi Asrafiani Arafah; Fitri Aida Sari
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

Abstract

Problem-solving ability is a fundamental skill that students must have, especially to meet the demands of 21st-century competencies. However, students' thinking process performance in solving mathematical problems is still relatively low. Therefore, this study aims to identify variations in prospective teachers' thinking processes as an important component in determining student performance. This research is qualitative research by applying a case study approach. The subjects in this study were 29 prospective elementary school teacher students at one of the universities in Borneo. The test instrument used was a description test of 6 questions. The data analysis was conducted through data condensation, data presentation, and conclusion drawing. From the analysis process, the results showed that the problem-solving ability was still not optimal. The thinking process applied by students only tends to certain topics. For the mathematical thinking process, the strategy used is the application of the combination formula and SPLDV. As for the mathematical thinking process, the strategies used are organizing data, listing possibilities, guessing and fixing, eliminating unqualified, working backward, and looking for patterns. Thus, it can be concluded that students can think both mathematically and mathematically in solving mathematical problems.
Pengaruh Model Challenge-Based Learning Berbantuan GeoGebra terhadap Kemampuan Berpikir Kritis dalam Menganalisis Informasi Siswa Sekolah Dasar Kurniati, Nurdiyah; Arafah, Andi Asrafiani
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2667

Abstract

The background of this research is based on the urgency of transforming basic education to prepare students to face the challenges of the 21st century digital era. This study aims to examine the effect of the Challenge-Based Learning model assisted by the GeoGebra application on elementary school students' critical thinking skills in analyzing information. The focus of the research lies in strengthening higher-order thinking skills through challenge-based instruction supported by visual technology. The research employed a quasi-experimental method with a one-group pretest-posttest design, without a control group. The sample consisted of 25 fifth-grade students from a public elementary school in Samarinda, selected using purposive sampling. The research subjects were students who received mathematics instruction through a challenge-based approach integrated with digital exploration via GeoGebra. The instrument used was an essay test developed based on indicators of critical thinking skills in mathematical contexts. Data were analyzed using descriptive and inferential statistics, with a paired sample t-test applied to assess the score differences before and after the intervention. The results revealed a significant improvement in students' critical thinking abilities, with posttest scores consistently higher than pretest scores. Inferential analysis yielded a significance value that confirmed a meaningful difference as a result of the treatment. The study concludes that the application of the Challenge-Based Learning model supported by GeoGebra is effective in fostering students’ analytical and critical reasoning skills. Further research is recommended to investigate the model’s effectiveness in other subjects, educational levels, or over a longer duration to broaden its impact in educational practice
Co-Authors Alfitri, Putri Armania Agustina Andi Asrafiani Arafah Arafah, Andi Asrafiani Fitri Aida Sari Kartika Yulianti Muhammad Nur Mannan, Muhammad Nur Sufyani Prabawanto, Sufyani YANA SUPRIYATNA Zahra, Ince Raudhiah