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All Journal Edumatica: Jurnal Pendidikan Matematika Polyhedron International Journal in Mathematics Education International Journal of Didactic Mathematics in Distance Education The International Journal of Mathematics and Sciences Education
Dejarlo, Jenisus O.
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Analysis of students' errors in solving statistics problems based on Newman's Error theory: a study on high school students Prameshti, Nhira L; Darmawan, Puguh; Dejarlo, Jenisus O.
Polyhedron International Journal in Mathematics Education Vol. 2 No. 2 (2024): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v2i2.150

Abstract

This study analyzed the errors made by high school students in solving statistics problems based on Newman's Error Theory. Statistics is a complex topic that requires accuracy and precision, leading to frequent errors in problem-solving. This research employed a qualitative approach using test questions and interviews to identify the causes of errors. The research subjects were eleventh-grade students who met the criteria of making errors in the predetermined indicators. Data analysis was conducted through three stages: data reduction, data presentation, and conclusion drawing. The findings revealed that reading errors were minimal and did not significantly affect problem-solving, while comprehension errors occurred due to students’ lack of understanding of the problem statement. Transformation errors arose when students struggled to convert word problems into mathematical expressions, and process skill errors were observed when students performed incorrect calculations. Encoding errors occurred when students failed to write the final answer, provided incorrect final answers, or drew inaccurate conclusions. These findings indicated the need for targeted instructional strategies to address specific types of student errors. Teachers should have emphasized improving problem comprehension, enhancing mathematical translation skills, and strengthening students' ability to perform accurate calculations. By addressing these issues, educators could have supported students in developing a more structured and precise approach to solving statistical problems, ultimately improving their overall mathematical proficiency.
Social arithmetics: learning from Indramayu traditional market traders in doing calculations Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés; Bonyah, Ebenezer; Takiveikata, Sereima; Dejarlo, Jenisus O.
International Journal of Mathematics and Sciences Education Vol. 1 No. 1 (2023): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v1i1.25

Abstract

This study aims to reveal the counting patterns performed by Indramayu Traditional Market Traders in buying and selling activities. This research uses a qualitative approach with a descriptive case study design. The sampling technique used was purposive sampling by collecting data using snowball sampling. The participants involved in this study were three traders. Data analysis in this study used qualitative analysis from Milles & Huberman, which consisted of 4 stages: data collection, data reduction, data presentation, and conclusion. The results of this study indicate that Indramayu traditional market traders have used mathematical concepts such as addition, subtraction, multiplication, and division operations in buying and selling activities. Besides that, this study also found that traditional traders use backward calculations (from front to back) in buying and selling their wares. The calculation method traditional trader’s use differs from that usually taught in schools. This method has become a standard pattern to make it easier for them to count. Based on these findings it implies that there are other ways of operating information activities that can be used by schools formally. In addition, teachers must be able to provide the context in everyday life, especially in buying and selling activities in traditional markets, to students so that students get a broader understanding of solving problems in arithmetic material.
Developing Papuan cultural contextual E-Module learning devices in linear programs to improve students' mathematical problem-solving skills Pakabu, Karunia Tumba Sanda; Sudirman, Sudirman; Kandaga , Thesa; Rodríguez-Nieto, Camilo Andrés; Dejarlo, Jenisus O.
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.107

Abstract

Using e-modules in learning has improved students' mathematical problem-solving abilities. However, the design of e-modules that integrate local culture is still rarely developed. This study aims to create a contextual e-module that reflects the culture of the Papuan community at State Vocational School I Agribusiness and Agrotechnology Nduga. This study used research and development (R&D) methods with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants in this study included material, language, media experts, teachers, and eleventh-grade students. Qualitative data were collected through respondent suggestions, and quantitative data were obtained through validation questionnaires and student testing. The analysis results showed that the Papuan cultural contextual e-module was valid, with percentages of 77.33% from material experts, 73.33% from language experts, and 68.88% from media experts. Teacher and student responses showed excellent practicality, with averages of 93.33% from teachers and 85.28% from students. In addition, the pre-test and post-test results showed a significant improvement in students' mathematical problem-solving abilities, with the KKM achievement level reaching 95.5% and a significance value (Sig. 2-tailed) < 0.001. Therefore, the contextual e-module based on Papuan culture can be an effective supplementary teaching material in mathematics learning, especially in linear programming material.
Exploring the effectiveness of modified algebra tile media in teaching single-variable linear equations: a case study Berliana, Adinda Quin; Darmawan, Puguh; Alaiya, Syekha Vivi; Dejarlo, Jenisus O.
International Journal of Mathematics and Sciences Education Vol. 2 No. 2 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i2.144

Abstract

Single-variable linear equations are open mathematical sentences that contain only one variable raised to the power of one and are connected by an equals sign (“=”). This topic is often perceived as challenging by students, highlighting the importance of exploring innovative teaching strategies. This study examines the implementation of modified algebra tile media to enhance student understanding of single-variable linear equations. A qualitative case study approach was employed, involving a subject group consisting of student practitioners and 36 student observers. The research procedure included developing the modified algebra tile media followed by its application in teaching single-variable linear equations. Data were collected using the media, video recording devices, and field notes from the supervising lecturer. Interactive data analysis techniques revealed that the use of modified algebra tile media significantly facilitated students' comprehension of single-variable linear equations. By enabling hands-on manipulation of the media, students no longer needed to rely solely on abstract visualization of variables. These findings suggest that incorporating tangible, interactive teaching tools can effectively address learning difficulties in mathematics, particularly for abstract concepts.
Investigating ontogenic and didactical obstacles faced by vocational high school students in solving counting rules problems Nopriana, Tri; Asnawati, Sri; Herman, Tatang; Martadiputra, Bambang Avip Priatna; Dejarlo, Jenisus O.
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 2 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i2.9524

Abstract

Research on the ontogenic and didactical obstacles vocational high school students face in solving counting rule problems has been limited. Ontogenic obstacles involve students' readiness, while didactical obstacles concern the sequence and presentation of instructional materials. Therefore, teachers must consider both when developing effective materials. This research aims to describe the ontogenic and didactical obstacles experienced by vocational high school students in solving counting rule problems. The participants of this study were 24 grade XII students from a public vocational high school in Cirebon. Using a Didactical Design Research (DDR) approach, this qualitative study focuses on the prospective analysis stage, examining these obstacles. The research instrument included five diagnostic essay questions and interview guidelines. The results revealed that students encountered instrumental-type ontogenic obstacles, particularly in understanding factorial operations. Additionally, didactical obstacles arose from incomplete teaching materials and improper notation, which led to learning barriers. This research offers valuable insights for teachers and researchers in designing instructional materials, especially for counting rules in vocational schools.
Pembelajaran Pola Bilangan di SMP: Sebuah Aktivitas Lesson Study Berbasis Didactical Design Research Isnawan, Muhamad Galang; Alsulami, Naif Mastoor; Bonyah, Ebenezer; Dejarlo, Jenisus O.; Sudirman, Sudirman
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 1 (2024): Edumatica: Jurnal Pendidikan Matematika (April 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i01.28645

Abstract

Number patterns were one of the mathematical concepts that were studied in junior high school. This concept was useful, but students tended to experience problems when learning it. Quite a lot of research has studied number patterns, but not many have attempted to study alternative solutions to optimize problem-solving abilities and learning motivation, especially using lesson study activities based on didactical design research. Therefore, this research aimed to optimize students’ problem-solving abilities and learning motivation with the preparation of didactic designs through lesson study activities. This research was conducted at a private junior high school in Mataram, Indonesia. Participants in this research were ten class VIII students (six boys and four girls). The researcher was the main instrument, with several additional instruments, such as learning design, observation sheets on problem-solving abilities and learning motivation, as well as documentation studies. The data were analyzed using qualitative data analysis. The research results revealed that the number pattern learning design was able to optimize problem-solving abilities and student learning motivation. Several factors that caused these positive results were the existence of contextual problems as trigger situations in learning and learning activities adapted to students’ hobbies. The recommendation from this research was that learning design should be prepared using didactical design research based on lesson study.
Involving students and prospective mathematics teachers through the use of the Think Pair Share design: The impact on increasing students' activeness and learning outcomes in plane geometry Taufan, Mochammad; Dejarlo, Jenisus O.; Rosa, Adila Juliana; Hidayat, Rahmat; Sunanto, Eko
International Journal of Didactic Mathematics in Distance Education Vol. 1 No. 1 (2024): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v1i1.7876

Abstract

This research aims to determine the increase in student activity and learning outcomes in flat building materials through the use of the think pair share (TPS) design. The research design used to achieve the objectives of this research was classroom action research conducted at SMP Negeri 1 Indramayu. Apart from that, the subjects in this research were 32 students in class VII B, while the instruments used in this research were student observation sheets which aimed to measure activity and formative tests given each cycle. Next, deep data analysis study uses pattern study quantitative descriptive for measure enhancement results Study mathematics students through test formative and measuring enhancement activities carried out every cycle. The results of data processing on learning outcomes obtained an average of 65.09 for cycle I, cycle II of 74.07, and cycle III of 80.45. Likewise, the increase in the number of students reaching completeness Study that is from cycle I as much 5 students out of 32 students or 22%, cycle II as many as 15 students out of 31 students or 47% of the criteria high completeness, and in cycle III there were 26 students out of 31 students or 81% included in the category the criteria for completeness are very high. Next, based on the results of data processing of student activity during the learning process obtained that cycle I had not reached the active category (A) (24 students out of 32 were inactive or 25% from target 75% so cycle I Not yet reach category active). In Cycle II there was an increase from Cycle I to reach the active category (A), namely 20 students were active in the learning process and 11 students were still not actively involved in the learning process. Additionally, in Cycles III there was a significant increase in reaching the active category (A), namely, there were 25 students, or 81% of students involved in the learning process, while the rest were still not active. This matter shows that using the Think Pair Share (TPS) design through the involvement of students and mathematics teachers can increase student activity and learning outcomes in plain material.
Co-Authors Alaiya, Syekha Vivi Alsulami, Naif Mastoor Bambang Avip Priatna Martadiputra cakrawala Berliana, Adinda Quin Bonyah, Ebenezer Isnawan, Muhamad Galang Kandaga , Thesa Pakabu, Karunia Tumba Sanda Prameshti, Nhira L Puguh Darmawan Rahmat Hidayat Rodríguez-Nieto, Camilo Andrés Rosa, Adila Juliana Sri Asnawati, Sri Sudirman Sudirman Sunanto, Eko Takiveikata, Sereima Tatang Herman, Tatang Taufan, Mochammad Tri Nopriana, Tri