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All Journal 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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Education Mathematics Other

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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 : LPPM 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.
Co-Authors Alaiya, Syekha Vivi Bambang Avip Priatna Martadiputra cakrawala Berliana, Adinda Quin Bonyah, Ebenezer Kandaga , Thesa Pakabu, Karunia Tumba Sanda Prameshti, Nhira L Puguh Darmawan Rodríguez-Nieto, Camilo Andrés Sri Asnawati, Sri Sudirman Sudirman Takiveikata, Sereima Tatang Herman, Tatang Tri Nopriana, Tri