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All Journal Math Didactic: Jurnal Pendidikan Matematika Pekemas IPI Garut Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu (PME) Indonesian Journal of Community Empowerment
Puspitasari, Nitta
Institut Pendidikan Indonesia
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Kemampuan Pemecahan Masalah Matematis Siswa yang mendapatkan Pembelajaran Student Teams Achievement Divison dan Problem Based Learning Nurmeliyanti, Astri; Nuraeni, Reni; Puspitasari, Nitta
Plusminus: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2024): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v4i2.2223

Abstract

Penelitian dilakukan untuk mengetahui perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan pembelajaran STAD dan PBL, kualitas kemampuan pemecahan masalah matematis terhadap kedua model. Metode penelitian adalah kuasi eksperimen. Instrumen yang digunakan berupa tes berbentuk uraian. Teknik analisis data menggunakan analisis kuantitatif yang diperoleh dari pretest dan posttest. Hasil penelitian menunjukkan terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan pembelajaran STAD dan PBL; kualitas peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran STAD dan PBL menunjukkan kualitas sedang. The research aimed to determine the differences in the improvement of mathematical problem-solving abilities between students who received STAD and PBL learning, as well as the quality of mathematical problem-solving abilities in both models. The research employed a quasi-experimental method. The instrument used was a descriptive test. The data analysis technique involved quantitative analysis based on pretest and posttest results. The findings indicate significant differences in the improvement of mathematical problem-solving abilities between students who received STAD and PBL learning. Furthermore, the quality of the improvement in mathematical problem-solving abilities for students exposed to both the STAD and PBL learning models was categorized as moderate.
The Impact of Inquiry Learning and Discovery Learning Models on Mathematical Communication Skills and Self-Confidence Puspitasari, Nitta; Mardiani, Dian; Azaria, Rahma; Nuraeni, Reni; Noordyana, Mega Achdisty
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i1.2605

Abstract

Kemampuan komunikasi matematis dan self-confidence penting dalam pembelajaran matematika. Namun, banyak siswa masih mengalami kesulitan dalam mengungkapkan ide matematis dan kurang percaya diri dalam pembelajaran. Diperlukan model pembelajaran inovatif seperti Inquiry Learning dan Discovery Learning yang melibatkan siswa secara aktif. Penelitian bertujuan menganalisis perbedaan peningkatan kemampuan komunikasi matematis dan self-confidence antara siswa yang dibelajarkan dengan model Inquiry dan Discovery Learning, serta mengkaji hubungan antara kedua kemampuan tersebut. Metode yang digunakan adalah kuasi eksperimen dengan desain pretest-posttest nonequivalent control group. Data dikumpulkan melalui tes dan kuesioner, dianalisis menggunakan Independent Sample t-test dan uji t’ untuk membandingkan peningkatan, serta uji korelasi Pearson untuk melihat hubungan antar variabel. Hasil penelitian menunjukkan adanya perbedaan peningkatan kemampuan komunikasi matematis dan self-confidence antara kedua model pembelajaran. Namun, tidak ditemukan hubungan antara peningkatan komunikasi matematis dan self-confidence dalam masing-masing model. Mathematical communication skills and self-confidence are two important aspects in learning mathematics. However, many students still have difficulty expressing mathematical ideas and lack confidence in learning. Therefore, innovative learning models such as Inquiry Learning and Discovery Learning are needed that actively involve students. This study aims to analyze the differences in the improvement of mathematical communication skills and self-confidence between students who are taught with the Inquiry and Discovery Learning models, and to examine the relationship between the two abilities. The method used is a quasi-experiment with a nonequivalent control group pretest-posttest design. Data were collected through tests and questionnaires, then analyzed using the Independent Sample t-test and t' test to compare improvements, and the Pearson correlation test to see the relationship between variables. The results showed differences in the improvement of mathematical communication skills and self-confidence between the two learning models. However, no relationship was found between the improvement of mathematical communication and self-confidence in each model.
Students’ Mathematical Literacy Skills Through Contextual Teaching and Learning and Problem-Based Learning Models Sofyan, Deddy; Puspitasari, Nitta; Maryani, Siti
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i1.2619

Abstract

Kemampuan literasi matematis siswa merupakan salah satu kemampuan kognitif yang penting untuk dikuasai oleh siswa. Berdasarkan PISA 2022 menunjukkan Indonesia masih tergolong rendah. Tujuan penelitian untuk mengetahui apakah ada perbedaan kemampuan literasi matematis siswa antara siswa yang mendapatkan model Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL). Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan populasi yaitu siswa SMP kelas VIII pada salah satu sekolah di kabupaten Garut. Teknik pengambilan sampel pada penelitian ini adalah purposive sampling. Teknik pengumpulan data yang digunakan yaitu tes dan observasi. Teknik analisis data menggunakan uji t dan gain ternormalisasi. Hasil penelitian ini yaitu: Terdapat perbedaan kemampuan literasi matematis siswa antara yang mendapatkan model CTL dan PBL; Kualitas peningkatan kemampuan literasi matematis siswa kelas CTL termasuk pada kategori sedang; Kualitas peningkatan kemampuan literasi matematis siswa kelas PBL  pada materi termasuk pada kategori sedang. Students' mathematical literacy skills is one of the important cognitive skills that students need to master. According to PISA 2022, Indonesia is still categorized as having a low level of performance. The purpose of this study is to determine whether there is a difference in students' mathematical literacy abilities between those who received the Contextual Teaching and Learning (CTL) model and those who received the Problem-Based Learning (PBL) model. The method used in this study is a quasi-experiment with the population being 8th-grade junior high school students at a school in Garut Regency. The sampling technique used in this study is purposive sampling. The data collection techniques used are tests and observations. Data analysis techniques include the t-test and normalized gain. The results of this study are: There is a difference in students' mathematical literacy skills between those who received the CTL model and those who received the PBL model; The improvement in mathematical literacy skills of students in the CTL class is in the medium category; The improvement in mathematical literacy skills of students in the PBL class is also in the medium category.
Vocational Students’ Mathematical Disposition: Post-Instruction Analysis of Vector Learning Chyntia, Chyntia; Puspitasari, Nitta; Sundayana, Rostina
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 2 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i2.3124

Abstract

Penelitian ini bertujuan untuk menganalisis disposisi matematis siswa SMK setelah pembelajaran matematika semester genap 2024/2025, khususnya pada materi vektor. Penelitian dilakukan dengan pendekatan deskriptif kualitatif melalui triangulasi data dari observasi, angket skala Likert 57 siswa, dan wawancara mendalam terhadap enam siswa dari kategori disposisi tinggi, sedang, dan rendah. Fokus wawancara diarahkan pada lima indikator yang bernilai cukup, yakni pada indikator percaya diri; gigih dan tekun; minat dan rasa ingin tahu; memonitor dan merefleksi; serta bergairah dan serius dalam belajar. Hasil analisis menunjukan bahwa disposisi matematis siswa secara umum berada dalam kategori cukup, dengan variasi mencolok antarindividu. Studi ini melengkapi penelitian sebelumnya yang memberikan gambaran kontekstual dari siswa SMK yang kurang mendapat sorotan dalam kajian disposisi matematis. Peneliian ini juga menyoroti pentingnya intervensi guru dalam menciptakan lingkungan belajar yang mendukung eksplorasi, refleksi, dan keberanian berpikir, terutama dalam mengajarkan materi yang bersifat abstrak seperti vektor. This research aims to analyze the mathematical disposition of vocational high school students after the second semester of mathematics instruction in the 2024/2025 academic year, specifically on the topic of vectors. The research was conducted using a descriptive qualitative approach through data triangulation from observations, a 57-student Likert scale questionnaire, and in-depth interviews with six students from high, medium, and low disposition categories. The interview focused on five indicators considered quite valuable: self-confidence, persistence and perseverance, interest and curiosity, monitoring and reflection, and being enthusiastic and serious about learning. The analysis results show that students' mathematical disposition is generally in the sufficient category, with significant variation between individuals. This study complements previous research by providing a contextual overview of vocational high school students, who have received less attention in studies on mathematical disposition. This research also highlights the importance of teacher intervention in creating a learning environment that supports exploration, reflection, and the courage to think, particularly when teaching abstract material such as vectors.
Optimizing the Role of Mathematics Teachers in Developing HOTS (Higher Order Thinking Skills) Based Questions Through Research-Based Learning Outcome Analysis Puspitasari, Nitta; Kurniati, Dian; Maulana, Dikri; Hidayah, Fauzia Nurul
Indonesian Journal of Community Empowerment (IJCE) Vol 5 No 4 (2024): Indonesian Journal of Community Empowerment (November)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v5i4.1058

Abstract

This community service activity aims to optimize the role of mathematics teachers in developing Higher Order Thinking Skills (HOTS)-based questions through research-based learning outcome analysis. The background of this activity lies in the limited ability of teachers to design assessment instruments that demand higher-order thinking, resulting in learning processes that tend to focus on memorization and basic comprehension. The method applied in this program was a descriptive approach, implemented through training, mentoring, and question analysis workshops involving mathematics teachers at the secondary school level. The program emphasized the understanding of HOTS concepts, the development of questions based on the revised Bloom’s taxonomy, and the analysis of student learning outcomes to assess the effectiveness of the developed instruments. The results showed that teachers were able to improve their skills in designing HOTS-based questions while gaining a more objective picture of student achievement. Therefore, this program is expected to strengthen teachers’ capacity in supporting more meaningful, challenging, and relevant learning aligned with curriculum demands and 21st-century competence needs.
Hidup Manusia Di Dunia Konvergen Ke F(X) = 0 Puspitasari, Nitta
Mosharafa: Jurnal Pendidikan Matematika Vol. 1 No. 2 (2012): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v1i2.236

Abstract

Mathematics is a discipline that all the concepts, principles, theorems, axioms, rules. It can stand alone or can be connected to the field, the other disciplines. Because mathematics is the queen of sciences. Mathematics is not only connected to other disciplines, but also there is a connection with everyday life. Mathematical concepts with everyday life are a human life. Human life on earth is temporary given time only, whether the people life could not be judge by anyone. Thus, analogous to the way of life of each human being is considered as the line function and then each man eventually leading to death or converge to zero in a line function of real numbers, if this function is approaching to zero, its means that one day the people life has ended.
Perbandingan Prestasi Belajar Antara Siswa Yang Mendapatkan Pembelajaran Matematika Berbasis Karakter Dengan Konvensional Firmansyah, Hilman Yosa; Puspitasari, Nitta
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2013): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i1.267

Abstract

In this paper, we compared two models of learning is a model-based learning and conventional teaching character to see how far these two learning models are instrumental in improving both student achievement or change in the character of students. Researchers want to see whether the learning ability of students get the learning model-based character better than those getting conventional model? Methods that researchers use to determine the extent to which the success of student learning and the changing character of both the gain and the character-based models that get a conventional model.
Perbedaan Kemampuan Komunikasi Matematik Siswa Antara Yang Mendapatkan Model Pembelajaran Student Teams Achievement Divisions Dengan Model Pembelajaranguided Note Taking: Studi Penelitian Kuasi Eksperimen di SMP Negeri 4 Garut - STKIP Garut Tahun 2012/2013) Sartika, Gesti Pratiwi; Puspitasari, Nitta
Mosharafa: Jurnal Pendidikan Matematika Vol. 2 No. 2 (2013): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v2i2.275

Abstract

Experiment with pra-experiment (the statistic group pretest-posttest design) aimed to find out the difference's ability of mathematic communication student between the students who got “Student Teams Achievement Division” learning model with “Guided Note Taking” learning model. Furthermore, the researcher discovered the attitude of student toward learning mathematics using “Student Teams Achievement Divisions” learning model with “Guided Note Taking” learning model. The result showed that:(1) There is no differences between the communication skills of students' mathematic which gain “Student Teams Achievement Divisions "learning model and “Guided Note Taking” learning model, (2) generally students were good using both of learning model. Penelitian eksperimen dengan desain praeksperimen (the statistic group pretest-posttes design) bertujuan untuk mengetahui perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking, serta mengetahui sikap siswa terhadap pembelajaran matematika terhadap model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking. Hasil penelitian ini menunjukan bahwa: (1) tidak terdapat perbedaan kemampuan komunikasi matematik siswa antara yang mendapatkan model pembelajaran Student Teams Achievement Divisions dengan model pembelajaran Guided Note Taking; (2) sikap siswa terhadap model pembelajaran Student Teams Achievement Divisions dan model pembelajaran Guided Note Taking secara umum siswa bersikap baik terhadap kedua model pembelajaran tersebut.
Kemampuan Mengajukan Masalah Direlasikan dengan Kemampuan Berpikir Logis Matematik Puspitasari, Nitta
Mosharafa: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2018): Januari
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v7i1.482

Abstract

Kajian ini memaparkan tentang kemampuan mengajukan masalah matematis direlasikan dengan kemampuan berpikir logis matematis. Kemampuan mengajukan masalah serta berpikir matematis merupakan kemampuan esensial yang dimiliki dan dikembangkan oleh siswa untuk bisa menghadapi kemajuan IPTEK yang semakin pesat. Karena kedua kemampuan tersebut menjadi hal yang penting, maka diperlukan panduan pengembangan kemampuan tersebut jika dikaitkan satu dengan yang lainnya. Pada kajian ini juga menyajikan bagaimana rubrik penilaian mengajukan masalah direlasikan dengan kemampuan berpikir logis. Hal ini diharapkan dapat menjadi stimulus untuk mengembangkan kemampuan mengajukan masalah matematis secara optimal.
Improving Junior High School Students' Ability to Ask Mathematical Problems through the Use of Geogebra-Based Learning Media Puspitasari, Nitta; Sofyan, Deddy; Handriani, Ratrianing Tias Sri; Maharani, Renita Putri
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 4 (2023): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i4.1203

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya mengembangkan kemampuan mengajukan masalah, dan meningkatkan kualitas pembelajaran melalui pemanfaatan aplikasi geogebra. Tujuan dari penelitian adalah untuk mengetahui apakah kemampuan mengajukan masalah siswa yang menggunakan media pembelajaran berbasis geogebra lebih baik dibandingkan yang berbasis power point, ditinjau (a) secara umum, dan (b) setiap indikator kemampuan mengajukan masalah. Penelitian ini menggunakan penelitian kuantitatif dengan metode komparatif. Sampel dipilih secara acak kelas, yaitu siswa kelas VIII J sebanyak 31 siswa yang pembelajarannya menggunakan media berbasis power point, dan VIII K sebanyak 32 siswa berbasis geogebra Analisis data menggunakan uji parametrik untuk membandingkan kemampuan pengajuan masalah. Hasil penelitian ini adalah kemampuan mengajukan masalah matematik siswa yang menggunakan media pembelajaran berbasis geogebra lebih baik dibandingkan dengan berbasis power point, ditinjau secara umum, dan setiap indikator kemampuan mengajukan masalah. Simpulan dari penelitian ini adalah penggunaan media pembelajaran berbasis geogebra dapat meningkatkan kemampuan mengajukan masalah. This research is motivated by the importance of developing problem posing abilities and improving the quality of learning through the utilization of GeoGebra applications. The aim of the research is to determine whether the problem posing abilities of students who use GeoGebra-based learning media are better compared to those based on PowerPoint, both (a) in general, and (b) for each problem posing ability indicator. This research employs quantitative research with a comparative method. Samples were randomly selected classes, namely class VIII J consisting of 31 students whose learning used PowerPoint-based media, and class VIII K consisting of 32 students using GeoGebra-based media. Data analysis used parametric tests to compare problem posing abilities. The results of this research indicate that the mathematical problem posing abilities of students using GeoGebra-based learning media are better compared to those based on PowerPoint, both (a) in general, and (b) for each problem posing ability indicator. The conclusion drawn from this research is that the use of GeoGebra-based learning media can enhance problem posing abilities.
Co-Authors Afriansyah, Eka Aldila Asep Hidayat Azaria, Rahma Capriati, Zhesi Chyntia, Chyntia Ciski, Dina Damayanti, Desi Deaniera Dwi Gustiani Deddy Sofyan Deddy Sofyan, Deddy Dessy Arisya Sutarsa Dian Kurniati Dian Mardiani, Dian Ekasatya Aldila Afriansyah Fauziah, Rosikh Fikri Fikri Firmansyah, Hilman Yosa Firmansyah, Hilman Yosa Fitriyani Nursyeli Gesti Pratiwi Sartika Gustiani, Deaniera Dwi Hadiansyah, Nirwan Handriani, Ratrianing Tias Sri Hasanudin Hasanudin Hidayah, Fauzia Nurul Hilman Yosa Firmansyah Irena Puji Luritawaty IYAM MARYATI Jejen Jejen, Jejen Latifah, Yusi Lesmana, Andi Lestari, Liya Maharani, Renita Putri Maulana, Dikri Maulana, Redi Mulyadi, Redi Noordina, Mega Achdisty Nugraha, Regar Esa Nurhasanah, Wina Fitriani Nurmeliyanti, Astri Nursyeli, Fitriyani Pebriani, Astria Puji Lestari Reni Nuraeni, Reni Robbani, Ilham Ali Rostina Sundayana Sartika, Gesti Pratiwi Sartika, Gesti Pratiwi Sindi Rahmasari SITI MARYANI Suci Marliani Sukanto Sukandar Madio Sumia, Sumia Sumiarelati, Sumia Sutarsa, Dessy Arisya Tina Sri Sumartini, Tina Sri Undang Indrajaya Wina Fitriani Nurhasanah Windi Pebrianti Zhesi, Zhesi