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All Journal AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Ar-Riyadhiyyat: Jurnal Pendidikan Matematika AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika
Ulfah Nur Azizah
Universitas Pendidikan Indonesia
Education Mathematics

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ANALISIS KESALAHAN DALAM MENYELESAIKAN SOAL MATERI LINGKARAN YANG DILAKUKAN OLEH SISWA SMP BERDASARKAN TAHAPAN KASTOLAN Nadia Ulfa; Darhim; Kartika Yulianti; Ulfah Nur Azizah; Fitri Rahmawati; Yusuf Adhitya; Nurmala Setianing Putri; Bill Chairy Rizki Bustaren
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 11 No. 3 (2024)
Publisher : Universitas Ahmad Dahlan

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

Abstract

Kemampuan siswa SMP dalam memahami konsep geometri masih tergolong rendah. Hal ini harus segera diatasi dikarenakan geometri memiliki kedudukan penting untuk diajarkan di sekolah mengingat bahwa konsep geometri sering dimanfaatkan dalam berbagai aspek kehidupan. Tujuan penelitian ini adalah untuk menganalisis kesalahan siswa dalam menyelesaikan soal lingkaran yang merupakan salah satu materi dalam konsep geometri. Penelitian ini menggunakan metode kualitatif yang melibatkan 30 siswa kelas 8 di salah satu SMP kota Bandung. Triangulasi dalam pengumpulan data meliputi (1) pemberian instrumen tes kemampuan pemahaman matematis siswa terkait materi lingkaran, dan (2) instrumen non tes yang meliputi pedoman observasi dan wawancara siswa, serta studi dokumen. Berdasarkan hasil temuan dan pembahasan pada penelitian ini, diperoleh informasi bahwa dalam menyelesaikan soal lingkaran, kesalahan siswa teridentifikasi dalam 2 bentuk kesalahan dari 3 kesalahan yang dapat dikategorikan melalui tahapan Kastolan yaitu kesalahan konseptual yang meliputi kesalahan dalam menentukan definisi juring, kesalahan dalam menentukan rumus panjang busur lingkaran, dan lain-lain; serta kesalahan prosedural yang meliputi kesalahan yang diakibatkan karena tidak teraturnya langkah-langkah pengerjaan soal, dan kesalahan yang diakibatkan karena ketidaktelitian siswa memahami soal dan dalam melakukan perhitungan.
Analyzing Epistemological Learning Obstacles on Limit Concept Using AVAE Framework in Prospective Mathematics Teacher Ulfah Nur Azizah; Encum Sumiaty; Nadia Ulfa
Ar-Riyadhiyyat: Journal of Mathematics Education Vol. 6 No. 1 (2025): Ar-Riyadhiyyat: Jurnal Pendidikan Matematika
Publisher : Tadris Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/arriyadhiyyat.v6i1.6243

Abstract

This study aims to identify the epistemological learning obstacles experienced by prospective mathematics teacher students in understanding the concept of limits in Calculus 1 lectures and the concept of limits. The primary focus of the analysis was conducted based on the categories of AVAE ERRORS (ARITH, VAR, AE, and EQS) related to the student's algebraic ability. The method employed was qualitative research involving 38 prospective mathematics teachers from one of the universities in West Java. Data was collected through written tests and confirmation interviews. The results showed that the most dominant epistemological learning obstacles were in the categories of AE (errors in algebraic expressions) and ARITH (arithmetic errors). These findings suggest that students struggle to apply prerequisite knowledge effectively to more complex limit problems. Therefore, a learning approach is needed that emphasizes not only algebraic procedures but also a deep conceptual understanding of the concept of limits.
ANALISIS KEMAMPUAN COMPUTATIONAL THINKING SISWA PADA MATERI PERBANDINGAN DI SMP Edria Al Shahada; Sufyani Prabawanto; Ulfah Nur Azizah
AL JABAR: Jurnal Pendidikan dan Pembelajaran Matematika Vol. 5 No. 2 (2026): April
Publisher : LPPM Institut Ahmad Dahlan Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/yjgx4w17

Abstract

This study examines students’ computational thinking in solving ratio and proportion problems, focusing on decomposition, pattern recognition, abstraction, and algorithm. A qualitative approach was employed involving purposively selected junior high school students. Data were obtained from written tests and interviews, and analyzed through stages of data reduction, data display, and conclusion drawing. The results indicate variations in students’ abilities across all aspects. In decomposition, most students were able to determine known and required information correctly. In pattern recognition, students generally distinguished direct and inverse proportions, although some errors remained. However, difficulties were still palpable in abstraction, particularly in transforming problems into mathematical models, including unit conversions and relationships between variables. In terms of algorithmic thinking, some students were able to organize solution steps systematically, while others were not consistent yet. Overall, decomposition emerged as the most dominant aspect, whereas abstraction was the weakest. These findings suggest the need for learning activities that emphasize mathematical modeling to improve students’ computational thinking skills.
Co-Authors Bill Chairy Rizki Bustaren Darhim Darhim Edria Al Shahada Encum Sumiaty, Encum Fitri Rahmawati Kartika Yulianti Nurmala Setianing Putri Sufyani Prabawanto, Sufyani Ulfa, Nadia Yusuf Adhitya