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All Journal MaPan : Jurnal Matematika dan Pembelajaran M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Pengabdian UNDIKMA International Journal of Review in Mathematics Education
Mahmudah, Mutiara Hisda
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Analysis of Procedural Errors in Arithmetic Problem Solving Through Polya Steps Maulida, Dini Wardani; Mahmudah, Mutiara Hisda; Hidayati, Miftachul; Hidayati, Yulia Maftuhah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 1 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i1.846

Abstract

Difficulty is the cause of errors, math errors refer to actions or results that do not follow the correct steps or procedures in solving math problems. Therefore, the purpose of this study is to describe procedural errors in solving social arithmetic problems using Polya's steps. In this context, procedural errors refer to mistakes made by students while following the systematic steps recommended by Polya, which include understanding the problem, planning a solution strategy, carrying out the plan, and reviewing the results. This study aims to identify where and how errors occur at each of these stages, as well as to provide a deeper understanding of the challenges faced by students in solving social arithmetic problems. This research used a qualitative approach with a case study design. The participants of this study were 22 students of class VII of State Junior High School 3 Satu Atap Tawangharjo. Data validity uses triangulation of methods, namely through interviews and observations, and source triangulation. Data analysis technique with the flow method of the Miles and Huberman model. The study found that students experienced errors at each stage of Polya's steps. The percentage of student errors at each step is as follows: 20% in the understanding the problem step, 30% in the devising a plan step, 35% in the carrying out the plan step, and 15% in the looking back step. Three students were selected as samples, S-1, S-2, and S-3, each showing errors at different stages. S-1 made errors in understanding the problem and devising a plan, S-2 in devising a plan and carrying out the plan, while S-3 made errors in carrying out the plan and looking back. This research will describe the problem-solving errors experienced by students based on each Polya step they perform.
PROBLEM-SOLVING ABILITY IN REALISTIC MATHEMATICS EDUCATION BASED ON HYPOTHETICAL LEARNING TRAJECTORY Maulida, Dini Wardani; Mahmudah, Mutiara Hisda; Hidayati, Miftachul; Setyaningsih, Nining; Sutarni, Sri
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i1.7124

Abstract

Problem-solving ability is one of the essential learning characteristics in 21st-century skills, which requires students to think critically during the problem-solving process. Thus, the purpose of this study was to describe students' problem-solving skills in HLT-based RME learning. This research used a qualitative method with a case study design. The research was implemented in SMP Negeri 3 Satu Atap Tawangharjo. The research subjects were the principal, math subject teacher, and seventh-grade students. Data validity used triangulation of methods and sources. Data analysis technique with flow method. The results showed that some students had high, medium, and low mathematical problem-solving abilities in solving math problems. In conclusion, students' problem-solving ability in HLT-based RME learning has a high percentage. The percentage of students with high problem-solving ability is 75%, those with moderate problem-solving ability make up 15%, and those with low problem-solving ability account for 10%. Thus, students who were able to solve problems in HLT-based RME learning were more than students who were not able to solve problems in HLT-based RME learning.
PENGARUH PENGGUNAAN GEOGEBRA, KEPERCAYAAN DIRI, KARAKTER KERJA KERAS, DAN KEMAMPUAN BERFIKIR KRITIS TERHADAP PRESTASI BELAJAR MATEMATIKA Mahmudah, Mutiara Hisda; Hastuti, Windi; Ferdianto, Juli; Setyaningsih, Nining
MaPan : Jurnal Matematika dan Pembelajaran Vol 13 No 1 (2025): JUNE
Publisher : Department of Mathematics Education Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/mapan.2025v13n1a9

Abstract

Mathematical skills are essential in academic contexts, everyday life, and various professional fields. This study is motivated by the low achievement of Indonesian students' mathematics skills in the PISA survey and the importance of integrating technology and psychological factors in 21st-century mathematics learning. This study analyzes the direct and indirect effects of using GeoGebra, self-efficacy, complex work character, and critical thinking ability on students' mathematics learning achievement. This study uses a quantitative approach with a correlational research design  and involves a sample of 156 grade XI students at a high school in  Boyolali. Data collection was carried out through questionnaires and tests, which were tested for validity and reliability, and data analysis was carried out by path analysis using SPSS. The results showed that the use of GeoGebra and self-efficacy had a significant direct effect on the character of hard work. However, the four variables had no significant direct effect on mathematics learning achievement. The indirect effect of self-efficacy on learning achievement through complex work character was significant, while the other indirect paths were insignificant. This study concludes that complex work character is an important mediator that connects self-efficacy with mathematics learning achievement. This study recommends strengthening self-efficacy and utilising learning technologies such as GeoGebra and appropriate pedagogical strategies to build positive learning dispositions and improve mathematics learning outcomes. Abstrak: Kemampuan matematika sangat penting dalam konteks akademis, kehidupan sehari-hari, dan berbagai bidang profesi. Penelitian ini dilatarbelakangi oleh rendahnya pencapaian kemampuan matematika siswa Indonesia dalam survei PISA dan pentingnya mengintegrasikan teknologi dan faktor psikologis dalam pembelajaran matematika abad ke-21. Penelitian ini mengevaluasi pengaruh baik secara langsung maupun tidak langsung dari penggunaan GeoGebra, self-efficacy, karakter kerja keras, dan kemampuan berpikir kritis terhadap prestasi belajar matematika siswa. Pendekatan yang digunakan adalah kuantitatif dengan desain penelitian eksplanatori, melibatkan 156 siswa kelas XI dari SMA Negeri 1 Boyolali sebagai sampel penelitian. Pengumpulan data dilakukan melalui kuesioner dan tes yang telah diuji validitas dan reliabilitasnya, dan analisis data dilakukan dengan analisis jalur menggunakan SPSS. Hasil penelitian menunjukkan bahwa penggunaan GeoGebra dan efikasi diri berpengaruh langsung secara signifikan terhadap karakter kerja keras. Namun, keempat variabel tersebut tidak memiliki pengaruh langsung yang signifikan terhadap prestasi belajar matematika. Pengaruh tidak langsung efikasi diri terhadap prestasi belajar melalui karakter kerja kompleks adalah signifikan, sedangkan pengaruh tidak langsung lainnya tidak signifikan. Penelitian ini menyimpulkan bahwa karakter kerja merupakan mediator penting yang menghubungkan efikasi diri dengan prestasi belajar matematika. Penelitian ini menyimpulkan bahwa karakter kerja merupakan mediator penting yang menghubungkan efikasi diri dengan prestasi belajar matematika. Penelitian ini merekomendasikan untuk memperkuat efikasi diri dan memanfaatkan teknologi pembelajaran seperti GeoGebra dan strategi pedagogis yang tepat untuk membangun disposisi belajar yang positif dan meningkatkan hasil belajar matematika.
Mathematics for Life: Community Service through Realistic Mathematics Education at SMP Muhammadiyah 1 Kartasura Santosa, Yoga Tegar; Setyaningsih, Nining; Mahmudah, Mutiara Hisda; Sukowati, Berliani Ardelia; Maulida, Dini Wardani; Wibowo, Eko Ari
Jurnal Pengabdian UNDIKMA Vol. 6 No. 3 (2025): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v6i3.16721

Abstract

This community service program aims to implement RME in secondary school mathematics, develop RME-based worksheets, assess its impact on students' outcomes, and explore teachers' and students' responses. The participants involved were students from a combined class of Grade VIII Tahfidz and Regular tracks. The activity was carried out using a Participatory Action Research model. Data were collected through questionnaires, mathematics tests, observations, interviews, and documentation. A paired sample t-test was employed to analyze the data and determine whether there was a significant difference in students’ learning outcomes prior to and following the implementation of RME. The community service results indicated that the implementation of RME successfully enhanced student engagement and understanding in mathematics learning. Statistical analysis showed a significant difference between students’ scores before and after the RME-based instruction, with the average score increasing from 46.36 to 62.44. Questionnaire responses revealed that students positively perceived the RME-based learning, particularly in terms of engagement, conceptual clarity, and meaningful learning experiences. Teachers also expressed that the RME approach provided new perspectives for delivering mathematics more contextually and engagingly, and showed interest in applying it to other mathematical topics. These findings imply that the RME approach has the potential to be sustainably integrated into broader mathematics learning through continued collaboration and material development.
PRESERVING HERITAGE THROUGH MATHEMATICS: AN ETHNOGRAPHIC EXPLORATION OF GEOMETRY PRINCIPLES IN BATIK CEPLOK SOGAN SOLO MOTIF Mahmudah, Mutiara Hisda; Sukowati, Berliani Ardelia; Ismiyati, Ismiyati; Ishartono, Naufal
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 2 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i2.7720

Abstract

Batik Ceplok Sogan Solo is one of the traditional batik motifs that has a distinctive golden brown color produced from natural dye of soga tree bark (Peltophorum pterocarpum), but it is less known by the younger generation. Therefore, the integration of batik in mathematics learning is one of the strategies to introduce the batik culture. This research aims at mathematical concepts such as geometry, algebra, arithmetic, and statistics in solo ceplok sogan batik motifs. This research uses qualitative ethnography. The subject of this research is the Solo Ceplok Sogan batik motif. Data validity was obtained through source triangulation, while data analysis included reduction, presentation, and conclusion drawing. The exploration process was carried out by answering four main questions, namely “where do I start looking?”, “How do I find it?”, “How do I recognize that it has found something significant?”, and “How do I understand what it is?”. The results show that of the four math concepts, only one, geometry, was found in this batik. Sub-concepts of flat geometry (quadrilateral and circle), and sub-concepts of plane geometry (congruence and straight line segment), as well as sub-concepts of transformation geometry (dilation, reflection, and translation). These findings can be integrated into mathematics learning through the development of ethnomathematics-based assessments oriented towards High Order Thinking Skills.
Reflective Thinking and Self-Efficacy: A Meta-Analysis and Its Implications for Mathematics Learning Santosa, Yoga Tegar; Mahmudah, Mutiara Hisda; Yulindra, Devi; Pakpahan, Akbar Waliyuddin
International Journal of Review in Mathematics Education Volume 1 No. 1: March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.14592

Abstract

Reflective thinking and self-efficacy are two crucial constructs in education, particularly in mathematics education, and both have been reported to share a positive relationship across various contexts. However, empirical findings regarding the strength of this relationship remain inconsistent. This study presents a meta-analysis to investigate the relationship between reflective thinking and self-efficacy by addressing four research questions: (1) What is the overall strength of the relationship between reflective thinking and self-efficacy? (2) Is there significant heterogeneity among the studies? (3) Do the year of study, country, participants, educational level, and sample size serve as moderators? (4) How can the findings of this meta-analysis be integrated into mathematics learning practices? A total of 28 articles meeting the inclusion criteria were synthesized from the Scopus, ScienceDirect, and ERIC databases, following the PRISMA search protocol. The analysis involved calculating effect sizes, estimating a random-effects model, testing for heterogeneity, analyzing moderator variables, and examining publication bias. The results revealed a positive and statistically significant relationship between reflective thinking and self-efficacy (t(27) = 5.56, p < 0.001). The heterogeneity analysis indicated substantial variation among the included studies. Moderator analysis indicated that participant characteristics were a significant source of this variability, with pre-service mathematics teachers representing one of the key contributing groups. These findings highlight the importance of integrating reflective activities into mathematics learning in ways that are responsive to learner characteristics across educational levels. The results also underscore the need for future research to examine theory-driven pedagogical moderators to further clarify the mechanisms linking reflective thinking and self-efficacy.
Co-Authors Ferdianto, Juli Hastuti, Windi Hidayati, Miftachul Ismiyati, Ismiyati Maulida, Dini Wardani Naufal Ishartono Nining Setyaningsih Pakpahan, Akbar Waliyuddin Santosa, Yoga Tegar Sri Sutarni Sukowati, Berliani Ardelia Wibowo, Eko Ari Yulia Maftuhah Hidayati Yulindra, Devi