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All Journal Jurnal Elemen KALAMATIKA Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Beta: Jurnal Tadris Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Jurnal Pengabdian UNDIKMA Journal Focus Action of Research Mathematic (Factor M) Proceeding International Conference on Mathematics and Learning Research
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.
Comparative analysis of first-order linear differential equations and arithmetic methods in projecting Surakarta City's population Santosa, Yoga Tegar; Maulida, Dini Wardani; Sukowati, Berliani Ardelia; Mahmudah, Mutiara Hisda
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 1 (2025): June 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i1.5026

Abstract

Population estimates are needed to project future populations, allowing for preparation in facing the possible impacts of population growth. This study aims to find a general formula or formula for the first-order linear differential equation and the arithmetic method based on the average value of the error of both, in projecting the population in Surakarta City in the future, and to determine the method that has a higher level of accuracy. This study is included in the category of descriptive research with a quantitative approach. Data were collected through literature studies and documentation of the population in Surakarta City from 2016 to 2024. Meanwhile, data analysis was carried out using quantitative descriptive analysis and comparative analysis. The study results show that the formula obtained for the first-order linear differential equation method is N(t)=562801 exp(0.0071997706t. While the formula obtained for the arithmetic method is Pt = 562801 (1+0.007357544t). From the comparison of the two methods, the arithmetic method is proven to be more accurate because it has a smaller average error (MAPE-based) than the first-order linear differential equation method.  These results can provide insight into the best methods for estimating population growth as the basis for population policy planning and regional development.
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.
Exploration of Students' Mathematics Concept Understanding Ability on Social Arithmetic Material in Terms of Gender Differences Mahmudah, Mutiara Hisda; Maulida, Dini Wardani; Sukimin, S; Kholid, Muhammad Noor
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

Concept understanding allows students to relate existing knowledge to new information or situations, so that they can represent mathematical ideas in various forms, both verbally, visually, and symbolically. This study aims to describe the effect of gender differences on students' mathematical concept understanding ability in social arithmetic material in junior high school. The research method used was qualitative with a case study approach, involving 22 seventh-grade students who were selected voluntarily. Data were collected through observation, tests, document analysis, and in-depth interviews, then analyzed using data reduction, data presentation, and conclusion-drawing techniques. The results showed that male students tend to rely more on logic and reasoning in solving problems, while female students are more analytical but sometimes less optimal in mathematical representation. Nevertheless, both gender groups were able to fulfill the indicators of concept understanding, such as restating concepts, classifying objects, and applying concepts, although with different approaches. These findings indicate the importance of considering gender differences in designing inclusive and effective mathematics learning strategies. In addition, this study provides important implications for the development of gender-responsive learning strategies to improve students' conceptual understanding.
Investigating the fragmentation of students’ creative thinking structures in realistic mathematics education: A qualitative case study of junior high school students Santosa, Yoga Tegar; Setyaningsih, Nining; Sukowati, Berliani Ardelia; Maulida, Dini Wardani; Mahmudah, Mutiara Hisda; Meganingrum, Ade Ayu
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32899

Abstract

The fragmentation of creative thinking structures is a phenomenon requiring serious attention in Realistic Mathematics Education (RME). However, studies that systematically explore how students’ creative thinking fragmentation manifests across RME learning stages remain limited. This study aims to examine the types and forms of students' creative thinking fragmentation across four RME activities: situation, model of situation, model for knowledge, and formal mathematics. This research employs a qualitative case study design. Participants consisted of 18 seventh-grade students from an Integrated Islamic Junior High School in Sukoharjo Regency. Data were collected through non-routine mathematical problem tests and in-depth interviews, with validity ensured through source triangulation. Data analysis involved thematic coding based on a fragmentation typology aligned with RME stages, followed by data reduction, display, and conclusion drawing. The results identified five types of fragmentation: (1) less-strict fragmentation at the situation stage, (2) translational fragmentation (text to symbol) at the situation stage, (3) pseudo-false fragmentation at the model of situation stage, (4) translational fragmentation (text to image) at the model for knowledge stage, and (5) pseudo-true fragmentation at the formal mathematics stage. These findings extend theoretical perspectives and inform instructional design and scaffolding strategies in RME classrooms.
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.
Students’ conceptual difficulties in learning curved-surface solids: The needs for RME-based interactive e-module Santosa, Yoga Tegar; Mahmudah, Mutiara Hisda; Wibowo, Eko Ari
Beta: Jurnal Tadris Matematika Vol. 19 No. 1 (2026): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v19i1.737

Abstract

[English]: This study aims to identify students’ difficulties in learning curved-surface solids, analyze the key aspects of their conceptual understanding, and explore their needs regarding content and digital features for an RME-based e-module. A mixed-method approach with a sequential explanatory design was employed. The participants consisted of 94 ninth-grade students from a private junior high school in Surakarta, Indonesia. Data were collected using a questionnaire as well as in-depth interviews. Quantitative data were analyzed descriptively, while qualitative data were processed through reduction, display, and conclusion drawing. The findings reveal that students continue to struggle with visualizing three-dimensional shapes, understanding the structure and use of formulas for volume and surface area, and identifying components of curved-surface solids. Their conceptual understanding falls within the “moderate” category, with noticeable uncertainty in explaining, connecting, and applying concepts. Moreover, students require content that offers deeper conceptual explanations, step-by-step procedural examples, and contextualized exercises, highlighting the need for integrating the RME approach into the e-module. They also expect digital features such as 3D visualizations, tutorial videos, interactive object manipulation, and automated assessments. [Bahasa]: Penelitian ini bertujuan untuk mengidentifikasi kesulitan belajar dan menganalisis pemahaman konsep siswa pada materi bangun ruang sisi lengkung, serta mengeksplorasi kebutuhan mereka terhadap konten dan fitur e-module sebagai landasan pengembangan e-module berbasis realistic mathematics education (RME). Penelitian ini menggunakan pendekatan mixed-method dengan desain sequential explanatory. Partisipan terdiri atas 94 siswa kelas IX dari salah satu SMP swasta di Kota Surakarta, Indonesia. Data diperoleh melalui angket dan wawancara mendalam. Analisis data kuantitatif dilakukan secara deskriptif, sedangkan data kualitatif dianalisis melalui proses reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa masih mengalami kesulitan dalam memvisualisasikan bentuk tiga dimensi, memahami struktur dan penerapan rumus volume serta luas permukaan, serta mengidentifikasi komponen bangun ruang sisi lengkung. Pemahaman konsep siswa berada pada kategori cukup dengan kecenderungan ketidakpastian dalam menjelaskan, menghubungkan, dan menerapkan konsep. Selain itu, siswa membutuhkan konten berupa penjelasan konseptual yang mendalam, contoh prosedural bertahap, dan latihan kontekstual yang menunjukkan perlunya integrasi pendekatan RME pada e-module. Siswa juga mengharapkan fitur digital seperti visualisasi 3D, video tutorial, manipulasi objek interaktif, dan asesmen otomatis.
Exploring secondary students’ reflective thinking skills in statistics based on mathematical ability Masduki, Masduki; Mahmudah, Mutiara Hisda; Hastuti, Windi
KALAMATIKA Jurnal Pendidikan Matematika Vol 11 No 1 (2026): KALAMATIKA April 2026
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol11no1.2026pp146-177

Abstract

Reflective thinking plays a vital role in mathematics learning, particularly in solving complex problems. Understanding students’ reflective thinking abilities across its aspects—technique, monitoring, insight, and conceptualization—is essential for selecting appropriate instructional methods. This study aims to describe junior high school students’ reflective thinking abilities in learning statistics based on their initial mathematical ability. A qualitative approach with a case study design was used to explore reflective thinking skills in the four aspects: technique, monitoring, insight, and conceptualization. The research participants consisted of 30 seventh-grade students from a junior high school in Boyolali, Indonesia, who were grouped into three categories based on their mathematical ability: high, medium, and low. Data were collected through reflective thinking tests, observations, and interviews, and analyzed using the constant comparative analysis method. The results reveal a hierarchical relationship between mathematical ability and reflective thinking. Students with high mathematical ability demonstrated complete reflective thinking, fulfilling all indicators across the four aspects. Students with moderate ability exhibited partial reflective thinking, meeting some indicators but not fully optimizing others. Students with low mathematical ability showed the weakest reflective thinking skills, meeting indicators only partially in technique, monitoring, and insight, while failing to achieve the conceptualization indicators optimally. These findings confirm that foundational mathematical knowledge is a critical determinant of students’ capacity for deep reflective problem solving in statistics and provide important implications for the development of targeted instructional methods.
Co-Authors Ferdianto, Juli Hastuti, Windi Hidayati, Miftachul Ismiyati, Ismiyati Masduki Maulida, Dini Wardani Meganingrum, Ade Ayu Muhammad Noor Kholid Naufal Ishartono Nining Setyaningsih S Sukimin Santosa, Yoga Tegar Sri Sutarni Sukowati, Berliani Ardelia Wibowo, Eko Ari Yulia Maftuhah Hidayati