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All Journal JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika)
Hidayati, Miftachul
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Education Mathematics

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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.
Filosofi Dan Matematika Motif Batik Sindu Melati: Studi Etnografi Pembelajaran Kontekstual Hidayati, Miftachul; Windi Hastuti; Sukimin; Naufal Ishartono
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 12 No. 2 (2025): Jurnal Derivat (Agustus 2025)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/j.derivat.v12i2.7787

Abstract

Batik is a traditional Indonesian craft that involves the technique of dyeing cloth using wax to create beautiful motifs with certain patterns. This study explores the ethnomathematics of the Batik Sindu Melati motif, because there are many ethnomathematic studies on batik, but none have studied it. This study explores the philosophy of instilling unique cultural insights as a form of conservation of Indonesian culture and the mathematical concepts contained therein. The purpose of the study is to describe the philosophy and mathematical concepts of Batik Sindu Melati. This qualitative ethnographic research, with a research method, answers four ethnographic research questions that must be answered by researchers. Data collection through observation, semi-structured interviews with craftsmen and mathematicians, and documentation. The results of the study, Batik Sindu Melati, contain geometric concepts such as geometric transformation, plane geometry, symmetry, similar and congruent, and arithmetic concepts in the form of ratios. This study concludes that the Sindu Melati Batik motif contains mathematical concepts that can be utilized in learning, especially with an ethnomathematics approach, and is expected to be used for the development of contextual and meaningful mathematics teaching materials, as well as being an effort to conserve the Sindu Melati Batik culture. Keywords: Batik Sindu Melati, Ethnography, Ethnomathematics
Co-Authors Mahmudah, Mutiara Hisda Maulida, Dini Wardani Naufal Ishartono Nining Setyaningsih Sri Sutarni Sukimin Windi Hastuti Yulia Maftuhah Hidayati