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All Journal Jurnal Pendidikan Matematika dan IPA Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Indonesian Journal of Research and Educational Review (IJRER) Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan
Masaniku, Rizal
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Mathematics Education Students' Understanding of Exponent Concepts Based on Cognitive Style Hikmahturrahman, Hikmahturrahman; Tamu, Suhardiman Darson; Yunus, Nosva Adam; Hasan, Febiyanti R.; Masaniku, Rizal
Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Volume 13 Issue 1 April 2025
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/euler.v13i1.30137

Abstract

This study aims to explore the understanding of the concept of exponents of mathematics education students in terms of cognitive style. This type of research is qualitative with a case study approach. The subjects in this study were 2 mathematics education students consisting of 1 student with reflective cognitive style and 1 student with impulsive cognitive style. The instruments used in this study were 2 items of exponent problem solving and interview guidelines. The results showed that Reflective Cognitive Style Subjects were able to fulfill all indicators of understanding the concept of exponents, namely indicators of exponent problem solving, identifying positive, negative, and zero exponents, using exponent rules, understanding roots and fractions as exponents, and identifying and correcting exponent misconceptions. Meanwhile, Impulsive Cognitive Style Subjects were only able to fulfill 4 indicators of understanding the concept of exponents. Impulsive Cognitive Style Subjects were not able to fulfill the indicators of identifying and correcting exponent misconceptions. The advantage in this study is to fill the gap in the literature by connecting the understanding of the concept of exponents and cognitive style variations. Furthermore, making mathematics education students as research targets. It offers novelty because their understanding of exponents has direct implications on how they teach the concept in the future.
EKSPLORASI KEMAMPUAN PEMECAHAN MASALAH ALJABAR PADA MAHASISWA PGSD UNIVERSITAS MUHAMMADIYAH GORONTALO Masaniku, Rizal; Ricki Yuliardi
JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Vol 11 No 1 (2025): JUMLAHKU VOL.11 NO.1 2025
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/jumlahku.v11i1.4707

Abstract

Penelitian ini bertujuan untuk mengeksplorasi kemampuan pemecahan masalah aljabar mahasiswa PGSD. Jenis penelitian ini adalah kualitatif dengan pendekatan studi kasus. Subjek dalam penelitian ini adalah 2 mahasiswa dengan kemampuan kategori tinggi. Instrumen yang digunakan adalah 3 butir soal aljabar dan pedoman wawancara. Metode yang digunakan untuk pengumpulan data yakni metode tes, wawancara, dan dokumentasi. Teknik analisis data yang digunakan adalah model Miles, Huberman, dan Saldana yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa Subjek Kategori Tinggi 1 (SKT1) mampu memenuhi setiap indikator kemampuan pemecahan masalah yakni kemampuan memahami masalah, merencanakan pemecahan, menyelesaikan masalah dan memeriksa kembali hasil yang diperoleh pada soal nomor 1, 2, dan 3. Sedangkan Subjek Kategori Tinggi 2 (SKT2) hanya mampu memenuhi setiap indikator kemampuan pemecahan masalah pada pada soal nomor 2 dan 3. Pada soal nomor 1, meskipun telah memenuhi indikator memahami masalah, merencanakan pemecahan, dan menyelesaikan masalah sehingga kesimpulan jawabannya juga sudah benar, namun SKT2 tidak mampu memenuhi indikator kemampuan pemecahan masalah yang keempat yakni memeriksa kembali hasil yang diperoleh untuk menguji kebenaran kesimpulan jawabannya.
Photomath and ChatGPT-4o Applications in Fraction Learning: A Review from the Perspective of Mathematics Education Students Mustapa, Zulfahmi; Masaniku, Rizal
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 3 (2025): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i3.3691

Abstract

This study intends to compare the use of two artificial intelligence-based applications, namely Photomath and ChatGPT-4o, in supporting fraction learning for mathematics education students. This study uses a qualitative approach with a phenomenological study design. Data were obtained through in-depth interviews and observations of three active second-semester students from a private university in Gorontalo Province who have used both applications in independent learning activities. The results indicate that Photomath is effective in providing fast and automatic solutions with systematic steps, but it is less in-depth in explaining mathematical concepts and does not present alternative solutions. In contrast, ChatGPT-4o is able to provide in-depth conceptual explanations, invite users to understand the logic behind each stage of the solution, and offer various approaches to solving problems, although the interactive process is slower. These findings indicate that Photomath is more suitable for quick practice, while ChatGPT-4o is ideal for conceptual learning and interactive discussions. This study has implications for the use of AI technology in mathematics learning and serves as a foundation for the development of more adaptive and effective digital-based teaching strategies.
DIDACTIC ANALYSIS OF FRACTION LEARNING IN PROSPECTIVE MATHEMATICS TEACHERS Rapa, Zulfahmi Mustapa; Masaniku, Rizal
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.93155

Abstract

Understanding the concept of fractions is a significant challenge for prospective mathematics teachers. This study aims to analyze the didactic understanding of fraction learning among prospective mathematics teachers and evaluate the use of visual representations in improving the understanding of fractions. This study uses a qualitative approach with a case study design involving three students from the mathematics education program at a private university in Gorontalo Province as research subjects. The subjects were selected through purposive sampling based on the criteria of their level of understanding of fractions and representations, visual approaches and daily applications, and didactic abilities. Data were collected through a fraction concept understanding test and in-depth interviews, then analyzed using the Miles et al (2014). approach, which includes three stages: data collection, data reduction, and data presentation. The results of the study indicate that although students demonstrated a good basic understanding of fraction concepts, they experienced difficulties in connecting these concepts to more complex real-life applications. In addition, although visual representation approaches were used, there were still shortcomings in relating fractions to broader contextual situations. Based on these findings, it is recommended that mathematics teacher education focus on developing Pedagogical Content Knowledge (PCK) that can enrich students' understanding in teaching fractions with a more applicable and contextual approach.
Co-Authors Hasan, Febiyanti R. Hikmahturrahman, Hikmahturrahman Nosva Adam Yunus Ricki Yuliardi Suhardiman Darson Tamu Zulfahmi Mustapa. R