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Mustamin Idris
Pendidikan Matematika FKIP, Universitas Tadulako
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PROFIL PEMECAHAN MASALAH POLYA MATEMATIKA SISWA KELAS VIII SMP NEGERI 6 PALU PADA MATERI STATISTIKA DITINJAU DARI TINGKAT EfFIKASI DIRI Nurul Alfahira; Mustamin Idris; Pathuddin Pathuddin
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 1 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i1.4236

Abstract

This study aims to describe the Polya's mathematical problem-solving profile of Grade VIII students at SMP Negeri 6 Palu on statistics material reviewed from self-efficacy level. This research is a descriptive study using a qualitative approach. The subjects of this study were three Grade VIII F students at SMP Negeri 6 Palu, each representing high, moderate, and low self-efficacy levels. The research data were obtained using questionnaires, tests, and interviews. The results of this study indicate that: (1) The subject with high self-efficacy:On indicator I, the subject was able to state the information known and asked;On indicator II, the subject was able to plan problem solving by applying formulas;On indicator III, the subject was able to solve problems according to the previously made plan by considering known factors;On indicator IV, the subject rechecked the answers and verified the calculation results.(2) The subject with moderate self-efficacy:On indicator I, the subject was able to state the information known and asked;On indicator II, the subject did not write the mean formula but was able to solve the given problem;On indicator III, the subject was able to solve the given problem according to the previously made plan;On indicator IV, the subject forgot to recheck the final answer.(3) The subject with low self efficacy:On indicator I, the subject was able to state the information known and asked; On indicator II, the subject did not know the plan to be used to solve the problem, did not know the mean formula, and misused the formula to solve the median; On indicator III, the subject was unable to solve part a and b of the problem due to difficulty with high multiplication calculations, but was able to determine the mode of the data;On indicator IV, the subject did not recheck the answers because they were unsure of their answers. Keywords: Problem Solving Profile, Statistical Material, Self-Efficacy
ANALISIS KESALAHAN SISWA KELAS VIII SMP NEGERI SATAP 1 TINOMBO SELATAN DALAM MENYELESAIKAN SOAL CERITA SISTEM PERSAMAAN LINEAR DUA VARIABEL BERDASARKAN METODE NEWMAN SITTI ZAHRA; Gandung Sugita; Mustamin Idris; Anggraini Anggraini
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 2 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i2.4297

Abstract

This study aims to describe the errors of grade VIII students at SMP Negeri Satap 1 Tinombo Selatan in solving story problems involving two-variable linear equation systems using the Newman method. Newman’s method identifies five types of errors: reading, understanding, transformation, process skills, and coding. This research employs a descriptive qualitative approach. The subjects include three students with different mathematical abilities: one high-achieving student (A), one medium-achieving student (T), and one low-achieving student (S). Data collection techniques involve written tests and interviews, with data credibility ensured through member checking. The data analysis process includes data condensation, data presentation, and conclusion drawing. The results indicate that none of the subjects experienced reading errors. However, all three made mistakes in understanding the problems. Subject T did not write what was asked in problem one and misidentified the question in problem two. Subject S also failed to state what was asked in problem two. All subjects struggled with transformation errors, mainly due to incorrect variable assignments. Subjects A and S made errors in problem two, while subject T also struggled with proper notation. Regarding process skills, subject A could not complete the division operation, subject T failed in algebraic manipulation in problem one and miscalculated multiplication in problem two, and subject S did not proceed to the next step. Finally, all three subjects made coding errors. Subjects A and S did not write conclusions, while subject T omitted and incompletely stated conclusions for problem two.
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA SMAN 1 SINDUE TOMBUSABORA BERDASARKAN TIPE KEPRIBADIAN Didit Dermawan; Mustamin Idris; Gandung Sugita
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 1 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i1.5352

Abstract

The purpose of this study is to obtain an analytical description of students' critical thinking skills in solving trigonometry problems based on personality type. This research is a qualitative study with a descriptive approach. The results of this study are as follows: Student MHA with a guardian personality type met 1 critical thinking indicator on question number 1, which is focus, and met 6 critical thinking indicators on question number 2, namely focus, reason, inference, situation, clarity, and overview (FRISCO). Student MHA with a guardian personality type tended to be thorough in completing the given problems. Student AI with a rational personality type met 6 critical thinking indicators, namely focus, reason, inference, situation, clarity, and overview (FRISCO). Student AI with a rational personality type was good at analyzing and tended to ignore things deemed unnecessary or time-consuming. Student FA with an artisan personality type did not complete question number 1. Student FA with an artisan personality type met 3 critical thinking indicators, namely focus, reason, and inference on question number 2. Student FA with an artisan personality type tended to be slow in learning/understanding mathematical material, proven by the fact that student FA with an artisan personality type could not complete question number 1 and tended to rush in working on the problem. Student AL with an idealist personality type met 4 critical thinking indicators, namely focus, reason, inference, and situation. Student AL with an idealist personality type elaborated their answers in detail, both orally and in writing.
Psychometric Evaluation of Culturally Responsive Numeracy and Problem-Solving Assessment: A Rasch Modeling Approach Indah Suciati; Daud Karel Walanda; Mustamin Idris; Mery Napitupulu; Anggraini Anggraini; Rita Lefrida; Richard Albert Walanda
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp357-382

Abstract

The quality of measurement in educational research is highly dependent on the validity and reliability of the instruments used. However, in practice, many numeracy literacy and problem-solving instruments have not undergone adequate psychometric testing, particularly those that use cultural contexts as question stimuli. This study aims to develop and evaluate instruments for numeracy literacy and problem-solving in sequences and series, grounded in cultural context/local wisdom, using a research and development approach and Rasch modeling. The instrument's content validity was assessed through expert review by learning evaluation experts, mathematics education lecturers, and cultural experts (traditional councils). The analysis was conducted using the average validator score, Aiken's V coefficient, and percentage agreement to ensure the appropriateness of the substance, clarity of language, instrument appearance, and the appropriate integration of cultural context. Empirical trials were conducted in small groups with 71 high school students in grade X with 15-17 years in three regions in Indonesia: Palu City, Donggala Regency, and Sigi Regency, who were selected purposively. The test data were analyzed using Rasch modeling to evaluate item suitability, difficulty level, reliability, separation index, unidimensionality, and potential bias through DIF analysis. The analysis results showed that the developed instrument had very high content validity, strong person and item reliability, and that most items fit the Rasch model. However, the distribution of item difficulty did not fully cover the extreme range of respondents' abilities, and indications of DIF were found in some items in one area, indicating the need for further refinement. Thus, the developed numeracy literacy and problem-solving instrument was deemed suitable based on initial findings at the development stage; however, it still requires further revision and testing before being widely used in a more diverse population. Keywords: numeracy literacy, problem-solving, rasch model, reliability, validity.
Pengaruh Pemanfaatan Teknologi Informasi terhadap Pemahaman Konsep Matematis Siswa SMP Negeri 9 Kota Palu Kelas VIII Inayah, Nur; Nurhayadi, Nurhayadi; Idris, Mustamin; Rizal, Muh.
JOEAI (Journal of Education and Instruction) Vol. 7 No. 2 (2024): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v7i2.11326

Abstract

Pemahaman konsep matematis adalah kemampuan siswa untuk memahami konsep-konsep matematika secara mendalam dan dapat menerapkan konsep tersebut dalam menyelesaikan masalah matematis dalam kehidupan sehari-hari. Salah satu faktor untuk menunjang pemahaman konsep matematis siswa dengan memanfaatkan teknologi informasi internet dengan bijak dan tepat oleh siswa. Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh signifikan antara pemanfaatan teknologi informasi internet terhadap pemahaman konsep matematis siswa SMP Negeri 9 Kota Palu kelas VIII. Jenis penelitian ini adalah penelitian kuantitatif. Sampel dalam penelitian ini berjumlah 60 orang yang terdiri dua kelas dan dari 246 populasi total dari delapan kelas. Teknik pengambilan sampel menggunakan Random Sampling. Instrumen yang digunakan berupa angket pemanfaatan teknologi informasi internet dan tes pemahaman konsep matematis. Temuan hasil dari penelititian ini bahwa terdapat pengaruh signifikan antara pemanfaatan teknologi informasi internet terhadap pemahaman konsep matematis siswa SMP Negeri 9 Kota Palu kelas VIII yang mana nilai R2 0,420 atau bahwa pemanfaatan teknologi informasi internet berkontribusi sebesar 42% terhadap pemahaman konsep matematis siswa adapun 58% pemahaman konsep matematis siswa dipengaruhi oleh faktor lainnya. Kata kunci: pengaruh, teknologi informasi, pemahaman konsep, penerapan, kemampuan matematis
Analisis Kesalahan Siswa Kelas IX SMP Negeri 5 Palu Dalam Menyelesaikan Soal Cerita Panjang Busur Dan Luas Juring Berdasarkan Prosedur Newman Ditinjau Dari Gaya Kognitif Elisabet Linda Mariana Kayan; Dasa Ismaimuza; Mustamin Idris; Anggraini Anggraini
Jurnal Elektronik Pendidikan Matematika Tadulako Vol. 13 No. 2 (2025): Jurnal Elektronik Pendidikan Matematika Tadulako (JEPMT)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/jepmt.v13i2.5485

Abstract

This study aims to analyze the errors of ninth-grade students at SMP Negeri 5 Palu in solving word problems involving arc length and sector area using the Newman procedure, from a cognitive perspective. The subjects in this study were 26 ninth-grade students in the 2024/2025 academic year. Subjects were recruited using the GEFT test. Data were analyzed using the Newman procedure to identify error types. Data collection techniques included the GEFT test, written tests, and interviews. The results showed that both FI and FD students made no errors in reading and understanding the problems. FI students were more thorough in the transformation and process skills stages, but experienced difficulties in the final writing due to time constraints. Meanwhile, FD students made errors in transformation and process skills, particularly in entering incorrect radius values ​​into formulas, as well as errors in the final writing. Cognitive style influenced the types of errors made by students. FI students were more able to solve problems independently, while FD students required more guidance.
Effectiveness of the Problem-Posing Learning Model on the Learning Outcomes of Seventh-Grade Students at SMP Negeri 1 Palu Syakinah Novia Putri Pontoh; Rahma Nasir; Mustamin Idris; Tegoeh S Karniman
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.1039-1049

Abstract

This study examines the effectiveness of the Problem Posing learning model on mathematics learning outcomes of seventh-grade students at SMP Negeri 1 Palu using a quasi-experimental method with a nonequivalent control group design. A sample of 64 students was selected through cluster random sampling from a population of 352 seventh-grade students across 11 classes at SMP Negeri 1 Palu, with class VII F as the experimental class and class VII J as the control class, each consisting of 32 students. Data were collected via essay-based pretest and posttest, then analyzed using the Kolmogorov-Smirnov normality test, Levene's homogeneity test, independent samples t-test, and N-Gain calculation. The results showed a significance value of 0.048 < 0.05, with the experimental group's N-Gain score (0.66) exceeding the control group (0.57), both in the medium category. Observational findings further confirmed that students in the experimental class were more actively engaged in analyzing mathematical situations, formulating problems, and collaborating with peers, contributing to their higher learning outcomes. Therefore, the Problem Posing learning model is effective in improving students' mathematics learning outcomes, and can serve as a practical alternative for mathematics teachers seeking to enhance student engagement and learning achievement.
THE EFFECTIVENESS OF THE RADEC LEARNING MODEL ON GRADE IX STUDENTS’ LEARNING OUTCOMES IN SOLID GEOMETRY Nur Afni; Rahma Nasir; Mustamin Idris; Pathuddin Pathuddin
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2716

Abstract

 This study aimed to examine the effectiveness of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on the learning outcomes of Grade IX students in solid geometry. The research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The population consisted of ninth-grade students at a junior high school in Palu, and the sample was selected using cluster random sampling. Data were collected through essay-type tests to measure students’ learning outcomes and observation sheets to assess the implementation of the learning model. Data analysis was conducted using the independent sample t-test and N-Gain analysis at a significance level of 0.05. The results showed that the Sig. (2-tailed) value was 0.001, indicating a statistically significant difference in learning outcomes between the experimental and control classes. The average N-Gain score in the experimental class was 0.56, which falls into the moderate category and is higher than that of the control class. These findings indicate that the RADEC learning model is effective in improving students’ learning outcomes in solid geometry and can serve as an alternative instructional approach in mathematics education.
THE EFFECTIVENESS OF GEOGEBRA-ASSISTED PROBLEM BASED LEARNING ON STUDENTS’ MATHEMATICAL LITERACY IN SOLID GEOMETRY Anggun Nurfaadilla; Rahma Nasir; Mustamin Idris; I Nyoman Murdiana
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (Jan - Jun)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2757

Abstract

This study aimed to examine the effectiveness of the Problem-Based Learning (PBL) model assisted by GeoGebra on students’ mathematical literacy skills in solid geometry. The research employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group design. The population consisted of ninth-grade students at a junior high school in Palu, and the sample was selected using cluster random sampling. Data were collected through essay tests to measure students’ mathematical literacy skills. Data analysis was conducted using the independent sample t-test and N-gain analysis at a significance level of 0.05. The results showed that the Sig. (2-tailed) value was 0.001, indicating a statistically significant difference between the experimental and control groups. The average N-gain score in the experimental class was 0.46, which falls into the moderate category and is higher than that of the control class, which was 0.15 in the low category. These findings indicate that the Problem-Based Learning (PBL) model assisted by GeoGebra is effective in improving students’ mathematical literacy skills in solid geometry and can be used as an alternative instructional approach in mathematics learning.
Self-Efficacy and Self-Regulation as Predictors of University Students’ Mathematics Learning Achievement Anggraini Anggraini; Nurul Afiyah; Gandung Sugita; Mustamin Idris
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18307

Abstract

Learning achievement in mathematics at the university level is influenced by various internal factors, including students’ beliefs in their abilities and their capacity to regulate learning processes. This study aims to examine the effects of self-efficacy and self-regulation, both individually and simultaneously, on university students’ mathematics learning achievement. An ex post facto quantitative design was employed involving 98 mathematics education students selected through proportional random sampling from a population of 130 students. Data were collected using self-efficacy and self-regulation questionnaires, as well as students’ grade point averages from first- and second-semester mathematics courses as indicators of learning achievement. The data were analyzed using simple and multiple linear regression after meeting classical assumption requirements. The results indicate that self-efficacy has a significant effect on mathematics learning achievement, contributing 15.5% of the variance, while self-regulation contributes 13.1%. When analyzed simultaneously, both variables significantly influence learning achievement with a combined contribution of 16.7%. Despite their statistical significance, the magnitude of these effects is relatively modest, suggesting that mathematics learning achievement is shaped by a combination of internal and external factors beyond self-efficacy and self-regulation alone. These findings imply that efforts to improve students’ mathematics achievement should not only focus on strengthening self-efficacy and self-regulation but also be supported by effective instructional strategies, learning environments, and institutional support. This study provides empirical evidence for mathematics educators to design learning interventions that integrate psychological and pedagogical approaches in higher education contexts.
Co-Authors Abdul Munir Aditya, Ahmad TaufiK Ahmad Ahmad Ahmad Ahmad Ainun Mardiah M. Liname Aisun, Putri Alfisyahra Alfisyahra Alfisyahra Alfisyahra, Alfisyahra Amelia, Reski Amik, Zakiah Magfiratul Amrah Hazanah Andryanto Tahir Anggraini Anggraini Anggraini Anggraini Anggraini Anggraini Anggun Nurfaadilla Annisa Marpudin Annisa, Marsiana Dwi Arsyad Said Aryanto Aryanto Asis, Nurasia Asri Hente Baharuddin Paloloang Baharuddin Paloloang Bahraeni Bakri M Bakri Mallo Bakri Mallo Busra Busra Busra Busra Busra Busra, Busra Darmiati Darmiati Dasa Ismaimuza Dasa Izmaimusah Daud Karel Walanda Dewi, Arum Resiana DIAN APRIANI Didit Dermawan Djafar, Yuniarti H Dwi Permatasari Eka Elisabet Linda Mariana Kayan Fachri Fajriani Fitriani Ayuningtias Gandung Sugit Gandung Sugita Gita Destiana Hamka Haryati Ruslan Holyness Nurdin Singadimedja I Gede Darma Wisilayasa I Nyoman Murdiana I Nyoman Murdiana I Nyoman Murdiana Ibni Hadjar Ibnu Hajar Ike A Budiman Indah Suarni Ira Kusnia Vani Jaeng, Maxinus Jaeng, Maxinus Kadong, Ekslesya Evangelin Karniman, Tegoeh S. Lembang, Ulvina Tangke Linawati Linawati Lumi, Jesica Lupna, Lupna Maisaroh Maisyarah Maisyarah Maisyarah Marinus Barra Tandiayuk Masruri Masruri Masruri Maxinus Jaeng Meggi Rahayu Meilando, Reksy Meinarni, Welli Meldawati Simaa Mery Napitupulu Miftahul Mifta Mirnawati Mirnawati Mirnawati Muin Moh. Zain Muh Hasbi Muh Hasbi Muh. Hasbi Muh. Hasbi Muh. Rizal Muh. Rizal Muh. Rizal Muh. Rizal Muhammad Azwar Muhammad Rivai Muin, Mirnawati Nisa, Ainun Norma Norma Norma Nur Afni Nur Awalia Nur Hayatin Nur Inayah Nur Safitri Nurfadilah Nurfadilah Nurhaeda Nurhaliza, Saripa Nurhayadi Nurhayadi Nurhayadi Nurhayadi Nurmala Nurmala Nurmasita M. Saahi Nurpaida Nurpaida Nurul Afiyah Nurul Agmita L Nurul Alfahira Nurul Hikmah Oktaviani Nurlinda Sari Pathuddin Pildayani Pildayani, Pildayani Qitra Sandi Rahim, Nur Mei Sakin Rahma Nasir Rahma Nasir Rahma Nasir Rahma Nasir Rahmamina Minarahma Ramadhan Asilaka Reksy Meilando RENAWATI, RENAWATI Reski Amelia Richard Albert Walanda Rifai, Mohammad Rifal, Mohammad Riska Riska Riska Rita Lefrida Rita Lefrida Rizal, Muh Rizal, Muh Rohmah, Zakiah Ropang, Marlita Rosyidah, Anni Syakhiyatur Ruslan, Haryati Sali, Elisabet Salsabila Aski SANDY SAPUTRA Sari, Triana Meida SATRIYAS ILYAS SITTI ZAHRA Sri Mastuti Suarni, Indah Suciati, Indah Sukayasa Sutji Rochaminah Syakinah Novia Putri Pontoh Tahir, Andryanto Tegoeh S Karniman Tegoeh S Karniman Teguh Purnomo Teguh Purnomo, Teguh Tika Widiani Triana Meida Sari Ulvina Tangke Lembang Vani, Ira Kusnia Welli Meinarni Widiastuti, Ira Yuni Rahma Tanti Yuyun Selasti Zain, Moh. Zakiah Rohmah Zidan H.L, Moh. Zuhaina