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All Journal Jurnal Pendidikan Matematika dan IPA Desimal: Jurnal Matematika Jurnal Pengabdian UNDIKMA Proceeding ISETH (International Summit on Science, Technology, and Humanity) Journal Focus Action of Research Mathematic (Factor M) JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Sukowati, Berliani Ardelia
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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): Vol. 8 No. 1 (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.
Exploration of students' computational thinking skills in solving fractional number problems judging from learning style Sukowati, Berliani Ardelia; Masduki, Masduki
Desimal: Jurnal Matematika Vol. 7 No. 2 (2024): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v7i2.21878

Abstract

Computational thinking skills play an important role in the 21st century in helping students solve mathematical problems. One of the problem-solving abilities of students is influenced by learning style. The purpose of this study is to explore students' computational thinking skills through visual (V), auditory (A), and kinesthetic (K) learning styles. This research uses a qualitative approach with a case study design. This study uses data collection instruments such as test questions, learning-style questionnaires, and interviews. Before being used, the test questions were validated by two mathematics education experts and tested on five grade V students. Using the test results and the learning style questionnaires, the researcher selected three visual students, one auditory student, and two kinesthetic students. Based on the findings of the research, learning style does not affect students' computational thinking capacity. Students with visual, auditory, and kinesthetic learning styles can meet all indicators of computational thinking: abstraction, pattern recognition, algorithmic thinking, and generalization.
Geometry Ability in Contextual Mathematics Learning in Elementary Schools Sukowati, Berliani Ardelia; Sutama, S
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: Geometry ability plays a crucial role in contextual learning, especially for elementary school students who are required to solve complex problems. This study aims to: (1) describe the geometry ability of plane and space figures in the context of elementary school learning, and (2) explore how these abilities are manifested in contextual learning settings. Methodology: This research employed a qualitative ethnographic design. The subjects consisted of the school principal, a mathematics teacher, and 17 fifth-grade students at Muhammadiyah Alam Surya Mentari Elementary School. Data collection techniques included interviews, classroom observations, and documentation of students’ test results. To ensure data validity, source and method triangulation were applied. The data analysis followed the flow model involving data collection, reduction, presentation, verification, and conclusion drawing. Results: The study revealed variations in geometry ability among students based on their performance categories. Students in the high category fulfilled all four indicators (M1, M2, M3, and M4). Those in the medium category met three indicators (M1, M2, and M3), while students in the low category only met one indicator (M2). Applications/Originality/Value: The findings highlight the importance of differentiated instruction in teaching geometry through contextual learning. Teachers should consider students’ varying levels of ability when selecting or designing instructional strategies to enhance geometry understanding effectively.
THE EFFECT OF FORMATIVE ASSESSMENT OF PROGRAMMED DAILY ASSESSMENT ON LEARNING MOTIVATION AND ITS IMPACT ON STUDENTS' ACADEMIC ACHIEVEMENT Sukowati, Berliani Ardelia; Nisita, Indriastri; Sukimin, Sukimin; Setyaningsih, Nining
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.v16i3.93623

Abstract

Programmed Daily Assessment is an assessment that is scheduled systematically and programmatically by schools with provisions for time, form, and frequency that are adjusted for all teachers. The purpose of this study was to examine the direct effect of programmed daily assessment on learning motivation, examine the direct effect of programmed daily assessment and learning motivation on learning achievement, and examine the indirect effect of programmed daily assessment on learning achievement through learning motivation. This research method is quantitative with a correlational design. The research subjects were 82 8th-grade students at one of the junior high schools in Karanganyar Regency. Data collection techniques used questionnaires to measure learning motivation and math tests for learning achievement. The data were analyzed using path analysis with the SPSS version 25 program which was preceded by prerequisite analysis tests (normality, linearity, multicollinearity, heteroscedasticity). The results of the study show that programmed daily assessment has no direct effect on students"™ learning motivation, as indicated by a significance level of 0.960. Furthermore, learning motivation did not act as a mediator in the relationship between programmed daily assessment and learning achievement, meaning there was no indirect effect between these variables. This is indicated by the significance values obtained, where programmed daily assessment was 0.415 and learning motivation was 0.914. This finding indicates that the programmed daily assessment mechanism, in the context of this study, is not effective in improving learning achievement.
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.
Students’ instrumental understanding in solving spatial mathematical problems across levels of mathematical ability Sukowati, Berliani Ardelia; Masduki, Masduki
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i4.13832

Abstract

This study explores students’ instrumental understanding of spatial geometry problems, accounting for differences in initial mathematical ability. Many students tend to solve geometry problems procedurally without sufficient conceptual understanding, while research that examines explicitly instrumental understanding in spatial contexts remains limited. A qualitative case study design was employed involving 25 eighth-grade students from a public junior high school in Pagar Alam City, South Sumatra. Data were collected through written tests and in-depth interviews with six students representing high, medium, and low levels of mathematical ability. The analysis was guided by four indicators of instrumental understanding: recalling concepts, identifying concepts, selecting appropriate solution strategies, and representing concepts visually and in written form. The findings indicate apparent differences across ability levels. Students with high initial mathematical ability consistently fulfilled all four indicators across various spatial geometry problems. In contrast, students with medium and low ability demonstrated partial fulfilment of the indicators, particularly in topics such as cylinder volume and triangular prisms. These results suggest that students’ initial mathematical ability plays a crucial role in the development of instrumental understanding. Therefore, differentiated instructional strategies aligned with students' ability levels are recommended to support balanced procedural and conceptual learning in spatial geometry.
Co-Authors Mahmudah, Mutiara Hisda Masduki Maulida, Dini Wardani Nining Setyaningsih Nisita, Indriastri Santosa, Yoga Tegar Sukimin Sutama Wibowo, Eko Ari