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Steven Samuel Harianja
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Analisis Miskonsepsi Definisi Bilangan Prima dalam Buku Ajar Matematika Indah Ayu Ramadany; Nurul Azmira Pane; Yolanda Naomi Sagala; Steven Samuel Harianja; Wingston Leonard Sihombing
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33153

Abstract

Definisi matematika adalah hal utama dalam menunjang pemahaman konsep pada peserta didik. Salah satu konsep yang kerap muncul dalam kurikulum matematika adalah bilangan prima. Penelitian ini bertujuan menganalisis kesesuaian definisi bilangan prima yang disajikan dalam buku ajar matematika dengan bukti nyata dari bilangan prima itu sendiri dalam literatur matematika. Penelitian ini dibuat menggunakan metode analisis kualitatif-deskriptif dengan metode analisis isi terhadap buku ajar matematika. Hasil dari analisis menunjukkan adanya ketidaktepatan dan miskonsepsi terhadap definisi bilangan prima. Miskonsepsi ini berpotensi menimbulkan kebingungan dalam pemahaman konsep bilangan prima, terutama pada bilangan 1 yang termasuk kedalam bilangan prima jika disesuaikan dengan konsep yang berlaku. Penelitian ini merekomendasikan perlunya ada evaluasi dan revisi terhadap buku ajar matematika agar sejalan dengan kaidah matematika yang benar dan mendukung perkembangan proses pembelajaran matematika.
Analisis Kemampuan Pemecahan Masalah Mahasiswa Semester 2 Pada Materi Geometri Bidang Segitiga Berkonteks Kearifan Lokal Menggunakan Metode Newman Aghniya Rahmi; Nurul Sakinah; Steven Samuel Harianja; KMA Fauzi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47782

Abstract

This study aims to analyze the problem-solving abilities of second-semester students of Mathematics Education at Universitas Negeri Medan on triangle plane geometry material contextualized with the local wisdom of North Sumatra, using Newman's Error Analysis (NEA) framework. A descriptive quantitative method supported by qualitative analysis was employed. The research subjects consisted of 30 students selected through purposive sampling. The data collection instrument comprised five essay questions based on ethnomathematics, incorporating contexts such as Gorga Batak ornaments, Rumah Bolon architecture, Honai, and ulos motifs. Data analysis was conducted by categorizing student errors into five Newman stages: Reading, Comprehension, Transformation, Process Skills, and Encoding, with descriptive percentage calculations. The results indicate that the highest error rate occurred at the Transformation stage (42.3%), followed by Process Skills (35.7%), Comprehension (10.8%), Encoding (6.0%), and Reading (5.2%). These findings suggest that students face significant barriers in horizontal mathematization—namely, the ability to convert contextual situations into formal mathematical models. Local wisdom contexts were found to enhance student engagement in the early stages of problem-solving but were insufficient to promote formal deductive reasoning. This study recommends the development of more structured ethnomathematics-based teaching materials oriented toward formal mathematical thinking processes.
Co-Authors Aghniya Rahmi Indah Ayu Ramadany KMA Fauzi Nurul Azmira Pane Nurul Sakinah Wingston Leonard Sihombing Yolanda Naomi Sagala