Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Jurnal Penelitian Pendidikan
Chusnudhin, Rehan Muchammad Fadli
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Kesalahan Siswa dalam Menyelesaikan Asesmen Kompetensi Minimum (AKM) Numerasi SMA Topik Trigonometri Umam, Khoirul; Chusnudhin, Rehan Muchammad Fadli; Sari, Anisa Fatwa
Jurnal Penelitian Pendidikan Vol 15 No 1 (2023): Jurnal Penelitian Pendidikan
Publisher : LPPM Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21137/jpp.2023.15.1.5

Abstract

This research aims to describe students' error models in solving the Numeracy AKM test, particularly in the topic of trigonometry. This type of research is qualitative research with 3 high school students as the subjects, who are members of the IPNU IPPNU organization in Jatirejo Village, Jombang Regency. The research was conducted in the odd semester of the 2021/2022 academic year. There are three stages of analysis techniques used in this research: data collection, data reduction, and drawing conclusions. The data collection involved administering the AKM test to 6 subjects, followed by data reduction based on the three characteristics of students in solving the test. The description of the research findings is as follows: 1 student falls into the unverified solution model, 1 student falls into the misused data model, 1 student falls into the technical error model, and 2 students fall into the misinterpreted language model. Therefore, in this research, the dominant student error model is the Misinterpreted Language model, which refers to students' errors in translating the problems into mathematical language.
Kemampuan penalaran matematis peserta didik dalam menyelesaikan soal literasi numerasi ditinjau dari gaya kognitif reflektif-impulsif Chusnudhin, Rehan Muchammad Fadli; Ahshoni, Ahmad Farhan; Nafsak, Ahmad Arofi; Permana, Kelvin Lutfi; Sari, Anisa Fatwa
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 9 No 2 (2023): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v9i2.21273

Abstract

Mathematical reasoning is one of the five fundamental mathematical abilities that students need to master. The ability of mathematical reasoning is required by students to solve numeracy literacy problems. One of the factors influencing students' mathematical reasoning abilities is their reflective-impulsive cognitive style. This research aims to describe students' mathematical reasoning abilities in solving numeracy literacy problems in terms of the reflective-impulsive cognitive style. The research adopts a qualitative approach, with 6 students from class 9B at SMP Al Falah Ketintang Surabaya selected using purposive sampling. The research instruments include the MFFT cognitive style test sheet, numeracy literacy test sheet, and an interview guide that has been validated by three validators. Data analysis techniques involve data collection, data condensation, data presentation, and drawing conclusions. Based on the analysis and discussion, it is concluded that the mathematical reasoning abilities of students with a reflective cognitive style, particularly in the indicator of performing mathematical manipulations, are not yet well fulfilled. Similarly, the mathematical reasoning abilities of students with an impulsive cognitive style, especially in the indicator of constructing evidence and providing reasons/evidence for the correctness of the solution, are not yet well fulfilled. The mathematical reasoning abilities of students with both reflective and impulsive cognitive styles in solving numeracy literacy problems are more dominant in the moderate and low categories.
Co-Authors Ahshoni, Ahmad Farhan Fatwa Sari Tetra Dewi Khoirul Umam Nafsak, Ahmad Arofi Permana, Kelvin Lutfi