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All Journal JOHME: Journal of Holistic Mathematics Education JPMI (Jurnal Pembelajaran Matematika Inovatif) Mandalika Mathematics and Educations Journal
Zulfa Nur Jannah
UIN Raden Mas Said Surakarta
Education Mathematics

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EKSPLORASI KESULITAN SISWA: ANALISIS PEMAHAMAN KONSEPTUAL TENTANG PERTIDAKSAMAAN LINEAR DUA VARIABEL [EXPLORING STUDENT DIFFICULTIES: ANALYSIS OF CONCEPTUAL UNDERSTANDING OF TWO-VARIABLE LINEAR INEQUALITIES] Zulfa Nur Jannah; Fuad Luky Atmaja; Aprilia Wafik Asisha; Melvin Natalia Dwianggraeni
JOHME: Journal of Holistic Mathematics Education Vol. 9 No. 2 (2025): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v9i2.10311

Abstract

This study employed a descriptive qualitative approach to analyze high school students’ conceptual understanding of Two-Variable Linear Inequality (PtLDV) problems. Conceptual understanding constitutes a core component of mathematical proficiency. Three students were selected through purposive sampling based on their problem-solving abilities. Data were collected using written tests, interviews, and documentation. The instruments were designed to measure three indicators of conceptual understanding: (1) the ability to restate concepts, (2) the capacity to present concepts through multiple mathematical representations, and (3) the ability to apply concepts or algorithms in problem-solving contexts. Data analysis followed the Miles and Huberman model. The findings indicate that two students demonstrated a high level of conceptual understanding, meeting all indicators, whereas one student exhibited a low level of understanding, particularly in relation to problem context and mathematical modeling. These results underscore the need to design adaptive learning strategies to support students with conceptual gaps and suggest that future studies using mixed-methods designs may yield deeper insights into this issue. BAHASA INDONESIA ABSTRACT: Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk menganalisis pemahaman konseptual siswa sekolah menengah atas tentang masalah Pertidaksamaan Linear Dua Variabel (PtLDV). Pemahaman konseptual merupakan landasan kemahiran matematika. Tiga siswa dipilih sebagai subjek dengan menggunakan purposive sampling berdasarkan kemampuan pemecahan masalah. Data dikumpulkan melalui tes tertulis, wawancara, dan dokumentasi. Instrumen disusun untuk menilai tiga indikator pemahaman konseptual: (1) kemampuan menyatakan ulang konsep, (2) keterampilan menyajikan konsep dalam berbagai representasi matematis, dan (3) kompetensi menerapkan konsep atau algoritma untuk pemecahan masalah. Model Miles dan Huberman digunakan sebagai panduan dalam proses analisis data. Hasil penelitian menunjukkan bahwa dua siswa mencapai tingkat pemahaman yang tinggi, memenuhi semua indikator konseptual. Sebaliknya, satu siswa menunjukkan tingkat pemahaman yang rendah, menunjukkan kesulitan khusus dengan konteks masalah dan pemodelan matematika. Temuan ini menyoroti pentingnya merancang strategi pembelajaran adaptif untuk membantu siswa dengan kesenjangan pemahaman dan menyarankan agar pendekatan metode campuran dalam penelitian di masa depan dapat memberikan eksplorasi yang lebih mendalam tentang masalah ini.
Eksplorasi video youtube sebagai e-scaffolding afektif pada pembelajaran integral: Analisis konten kolom komentar Zulfa Nur Jannah
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 3 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i3.31463

Abstract

In the digital learning era, YouTube has become an alternative learning medium that potentially provides affective support during learning. This study aims to explore the role of YouTube videos as affective e-scaffolding in integral learning. The study employed a qualitative approach using content analysis and a netnographic approach. The data sources consisted of user comments on three integral learning videos selected through purposive sampling based on several criteria, namely long-duration videos, high view counts, active comment interactions, and systematic explanations of integral material. Data were collected through digital documentation and analyzed using the interactive model of Miles and Huberman,. The findings revealed three main indicators of affective e-scaffolding: anxiety reduction, increased motivation and self-efficacy, and frustration control. User comments demonstrated that YouTube videos not only facilitated conceptual understanding but also provided emotional support in overcoming learning obstacles in integrals. This study contributes to the development of digital scaffolding theory by emphasizing the importance of affective dimensions in technology-based mathematics learning.
Kesulitan Siswa Kelas IX pada Literasi Numerasi Statistika: Studi Kasus Soal Kontekstual Zulfa Nur Jannah; Ida Adzkarina; Ulya Sa'idah
Mandalika Mathematics and Educations Journal Vol 8 No 3 (2026): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i3.12149

Abstract

This study aimed to describe the numeracy literacy difficulties faced by grade IX students when solving contextual statistical problems. Using a descriptive qualitative design, the study involved eight junior high school participants from Ngawi Regency selected via purposive sampling. Data collection relied on written tests, semi-structured interviews, and documentation. The test comprised three contextual essay questions designed according to Han Weilin’s numeracy literacy indicators: the ability to use numbers and symbols, analyze data, and interpret conclusions. To ensure data validity, technical triangulation was performed by cross-checking the test papers with the interview transcripts. Data were then analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The analysis revealed that although students possessed adequate basic computing skills, their performance dropped during further data analysis and interpretation. The specific errors identified were a high dependency on calculators and AI tools, lack of accuracy in processing data, misconceptions regarding statistical concepts, and an inability to formulate context-appropriate conclusions. These issues were driven by several key factors, including a strictly procedural understanding of mathematics, low reading literacy, and a lack of self-confidence in independent thinking.
Co-Authors Aprilia Wafik Asisha Fuad Luky Atmaja Ida Adzkarina Melvin Natalia Dwianggraeni Ulya Sa'idah