Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal AlphaMath: Journal of Mathematics Education Union: Jurnal Ilmiah Pendidikan Matematika
Yuliani Yuliani
Universitas Majalengka
Education Mathematics

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

Found 2 Documents
Search

 1 
Interactive Flipbook-assisted digital learning resources for teaching algebraic function derivatives Yuliani Yuliani; Iik Nurhikmayati; Sudianto Sudianto
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.18983

Abstract

This study aims to develop interactive digital teaching materials in the form of flipbook-assisted resources to enhance students’ understanding of algebraic function derivatives. In the digital era, traditional instructional methods often fail to engage students effectively, leading to gaps in conceptual understanding. Interactive flipbooks provide an alternative by integrating multimedia elements that align with the needs of modern learners.This research employed a Research and Development (R&D) approach using the 4-D (Define, Design, Develop, Disseminate) model. However, the study was limited to the development stage due to time and resource constraints. The instruments included validation sheets from media and material experts, as well as practicality questionnaires for teachers and students. Data were analyzed using a Likert scale to evaluate validity and practicality. The findings indicate that the developed flipbook-based teaching materials meet the criteria of validity and practicality in terms of curriculum alignment, relevance, and usability. Furthermore, their implementation contributes to improving students’ understanding of algebraic function derivatives, providing a foundation for advanced mathematics learning. This study concludes that the developed flipbook-assisted interactive teaching materials are both valid and practical, contributing to the advancement of digital mathematics learning by providing an engaging, flexible, and effective resource for enhancing students’ understanding of algebraic function derivatives.
A Cognitive Cascade Analysis of High School Students’ Problem-Solving Difficulties in Algebraic Derivatives Yuliani Yuliani; Sudianto Sudianto; Mohamad Gilar Jatisunda
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30312

Abstract

Mathematics instruction at the high school level generally continues to emphasize procedural mastery, so students’ problem-solving abilities are often assessed based on the accuracy of their final answers. Previous studies have tended to focus on procedural errors or students’ success rates, while studies that reveal the complete and meaningful process of students’ mathematical problem solving remain limited. Therefore, this study aims to explore students’ mathematical problem-solving processes in the topic of algebraic derivatives. This study employed a qualitative case study design with 32 twelfth-grade students. Data were collected through a written mathematical problem-solving test administered to all participants, followed by semi-structured interviews with a purposively selected group of students representing different problem-solving profiles. The data were analyzed thematically using NVivo to identify patterns in problem interpretation, mathematical modeling, solution strategies, mathematical communication, and the meaningful use of mathematics. The results showed that students’ main difficulty occurred at the mathematical modeling stage, where many students were unable to translate contextual information into appropriate algebraic representations before applying differentiation procedures. This difficulty triggered a chain reaction in subsequent stages, leading to the use of mechanical problem-solving strategies and affecting students’ mathematical communication and meaningful use of mathematics. This study confirms that mastery of derivative procedures does not guarantee meaningful problem solving. The findings imply the need for learning approaches that emphasize conceptual understanding, mathematical modeling, and reflection. They also open opportunities for further research based on learning interventions.
Co-Authors Iik Nurhikmayati Mohamad Gilar Jatisunda Sudianto Sudianto