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All Journal Jurnal Manajemen Pendidikan International Journal of Multidisciplinary Research of Higher Education (IJMURHICA)
Laila Marhayati
Universitas Putra Indonesia YPTK Padang, Indonesia
Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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ANALYSIS OF STUDENTS MISCONCEPTIONS IN SOLVING QUADRATIC INEQUALITIES: A CASE STUDY IN THE INFORMATICS STUDY PROGRAM Dewi Devita; Deby Erdriani; Laila Marhayati
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1384

Abstract

Strong mathematical foundations are crucial for informatics students, yet they frequently encounter difficulties with foundational topics such as quadratic inequalities, revealing a significant disconnect between procedural competence and conceptual understanding. This study investigates the nature and origins of misconceptions in solving quadratic inequalities among informatics students, using Vergnaud’s Theory of Conceptual Fields as an analytical framework. A qualitative case study was conducted with 28 students from an Informatics Study Program. Data were collected through triangulation, including analysis of written solutions to five inequality problems and a self-report questionnaire featuring Likert-scale and open-ended questions. The analysis followed four stages: error identification, frequency profiling, cognitive scheme analysis, and representational analysis. Findings indicate that the most common errors were procedural, notably incorrect sign reversal when multiplying or dividing by a negative number (46.4% reported high difficulty) and misdetermining solution intervals for perfect square inequalities (39.3%). Conceptual errors were linked to underdeveloped cognitive schemes, especially in connecting critical points to interval testing and translating contextual problems into mathematical symbols.
Effect of Numbered Heads Together Model on Student Motivation in Mathematics Darwati Darwati; Fadly AS; Gilang Kurniawan; Laila Marhayati
International Journal of Multidisciplinary Research of Higher Education Vol 9 No 1 (2026): (January) Theme Education, Religion Studies, Social Sciences, STEM and Economic D
Publisher : Islamic Studies and Development Center in Collaboration With Students' Research Center Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijmurhica.v9i1.573

Abstract

This study examines the effect of the Numbered Heads Together cooperative learning model on student motivation in mathematics. A quantitative approach with a quasi-experimental design was employed, involving 61 students divided into two groups: 33 in the experimental class taught using Numbered Heads Together and 28 in the control class taught with conventional methods. The sample was determined through cluster sampling. A mathematics learning motivation questionnaire served as the research instrument, tested for validity and reliability with Cronbach’s alpha of 0.915. Questionnaire scores were converted into interval scales using the Method of Successive Interval. Prerequisite analysis confirmed no significant differences in population data, with the Kruskal–Wallis test yielding p = 0.997 (> 0.05). Hypothesis testing using the independent t-test revealed a significant difference in learning motivation between the two groups (p = 0.002 < 0.05). The findings demonstrate that students taught with the Numbered Heads Together model exhibited higher motivation in mathematics compared to those taught conventionally. The strength of this model lies in fostering individual responsibility while promoting positive peer interaction, which directly enhances student motivation in mathematics.
Co-Authors Darwati Darwati Deby Erdriani Dewi Devita Fadly AS Gilang Kurniawan