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PRISMA
Published by Universitas Suryakancana
ISSN : 20893604     EISSN : 26144611     DOI : https://doi.org/10.35194/jp.v9i2
Core Subject : Education, Social,
Mathematics Social Sciences
This journal focuses on mathematics education and disciplined inquiry into the teaching and learning of mathematics. The scope of the journal are: Mathematics Learning Model, Media Learning Mathematics, Curriculum in Mathematics Teaching, Assessment and Evaluation in Mathematics Teaching, Ethnomatics in Mathematics Learning, Design Didactical in Mathematics Learning, Lesson Study in Mathematics Learning
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 21 Documents
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Search results for , issue "Vol 14, No 2 (2025): PRISMA" : 21 Documents clear
Living Arrangements and Self-Study Time Associated with Ordinary Differential Equations Written-Solution Quality Setiawan, Erwan; Zuber, Zuber; Inayah, Sarah
PRISMA Vol 14, No 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.6036

Abstract

This study describes the association between students’ living arrangements and self-study time with the quality of written solutions in an Ordinary Differential Equations (ODE) course. A descriptive-exploratory quantitative approach was conducted with 18 sixth-semester pre-service mathematics teachers. Data were obtained from final ODE grades, an online questionnaire on living arrangements and estimated weekly self-study hours, and students’ written responses to four representative ODE problems (non-exact, first-order linear, Bernoulli, and an exact equation with an initial value). Solution quality was coded into four categories: complete-correct, conceptual error, procedural/calculation error, and blank. Descriptive and correlational analyses were used to identify trends among variables. Results indicate a positive correlation between self-study time and the proportion of complete-correct solutions (r = 0.4635) and a negative correlation with conceptual errors (r = ?0.3681). The proportion of complete-correct solutions also shows a strong correlation with the final ODE grade (r = 0.8945). These findings highlight the importance of structured support for self-study and diagnostic assessment based on error types to improve students’ understanding in ODE learning.

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