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Junaidi, S.Pd., M.Pd.
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l. Majapahit No. 62 Mataram, Nusa Tenggara Barat, Indonesia Lantai 2 gedung E, Program Studi S1 Pendidikan Matematika, FKIP Universitas Mataram
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Mandalika Mathematics and Educations Journal
Published by Universitas Mataram
ISSN : 27158292     EISSN : 27151190     DOI : 10.29303/jm
Core Subject : Education,
Mathematics
Mandalika Mathematics and Education Journal adalah Jurnal Matematika dan Pendidikan Matematika yang dikelola oleh Program Studi S1 Pendidikan Matematika FKIP Universitas Mataram. Fokus dan ruang lingkup dari jurnal ini adalah artikel ilmiah baik berupa hasil penelitian, review artikel maupun kajian pustaka khusus bidang Matematika dan Pendidikan Matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 319 Documents
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Pengaruh Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Berbantuan Media Pembelajaran Powtoon Terhadap Kemampuan Pemahaman Konsep Matematika Siswa SMA Negeri 1 Campalagian Talib, Wahyuni; Amin, Nursafitri; Arifin, Sartika
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8955

Abstract

Penelitian ini bertujuan untuk mengetahui apakah kemampuan pemahaman konsep matematika siswa yang diajar menggunakan model pembelajaran kooperatif tipe Numbered Head Together (NHT) berbantuan media pembelajaran Powtoon lebih tinggi dibandingkan dengan siswa yang diajar menggunakan model pembelajaran langsung. Jenis penelitian yang digunakan adalah kuasi eksperimen dengan desain Non-Equivalent Control Group Design. Penelitian dilaksanakan di UPTD SMA Negeri 1 Campalagian pada tahun ajaran 2024/2025 dengan subjek penelitian kelas XII IPS 1 sebagai kelompok eksperimen dan kelas XII IPS 2 sebagai kelompok kontrol, dengan total populasi sebanyak 157 siswa. Data dikumpulkan melalui tes kemampuan pemahaman konsep matematika dan lembar observasi, kemudian dianalisis menggunakan teknik analisis deskriptif dan inferensial dengan bantuan aplikasi SPSS 25. Hasil analisis deskriptif menunjukkan bahwa rata-rata nilai pretest kelompok eksperimen sebesar 26,84, sedangkan kelompok kontrol sebesar 24,13. Pada hasil posttest, kelompok eksperimen memperoleh rata-rata 73,03, sementara kelompok kontrol sebesar 62,13. Hasil analisis inferensial menggunakan uji Independent Sample t-test menunjukkan nilai signifikansi sebesar 0,0015 < 0,05 sehingga  ditolak dan  diterima, yang berarti kemampuan pemahaman konsep matematika siswa yang diajar menggunakan model pembelajaran kooperatif tipe NHT berbantuan media Powtoon lebih tinggi dibandingkan dengan siswa yang diajar menggunakan model pembelajaran langsung.
Analisis Analisis Kesalahan Mahasiswa dalam Menjawab Soal Barisan Cauchy berdasarkan Teori Newman Sarah, Siti; Sulaiman, Raysah Puteri; Hutapea, Yonata; Tarigan, Septi Agita; Simanullang, Michael Christian
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8960

Abstract

This study aims to identify the types of reading errors made by students in solving Cauchy sequence problems in a Real Analysis course. The research employed a descriptive qualitative method using Newman's theory as the analytical framework. The subjects were Mathematics Education students at Universitas Negeri Medan who had completed the course. The results revealed that students made errors in reading, understanding the problems, and performing calculation procedures, particularly in grasping the fundamental concept of Cauchy sequences. These findings highlight the need to strengthen conceptual understanding through more targeted learning strategies and the application of Newman’s theory as a tool for diagnosing errors.
A Analisis Kessalahan Mahasiswa Dalam Menyelesaikan Soal Barisan Monoton Dengan Perspektif Teori Kastolan Nainggolan, Gustia Louisa; Siregar, Dea Athalia; Dhuha, Nadira Kaylana; Sinurat, Putra Paulus; Simanullang , Michael Christian
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8963

Abstract

This study aims to analyze the types of errors made by students in solving problems involving Monotonic Sequences, using Kastolan’s error theory as the analytical framework. A qualitative descriptive approach was adopted, involving three students from a Mathematics Education Study Program as research participants. Data were collected through problem-solving tasks distributed via Google Forms and analyzed based on Kastolan’s error categories. The data analysis process consisted of three stages: data reduction, data presentation, and conclusion drawing. The findings revealed that procedural errors were the most dominant, occurring in 66% of the responses and classified as very high. Conceptual errors followed with a percentage of 33%, categorized as moderately high. Technical errors appeared least frequently, with a percentage of 11%, and were categorized as low. These results indicate that students face difficulties in following systematic steps during problem-solving. Therefore, educators are encouraged to reinforce students’ procedural skills by implementing learning strategies that are more structured, focused, and effective.
Analisis Kesalahan Mahasiswa Pendidikan Matematika Dalam Menyelesaikan Soal Deret Tak Hingga Berdasarkan Teori Kastolan Sitorus, Grace Elicia; Sibarani, Khoirunnisa; Samosir, Martha Indah; Manurung, Hendra Cahyadi; Simanullang, Michael Christian
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8970

Abstract

This study analyzes errors made by mathematics education students in solving problems related to infinite series, focusing on a topic known for its conceptual and procedural complexity. Based on Kastolan's Theory, this research builds upon previous findings regarding students’ difficulties with infinite series material. A qualitative descriptive approach was employed to analyze the responses of 10 mathematics education students at Universitas Negeri Medan, who had taken or were currently taking the real analysis course, particularly the topic of infinite series. The participants were randomly selected. Data were collected through a structured Google Form questionnaire and two open-ended questions assessing convergence and the summation of geometric series. The errors were categorized into three types: conceptual errors, such as misinterpretation of convergence criteria (10%); procedural errors, including incorrect determination of the ratio (30%); and technical errors, such as calculation mistakes (40%), with percentages calculated using the formula . The findings indicate that while conceptual understanding was relatively sound, technical errors were most prevalent, especially in fraction operations and symbolic manipulation. The study recommends instructional approaches that integrate concept reinforcement, procedural scaffolding, and computational accuracy training. This research contributes to mathematics education by providing empirical evidence on common error patterns in advanced calculus and by encouraging instructors to strengthen teaching strategies that systematically combine conceptual understanding and procedural skills in solving infinite series problems.
Identifikasi Kesalahan Mahasiswa dalam Menyelesaikan Soal Induksi Matematika pada Analisis Real: Perspektif Teori Kastolan Fadilla, Nia; Andini, Putri; Masita, Nurul; Waniza, Elva; Sinaga, Sinta Marintan; Simanullang, Michael Christian
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8978

Abstract

This study aims to identify and analyze the types of errors made by students in solving Mathematical Induction problems using Kastolan's theory. The analysis results are expected to clarify the specific difficulties faced by students and serve as a basis for improving the quality of mathematics education at the higher education level. This research employs a descriptive qualitative approach with ten sixth-semester students from the Mathematics Education Study Program at Universitas Negeri Medan as subjects. Data were collected through written tests, interviews, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results show that students made three main types of errors: procedural errors (50%), technical errors (27.27%), and conceptual errors (22.72%). Procedural errors were the most dominant, indicating a lack of understanding of the systematic steps required in inductive proofs. The primary cause of these errors was the students' insufficient comprehension of mathematical induction material during lectures. Therefore, a learning approach that emphasizes understanding logical structures and proof procedures is necessary to enhance the quality of mathematics instruction in higher education.
Peningkatan Kemampuan Representasi Matematis Peserta Didik melalui Problem Based Learning Berbantuan Google Sheets Latifah, Ummy; Fatqurhohman; Erwin Sugiyantoro
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8986

Abstract

Permasalahan mengenai rendahnya kemampuan representasi matematis peserta didik perlu segera diatasi, karena hal ini berkaitan erat dengan kemampuan komunikasi matematis serta pemahaman terhadap hubungan antar konsep matematika dan penerapannya dalam menyelesaikan masalah melalui pemodelan matematika. Penelitian ini bertujuan untuk meningkatkan kemampuan representasi matematis peserta didik melalui penerapan model pembelajaran Problem Based Learning (PBL) berbantuan Google Sheets. Penelitian dilakukan dengan metode Penelitian Tindakan Kelas (PTK) selama dua siklus, yang masing-masing terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah peserta didik kelas XI-5 SMA Negeri Pakusari, Kabupaten Jember. Instrumen pengumpulan data meliputi lembar observasi, dokumentasi, dan tes. Hasil penelitian menunjukkan bahwa penerapan model PBL berbantuan Google Sheets mampu meningkatkan kemampuan representasi matematis peserta didik, yang ditunjukkan oleh peningkatan persentase ketuntasan dari 27,8% pada prasiklus, menjadi 72,2% pada siklus I, dan mencapai 86,1% pada siklus II. Penelitian ini merekomendasikan penerapan model PBL berbantuan Google Sheets sebagai strategi pembelajaran yang efektif dalam mengembangkan kemampuan representasi matematis peserta didik, khususnya pada topik-topik yang berkaitan dengan elemen statistika.
Optimalisasi Jalur Pedestrian Antar Fakultas Di Universitas Mataram Menggunakan Algoritma Kruskal Gilang, Gilang Primajati; M. Gunawan Supiarmo; Dita Oktavihari
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8988

Abstract

Efficient pedestrian pathways between faculties and key locations within the Universitas Mataram campus are a crucial aspect in supporting the academic and non-academic mobility. Optimization of pedestrian paths based on distance and connectivity efficiency between important points. This study aims to identify and optimize as well as determine the shortest pedestrian paths between faculties by applying the Kruskal algorithm, which connects all points without forming cycles based on the Minimum Spanning Tree (MST) method. There are 13 vertices representing faculties or key locations at Universitas Mataram. The distances between these faculties or places are represented as weighted edges measured in meters. A total of 15 edges were initially identified according to the algorithm’s execution. Among these, 3 edges formed cycles and had to be gradually eliminated in order to comply with Kruskal’s algorithm, resulting in the optimal solution of 12 edges for the shortest pedestrian network. The distances of these 12 edges were obtained through mapping using Google Maps. The total length of the resulting optimized pedestrian route is 2,650 meters or 2.65 kilometers. These findings can serve as a reference for policymakers at Universitas Mataram to consider in the development of network-based pedestrian infrastructure.
Expressive Thesis Writing: Strategi Reflektif untuk Mengatasi Burnout Akademik Mahasiswa Matematika Tingkat Akhir Nenotaek, Bakher; Sabat, Alse Ona
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.8997

Abstract

Academic burnout is a significant issue among final-year students, especially in mathematics study programs that are known to have a high level of difficulty. This study examines the effectiveness of expressive thesis writing as a reflective strategy for overcoming academic burnout. Using a mixed quantitative and qualitative approach, the study involved 36 mathematics students preparing their final project. The intervention was carried out through expressive writing for five consecutive days. The results of the analysis showed that the burnout of final-level students was in the high category with a score of 67% or as many as 24 respondents experienced burnout and the medium category with a score of 33% or as many as 12 respondents. Thematic analysis of respondents' writings revealed key themes such as existential anxiety, role conflicts, and self-acceptance processes. This study suggests expressive writing as an applicable psychological approach in academic guidance. Keywords: Expressive writing; Academic burnout; Final project
EKSPLORASI ETNOMATEMATIKA PADA PENERAPAN KONSEP PERBANDINGAN DALAM PEMBUATAN LEPET KETAN Mufida, Sayidatul; Wildan, Hakim
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.9007

Abstract

Ethno-mathematics is a field of study that connects mathematical concepts with people's cultural practices. This study aims to examine the application of ethno-mathematics in the process of making lepet ketan, a traditional Indonesian food made from sticky rice wrapped in janur. Lepet ketan not only has culinary value, but also reflects local wisdom in processing natural ingredients. In this study, we analyzed the various stages of making lepet ketan and found that many mathematical concepts, especially comparison and measurement, are involved in the process. Artisans must determine the right ratio between sticky rice, grated coconut and tolo nuts to achieve a balanced flavor. The methods used include direct observation and interviews with glutinous rice lepet artisans in Tawangrejeni Village. The research findings show that people intuitively apply mathematical principles in their daily lives, especially in the process of traditional food making and marketing. The craftsmen also have to consider the size of the janur as well as the amount of ingredients needed, all of which involve comparison and measurement. The patterns that emerge in the preparation of lepet ketan reflect regularities that can be analyzed mathematically. This research confirms the importance of ethno-mathematics as a bridge between culture and mathematics education. By integrating mathematical concepts in the cultural context of lepet ketan, we can create a bridge between culture and mathematics education. Keywords: sticky rice ; ethnomathematics ; and comparison
Practicality and Effectiveness of Metacognitive-Based Flipbook E-modules Assisted by GeoGebra to Improve Mathematical Conceptual Understanding of Prospective Teacher Students Rani, Maulani Meutia; Irsal, Irni Latifa; Hidayat, Rahmat; Khairi, Annisa Ummul
Mandalika Mathematics and Educations Journal Vol 7 No 2 (2025): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i2.9011

Abstract

Starting from the low understanding of mathematical concepts of prospective teacher students in learning and the demands of the times. Prospective teachers must first understand mathematical concepts in order to easily solve more complex mathematical problems. Preliminary studies show that prospective teachers' understanding of mathematical concepts in analytical geometry is still low. Students have difficulty describing abstract geometric objects and lack access to adequate interactive learning materials, making it difficult for them to understand geometry. Teaching materials are needed in the form of metacognitive-based electronic models to improve students' understanding of mathematical concepts. This e-module supports an independent learning process that leads students to abstract mathematical problems using the help of GeoGebra. This research was conducted with the Plomp development model, to measure the level of practicality seen from the practicality questionnaire from 9 students and a lecturer teaching the Analytical Field Geometry course, and the effectiveness of the product has been seen from the small group evaluation phase. Measurement of effectiveness is measured from the average n-gain according to Meltzer to improve students' understanding of mathematical concepts. The results showed that the GeoGebra-assisted metacognitive-based electronic flipbook module to improve students' understanding of mathematical concepts was practice and effective.

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