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Jurnal Penelitian Pendidikan Matematika
Published by Universitas Muhammadiyah Palembang
ISSN : 25500007     EISSN : 25800701     DOI : DOI: https://doi.org/10.32502/jp2m.v2i2
Core Subject : Education,
Mathematics
Jurnal Penelitian Pendidikan Matematika is a double blind peer-reviewed journal which is published by Mathematics Education Study Programme of Teacher Training and Education Faculty of Universitas Muhammadiyah Palembang. This journal publishes current concept and research papers on in the scope of mathematics education, which includes, but is not limited to the following topics: 1. Realistic Mathematics Education 2. Design/Development Research in Mathematics Education 3. PISA Task 4. Mathematics Ability 5. ICT in Mathematics Education 6. Lesson Study for Learning Community 7. Ethnomathematics. The manuscript must be original research, written in English or Bahasa Indonesia, and not be simultaneously submitted to another journal or conference.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 81 Documents
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Deskripsi Pemahaman Konsep Himpunan Fuzzy Mahasiswa Melalui Pembelajaran PMRI Intan Buhati Asfyra; Ja’faruddin Ja’faruddin
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA Vol 10, No 1 (2026): Jurnal Penelitian Pendidikan Matematika
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/jp2m.v10i1.11222

Abstract

This study aims to examine students’ understanding of fuzzy set concepts through the implementation of Indonesian Realistic Mathematics Education (PMRI). The study employed a descriptive qualitative approach involving nine students from the Mathematics Education Study Program at Universitas Negeri Makassar. Data were collected through tests, interviews, observations, and documentation, and analyzed using an interactive analysis model. The results indicate that students’ conceptual understanding can be categorized into three levels: high, medium, and low. Students in the high category have reached the stage of formal mathematization, as demonstrated by their ability to construct membership functions systematically and apply fuzzy operations appropriately. Meanwhile, students in the medium category exhibit an intuitive understanding but lack consistency in developing mathematical models. In contrast, students in the low category tend to think in a crisp manner and have not yet understood the concept of membership degrees conceptually. The mathematization process begins with understanding the context and progresses toward the formation of mathematical models, although not all students reach the formal stage. PMRI-based learning is proven to help students understand fuzzy concepts through realistic contexts and discussions. However, its effectiveness is influenced by individual abilities, indicating the need for more intensive guidance.

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