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Anggun Badu Kusuma
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AlphaMath: Journal of Mathematics Education
Published by Universitas Muhammadiyah Purwokerto
ISSN : 2477409X     EISSN : 25499084     DOI : https://doi.org/10.30595/alphamath
Core Subject : Education,
Mathematics
AlphaMath: Journal of Mathematics Education adalah jurnal pendidikan matematika yang menyajikan artikel hasil pemikiran dan penelitian serta perkembangan mutakhir. Alphamath merupakan jurnal peer reviewed dan open access. Alphamath diterbitkan oleh Prodi Pendidikan Matematika Universitas Muhammadiyah Purwokerto. Alphamath mengundang para guru/pendidik matematika di sekolah, dosen, pengamat, dan peneliti pendidikan matematika di seluruh dunia untuk bertukar pikiran dan memajukan keilmuan di bidang pendidikan matematika. Cakupan dan lingkup penelitian meliputi: kurikulum pendidikan matematika, pembelajaran matematika yang inovatif dan kreatif, media pembelajaran matematika, penilaian dan evaluasi pembelajaran matematika, lesson study, kemampuan berpikir matematis, dan ICT dalam pembelajaran matematika.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 12 Documents
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Search results for , issue "Alphamath: Vol. 8, No. 2, November 2022" : 12 Documents clear
Analysis of Student Errors in Solving HOTS-Type Sequence and Series Problems Based on Newman Error Analysis Risky Illaina Septia Putri; Ratri Candra Hastari
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 2, November 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i2.14837

Abstract

This study aims to analyze student errors in solving HOTS-type math problems using Newman's stages on sequence and series material. This research is qualitative. The subject of this research is class X DPIB 1 SMK "SORE" Tulungagung. Data collection techniques used are test questions and interviews. The data analysis technique was carried out by data reduction, data presentation, and conclusion. The results of this study showed that of the 29 students who were given the HOTS test questions, 3 students made the most mistakes based on the Newman stage. The three students who later became the research subjects made errors at each of Newman's stages, is reading errors (T1), problem comprehension errors (T2), transformation errors (T3), process skill errors (T4), and encoding errors (T5). Thus, it can be concluded that there are still many students in class X DPIB 1 SMK "SORE" Tulungagung who make mistakes in solving HOTS-type sequences and series questions. The implementations of this research may not have been carried out optimally. It is hoped will prepare everything as well as possible so that this research can run better.
Confirmatory Factor Analysis to Measure Self-Efficacy and Outcome Expectation in Mathematics Learning Cut Yuni Nurul Hajjina; Heri Retnawati
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 2, November 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i2.12604

Abstract

This study was conducted to analyze things that can have an influence on self-efficacy and outcome expectations in learning mathematics and to confirm the suitability of the model with the data using First order confirmatory factor analysis (1st Order CFA). The population in this study were students of SMA Plus Al Athiyah Aceh with a large sample of 53 students. The sample was selected based on a purposive sampling technique with the criteria that students with good, medium and low math achievement from each grade level. The research data were analyzed using the Linear Structural Model (LISREL) version 8.8 from Joreskog and Sorbom. The results of data analysis showed that the self-efficacy and outcome expectation instruments had good quality construct validity after eliminating the two items c3 and c5. Item c1 which is the belief in being able to correctly solve all math problems that the teacher gives most dominantly reflects self-efficacy in learning mathematics, while item d2 which feels it is important to learn mathematics most dominantly reflects the aspect of outcome expectation in learning mathematics.

Page 2 of 2 | Total Record : 12

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