Article Per Year (5 Year)
p-Index From 2019 - 2024
1.745
P-Index
This Author published in this journals
All Journal Edcomtech Jurnal Kajian Teknologi Pendidikan FIBONACCI: Jurnal Pendidikan Matematika dan Matematika ALGORITMA Journal of Mathematics Education Jurnal Padegogik Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi
Khamida Siti Nur Atiqoh
[SCOPUS ID: 57218909040] Department Of Mathematics Education, Universitas Islam Negeri Syarif Hidayatullah
Arts Humanities Computer Science & IT Education Mathematics Social Sciences Other

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search
Journal : ALGORITMA Journal of Mathematics Education

 1 
STUDI LITERASI MATEMATIS Erdy Poernomo; Lia Kurniawati; Khamida Siti Nur Atiqoh
ALGORITMA: Journal of Mathematics Education Vol 3, No 1 (2021): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v3i1.20479

Abstract

The need for good literacy, especially mathematical literacy in the industrial era 4.0 and the low international assessment are the main concerns for Indonesia. The study aims is to provide an overview of mathematical literacy and numeracy literacy from various sources. The research method used is descriptive qualitative. Sources of data come from various relevant documents collected through library sources. The result of the study found that mathematical iteration and numeracy literacy have a close relationship when viewed from the scope of context, competence, and content. In terms of context, both mathematical literacy and numeracy literacy have the same scope, namely personal, work, social, and scientific. In terms of competence, all competencies in numeracy literacy are included in mathematical literacy. Mathematical literacy has 3 competencies that are not possessed by numeracy literacy including communication, mathematizing, and devising strategies for solving problems. In terms of content, all content in numeracy literacy is included in mathematical literacy. Mathematical literacy has 7 contents that are not owned by numeracy literacy including functions, algebraic expressions, equations and inequalities, co-ordinate systems, counting principles, data variability and its description, and samples and sampling.
ANALISIS STRATEGI PENERJEMAHAN TEKS BAHASA INGGRIS-BAHASA INDONESIA: STUDI KASUS MATA KULIAH BAHASA INGGRIS UNTUK PENGAJARAN MATEMATIKA Khamida Siti Nur Atiqoh
ALGORITMA: Journal of Mathematics Education Vol 2, No 2 (2020): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v2i2.18186

Abstract

This study aims to analyze students' strategies in translating English-Indonesian mathematics texts. The study was conducted on students of the Mathematics Education study program in the English for Teaching Mathematics course. The research method is a qualitative descriptive method with data analysis units of text translation as many as 31 students. The translation strategy uses 2 stages, namely the comprehension strategies, referring to the analysis of the source text, and the production strategies, referring to the production of the translated text. The results of the study reveal that in general students have been able to carry out comprehension strategies well as evidenced by their good understanding of mathematics and mathematics learning vocabulary, while the production strategy stage is still lacking, i.e the results of the production of a full sentence translation text in paragraph form involving mathematical vocabulary still too 'stiff'. The conclusion of this study is that the factors of experience and student habituation in reading mathematics texts in English have an effect on the ability in understanding strategies and production strategies.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH PADA MATERI POKOK BANGUN RUANG SISI DATAR Khamida Siti Nur Atiqoh
ALGORITMA: Journal of Mathematics Education Vol 1, No 1 (2019): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v1i1.11687

Abstract

Tujuan penelitian ini adalah untuk menganalisis apa saja kesalahan siswa dalam mengerjakan soal permecahan masalah materi pokok bangun ruang sisi datar, serta apa saja yang menyebabkan kesalahan siswa dalam mengerjakan soal pemecahan masalah materi pokok bangun ruang sisi datar. Pengambilan subyek penelitian yaitu dari 38 siswa kelas VIII-B yang mengikuti tes, hasil tes siswa diurutkan berdasarkan dari nilai yang terbesar ke yang terkecil kemudian dibagi menjadi tiga kelompok. Subyek penelitian terdiri dari 6 siswa yaitu: 2 siswa dari kelompok atas 2 siswa dari kelompok sedang, dan 2 siswa kelompok bawah yang masing-masing memiliki kesalahan terbanyak dari kelompoknya yang selanjutnya akan dilakukan wawancara intensif. Hasil penelitian diperoleh kesalahan yang dilakukan siswa yaitu kesalahan konsep (KK), kesalahan menggunakan data (KD), kesalahan interpretasi bahasa (KB), kesalahan teknis (KT), dan kesalahan penarikan kesimpulan (KS). Adapun penyebab kesalahan tersebut adalah siswa belum mampu mengaplikasikan materi bangun ruang sisi datar pada soal pemecahan masalah, kurang teliti dalam melakukan perhitungan, tidak memeriksa hasil perhitungannya kembali, kesalahan dalam imajinasi ruang, belum mampu menggunakan ide-ide geometri dalam menyelesaikan soal, kurang memahami berlakunya operasi pada aljabar, kurang teliti dalam memasukkan data ke variabel, dan kurangnya keterampilan dalam merencanakan penyelesaian. Berdasarkan penelitian tersebut maka disarankan kepada guru-guru yang mengampu kelas VIII SMP hendaknya menjelaskan langkah-langkah dalam mengerjakan soal pemecahan masalah serta menekankan pada langkah memahami masalah, merencanakan penyelesaian dan memeriksa kembali agar kesalahan-kesalahan siswa dalam mengerjakan soal pemecahan masalah materi pokok bangun ruang sisi datar tidak terulang lagi.
PENGGUNAAN GOOGLE CLASSROOM DENGAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA Khamida Siti Nur Atiqoh; Jihan Abiyyah Ranaista; Eva Musyrifah
ALGORITMA: Journal of Mathematics Education Vol 5, No 1 (2023): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v5i1.32605

Abstract

This study aims to determine the use of Google Classroom with Problem Based Learning model on students' mathematical representation abilities. This research was conducted at SMP Negeri 17 Tangerang Selatan City in the 2021/2022 academic year. The method used in this research is descriptive quantitative method, the test instrument has given in the form of 6 test items for mathematical representation ability and student response questionnaires in learning mathematics by Google Classroom with Problem Based Learning model. The research instrument was given to 78 students as research subjects. The results of this study are: the use of Google Classroom in learning mathematics with the Problem Based Learning model can be implemented by utilizing the features available in Google Classroom. The mathematical representation ability of students who learn by using Google Classroom with Problem Based Learning model as a whole is in the medium category. The positive response of students who learn mathematics using Google Classroom with Problem Based Learning model cumulatively 73.89% is in the high category.
Co-Authors Dedek Kustiawati Dindin Sobiruddin Erdy Poernomo Eva Musyrifah, Eva Gelar Dwirahayu Gusni Satriawati, Gusni Hafiz M Jihan Abiyyah Ranaista Lia Kurniawati M Hafiz M. Hafiz Uvi Karmila