https://ojs.uninus.ac.id/index.php/UJMES <p>Uninus Journal of Mathematics Educations and Science (UJMES) menerima dan menerbitkan artikel hasil penelitian pada bidang Pendidikan Matematika dan Ilmu Pengetahuan Alam (IPA). Terbit dua kali dalam satu tahun pada bulan Januari dan Juli. Telah memiliki E-ISSN <strong><a title="2715 7407" href="https://issn.brin.go.id/terbit/detail/1548144847" target="_blank" rel="noopener">2715-7407</a> </strong>dan P-ISSN <strong><a title="2528 0686" href="https://issn.brin.go.id/terbit/detail/1466492450" target="_blank" rel="noopener">2528-0686</a>. </strong>Diterbitkan oleh Progran Studi Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Nusantara (UNINUS).</p> <p>Semua artikel yang masuk ke redaksi akan dilakukan peer review (<em>double blind</em>) dalam waktu dua bulan. Jika artikel tersebut tidak sesuai dengan fokus dan scope jurnal kami, maka penulis akan diberitahu dalam waktu dua minggu setelah submit. </p> <table class="data" width="100%" bgcolor="#ffffff"> <tbody> <tr valign="top"> <td width="30%">Journal title</td> <td width="80%">Uninus Journal of Mathematics Education and Science (UJMES)</td> </tr> <tr valign="top"> <td width="30%">Abbreviation</td> <td width="80%"><strong>UJMES</strong></td> </tr> <tr valign="top"> <td width="30%">DOI Prefix</td> <td width="80%"><strong><strong>10.30999<a href="https://ojs.uninus.ac.id/index.php/Pemuliaan/index" target="_blank" rel="noopener">/</a> </strong><img src="http://ijain.org/public/site/images/apranolo/Crossref_Logo_Stacked_RGB_SMALL.png" alt="" height="12" /></strong></td> </tr> <tr valign="top"> <td width="30%">Frequency</td> <td width="80%"><strong>2 kali terbit dalam satu tahun (Januari dan Juli)</strong></td> </tr> <tr valign="top"> <td width="30%">P - ISSN</td> <td width="80%"><strong><a title="2715 7407" href="https://issn.brin.go.id/terbit/detail/1466492450" target="_blank" rel="noopener">2528-0686</a></strong></td> </tr> <tr valign="top"> <td width="30%">E - ISSN</td> <td width="80%"><strong><a title="E-ISSN" href="https://issn.brin.go.id/terbit/detail/1548144847" target="_blank" rel="noopener">2715-7407</a></strong></td> </tr> <tr valign="top"> <td width="30%">Editor-in-chief</td> <td width="80%"><strong>Usep Kosasih</strong></td> </tr> <tr valign="top"> <td width="30%">Managing Editor</td> <td width="80%"><strong>Nandang Arif Saefuloh</strong></td> </tr> <tr valign="top"> <td width="30%">Publisher</td> <td width="80%"><strong>Universitas Islam Nusantara </strong></td> </tr> <tr valign="top"> <td width="30%">Citation Analysis</td> <td width="80%"><strong>Google Scholar, ROAD, Garuda, Dimensions</strong></td> </tr> </tbody> </table> <p> </p> Universitas Islam Nusantara en-US Uninus Journal of Mathematics Education and Science (UJMES) 2528-0686 https://ojs.uninus.ac.id/index.php/UJMES/article/view/3203 <p><em>The purpose of this study is to analyze students' difficulties in solving the surface area problem of cones and tubes and the factors that cause them. The research subjects consisted of 32 seventh grade learners in a public junior high school in Tasikmalaya City. The research instruments included tests to identify learners' difficulties and in-depth interviews with some learners to gain further insight into the factors causing difficulties. The results showed that most of the students had difficulties in understanding the basic concepts of three-dimensional geometry, especially in applying the formula for the area of cones and pipes. Common difficulties found included an inability to recognize the elements of cones and tubes, difficulty substituting values in the formula, and obstacles in basic algebra that affect the final calculation results. Further analysis revealed that factors contributing to these difficulties included a lack of visualization skills and spatial understanding. Discussion of the results highlighted the importance of a more interactive and contextualized approach to learning, including the use of visual aids and manipulatives to help students visualize three-dimensional shapes and better understand the concept of surface area. The implications of this study include improving the curriculum and teaching strategies for mathematics at the junior secondary level, with a focus on developing learners' visualization skills and spatial understanding.</em></p> <p>&nbsp;</p> Zihan Marcela Hapsari Dedi Muhtadi Sukirwan Copyright (c) 2024 2024-07-15 2024-07-15 9 2 055 067 10.30999/ujmes.v9i2.3203