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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika PRISMA ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) International Journal on Emerging Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika de Fermat : Jurnal Pendidikan Matematika Jurnal Educatio FKIP UNMA JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) utile: Jurnal Kependidikan Jurnal Pengabdian kepada Masyarakat Nusantara Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Asimetris: Pendidikan Matematika dan Sains Jurnal PEKA (Pendidikan Matematika) SJME (Supremum Journal of Mathematics Education)
Setiani, Ana
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Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Validitas Instrumen Tes Kemampuan Berpikir Kritis Matematis Berdasarkan Teori FRISCO Lukman, Hamidah Suryani; Setiani, Ana; Agustiani, Nur
SJME (Supremum Journal of Mathematics Education) Vol 7 No 1 (2023): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v7i1.6960

Abstract

This study aims to analyze the content validity of the test instrument for the mathematical critical thinking ability of junior high school students using the FRISCO indicator as an alternative solution to help teachers realize learning that develops students' mathematical critical-thinking ability. This study uses the Research and Development method with the ADDIE model. However, the stages are limited to the ADD (Analysis, Design, and Development). The instrument used an instrument validation sheet consisting of three assessment aspects: content feasibility assessment, language aspect assessment, and assessment of the suitability of items with FRISCO indicators, presented in 26 questions. The validation was carried out by five Experts in Mathematics Education Experts using the Delphi technique. Data were analyzed descriptively. Based on the results of data analysis, the product of the mathematical critical thinking ability test instrument with the FRISCO theory, 92% have met the content feasibility assessment criteria and are categorized as very valid. In the aspect of language feasibility, 86.60% of the assessment criteria have been met and classified as very valid categories. In the aspect of the suitability of the items with the FRISCO indicators, 92.20% of the assessment criteria have been met and classified as very valid categories. Thus, overall, 90.20% of the criteria for assessing the feasibility of the critical thinking ability test instrument with the FRISCO theory have been met and classified as very valid categories, and are suitable for use in learning.
Kemampuan Komunikasi Matematis Siswa SMP pada Materi Bilangan Bulat ditinjau dari Gaya Belajar Auditori Agustina, Dina; Setiani, Ana; Saefuloh, Nandang Arif
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/t6k47531

Abstract

ABSTRACT: This study aims to investigate students’ mathematical communication skills based on their learning styles. The research adopts a qualitative approach with a case study design. The subjects of this study were nine 7th-grade junior high school students, selected through purposive sampling. Data collection techniques included test instruments (a learning style questionnaire and mathematical communication skill test sheets) and non-test instruments (interviews). Based on the result and discussion, the findings of the study show that students with a visual learning style experience difficulties when the learning process relies solely on lecture-based methods. These students also tend to feel nervous when asked to explain or present their work, and their mathematical communication skills fall into the moderate category. Students with an auditory learning style tend to lose focus due to frequent noise during task completion. However, they are more confident when explaining or presenting the results of their work, placing them in the high category. Students with a kinesthetic learning style prefer hands-on activities using learning aids or studying outdoors. However, they often lack confidence and feel very nervous during presentations, resulting in their mathematical communication skills being classified in the low category.   ABSTRAK: Penelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis siswa yang ditinjau dari gaya belajar. Metode yang digunakan yaitu metode pendekatan kualitatif. Desain penelitian yang digunakan yaitu   studi kasus. Subjek yang digunakan dalam penelitian ini yaitu 9 siswa SMP kelas VII dan teknik pengambilan subjek tersebut menggunakan purposive sampling. Teknik pengumpulan data yang digunakan yaitu instrumen tes (angket gaya belajar dan lembar soal kemampuan komunikasi matematis) dan instrumen non tes (wawancara). Berdasarkan hasil penelitian dan pembahasan, hasil dari penelitian tersebut adalah siswa dengan gaya belajar visual itu memiliki kesulitan disaat pembelajaran hanya menggunakan metode ceramah saja dan siswa tersebut merasa gugup saat melakukan penjelasan ulang dan siswa dengan gaya belajar visual berada di kategori sedang, siswa dengan gaya belajar auditori merasa kehilangan fokus karena selalu berisik pada saat mengerjakan soal dan siswa dengan gaya belajar auditori lebih percaya diri ketika melakukan penjelasan ulang atau presentasi hasil pengerjaannya sehingga gaya belajar auditori ada pada kategori tinggi, siswa dengan gaya belajar kinestetik yaitu siswa yang ketika belajar itu selalu ingin praktek menggunakan alat peraga atau belajar di luar ruangan namun ketika melakukan presentasi siswa dengan gaya belajar kinestetik merasa tidak percaya diri dan sangat gugup sehingga gaya belajar kinestetik ada pada kategori rendah.
Eksperimentasi Model Pembelajaran Discovery Learning Terhadap Kemampuan Pemecahan Masalah Matematis Siswa MTs Abdul Fajar Firdaus; Setiani, Ana; Imswatama, Aristya
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/ganmxw84

Abstract

ABSTRACT: This research was motivated by the low mathematical problem solving ability of students at MTs Al-Ma'arij Sukabumi Regency. This research aims to determine the effectiveness of using the discovery learning model on students' mathematical problem solving abilities. The subjects of the study were students at MTs Al-Ma'arij Sukabumi Regency. The method used in this study is quantitative. The sampling technique used in this study is cluster random sampling where each element of the whole in the study was taken from the population of class VIII, namely class VIII A with 27 students and class VIII B with 28 students. The data collection technique used a research instrument in the form of mathematical problem solving ability test questions given before and after treatment was given. With the N-Gain calculation analysis technique and the analysis prerequisite test, namely the normality test, homogeneity and hypothesis test. the results obtained in the study stated that based on the pretest-posttest value in the N-Gain calculation, the difference in the average pretest-posttest of the experimental class was 41.11 while the control class was 33.39. The Gain value in the experimental class was 0.71 in the high category and the control class was 0.54 in the medium category. Normality test, homogeneity test and hypothesis test were also carried out with normal results and there were significant differences. All the syntax listed in the module with the discovery learning model was implemented very well. The conclusion in this study can be stated that the experimentation of the discovery learning model on the mathematical problem solving abilities of MTs students is better to use.   ABSTRAK: Penelitian ini dilatar belakangi karena rendahnya kemampuan pemecahan masalah matematis pada peserta didik di MTs Al-Ma’arij Kabupaten Sukabumi. Penitian ini bertujuan untuk mengetahui efektifitas penggunaan model pembelajaran discovery learning terhadap kemampuan pemecahan masalah matematis peserta didik. Subjek pada penelitian adalah peserta didik di MTs Al-Ma’arij Kabupaten Sukabumi. Metode yang digunakan dalam penelitian ini adalah kuantitatif. Teknik sampel yang digunakan dalam penelitian ini adalah cluster random sampling yang dimana setiap unsur dari keseluruhan dalam penelitian diambil dari populasi kelas VIII  yakni kelas VIII A dengan jumlah siswa 27 dan kelas VIII B berjumlah 28 siswa.  Teknik pengumpulan data dengan menggunakan Instrumen penelitian berupa soal tes kemampuan pemecahan masalah matematis yang diberikan sebelum dan setelah diberikan perlakuan. Dengan teknik analisis perhitungan N-Gain dan uji prasyarat analisis yakni uji normalitas, homogenitas dan uji hipotesis.  hasil yang didapat dalam penelitian menyatakan bahwa berdasarkan nilai pretest-posttest pada perhitungan N-Gain selisih rata-rata pretest-posttest kelas eksperimen sebesar 41,11 sedangkan kelas kontrol 33,39. Nilai Gain pada kelas eksperimen sebesar 0,71 pada kategori tinggi dan kelas kontrol 0,54 pada kategori sedang. Uji normalitas, uji homogenitas dan uji hipotesis juga dilakukan dengan hasil yang normal dan terdapat perbedaan signifikan. Seluruh sintaks yang tercantum pada modul dengan model pembelajaran dicovery learning terlaksana dengan sangat baik. Simpulan dalam penelitian ini dapat dinyatakan bahwa eksperimentasi model pembelajaran discovery learning terhadap kemampuan pemecahan masalah matematis siswa MTs lebih baik untuk digunakan.
Co-Authors Abdul Fajar Firdaus Aritsya Imswatama Asti Putri Kartiwi Astri Sutisnawati Bahasa Indonesia, Bahasa Indonesia Dina Agustina, Dina Dwiyana, Almaida Hamidah Suryani Lukman Herawati, Wina IDA RAHMAWATI Imswatama, Aristya Imswatama, Aritya Insani, Tiara Nur Jamil, Nur Aisah Khaerudin, Heru Lisnawati, Deswina Muhassanah, Nur'aini Muhassanah, Nur’aini Munawar, Hanhan Subhan Nenden Mutiara Sari Nesa, Meida Zulpah Zakia Novi Andri Nurcahyono Nur Agustiani Nuraini, Firna Pangestu, Fauzi Pujia Siti Balkist Rinangkit, Ina Roziaturizkoh, Fira Saefuloh, Nandang Arif Septiani, Eka Siti Balkist, Pujia Sopiah, Imat Sumarni, Ai Suparman, Alvin Ridwan Suryani Lukman, Hamidah Wulandari, Heni Yanti Mulyanti, Yanti Yulianti Yulianti