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Penerapan Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Berpikir Kritis Matematika Siswa Astuti, Ayu; Fitriyani, Harina
GAUSS: Jurnal Pendidikan Matematika Vol 1, No 2 (2018)
Publisher : Universitas Serang Raya

Penelitian ini adalah penelitian tindakan kelas dengan subjek siswa kelas X Lukis 1 SMK N 3 Kasihan Bantul tahun ajaran 2017/2018. Penelitian ini dilakukan dalam dua siklus dan setiap siklus terdiri atas dua pertemuan. Instrumen yang digunakan dalam penelitian ini adalah pedoman observasi dan tes. Pengumpulan data dilakukan dengan cara observasi dan tes. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa kelas X Lukis 1 SMK N 3 Kasihan Bantul tahun ajaran 2017/2018 mengalami peningkatan dari siklus I ke siklus II setelah dilaksanakan pembelajaran berbasis masalah. Peningkatan kemampuan berpikir kritis ditunjukkan oleh peningkatan setiap aspek kemampuan berpikir kritis serta nilai rata-rata kelas. Aspek memberi penjelasan sederhana yang dimiliki oleh siswa adalah 73,33% (sedang) menjadi 90,00% (sangat tinggi), aspek membangun kemampuan dasar yang dimiliki oleh siswa adalah 47,73% (sangat rendah) menjadi 63,33% (sedang), aspek memberi penjelasan lanjut yang dimiliki oleh siswa adalah 62,00% (rendah) menjadi 72,00% (sedang), aspek strategi dan taktik yang dimiliki oleh siswa adalah 67,33% (sedang) menjadi 86,00% (tinggi) dan aspek menyimpulkan yang dimiliki oleh siswa adalah 62,00% (rendah) menjadi 68,00% (sedang) pada kondisi akhir. Sedangkan untuk nilai rata-rata kelas dari kondisi awal adalah 62,48% (rendah) menjadi 77,07% (sedang) pada kondisi akhir. Kata kunci: Peningkatan, Pembelajaran Berbasis Masalah, Berpikir Kritis

Students' high order thinking skill in solving mathematical problems in terms of intrapersonal intelligence Budiyanta, Elix; Fitriyani, Harina
International Journal on Teaching and Learning Mathematics Vol 6, No 2 (2023): December (This issue published papers with authors/co-authors from 2 countries )
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v6i2.14930

High order thinking skills (HOTS) is a person's thought process by memorizing and remembering, but it involves critical thinking, argumentation, and making decisions. The purpose of this study was to find out the profile of the student's HOTS in solving mathematical problems in terms of students' intrapersonal intelligence on rectangular material. This type of research is qualitative descriptive. The subjects consisted of six students from one of the state senior high schools in Yogyakarta, each of 2 students with high, medium, and low intrapersonal intelligence. Data collection techniques using questionnaires, written tests, and interviews. The instrument of this study consisted of an intrapersonal intelligence questionnaire, HOTS-based test questions, and interview guidelines. Data were analyzed consist of reducing, interpretation, and concluding. The results showed that the subject of high intrapersonal intelligence in solving mathematical problems could meet the indicators of HOTS ability, namely the ability to analyze in the sorting category of cognitive processes, organizing, and attributing and the ability to evaluate in checking categories. In contrast, the subject of medium and low intrapersonal intelligence can only meet the indicator of ability to analyze in the sorting categories of the cognitive process.

Efektifkah Model Pembelajaran Kooperatif Tipe Numbered Head Together Terhadap Hasil Belajar Matematika ? Citrawatiningsih, Eny; Fitriyani, Harina; Prajitno, Edi
Integral (Jurnal Penelitian Pendidikan Matematika) Vol. 3 No. 2 (2021): Mei 2021
Publisher : Program Studi Pendidikan Matematika, Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/jppm.v3i2.58

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar matematika siswa dalam pembelajaran menggunakan model pembelajaran kooperatif tipe NHT dengan siswa yang menggunakan model pembelajaran langsung serta untuk mengetahui manakah yang lebih efektif model pembelajaran kooperatif tipe NHT atau model pembelajaran langsung.Populasi dalam penelitian ini adalah siswa kelas VIII SMP Muhammadiyah 3 Yogyakarta. Sampel yang digunakan sebanyak dua kelas yaitu kelas eksperimen dan kelas kontrol. Pengambilan sampel pada penelitian ini menggunakan teknik nonprobability sampling jenis purposive sampling. Pengumpulan data yang digunakan yaitu berupa pilihan ganda. Pengujian instrumen yang digunakan berupa uji validitas, uji daya beda, dan uji reliabilitas. Teknik analisis data yang digunakan untuk uji prasyarat analisis adalah uji normalitas dengan rumus Chi-Kuadrat, uji homogenitas dengan rumus uji bartlett dan uji hipotesis menggunakan uji-t dua pihak dan satu pihak.Berdasarkan hasil analisis pada taraf signifikan α=5% dan derajat kebebasan = 48 diperoleh maka diterima. Sehingga dapat disimpulkan bahwa tidak terdapat perbedaan hasil belajar matematika siswa dalam pembelajaran menggunakan model pembelajaran kooperatif tipe NHT dengan siswa yang menggunakan model pembelajaran langsung, serta model pembelajaran kooperatife tipe NHT tidak lebih efektif dari model pembelajaran langsung.

Pengembangan Bahan Ajar Matematika SMP Berbasis Kemampuan Kreatif Siswa Khasanah, Uswatun; Fitriyani, Harina; Astuti, Dwi
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2018: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1499.238 KB)

Tujuan penelitian ini adalah Pengembangan Bahan Ajar Buku Matematika SMP untuk meningkatkan kreativitas siswa kelas VII yang layak. Penelitian ini merupakan penelitian R&D dengan model Borg dan Gall. Tahapan awal menyusun bahan ajar matematika untuk meningkatkan kemampuan kreatif, Validasi ahli media dan ahli materi, uji coba terbatas di sekolah. Karakteristik bahan ajar yang dikembangkan yaitu sesuai dengan standar isi dan memfasilitasi pengembangan kreativitas peserta didik. Design bahan ajar meliputi : 1) bagian depan : Halaman judul, kata pengantar, daftar isi; 2) bagian isi : judul bab ( bilangan, himpunan, bentuk aljabar, persamaan dan pertidaksamaan satu variable; Kompetensi inti dan standar kompetensi ; masalah kontekstual; judul sub bab; materi; contoh soal; diskusi/menalar; website; latihan soal; rangkuman; peta konsep; soal latihan akhir bab. Hasil penilaian ahli materi diperoleh kriteria baik, berdasarkan penilaian ahli media diperoleh kriteria sangat baik, hasil uji coba produk kriteria Sangat baik, dan hasil uji coba pemakaian kriteria sangat baik.

Describing students' mathematical power: Do cognitive styles make any difference? Fitriyani, Harina; Setyawan, Fariz; Hendroanto, Aan; Istihapsari, Vita
Bulletin of Applied Mathematics and Mathematics Education Vol. 1 No. 1 (2021)
Publisher : Universitas Ahmad Dahlan

Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school studentsâ€™ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis used the model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.

Potret kemampuan penalaran spasial serta persepsi siswa sekolah menengah pertama terhadap geometri dan matematika Fitriyani, Harina; Kusumah, Yaya Sukjaya; Dahlan, Jarnawi Afgani; Hendroanto, Aan
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 16, No 1 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v16i1.21395

Geometry is a field of mathematical study closely related to spatial reasoning and its many uses in everyday life. The purpose of this study was to photograph the spatial reasoning ability of junior high school students in doing spatial tasks from a gender perspective and their perceptions of the geometry material and mathematics. A qualitative approach was chosen to describe the research findings. One hundred two junior high school students in Sleman Yogyakarta participated in spatial reasoning tests, interviews, and questionnaires. Data analysis uses data reduction, data presentation, and verification stages. The results showed that the average student's spatial reasoning ability was still low, 42.09. Most students mastered spatial tasks in spatial orientation, while the students' mastery of spatial reasoning was the weakest in the element of spatial visualization. From a gender perspective, male students showed superior spatial reasoning abilities than female students. Students perceive mathematics and geometry as complex materials, but they are essential to learning because of their many benefits in everyday life.

Spatial Reasoning: A Survey on the 8th Grader Students' Gain in Online Learning Fitriyani, Harina; Kusumah, Yaya Sukjaya; Turmudi, Turmudi
International Journal on Emerging Mathematics Education IJEME, Vol. 5 No. 1, March 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v5i1.20140

Coronaviruses disease (Covid-19) pandemic forces schools to implement schools from home through online learning. This study aims to describe online mathematics learning, examine differences in aspects of spatial reasoning, and spatial reasoning based on gender. We conducted a survey method on 140 participants in one private junior high school in Yogyakarta. Data collection using an spatial reasoning test via Google Form consist of nine questions and direct interview with a teacher through video conference. Data analysis uses descriptive and inferential statistics. The results showed that online mathematics learning using the Google Form platform can assist students with limited facilities in learning process. The research finding showed no difference in spatial reasoning ability between male and female students, including in each aspect of spatial reasoning. In addition, other findings indicate that the aspect of spatial reasoning that students master the most is spatial visualization, while the aspect of spatial reasoning that is the least mastered by students is spatial relations.

Student’s Metacognition: Do Intrapersonal Intelligent Make Any Difference? Rokhima, Nur; Fitriyani, Harina
Mosharafa: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2018): Mei
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v7i2.498

Metakognisi adalah kesadaran seseorang tentang proses berpikirnya untuk merencanakan, mengamati, dan mengevaluasi. Selain itu, kecerdasan siswa memiliki peran penting untuk menyelesaikan masalah. Tujuan dari penelitian ini adalah untuk mengetahui proses metakognitif siswa dalam rangka menyelesaikan masalah matematika yang ditinjau dari kecerdasan intrapersonal mereka. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subyek ini terdiri dari tiga jenis siswa yang memiliki kecerdasan intrapersonal tinggi, rata-rata, dan rendah. Instrumen yang digunakan adalah kuesioner, tes pemecahan masalah matematika (TPMM) dan wawancara. Hasil penelitian menunjukkan bahwa subjek yang memiliki kecerdasan intrapersonal tinggi dalam menyelesaikan masalah matematika melakukan perencanaan, pengamatan, dan evaluasi kegiatan di setiap tahap polya. Subyek intelijen interpersonal rata-rata berada di tahap memahami masalah, mengatur dan menerapkan rencana pemecahan masalah. Mereka telah melakukan semua kegiatan metakognitif, tetapi tidak melakukan perencanaan, mengamati, dan mengevaluasi kegiatan di tahap crosschecking. Subjek kecerdasan intrapersonal rendah berada di tahap memahami masalah, perencanaan, pengamatan, dan evaluasi. Namun, dalam mengatur penyelesaian masalah, mereka hanya melakukan perencanaan dan pengamatan tanpa mengevaluasi. Dalam tahap menerapkan rencana pemecahan masalah, mereka hanya melakukan perencanaan tanpa mengamati dan mengevaluasi. Metacognition is the awareness of someone about his thinking process to plan, observe, and evaluate. Besides, the student’s intelligence has an important role in accomplishing the problem. The objective of this research is to know the students’ metacognitive process to accomplish mathematic problems reviewed from their intrapersonal intelligence. This research used a descriptive qualitative approach. The subject consists of three kinds of students who have high, average, and low intrapersonal intelligence. The instruments are a questionnaire, mathematics problem-solving test (TPMM), and interview. The result showed that the subject who has high intrapersonal intelligence in accomplishing the mathematics problem did planning, observing, and evaluating activities in every Polya stage. The average interpersonal intelligence subject was in the stage of understanding the problem and arranging and implementing the problem-solving plan. They had done all metacognitive activities but did not do planning, observing, and evaluating activities in the crosschecking stage. The low intrapersonal intelligence subject was in the stage of understanding the problem, planning, observing, and evaluating. However, in arranging the problem-solving, they only did the planning and observing without evaluating. In the stage of implementing the problem-solving plan, they only did the planning without observing and evaluating.

Proses Berpikir Siswa dalam Pemecahan Masalah Geometri ditinjau dari Tipe Kepribadian Hippocrates-Galenus Nilamsari, Dhea Madanti; Fitriyani, Harina
Edumatica : Jurnal Pendidikan Matematika Vol 11 No 2 (2021): Edumatica: Jurnal Pendidikan Matematika
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

The purpose of the study was to describe the thinking process of junior high school students in solving mathematical problems in terms of personality types sanguine, choleric, melancholic, and phlegmatic. The thinking process used is based on Piaget's theory which consists of assimilation and accommodation processes. This study used a descriptive qualitative approach and was conducted in one of the state junior high schools in Pangkalpinang. The subjects in this study consisted of 4 students of class VII. Subject selection using the purposive technique. The instruments used were researchers, personality type questionnaires, math problem-solving test questions, and interview guidelines. The validity of the data is done by technical triangulation. Data analysis in this study used the Miles and Huberman model. The results showed that sanguine and phlegmatic subjects carried out assimilation thinking processes at all stages of Polya's problem solving for all types of questions. Choleric subjects and melancholic subjects carried out assimilation thinking processes at all stages of Polya for world problem type questions with abstract context.

Spatial Reasoning of Middle School Students in View of Mathematics Anxiety Fitriyani, Harina; Kusumah, Yaya Sukjaya; Dahlan, Jarnawi Afgani; Hendroanto, Aan
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 2 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i2.42464

The low spatial reasoning ability and high mathematics anxiety of junior high school students is an interesting discussion to be studied in more depth to understand students' spatial reasoning abilities and mathematical anxiety. Therefore, this study aims to explore the spatial reasoning abilities of junior high school students in solving geometric problems in terms of students' math anxiety. The research method used is qualitative research with a case study type. Data were collected through written tests to explore spatial reasoning data, followed by task-based unstructured interviews and a Likert scale questionnaire to explore math anxiety data. Furthermore, the research data were analyzed by following the Miles and Huberman model, which consisted of data reduction (data reduction), data presentation (data display), and concluding (verification). The results showed that the average student's math anxiety was 2.294. Students' spatial reasoning abilities were dominated at a moderate level, namely 69.23%. The results also show that the students' spatial reasoning ability does not depend on the math anxiety category. The ability of spatial orientation is the ability most students master. Once the mathematical anxiety and spatial reasoning abilities of students are understood, it is intended that the teacher would take this into account while structuring geometry instruction in the classroom, which will foster the growth of students' spatial reasoning while simultaneously lowering the number of students' mathematical anxiety.Rendahnya kemampuan penalaran spasial dan tingginya kecemasan matematika siswa SMP menjadi bahasan menarik untuk dikaji lebih mendalam supaya diperoleh pemahaman menyeluruh tentang kemampuan penalaran spasial dan kecemasan matematika siswa. Oleh karena itu penelitian ini bertujuan untuk mengeksplorasi kemampuan penalaran spasial siswa SMP dalam memecahkan masalah geometri ditinjau dari kecemasan matematika siswa. Adapun metode penelitian yang dilakukan adalah penelitian kualitatif dengan jenis studi kasus. Data dikumpulkan melalui tes tertulis untuk menggali data penalaran spasial dilanjutkan dengan wawancara tidak terstruktur berbasis tugas, dan angket skala likert untuk menggali data kecemasan matematika. Selanjutnya data penelitian dianalisis dengan mengikuti model Miles dan Huberman yang terdiri atas: reduksi data (data reduction), penyajian data (data display), dan penarikan kesimpulan (verification). Hasil penelitian menunjukkan bahwa rata-rata kecemasan matematika siswa yaitu 2,294. Kemampuan penalaran spasial siswa didominasi berada pada level sedang yakni 69,23%. Hasil penelitian juga menunjukkan bahwa kemampuan penalaran spasial siswa tidak bergantung pada kategori kecemasan matematika. Kemampuan orientasi spasial menjadi kemampuan yang paling banyak dikuasai siswa. Setelah kecemasan matematika dan kemampuan penalaran spasial siswa diketahui maka diharapkan dapat menjadi bahan pertimbangan guru dalam mendesain pembelajaran geometri di kelas yang dapat merangsang perkembangan penalaran spasial siswa, pun juga dapat mengurangi tingkat kecemasan matematika siswa.

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