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All Journal AL-TA´LIM Journal of Engineering and Technological Sciences JMPM: Jurnal Matematika dan Pendidikan Matematika Prima: Jurnal Pendidikan Matematika International Journal for Educational and Vocational Studies MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Primatika : Jurnal Pendidikan Matematika International Journal of Progressive Mathematics Education Community Services and Social Work Bulletin Cakrawala Journal Focus Action of Research Mathematic (Factor M) JPM Pambudi
Yunis Sulistyorini, Yunis
IKIP Budi Utomo Malang
Agriculture, Biological Sciences & Forestry Humanities Astronomy Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Students' High-Level Thinking Ability In Learning Mathematics In The Era Of Pandemic Covid-19 Yazidah, Nok Izatul; Argarini, Dian Fitri; Sulistyorini, Yunis
International Journal for Educational and Vocational Studies Vol. 3 No. 2 (2021)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v3i2.3429

Abstract

High-level thinking skills are an ability that students must have to support how students can think creatively and critically. But what about the learning process in the Covid-19 pandemic era, which can still pay attention to students' higher-order thinking skills. This study aims to describe the learning process in the Covid-19 era in junior high schools in Malang district, and how the students' high-level thinking skills. The data collection methods used were interviews and tests. The research data obtained during the study shows that teachers have maximized the use of online learning platforms to support the virtual learning process recommended by the government. In addition, it was found that the high level thinking ability of junior high school students in Malang district had met the minimum standard set by the researcher at 75%.
Kegiatan Bimbingan Belajar dalam Meningkatkan Minat Belajar Siswa di SMP Iceya Ndaha Napfiah, Siti; Kalli, Yohanes Ndara; Sulistyorini, Yunis; Kartika, Era Dewi; Surahman, Harry
Community Services and Social Work Bulletin Vol 5, No 1 (2025): Community Services and Social Work Bulletin Volume 5 No. 1 2025
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/cswb.v5i1.13912

Abstract

Tutoring plays an important role in the development of children's learning, because not only what is obtained at school, learning outside of school has a considerable impact and influences student learning motivation. Non-formal education is expected to increase students' interest or interest in learning.  In non-formal education students are invited to study with methods that are different from formal education in general, non-formal education is more relaxed and attractive by introducing something new or what they don't understand with interesting things, in contrast to formal education, learning is more fun by  playing games as a distraction and also as an insert in learning. Students are not only required to be able to memorize but also must understand and be interested because by being interested students themselves find out what they don't know.  For this reason, the application of learning using the learning and playing method can motivate students in learning to become individuals who are more creative and active in thinking and also solving problems.
Analisis Kesalahan dalam Pembuktian Teorema Bilangan Bulat pada Mahasiswa IKIP Budi Utomo Malang Yazidah, Nok Izatul; Sulistyorini, Yunis; Kartika, Era Dewi
Journal Focus Action of Research Mathematic (Factor M) Vol. 4 No. 2 (2022)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/factor_m.v4i2.3903

Abstract

Penelitian ini dilatar belakangi oleh masalah-masalah yang berkaitan dengan pembuktian teorema bilangan bulat. Tujuan penelitian ini adalah untuk mengetahui kesalahan apa saja yang dilakukan mahasiswa dalam membutikan teorema bilangan bulat. Subjek penelitian ini adalah mahasiswa pendidikan matematika IKIP Budi Utomo yang sedang mengampu matakuliah teori bilangan. Penelitian ini merupakan penelitian deskriptif kualitatif. Adapun teknik pengumpulan data yang digunakan adalah tes uraian yang digunakan untuk mengetahui kesalahan-kesalahan mahasiswa dalam membuktikan teorema bilangan bulat, dan wawancara yang digunakan untuk mengetahui faktor apa saja yang menyebabkan mahasiswa melakukan kesalahan. Berdasarkan hasil penelitian menunjukan bahwa jenis kesalahan yang dilakukan mahasiswa adalah (1) kesalahan konsep yang berupa kesalahan dalam memahami makna soal, kesalahan pengunaan variabel dimana mengambil angka 1 dan ditunjukkan kembali menjadi 1, (2) kesalahan prinsip berupa salah menerjemahkan soal yang ditandai dengan penulisan (-1)(-1) diawal dan diakhir jawaban tanpa adanya makna yang jelas, (3) kesalahan tidak adanya penggunaan teorema yang jelas. This research is motivated by problems related to the proof of the integer theorem. The purpose of this study was to find out what errors were made by students in proving the integer theorem. The subject of this research is the mathematics education student of IKIP Budi Utomo who is teaching number theory course. This research is a qualitative descriptive study. The data collection techniques used are is a description test that is used to find out student errors in proving the integer theorem, and interviews are used to find out what factors cause students to make mistakes. Based on the results of the study, it showed that the types of errors made by students were (1) conceptual errors in the form of errors in understanding the meaning of the questions, errors in the use of variables which took the number 1 and was shown back to 1, (2) principle errors in the form of mistranslating the questions marked by writing (-1)(-1) at the beginning and at the end of the answer without a clear meaning, (3) the error does not use a clear theorem.
Pengembangan Media Pembelajaran Permainan Ular Tangga dalam Pembelajaran Literasi dan Numerasi Sulistyorini, Yunis; Sumajaya, Adi Sintya
Cakrawala Vol 3, No 1 (2024): Juni
Publisher : Institut Teknologi Dirgantara Adisutjipto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28989/cakrawala.v3i1.2200

Abstract

Pembelajaran literasi dan numerasi di dalam kelas membutuhkan media pembelajaran sebagai penunjang dalam meningkatkan pembiasaan literasi dan numerasi dalam diri siswa. Penelitian ini merupakan penelitian pengembangan. Penelitian ini bertujuan untuk mengembangkan permainan ular tangga sebagai media pembelajaran literasi dan numerasi yang terintegrasi dengan nilai pendidikan karakter. Penelitian ini menggunakan metode pengembangan 4D oleh Thiagarajan, yaitu define, design, develop, dan disseminate. Media permainan ular tangga dikembangkan dengan memanfaatkan suatu software aplikasi. Validator memberikan penilaian terhadap media permainan ular tangga dengan rata-rata secara keseluruhan aspek penilaian sebesar 91,67%. Berdasarkan hasil validasi dinyatakan valid dan berdasarkan uji keterbacaan, media dinyatakan praktis. Sehingga media permainan ular tangga layak digunakan untuk pembelajaran literasi dan numerasi yang terintegrasi. Pengembangan media pembelajaran ini diterapkan dengan Taksonomi Bloom untuk mendukung pengembangan kemampuan literasi dan numerasi siswa
Dampak integrasi pembelajaran berbasis masalah dan inkuiri pada pemahaman konsep matematis Sulistyorini, Yunis; Yazidah , Nok Izatul
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.20582

Abstract

Purpose: This study aims to enhance students' mathematical conceptual understanding through the integration of Problem-Based Learning (PBL) and Inquiry models. This approach is implemented to mitigate the constraints of teacher-centered procedural learning and to foster higher-order thinking skills. Design/methodology/approach: Utilizing a two-cycle Classroom Action Research (CAR) design, the study involved Mathematics Education students. Data were comprehensively collected via conceptual understanding tests, activity observation sheets, and student response questionnaires to evaluate the intervention's effectiveness.Findings: The findings indicate a significant improvement in the mean conceptual understanding scores from Cycle I to Cycle II. The integration proved effective in actively engaging students across five stages—problem orientation, hypothesis formulation, investigation, concept analysis, and presentation—thereby rendering the learning process more meaningful.Practical implications: These results recommend the adoption of the integrated PBL-Inquiry syntax by educators to facilitate student autonomy in solution-finding and to reinforce the retention of mathematical concepts.Originality/value: This study presents a pedagogical framework that synergizes the depth of inquiry with the contextual relevance of PBL, serving as a robust strategy to address conceptual difficulties.   Purpose: Penelitian ini bertujuan meningkatkan pemahaman konsep matematis peserta didik melalui integrasi model Problem-Based Learning (PBL) dan Inkuiri. Pendekatan ini diterapkan untuk mengatasi kendala pembelajaran prosedural yang berpusat pada guru dan mengembangkan keterampilan berpikir tingkat tinggi. Design/methodology/approach: Menggunakan desain Penelitian Tindakan Kelas (PTK) dalam dua siklus, penelitian melibatkan mahasiswa Pendidikan Matematika. Data dikumpulkan secara komprehensif melalui tes pemahaman konsep, lembar observasi aktivitas, dan angket respons peserta didik untuk mengukur efektivitas intervensi.Findings: Temuan menunjukkan peningkatan signifikan rata-rata pemahaman konsep dari siklus I ke II. Integrasi ini terbukti efektif membuat peserta didik lebih aktif dalam lima tahapan: orientasi masalah, perumusan hipotesis, investigasi, analisis konsep, hingga presentasi, menjadikan pembelajaran lebih bermakna.Practical implications: Hasil ini merekomendasikan adopsi sintaks integrasi PBL-Inkuiri bagi pendidik untuk memfasilitasi kemandirian siswa dalam menemukan solusi dan memperkuat retensi konsep matematis.Originality/value: Studi ini menawarkan kerangka kerja pedagogis yang menggabungkan kedalaman inkuiri dengan relevansi kontekstual PBL sebagai strategi ampuh mengatasi kesulitan konseptual.
Co-Authors A.N. Afandi Afandi, Arif Ali Djamhuri Dian Fitri Argarini, Dian Fitri Fujita, Goro Irham Fadlika Kalli, Yohanes Ndara Kartika, Era Dewi Khairunisa, Helda Kornelius Kamargo/Irawan Dwi Wahyono Kornelius Kamargo Langlang Gumilar Mahbub, Roihul Nok izatul yazidah, Nok izatul Nugroho, Syifa Alfina Purwaning Budi Lestari, Purwaning Budi Riyanto Riyanto Safitri, Rizky Romadhonah Sakura A, Michiko Ryuu Saputra, Nisvu Nanda Sias, Quota Alief Siti Napfiah Sumajaya, Adi Sintya Sumitro, Nopem K. Surahman, Harry Tahilia, Yohanes Laba Tutkun, Nedim WA, Farrel Candra Wardani, Novia Kusuma Yazidah , Nok Izatul Yuni Rahmawati