Article Per Year (5 Year)
p-Index From 2020 - 2025
3.88
P-Index
This Author published in this journals
All Journal NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Jurnal Kajian Pembelajaran Matematika JURNAL PENDIDIKAN TAMBUSAI Jurnal Penelitian Pembelajaran Matematika Sekolah PHI: Jurnal Pendidikan Matematika International Journal of Insights for Mathematics Teaching (IJOIMT) Jurnal Fibonaci: Jurnal Pendidikan Matematika Indo-MathEdu Intellectuals Journal Journal Focus Action of Research Mathematic (Factor M) Indonesian journal of teaching and learning Global Education Journal Delta-Phi Jurnal Pendidikan Matematika Jurnal Penelitian Tindakan Kelas Cendikia Pendidikan Assyfa Journal of Islamic Studies Hexagon: Jurnal Ilmu dan Pendidikan Matematika Jurnal Jendela Matematika
Lestari, Andika Setyo Budi
Unknown Affiliation
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 30 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 30 Documents
Search

 1   2   3 
ANALISIS KEMAMPUAN KONEKSI MATEMATIS DITINJAU DARI SELF DIRECTED LEARNING PADA MATERI SPtLDV Nahdia, Erina Naurullaili; Lestari, Andika Setyo Budi; Khoiri, Miftahul
Sindoro: Cendikia Pendidikan Vol. 7 No. 1 (2024): Sindoro Cendikia Pendidikan
Publisher : Cahaya Ilmu Bangsa Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9644/sindoro.v7i1.6088

Abstract

Salah satu kompetensi matematis yang penting untuk dikuasai oleh siswa adalah koneksi matematis yang digunakan siswa untuk menghubungkan berbagai konsep matematika dan menerapkannya dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk menganalisis kemampuan koneksi matematis yang dimiliki oleh peserta didik ditinjau dari Self Directed Learning (SDL) dengan fokus materi pada Sistem Pertidaksamaan Linear Dua Variabel (SPtLDV). Penelitian ini bersifat kualitatif dan menggunakan pendekatan deskriptif. Subjek dalam penelitian ini dipilih dengan menggunakan purposive sampling yaitu siswa kelas X-11 SMA Negeri Kejayan sebanyak 33 siswa. Pengumpulan data menggunakan angket SDL, tes kemampuan koneksi matematis, dan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan SDL tinggi dan sedang memiliki variasi dalam kemampuan koneksi matematis. Siswa dengan SDL tinggi terbagi dalam dua kategori yaitu 3 siswa memiliki koneksi matematis tinggi, mampu memenuhi tiga indikator (koneksi antar topik matematika, mata pelajaran lain, dan kehidupan sehari-hari), sementara 6 siswa hanya memenuhi dua indikator (koneksi antar topik matematika dan dengan mata pelajaran lain) yang menunjukkan kemampuan koneksi matematis siswa sedang. Sedangkan siswa dengan SDL sedang juga terbagi dalam dua kategori yaitu 2 siswa memiliki koneksi matematis sedang, memenuhi dua indikator (koneksi antar topik matematika dan dengan mata pelajaran lain), sementara 22 siswa hanya memenuhi satu indikator (koneksi antar topik matematika), menunjukkan kemampuan koneksi matematis yang rendah. One of the mathematical competencies that is important for students to master is mathematical connections, and the supporting factor is self-directed learning. This research aims to analyse students' mathematical connection abilities in terms of Self Directed Learning (SDL), with a material focus on the System of Linear Inequalities in Two Variables (SPtLDV). This research is qualitative and uses a descriptive approach. The subjects in this research were selected using purposive sampling, namely 33 students from class X-11 at SMA Negeri Kejayan. Data collection used SDL questionnaires, mathematical connection ability tests, and interviews. The results showed that students with high and moderate SDL had variations in mathematical connection abilities. Students with high SDL are divided into two categories, 3 students have high mathematical connections and are able to fulfil three indicators (connections between mathematical topics, other subjects, and with daily life), while 6 students only fulfil two indicators (connections between mathematical topics and with other subjects), which shows students' moderate mathematical connection abilities. Meanwhile, students with moderate SDL were also divided into two categories, namely, 2 students had moderate mathematical connections, fulfilling two indicators (connections between mathematical topics and with other subjects), while 22 students only met one indicator (connections between mathematical topics), showing connection abilities. low mathematics.
Lesson study: Penerapan pembelajaran kooperatif berdiferensiasi untuk meningkatkan kolaborasi dan komunikasi siswa Lestari, Andika Setyo Budi; Supriyo, Supriyo; Khoiri, Miftahul; Fuat, Fuat; Nurmalitasari, Dewi
Jurnal Kajian Pembelajaran Matematika Vol 8, No 1 (2024): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v8i12024p10-16

Abstract

Pendidikan merupakan salah satu yang mempengaruhi kehidupan manusia, karena sebagai alat untuk menentukan kualitas manusia. Untuk mewujudkan kualitas manusia yang baik, pemerintah telah melakukan berbagai upaya diantaranya dengan adanya kurikulum merdeka dan mewujudkan profil pelajar pancasila. Kehidupan yang dihadapi oleh peserta didik di masa mendatang semakin menantang dan kompleks, sehingga diperlukan keampuanberpikir kritis, kreatif, komunikasi, dan kerja sama. Selama Pandemi Covid-19 pembelajaran dilakukan secara daring kurang lebih selama dua tahun. Ketika pembelajaran daring kegiatan kolaborasi dan komunikasi yang dilakukan oleh siswa sangat minim hal ini berdampak pada kemampuan kolaborasi dan komunikasi siswa yang rendah. Melalui lesson study dirancang pembelajaran secara kooperatif berdiferensiasi untuk meningkatkan kemapuan kolaborasi dan komunikasi siswa. Instrumen pada penelitian ini berupa lembar observasi dan hasil pekerjaan siswa. Hasil penerapan pembelajaran yang telah dirancang dan diimplementasikan adalah ada peningkatan kolaborasi sebesar 65% dan peningkatan komunikasi sebesar 70 %.
Comedian Mathematical Thinking: An Islamic Examination of Inductive, Deductive, and Analogy Approaches in the Creation of Stand-Up Comedy Material Aji, Fauzan Bayu; Nurmalitasari, Dewi; Lestari, Andika Setyo Budi; Muhammad, Ilham
Assyfa Journal of Islamic Studies Vol. 1 No. 1 (2023): Assyfa Journal of Islamic Studies (June)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v1i1.149

Abstract

This study examines the thinking process of comedians in creating Stand-Up Comedy material and highlights the similarities between comedy structures and mathematical thinking. Incorporating comedy structures into classroom learning can create a fun and engaging atmosphere while effectively conveying concepts and achieving learning objectives. Stand-Up Comedy, as a solo performance, allows comedians to present their material independently (Utami, 2018). In line with an Islamic perspective, this study aims to explore how the comedian's mathematical thinking process aligns with the inductive, deductive, and analogical methods, while considering the values and principles of Islam. By analyzing the intersection of humor, mathematics, and Islamic teachings, this research seeks to provide insights into utilizing comedy techniques to enhance teaching and learning experiences, promoting an inclusive and enjoyable educational environment that respects Islamic values and objectives.
Analisisi Kesulitan Pembelajaran Matematika Siswa Kelas VI SDN Purutrejo 1 Kota Pasuruan Ayunina, Qurrotul; Lestari, Andika Setyo Budi; Fuat, Fuat
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2129

Abstract

Students' learning difficulties in mathematics need to be considered from various aspects including teachers, students, and parents. Some students think that mathematics is a very difficult subject, especially for some students at SDN Purutrejo 1 Pasuruan City. This study aims to determine the characteristics of mathematics learning difficulties in elementary school students, as well as efforts that can overcome mathematics learning difficulties. This study uses a qualitative approach with a case study design. Participants in this study were mathematics teachers and six grade VI students who were selected based on teacher suggestions. Data collection techniques used observation, interviews, and documentation. The results of the analysis of this study are to determine the characteristics of mathematics learning difficulties, understand different formulas and what to do first, both internal and external factors, overcome difficulties when learning mathematics with effort. Internal factors are students' lack of interest and motivation in learning mathematics, and external factors are students' learning strategies, learning equipment, home environment, environment. Efforts that teachers can make include seeking college counseling and academic advice, as well as efforts that parents can make to motivate children and support their learning
EKSPLORASI MEDIA SOSIAL SEBAGAI ALAT PEMBELAJARAN MATEMATIKA INTERAKTIF DI SEKOLAH DASAR PADA ERA DIGITAL Zahirah, Inneke Najmah; Lestari, Andika Setyo Budi; Nurmalitasari, Dewi
JP2MS Vol 8 No 3 (2024): Desember
Publisher : Program Studi S1 Pendidikan Matematika FKIP Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jp2ms.8.3.293-301

Abstract

Di era digital saat ini, media sosial seperti Instagram, TikTok, dan YouTube menawarkan peluang baru sebagai alat bantu dalam pembelajaran matematika, terutama bagi siswa sekolah dasar yang membutuhkan pendekatan interaktif. Penelitian ini bertujuan mengeksplorasi efektivitas media sosial dalam pembelajaran matematika dengan pendekatan kualitatif, melibatkan observasi, angket siswa, dan wawancara. Pendekatan ini membantu memahami respon, motivasi, dan pemahaman siswa terhadap materi matematika yang disajikan secara visual dan interaktif. Hasil penelitian ini menunjukkan bahwa pemanfaatan media sosial mampu meningkatkan partisipasi siswa serta mempermudah mereka dalam memahami konsep-konsep dasar matematika dengan lebih efektif. Mayoritas siswa merasa lebih termotivasi belajar matematika melalui media sosial dibandingkan metode konvensional, berkat konten yang menarik dan mudah diakses. Meskipun terdapat tantangan, seperti distraksi dari konten yang tidak berhubungan dengan pendidikan, penelitian ini memberikan wawasan berharga bagi pendidik mengenai potensi besar media sosial dalam memperkuat pembelajaran matematika di era digital.
Analisis Faktor-Faktor yang Mempengaruhi Minat Belajar Matematika Siswa Kelas XII SMA Negeri 1 Kejayan Aini, Ika Nurul; Lestari, Andika Setyo Budi; Khoiri, Miftahul
Indo-MathEdu Intellectuals Journal Vol. 6 No. 1 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i1.2433

Abstract

Not all students have the same interest in learning, and not all areas of knowledge are of interest to students. There are various factors that influence the level of student interest in learning certain subjects at school. This research aims to find out what factors influence students' interest in learning mathematics and how big their influence is. This research uses quantitative research with descriptive statistical analysis methods. The research data source was obtained from class XII-7 students at SMA Negeri 1 Kejayan. Based on data analysis, the factors that influence students' interest in learning include: External factors with indicators including: learning process with an influence level of 67%; friendship circle with an influence level of 49%; infrastructure with an influence level of 42%; and parental support with an influence level of 36%. Internal factors with indicators include: motivation with an influence level of 52%; enjoyment of learning with an influence level of 44%; curiosity with an influence level of 37%; and self-confidence with an influence level of 33%.
Numeracy literacy abilities of students with introverted personality types Maghfiroh, Rojiyah; Lestari, Andika Setyo Budi; Nurmalitasari, Dewi
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 1 (2025): Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i1.3706

Abstract

Numeracy literacy is the ability of students to understand, interpret, and apply mathematical concepts in various contexts of daily life. This study aims to analyze the numeracy literacy abilities of students with an introvert personality type, which has rarely been studied in previous studies. Most studies focus more on cognitive factors without considering personality, which influences students' performance in solving mathematics problems. This study involved 32 eighth-grade students of SMPN 6 Pasuruan who were classified as introverts based on Jung's Type Indicator (JTI). Data were collected through a numeracy literacy test of five questions with varying difficulty levels. The results showed that introvert students had an average score of 32.74 out of 100, with a tendency to excel in questions requiring in-depth analysis and accuracy. However, they have difficulty with tasks that require quick completion due to limitations in time management. If not addressed, this challenge can affect their academic achievement, especially in time-limited exams. Theoretically, this study enriches the understanding of numeracy literacy by considering personality factors. Practically, the results of this study can be the basis for designing more inclusive learning strategies, such as gradual training in time management. From a policy perspective, these findings provide recommendations for schools to develop more flexible assessments to support students with different learning characteristics.
Development of GABUT Media Using Critical Thinking Ability Indicators of High School Students in Learning Mathematical Composition Functions Vedianty, Adinda Syalsabilla Aidha; Lestari, Andika Setyo Budi; Rayungsari, Maya; Darmayanti, Rani
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 2 (2024)
Publisher : Universitas Ma'arif Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v8i2.5137

Abstract

This study aims to address the lack of interactive learning media specifically designed to enhance students' critical mathematical thinking skills in the topic of function composition. Based on previous research highlighting the potential of viral media in mathematics learning, this study develops and tests an innovative learning medium called GABUT. This medium integrates game elements and interactive learning using QR codes and various levels of problem difficulty. The methodology employed is Research and Development (R&D) with the 4D development model: Define, Design, Develop, and Disseminate. In the Define stage, needs analysis was conducted through interviews and questionnaires. The Design stage involved the initial prototype design of the GABUT media. During the Develop stage, the prototype was tested and evaluated through pre-tests, post-tests, and statistical t-test analysis. The Disseminate stage involved implementing the media in several schools over 12 weeks. The results indicate that GABUT media effectively enhances students' critical mathematical thinking skills, with an average test score improvement of 25% (standard deviation = 5.6, p-value < 0.05). Additionally, 85% of students reported feeling more motivated and engaged in learning mathematics after using this media. Challenges encountered included students' initial adaptation to the new media and issues with "zonk" questions. Improvements were made through initial orientation sessions and revisions to the "zonk" questions. This study makes a significant contribution to mathematics education by providing an innovative and effective learning medium that not only improves students' conceptual understanding of mathematics but also motivates them and increases their participation in the learning process.
Penerapan Contextual Teaching and Learning Untuk Meningkatkan Kemampuan Numerasi Siswa SMP Pada Materi Perbandingan dan Skala Solichati, nisaut_toyiba2008; Fuat; Lestari, Andika Setyo Budi; Badriyah, Fitriyatul; Kholifah, Ilmiatul
Jurnal Fibonaci: Jurnal Pendidikan Matematika Vol. 6 No. 1 (2025): Jurnal Fibonaci: Jurnal Pendidikan Matematika
Publisher : Prodi Pendidikan Matematika FMIPA Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jfi.v6i1.66689

Abstract

Kemampuan numerasi siswa merupakan aspek fundamental dalam pembelajaran matematika, khususnya di jenjang Sekolah Menengah Pertama (SMP), karena berkaitan erat dengan kemampuan berpikir logis serta pemecahan masalah. Namun, hasil observasi awal menunjukkan bahwa banyak siswa mengalami kesulitan dalam memahami materi perbandingan dan skala akibat pendekatan pembelajaran yang kurang kontekstual. Penelitian ini bertujuan untuk menguji efektivitas pendekatan Contextual Teaching and Learning (CTL) dalam meningkatkan kemampuan numerasi siswa pada materi perbandingan dan skala. Penelitian dilakukan di SMP Negeri 1 Gondangwetan dengan menggunakan desain kuasi-eksperimen berupa pretest dan posttest dalam satu kelompok. Sebanyak 25 siswa kelas VIII menjadi subjek penelitian. Instrumen yang digunakan meliputi soal pretest-posttest dan lembar observasi pembelajaran. Hasil analisis data menunjukkan adanya peningkatan signifikan pada nilai rata-rata siswa dari 53,8 (pretest) menjadi 88,0 (posttest), dengan nilai p-value 0,000 < 0,05 berdasarkan uji paired sample t-test. Peningkatan ini menunjukkan bahwa penerapan CTL secara efektif mampu membantu siswa memahami konsep-konsep numerasi secara lebih bermakna melalui pengaitan materi dengan konteks kehidupan sehari-hari. Temuan ini mendukung relevansi pendekatan CTL sebagai strategi pembelajaran yang mampu meningkatkan hasil belajar matematika, khususnya dalam mengembangkan kemampuan numerik siswa di tingkat SMP.
Application of the TPACK Framework in Digital Assessment of Elementary School Students' Mathematical Communication Skills Based on Level of Self-Confidence Vedianty, Adinda Syalsabilla Aida; Nurhayati, Dwi; Darmayanti, Rani; Lestari, Andika Setyo Budi
Delta-Phi: Jurnal Pendidikan Matematika Vol. 2 No. 1 (2024): Delta-Phi: Jurnal Pendidikan Matematika (April)
Publisher : CV. Bimbimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/dpjpm.v2i1.28

Abstract

Integrating digital technology into elementary math education presents both opportunities and challenges, particularly in assessing students' mathematical communication skills. This study applies the Technological Pedagogical Content Knowledge (TPACK) framework to develop digital assessments for elementary students, focusing on varying self-confidence levels. Utilizing platforms like online portfolios and interactive simulations, the research evaluates students' abilities to communicate mathematical ideas through writing, visuals, and expressions. A mixed-methods approach combined quantitative data from self-confidence questionnaires and digital scores with qualitative data from digital portfolios and interviews. Fifth-grade students from the Assyfa Learning Center Pasuruan Foundation were grouped by self-confidence levels. Findings indicate a positive correlation between self-confidence and mathematical communication skills: students with high self-confidence met all indicators, while those with moderate and low self-confidence met fewer. Digital assessment tools enhanced evaluations and data richness. This study underscores the importance of integrating technology, pedagogy, and content knowledge in digital assessments and recommends ongoing teacher training and child-friendly platforms to boost equitable math assessment.
Co-Authors A'yunina, Qurrotul Abdur Rahman As’ari Adinda Syalsyabilla Aidha Vedianty Aini, Ika Nurul Aisyah, Intan Meilina Aji, Fauzan Bayu Ani Afifah, Ani Assulton, Aliffillahi Raudhotul Adawiyah Aulia, Darojatul Ayunina, Qurrotul Badriyah, Fitriyatul C, Choirudin Chamdani, Achmad Maulana Dwi Nurhayati, Dwi Edy Bambang Irawan Eka Fitria Ningsih Fuat Fuat, Fuat Habibah, Yuhanidz Nur Ilham Muhammad Kholifah, Ilmiatul Lestari, Wiji Putri Magfiroh, Rojiyah Maghfiroh, Rojiyah Miftahul Khoiri, Miftahul Mukmilah, Amaliyah Nahdia, Erina Naurullaili Najah, Nina Qismatun Nisa, Fatma Zahrotun Nurmalitasari, Dewi Puspitasari, Bhunga Anggrainy Putri, Isma Cintya Rahmad Sugianto Rani Darmayanti Rayungsari, Maya Solichati, nisaut_toyiba2008 Sugiyanti, Rani Supriyo Supriyo Tjang Daniel Chandra Toto Nusantara Vedianty, Adinda Syalsabilla Aida Wulandari, Alya Zahirah, Inneke Najmah