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Kemampuan Pemecahan Masalah Matematis dan Self-Confidence Siswa SMK Melalui Pembelajaran Sinektik dan Pembelajaran Berbasis Masalah Saputri, Veni
GAUSS: Jurnal Pendidikan Matematika Vol 2, No 1 (2019)
Publisher : Universitas Serang Raya

Tujuan penelitian ini adalah untuk membandingkan pencapaian dan peningkatan kemampuan pemecahan masalah matematis dan pencapaian self-confidence matematika antara siswa yang belajar melalui model pembelajaran sinektik dengan model pembelajaran berbasis masalah. Penelitian ini merupakan penelitian kuasi eksperimen dengan pretest-postest design. Teknik pengambilan sampel yang digunakan adalah purposive sampling, sehingga diperoleh dua kelas eksperimen. Kelas eksperimen 1 dengan menggunakan model pembelajaran sinektik, sedangkan kelas eksperimen 2 dengan menggunakan model pembelajaran berbasis masalah. Instrumen yang digunakan adalah tes kemampuan pemecahan masalah matematis dan angket self-confidence matematika. Teknik analisis data dilakukan dengan menggunakan uji statistik perbedaan rerata dua sampel yang independen. Hasil penelitian menunjukkan bahwa: (1) tidak terdapat perbedaan pencapaian dan peningkatan kemampuan pemecahan masalah matematis yang signifikan antara siswa yang memperoleh model pembelajaran sinektik dengan model pembelajaran berbasis masalah dan (2) tidak terdapat perbedaan pencapaian self-confidence matematika yang signifikan antara siswa yang memperoleh model pembelajaran sinektik dengan model pembelajaran berbasis masalah.Kata kunci: Pembelajaran Berbasis Masalah, Pemecahan Masalah, Self-Confidence, Sinektik.

Pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) Untuk Meningkatkan Kemampuan Berpikir Kritis Matematis Ditinjau dari Self-Efficacy Aprilia, Indah Silvana; Saputri, Veni
Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v4i3.381

This research aims (1) to see the increase in students' mathematical critical thinking abilities using the connecting, organizing, reflecting, and extending (CORE) learning model in terms of the level of self-efficacy, (2) to find out whether there are differences in the increase in mathematical critical thinking abilities between students who have high and low levels of self-efficacy, and (3) to determine the interaction between the CORE learning model and self-efficacy in improving critical thinking skills. This research used a sample of 57 students from class VII SMP Taruna Terpadu Bogor. The sampling technique for this research uses a cluster random sampling technique. The instruments used are test instruments in the form of critical thinking ability questions and non-test instruments in the form of self-efficacy questionnaires. The results of this research show that (1) there is no difference in the increase in mathematical critical thinking abilities between students who study the CORE learning model and the conventional learning model, (2) there is a difference in the increase in students' mathematical critical thinking abilities between students who have a high level of self-efficacy and low, (3) there is no interaction between the CORE learning model and self-efficacy on mathematical critical thinking skills

Kemampuan Pemecahan Masalah Matematis Siswa pada Model Pembelajaran Problem Based Learning Ditinjau dari Adversity Quotient Awalia, Nur; Saputri, Veni
Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v4i3.382

This study aims to determine the difference in the improvement of students' mathematical problem-solving ability using the Problem Based Learning model with the conventional model in terms of Adversity Quotient types of quitters, campers, and climbers, and to determine the interaction between the Problem Based Learning model and Adversity Quotient on improving problem solving ability. This study uses quantitative research methods with a sample of 72 grade X students at SMA Negeri 73 Jakarta. This sampling technique uses cluster random sampling technique. The instruments used were Adversity Quotient questionnaire and problem-solving ability test. Data analysis techniques include validity test, reliability test, normality test, homogeneity test, N-gain test, sample t-test, and two-way anova test and post-hoc test. The results of this study show that (1) there is no difference in the improvement of mathematical problem solving ability between students who learn Problem Based Learning model and conventional model, (2) there is a difference in the improvement of students' problem solving ability in terms of Adversity Quotient types of quitters, campers, and climbers, (3) there is an interaction between Problem Based Learning model and Adversity Quotient on the improvement of problem solving ability. The post-hoc test shows that there is an interaction between climbers and quitters and quitters and climbers

EVALUASI LINGKUNGAN BELAJAR ONLINE DALAM PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL CIPP Saputri, Veni; Irawan, Edi; Herlina, Sari
SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Vol 9, No 1 (2021)
Publisher : SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/sigmadidaktika.v9i1.48416

Penelitian ini bertujuan untuk mengevaluasi lingkungan belajar dalam pembelajaran matematika di tingkat SMA yang dilaksanakan melalui program Pembelajaran Jarak Jauh (PJJ) selama masa pandemi Covid-19 di Kabupaten Bekasi. Penelitian ini merupakan jenis penelitian evaluasi dengan menggunakan model Context, Input, Process, dan Product (CIPP) yakni (1) Context terdiri dari latar belakang program (2) Input terdiri dari akses elearning, dukungan sarana dan prasarana (3) Process terdiri dari interaksi pembelajaran, dukungan guru, equity, dan investigasi, dan (4) Product terdiri dari motivasi pembelajaran dan pemahaman materi ajar. Responden dalam penelitian ini berjumlah 258 siswa yang tersebar di 13 SMA di Kabupaten Bekasi. Instrumen yang digunakan adalah kuesioner Online Classroom Learning Environment Inventory (OCLEI) dan wawancara tidak terstruktur. Validitas instrumen yang digunakan adalah expert judgment. Selanjutnya data dianalisis secara deskriptif dan diinterpretasi untuk memperoleh gambaran konkrit mengenai kondisi faktual di lapangan. Hasil penelitian menunjukkan bahwa lingkungan belajar dalam pembelajaran matematika yang dilaksanakan melalui program PJJ pada SMA di Kabupaten Bekasi perlu dilakukan perbaikan dan peningkatan kualitas dari berbagai aspek diantaranya persiapan, sarana dan prasarana, bahan materi, dan metode pembelajaran yang digunakan dalam upaya mencapai tujuan pembelajaran. Hal tersebut didasarkan pada hasil evaluasi pada komponen context; skor nilai 3.29 dengan kategori Sangat Baik, komponen input; skor nilai 2.94 dengan kategori Baik, komponen process; skor nilai 2.88 dengan kategori Baik, dan komponen product; skor nilai 2.26 dengan kategori Kurang Baik. This study aims to evaluate the learning environment in mathematics at the high school level, carried out through the Pembelajaran Jarak Jauh (PJJ) program during the Covid-19 pandemic in Bekasi Regency. This research is a type of evaluation research using the Context, Input, Process, and Product (CIPP) model, namely (1) Context consists of program background, (2) Input consists of access to e-learning, support for facilities, and infrastructure (3) Process consists of learning interactions, teacher support, equity, and investigation, and (4) Product consists of learning motivation and understanding of teaching materials. The respondents in this study were 258 students spread across 13 high schools in Bekasi Regency. The instruments used were the Online Classroom Learning Environment Inventory (OCLEI) questionnaire and unstructured interviews. The validity of the tool used is expert judgment. Furthermore, the data are analyzed descriptively and interpreted to obtain a concrete picture of factual conditions in the field. The results showed that the learning environment in mathematics is learning through PJJ program in high schools, Bekasi Regency, requires improvement and quality improvement from various aspects, including preparation, facilities and infrastructure, materials, and learning methods used to achieve learning objectives. Based on the results of the evaluation on the context component; a score of 3.29 with the category Excellent, input components; a score of 2.94 with the type Good, process components; a score of 2.88 with the type of Good, and component products; a score of 2.26 with less good category.

Global Trend of Numeracy Research: A Bibliometric Analysis Using Scopus Database Saputri, Veni; Kusumah, Yaya Sukjaya; Turmudi, T; Jupri, Al
Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi Volume 13 Issue 2 August 2025
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/euler.v13i2.33003

The study of numeracy has grown rapidly in the last decade, especially after the implementation of the Minimum Competency Assessment (MCA) in Indonesia since 2021. This research aims to map the development of numeracy research globally through bibliometric analysis, with a computational mapping approach using Bibliometrix in RStudio and VOSviewer. Article data was taken from the Scopus database published from 2014 to 2023. Article titles, keywords and abstracts guided the search process with reference to the keyword ‘numeracy’. A total of 811 documents were identified, of which 699 were cited. The analysis showed an increasing publication trend, with a predominance of contributions from specific countries and institutions, and a thematic focus on academic achievement, cognitive ability and early literacy. Keyword visualisations also reveal interrelationships between topics and show that the integration of technology in numeracy learning is still relatively limited. The findings provide a comprehensive overview of the structure and direction of numeracy research and open up opportunities for further exploration in digital and interdisciplinary learning contexts.

E-Module Design Based on STEM and RME for Student Numeracy Development in Senior High Schools: Insights from a Needs Analysis Saputri, Veni; Kusumah, Yaya Sukjaya; Turmudi, Turmudi; Al Jupri, Al Jupri
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to analyse the needs of students and teachers in developing e-modules for mathematics learning based on the STEM (Science, Technology, Engineering, and Mathematics) and RME (Realistic Mathematics Education) approaches. This study used a descriptive approach with 203 students and 6 mathematics teachers from several high schools in Bekasi City as subjects. Data were collected through four types of instruments, namely numeracy tests, student needs questionnaires, teacher needs questionnaires, and semi-structured interviews. Data analysis was conducted using the Miles & Huberman model, which includes the stages of data collection, data reduction, data presentation, and conclusion drawing. The results of the analysis showed that the students had difficulties in understanding the material, performing calculation operations, and solving mathematical problems. The students also show low self-efficacy and require contextual, interesting, and interactive teaching materials. The students' preferences for the appearance of the e-module include the use of colours that are not excessive, consistent fonts, simple navigation, and communicative language. On the other hand, teachers show a limited understanding of the STEM-RME approach and have not fully integrated the approach into learning. The teachers express the need for learning strategies and media that can improve students' numeracy and self-efficacy, and emphasise the importance of training in the use of digital media. These findings provide an important basis for designing e-modules that meet the requirements and characteristics of users, namely students and teachers, to support the effectiveness of mathematics learning.

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