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All Journal Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) MATHEdunesa Journal of Mathematical Pedagogy (JOMP)
Santoso, Hajar Ahmad
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Humanities Education Mathematics Social Sciences Other

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POLA PRAKTISI BIMBINGAN DAN KONSELING TERHADAP SISWA HOMESCHOOLING DALAM MENGEMBANGKAN POTENSI DIRI Santoso, Hajar Ahmad; Maulidiyah, Rizqi
Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) Vol 2, No 2 (2018): Volume.2 Nomor 2 November 2018
Publisher : Jurusan Bimbingan dan Konseling

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bikotetik.v2n2.p155-158

Abstract

Homeschooling practices still generate a variety of contrasting responses to their relevance and effectiveness. This study aims to map the relationship patterns of homeschooling students with the development of self potential that has been through the analysis phase. The analysis conducted focuses on mapping relationships: a) research arrangements; b) target sample; c) methods and instruments used; d) general focus or issues discussed; and e) patterns in findings from student development. It was found that this study focused more on evaluating the effectiveness and relevance of homeschooling as an alternative to traditional schools, especially in the field of effective learning experiences and developments in the social media world. Apart from the advantages of homeschooling practice, this article also finds harmony from the importance of guidance and counseling conducted by the teacher in improving students' self-potential. So that this research provides recommendations for further effective homeschooling practices
Mapping High School Students' Metacognition Based On Mathematics Skills Santoso, Hajar Ahmad; Istiqomah, Nisa Rachmi; Santoso, Digdo
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 2: July 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n2.p68-81

Abstract

Problem solving and metacognitive are two things that are interrelated. Problem solving is synonymous with cognitive processes whereas metacognition is synonymous with controlling and regulating cognitive processes. This study aims to describe the metacognition of students with different mathematical abilities. The subjects in this study consisted of one student with high, medium, and low math abilities. Data analysis was carried out based on metacognition indicators and problem solving. It was found that, there were differences in the three subjects in solving problems. The three subjects were able to fulfill the three components of metacognition, namely awareness, regulation, and evaluation. From this study, it is suggested to conduct a deeper assessment of the metacognition process of students with high, medium, and low math abilities to see their characteristics.  
Using Canva to Create Visual Materials in Mathematics Education Santoso, Hajar Ahmad; Istiqomah, Nisa Rachmi
Journal of Mathematical Pedagogy (JoMP) Vol. 3 No. 2: July 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v3n2.p114-120

Abstract

The research aims to create innovative learning e-modules in circle equation material. This module is designed using the Canva application which provides an attractive and interactive display. After development, the module has been tested to ensure its quality. The trial was carried out in two stages. The first stage involved 2 expert validators in their fields. The second phase involved 30 students from SMAN 3 Sidoarjo. The module development process followed the ADDIE model, namely Analysis, Design, Development, Implementation, and Evaluation. The trial results show that this module is suitable for use as an effective teaching material to help students in the learning process. This results show that can helping students to find the circle equation material themselves, associating the material with issues that are currently being discussed in students' lives so that it attracts their interest, equipped with interesting pictures and an aesthetic appearance, and providing flexibility and convenience for teachers to make further revisions and developments according to learning needs and developments.
Development of the Circle Equation E-module: Research on the Effectiveness of Learning Mathematics Santoso, Hajar Ahmad; Istiqomah, Nisa Rachmi
Journal of Mathematical Pedagogy (JoMP) Vol. 4 No. 1: December 2022
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v4n1.p35-41

Abstract

This study aims to investigate the effectiveness of the circle equation e-module in learning mathematics. The Canva-based e-module development method using the Four-D model is used in this study. The research was carried out by involving students as research subjects and carried out in a formal education environment. Data were collected through pre-test and post-test, as well as practical assessments and student project assignments. The results showed that (1) the use of the Canva-based circle equation e-module with the Four-D model had a positive and significant impact on student learning outcomes. There is a significant increase in students' understanding of the equation of a circle after using the e-module; (2) This learning e-module is categorized as effective based on the classical mastery achieved by students; (3)This research contributes to the development of a more interactive and effective mathematics education through the use of e-module technology; (4) This research can also encourage collaboration between schools and the dissemination of circle equation e-modules to teachers and students.
Case Study: Exploring the Structural Relationship of Teachers' Technological Pedagogical Content Knowledge in Learning and the Class XI Students’ Learning Outcomes Santoso, Hajar Ahmad; Istiqomah, Nisa Rachmi
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p622-630

Abstract

This research investigates the relationship between teachers' Technological Pedagogical Content Knowledge (TPACK) and class XI students’ learning outcomes, with a focus on factors that influence the effective integration of technology in teaching. Using a case study method with a qualitative and quantitative approach, this research involved five mathematics teachers and 100 students at SMAN 3 Sidoarjo. Data was collected through TPACK questionnaires, classroom observations, in-depth interviews, and student academic performance records. Analysis shows that higher levels of TPACK in teachers are positively correlated with improved student learning outcomes. Teachers with strong TPACK use technology effectively in their teaching, increasing student engagement and understanding. In addition, this research emphasizes the importance of collaboration with colleagues. Teachers who receive adequate training, resources, and technical support as well as collaborative support from colleagues are more successful in integrating technology into their teaching practices. These findings suggest that investing in ongoing professional development, providing strong administrative support, and creating a collaborative teaching environment are critical to improving student learning outcomes through technology.
Case Study: Exploration of Numeracy Through a Metacognitive Knowledge Approach Santoso, Hajar Ahmad; Juniati, Dwi; Khabibah, Siti
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 8 No. 2 (2025): JRPIPM APRIL 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v8n2.p182-196

Abstract

This study explores students' numeracy literacy skills through a metacognitive approach with the Metacognitive Awareness Inventory (MAI) framework. Four female subjects were selected based on their highest scores on knowledge of cognition and regulation of cognition. Data were collected through problem-solving tests and in-depth interviews, analyzed based on six indicators of numeracy literacy: understanding the context of the problem, data interpretation, problem solving, reflection and reasoning, mathematical communication, and decision making. The results showed that regulation of cognition supported effective reflection and evaluation, as seen in Subject 3, who solved the problem in a structured and confident manner. In contrast, Subject 4 took longer and often hesitated even though her steps were correct. Subjects 1 and 2, with a focus on knowledge of cognition, excelled in choosing strategies but required additional reflection to ensure accuracy. This study emphasizes the importance of integrating numeracy literacy and metacognitive strategies in learning to improve students' critical and reflective abilities.
Co-Authors Dwi Juniati Istiqomah, Nisa Rachmi Maulidiyah, Rizqi Santoso, Digdo Siti Khabibah