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Yayan Eryk Setiawan

Universitas Islam Malang

Author-ID : 1359211

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Transportation Other

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GENERALIZATION STRATEGY OF LINEAR PATTERNS FROM FIELD-DEPENDENT COGNITIVE STYLE Setiawan, Yayan Eryk; Purwanto, Purwanto; Parta, I Nengah; Sisworo, Sisworo
Journal on Mathematics Education Vol 11, No 1 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Linear pattern is the primary material in learning number patterns in junior high schools, but there are still many students who fail to generalize the linear pattern. The studentsâ€™ failure in generalizing the pattern occurred when the students ended to view the problems globallyÂ without breaking them into the constructorsâ€™ components such as the experience of field-dependent type students. For this reason, this study was carried out to explore the thinking process of students who fail and investigate the thinking processes of students who succeed in generalizing linear patterns. The results of this study provide an effective learning strategy solution for field-dependent students in generalizing linear patterns. This study employed a qualitative approach with a case study design to junior high school students. The results indicated that students in the field-dependent cognitive style looked at pattern questions represented in the form of geometric images globally without looking at the structure of the image. Two strategies for generalizing linear patterns used by field-dependent students were examined, namely recursive and different strategies.

Validitas Model Pembelajar IDEA (Issue, Discussion, Establish, and Apply) untuk Meningkatkan Pemahaman Konsep Setiawan, Yayan Eryk; Mustangin, Mustangin
JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Vol 6, No 1 (2020)
Publisher : Program Studi Pendidikan Matematika, FKIP, Universitas Siliwangi, Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jp3m.v6i1.1432

Salah satu hal penting dalam pembelajaran matematika adalah menekankan pemahaman konsep. Namun, kesalahan konsep dalam menyelesaikan masalah matematika masih umum ditemukan. Salah satu solusi yang dapat dilakukan untuk mengatasi kesalahan konsep adalah mengembangkan model pembelajaran untuk meningkatkan pemahaman konsep. Penelitian ini bertujuan untuk mengembangkan model pembelajaran yang dapat meningkatkan pemahaman konsep. Model pembelajaran yang dikembangkan dalam penelitian ini disebut model pembelajaran IDEA (Issue, Discussion, Establish, and Apply). Setelah berhasil dirancang, validitas model pembelajaran IDEA diuji. Tes validitas model pembelajaran IDEA dilakukan oleh 2 ahli dan 1 praktisi. Hasil uji validitas model pembelajaran IDEA menunjukkan bahwa model pembelajaran IDEA valid dan dapat digunakan untuk meningkatkan pemahaman konsep.One of the important things in learning mathematics is to emphasize understanding of concepts. However, concept errors in solving mathematical problems are still commonly found. One solution that can be done to overcome the concept errors is to develop a learning model to improve concept understanding. This research aims to develop a learning model that can improve concept understanding. The learning model developed in this study is called the IDEA learning model (Issue, Discussion, Establish, and Apply). After successfully designed, the validity of the IDEA learning model was tested. The validity test of the IDEA learning model is conducted by 2 experts and 1 practitioner. The validity test results of the IDEA learning model show that the IDEA learning model is valid and can be used to improve understanding of concepts.

Pemahaman Konsep Mahasiswa Semester Satu pada Mata Kuliah Trigonometri Mustangin, Mustangin; Setiawan, Yayan Eryk
Jurnal Elemen Vol 7, No 1 (2021): Jurnal Elemen
Publisher : Universitas Hamzanwadi

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

Trigonometry, a discipline in mathematics, is often misunderstood by mathematics learners. To understand Trigonometry, students should start learning from understanding Mathematical concepts. Therefore, this study aims to analyze students' understanding of concepts in the Trigonometry course. This research is a qualitative descriptive study of the first semester students' conceptual understanding of the mathematics education study program at a university in Malang City. The data collected in this study consisted of the subject's work and transcripts of interviews. The instrument used in this study consisted of 6 questions about understanding the concept of trigonometric material. Analysis of the subject's work results is carried out to find out the right or wrong answers. Meanwhile, the interview transcripts were analyzed by coding to determine the factors that support conceptual understanding. The results showed that students with good conceptual understanding could solve trigonometric problems, while students with less understanding of concepts had difficulty solving trigonometric problems. The results of this study also found aspects that influence (encourage and inhibit) students in understanding the concept of trigonometry. Furthermore, this research is expected to contribute to trigonometry subjects' learning based on indicators of conceptual understanding in the Trigonometry course.

Disposition of students learning independence to support learning success during the COVID-19 pandemic Setiawan, Yayan Eryk; Zauri, Ahmad Sufyan; Rukmigarsari, Rr. Ettie; Syaifuddin, Syaifuddin; Ilmi, Yuli Ismi Nahdiyati
Jurnal Pendidikan dan Pengajaran Vol 55, No 1 (2022)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v55i1.44686

The background of this research is that online learning causes a decrease in student understanding. One of the factors that influence this decrease and increase in understanding is the student's thinking disposition. Thus, it is important to identify the dispositions needed by students to support their success in online learning. The purpose of this study was to identify the disposition of learning independence that is used as a supporter of successful online learning. The method of this research is quantitative research with a survey approach. The sample of this study consisted of 138 students of the mathematics education study program at the Islamic University of Malang. The data collected in this study are the results of filling out questionnaires and student opinions related to thinking dispositions. The data from filling out the questionnaire was analyzed by determining the number of students who chose the component of thinking disposition which aims to find out the component of thinking disposition that is most needed by students to be successful in learning online during the covid-19 pandemic. Meanwhile, students' opinions were analyzed descriptively which aims to find out the reasons students choose certain disposition components. The survey results show that there are four components of thinking disposition that are needed by students to be successful in online learning, namely: persistence, motivation, communication, and self-regulation. These four components are interrelated with each other. Someone successful in learning must have persistence, where persistence is built from motivation. Someone persistent and motivated must also be able to communicate with various parties. Persistence, motivation, and communication must pay attention to self-regulation. These four components of thinking disposition can be used to support student success.

The effectiveness of IDEA learning model in mathematics concept understanding Sunismi Sunismi; Yayan Eryk Setiawan
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

This research aimed to determine the effectiveness of the issue, discussion, establishment, and application (IDEA) learning model in embedding mathematical concepts understanding. It is a quantitative study with a quasi- experimental approach. This research was conducted at Malang Islamic University with students majoring Mathematics education study program and in their first academic year as the subjects. Subjects were divided into two group, experimental and control and measured their result using posttest only control group design. There are six instruments consisting six items used to measure mathematical concepts understanding. The results confirmed that H0 is rejected, while Ha is accepted proved by t count (3.132) more than table (1.674). It means there is a significant difference between the of both groups (experimental and control). In addition, the results indicated that the IDEA learning models is effective to assist students in understanding mathematical concepts showed by the higher score of experimental groups than control group. Three factors are involved in order to implement the IDEA learning model effectively; namely: individual problem-solving opportunities, active student involvement, and guidance and assistance (from lecturer) on the IDEA learning model. This research is only limited to preservice teacher, further research is required in order to implement this model for mathematics learning at junior and senior high schools’ level.

Analisis Kesalahan Siswa dalam Menilai Kebenaran Suatu Pernyataan Yayan Eryk Setiawan
Didaktik Matematika Vol 7, No 1 (2020): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

The reasonings students provided in assessing the truth of a statement still show many mistakes. Therefore, this present research aimed to find the students’ errors in judging the truth of a statement. The present research employed a qualitative approach, and the participants were 10th-grade senior high school students in one of Lumajang district. This research instrument consisted of three questions demanding evaluative abilities. The findings showed that the students made three kinds of errors reasoning in judging the truth of the statements, which are conceptual errors, principle errors, and factual errors. This study is implied to the Mathematics teachers to provide students opportunities to construct definitions, distinguish the differences among the characteristics of two and three-dimensional figures, and to explain the meaning of mathematical symbols in various contexts to avoid conceptual errors, principle errors, and factual errors.

Relevansi Model Pembelajaran IDEA dalam Menanamkan Pemahaman Konsep Yayan Eryk Setiawan
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 6, No 2 (2021): September 2021 - Februari 2022
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v6i2.1952

Tujuan penelitian ini adalah untuk mengetahui relevansi pengembangan model pembelajaran IDEA dalam meningkatkan pemahaman konsep yang dilakukan dengan cara memberikan angket uji relevansi kepada 110 mahasiswa dan 10 dosen pendidikan matematika di Universitas Islam Malang. Dari hasil pengisian angket uji relevansi diperoleh bahwa relevansi model pembelajaran IDEA untuk meningkatkan pemahaman konsep ini sebesar 84,73% sesuai dengan kebutuhan mahasiswa untuk mengembangkan pemahaman konsep dan 74,17% sesuai dengan kebutuhan dosen untuk membelajarkan pemahaman konsep. Ini artinya pengembangan model pembelajaran IDEA sangat relevan dengan kebutuhan mahasiswa dalam meningkatkan pemahaman konsep dan relevan dengan kebutuhan dosen untuk membelajarkan pemahaman konsep. The purpose of this study was to determine the relevance of the development IDEA learning model in improving the concept understanding carried out by providing a relevance test questionnaire to 110 students and 10 lecturers of mathematics education at the Islamic University of Malang. From the results of the relevance test questionnaire obtained that the relevance of the IDEA learning model to improving concepts understanding is 84.73% according to the needs of students to develop understanding of concepts and 74.17% according to the needs of lecturers to teach understanding of concepts. This means that the development of the IDEA learning model is very relevant to the needs of students in improving understanding of concepts and relevant to the needs of lecturers to learn concept understanding.

KEPRAKTISAN MODEL PEMBELAJARAN IDEA (ISSUE, DISCUSSION, ESTABLISH, AND APPLY) DALAM PEMBELAJARAN MATEMATIKA Yayan Eryk Setiawan; Mustangin Mustangin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Salah satu upaya untuk mengatasi kesalahan konsep yang dialami oleh siswa maupun mahasiswa adalah dengan mengembangkan model pembelajaran IDEA (Issue, Discussion, Establish, and Apply) untuk meningkatkan pemahaman konsep. Penelitian sebelumnya menunjukkan bahwa model pembelajaran IDEA ini telah valid secara teoritis. Sebagai penelitian lanjutan, maka perlu diadakan uji coba lapangan dari model pembelajaran IDEA yang telah valid secara teoritis untuk mengetahui kepraktisan model pembelajaran IDEA. Untuk itu, tujuan penelitian ini adalah untuk mengetahui kepraktisan model pembelajaran IDEA dalam pembelajaran Matematika. Metode penelitian ini yaitu penelitian pengembangan. Hasil yang dibahas dalam penelitian ini fokus pada hasil uji coba kelompok kecil dan uji coba kelompok besar yang merupakan bagian dari pengembangan model pembelajaran IDEA. Dari hasil uji coba kelompok kecil diperoleh masukan-masukan yang digunakan untuk merevisi lembar kerja mahasiswa dan menambahkan kegiatan-kegitan pada sintaks model pembelajaran IDEA. Dari hasil uji coba kelompok besar diperoleh tingkat kepraktisan model pembelajaran IDEA adalah tinggi, yaitu sebesar 73,47% yang berarti bahwa model pembelajaran IDEA praktis untuk dilaksanakan dalam pembelajaran matematika. Selain itu, melalui uji coba kelompok besar diperoleh kelebihan dan kekurangan dari model pembelajaran IDEA. Kelebihan model pembelajaran IDEA yaitu dapat meningkatkan minat belajar, pemahaman konsep, kreativitas, dan membuat suasana belajar menyenangkan. Sedangkan kekurangan model pembelajaran IDEA yaitu membutuhkan waktu yang relatif lama. One of the efforts to overcome misconceptions experienced by students is by developing an IDEA (Issue, Discussion, Establish, and Apply) learning model to improve conceptual understanding. Previous research has shown that the IDEA learning model is theoretically valid. As follow-up research, it is necessary to hold a field trial of the theoretically valid IDEA learning model to determine the practicality of the IDEA learning model. For this reason, the purpose of this study was to determine the practicality of the IDEA learning model in mathematics learning. This research method is development research. The results discussed in this study focus on the results of small group trials and large group trials that are part of the development of the IDEA learning model. From the results of the small group trial, it was obtained inputs that were used to revise student worksheets and add activities to the syntax of the IDEA learning model. From the results of large group trials, the practicality level of the IDEA learning model was high, namely 73.47%, which means that the IDEA learning model is practical to be implemented in mathematics learning. Also Besides, through large group trials, the advantages, and weakness of the IDEA learning model were obtained. The advantages of the IDEA learning model are that it can increase interest in learning, understanding concepts, creativity, and create a pleasant learning atmosphere. Meanwhile, the weakness of the IDEA learning model is that it takes a relatively long time.

KESALAHAN MAHASISWA SEMESTER PERTAMA DALAM MENYELESAIKAN MASALAH FUNGSI TRIGONOMETRI SUDUT TIDAK LANCIP Yayan Eryk Setiawan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Hasil penelitian pendahuluan menunjukkan bahwa mahasiswa semester pertama masih banyak mengalami kesalahan dalam menyelesaikan masalah fungsi trigonometri sudut tidak lancip. Kesalahan-kesalahan ini perlu diteliti lebih lanjut. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan kesalahan mahasiswa semester pertama dalam menyelesaikan masalah fungsi trigonometri sudut tidak lancip beserta faktor-faktor penyebabnya. Jenis penelitian ini adalah penelitian deskriptif kualitatif dengan pendekatan studi kasus terhadap mahasiswa semester pertama yang mengalami kesalahan dalam menyelesaikan masalah fungsi trigonometri sudut tidak lancip. Subjek penelitian ini terdiri dari 7 mahasiswa program studi pendidikan matematika di salah satu perguruan tinggi di kota Malang. Data yang dikumpulkan dalam penelitian ini yaitu hasil pekerjaan subjek dan transkrip hasil wawancara dengan subjek. Analisis hasil pekerjaan subjek dilakukan secara deskriptif yang bertujuan untuk mengategorikan kesalahan subjek. Sedangkan analisis transkrip hasil wawancara dilakukan dengan pengkodean yang bertujuan untuk mengetahui faktor-faktor penyebab kesalahan subjek. Hasil penelitian menunjukkan bahwa dari 38 mahasiswa yang mengalami kesalahan diperoleh: 53% mengalami kesalahan konsep, 31% mengalami kesalahan hitung, dan 16% mengalami kesalahan fakta. Kesalahan konsep disebabkan karena kesalahpahaman terhadap konsep sudut referensi dan tidak memperhatikan kuadran. Kesalahan hitung disebabkan kesalahpahaman terhadap operasi hitung dan kurang teliti. Kesalahan fakta disebabkan kurang memperhatikan informasi dalam soal. The results of preliminary research show that the first semester students still experience many errors in solving the problem of non-acute angle trigonometric functions. These errors need further investigation. Therefore, this study aims to describe the errors of the first semester students in solving the problem of non-acute angle trigonometric functions and their causes. This type of research is a qualitative descriptive study with a case study approach to first semester students who experience errors in solving the problem of non-acute angle trigonometric functions. The subjects of this research consisted of 7 students of the mathematics education study program at one of the universities in Malang. The data collected in this study are the results of the subject's work and transcripts of interviews with the subject. Analysis of the results of the subject's work is done descriptively which aims to categorize the subject's errors. While the transcript analysis of the interview results was carried out by coding which aims to determine the factors causing the subject's errors. The results showed that of the 38 students who had errors obtained: 53% had misconceptions, 31% had miscalculations, and 16% had factual errors. Misconceptions are caused due to misunderstanding of the concept of the reference angle and not paying attention to quadrants. Miscalculations are caused by a misunderstanding of arithmetic operations and less thoroughness. Factual errors are caused by not paying attention to the information in the questions.

Disposition of Students Learning Independence to Support Learning Success During the COVID-19 Pandemic Yayan Eryk Setiawan; Ahmad Sufyan Zauri; Rr. Ettie Rukmigarsari; Syaifuddin Syaifuddin; Yuli Ismi Nahdiyati Ilmi
Jurnal Pendidikan dan Pengajaran Vol 55 No 1 (2022): April
Publisher : Universitas Pendidikan Ganesha

Nowadays online learning causes a decrease in student understanding. One of the factors that influence this decrease is the student's thinking disposition. Thus, it is important to identify the dispositions needed by students to support their success in online learning. The purpose of this study was to identify the disposition of learning independence that is used as a supporter of successful online learning. The method of this research is quantitative research with a survey approach. The sample of this study consisted of 138 students in the mathematics education study program. The data collected in this study are the results of filling out questionnaires and student opinions related to thinking dispositions. The survey results show that there are four components of thinking disposition that are needed by students to be successful in online learning, namely: persistence, motivation, communication, and self-regulation. These four components are interrelated with each other. Someone successful in learning must have persistence, where persistence is built from motivation. Someone persistent and motivated must also be able to communicate with various parties. Persistence, motivation, and communication must pay attention to self-regulation. These four components of thinking disposition can be used to support student success.

Co-Authors Abdul Halim Fathani Ahmad Sufyan Zauri Alifiani, Alifiani Aliya Dian Ludbiyani Anies Fuady Ayuningtyas, Triwilujeng Febrianti Rofidatul Hasanah Fina Putri Damayanti Fina Zumrotul Mupidah Frida Siswiyanti Ganjar Setyo Widodo Gusti Firda Khairunnisa Hasanul Bisri Hasanul Bisri Helvida Putri Andini Hilmiyatul Widdah I Nengah Parta Isbadar Nursit Julia Rahmah Ratnasari Juliat Hadi Sobirin Juliyat Hadi Sobirin Juliyat Hadi Sobirin Karwati Ni'matus Sholikah Lina Rumiati Lutfa Arini Isnaini Putri Murniatie, Itsnaniyah Umie Mustangin Mustangin Nasiyatun Nahdia Nova Widia Ningsih Nurul Hidayat Purwanto Purwanto Purwanto Purwanto RR. Ettie Rukmigarsari Samsul Ma'arif Sisworo Sofiatul Ilmi Sunardi, Sunardi Sunismi Sunismi . Sunismi, S surahmat Surahmat Surahmat Surahmat Surahmat Surahmat Surahmat, Surahmat Surya Sari Faradiba syaifuddin syaifuddin Syaifuddin Syaifuddin Syaifuddin Syaifuddin Syamsul Arifin Walida, Sikky El Yuli Ismi Nahdiyati Ilmi Zainal Abidin Zainal Abidin Zainal Abidin

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