Articles
<![CDATA[Characteristics of Different Strategies in Problems Solving of Linear Pattern ]]>
<![CDATA[Setiawan, Yayan Eryk]]>
<![CDATA[ International Journal on Emerging Mathematics Education IJEME, Vol. 6 No. 1, March 2022 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/ijeme.v6i1.17336
<![CDATA[Generalization is the core of mathematical activities that are important to be taught to students. One of the material generalizations that are emphasized at the level of junior high school in Indonesia is the generalization of linear patterns. One strategy that is often used by students in generalizing linear patterns is a different strategy. However, many students do not know the usefulness of the difference in making general formulas, so that they are trapped in a recursive relationship. This problem can be overcome by analyzing the results of student work that has succeeded in generalizing linear patterns using different strategies. For this reason, this study aims to get a description of the characteristics of the different strategies of students who have succeeded in generalizing linear patterns. The approach that fits this research is a case study approach to 6 grade VIII junior high school students who successfully solved the problem of generalizing linear patterns using a different strategy. The results showed that there were six characteristics of different strategies used to generalize linear patterns, namely: (1) using the difference to be substituted into the nth term formula of an arithmetic sequence, (2) using the difference to substitute into linear pattern formula, (3) using difference as a multiple, (4) using the difference as a jump number, (5) using the difference to be placed in a different column, and (6) using the difference to determine the formula for generalizing linear patterns directly.]]>
<![CDATA[Generalization strategy of linear patterns from field-dependent cognitive style ]]>
<![CDATA[Setiawan, Yayan Eryk]]>;
<![CDATA[Purwanto]]>;
<![CDATA[Parta, I Nengah]]>;
<![CDATA[Sisworo]]>
<![CDATA[ Journal on Mathematics Education Vol. 11 No. 1 (2020): Journal on Mathematics Education ]]>
Publisher : <![CDATA[Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS) ]]>
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<![CDATA[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 students’ failure in generalizing the pattern occurred when the students ended to view the problems globally without breaking them into the constructors’ 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.]]>
<![CDATA[Error analysis of prospective mathematics teachers in solving of applying radian measurement problem in trigonometry courses ]]>
<![CDATA[Setiawan, Yayan Eryk]]>;
<![CDATA[Surahmat, Surahmat]]>
<![CDATA[ Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas Islam Raden Intan Lampung, INDONESIA ]]>
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DOI: 10.24042/ajpm.v12i2.9874
<![CDATA[This research aims to describe the mistakes of the prospective teachers in solving the application of radian measurement problems and their causes. This type of research is qualitative descriptive research with a case study approach. The types of data collection in this research consisted of the results of the subject's work and transcripts of interviews with research subjects. By following the type of data, this research instrument consists of one question about the problem of applying radian measurement and interview guidelines developed by the researchers. Data analysis of the subject's work is carried out by classifying the types of errors to know the types of errors that arise in solving the problem of applying the radian measurements. While the transcript analysis of the interview results was carried out by coding the words to determine the factors causing the errors that appeared. The results of the research indicate that the error in solving the problem of applying the radian measurement are misconceptions and factual errors. This misconception is generally caused by intuitive thinking, while this factual error is generally caused by not paying careful attention to the information in the question. The solution to these errors is to analyze the elements of the circle that are interconnected in solving the problem of applying the radian measurements and to be careful in writing the information that is known in the question. ]]>
<![CDATA[Workshop Penulisan Artikel Ilmiah untuk Publikasi Jurnal Nasional Terakreditasi Sinta di IAIN Kediri ]]>
<![CDATA[Yayan Eryk Setiawan]]>
<![CDATA[ Jurnal Pengabdian UNDIKMA Vol. 2 No. 2 (2021): November ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jpu.v2i2.4109
<![CDATA[This service is in the form of a seminar that aims to provide understanding to students in writing accredited national scientific articles. This service activity was carried out at IAIN Kediri. This seminar activity consists of 4 activities, namely: presentation of material by the servant, review of scientific articles of one of the students by the servant, question and answer, and evaluation of community service. The results of the evaluation of this service activity show that the percentage of the questionnaire filling score is 86.6% which is in the high category which means that this workshop is very successful in providing understanding to participants in writing scientific articles. This success was due to good cooperation between the committee, presenters, and participants in participating in this workshop. Pengabdi recommends that so that students can write scientific articles, students must understand three knowledge, namely about: writing stages, writing scientific article components and submitting scientific articles to journals.]]>
<![CDATA[Proses Berpikir Siswa dalam Memperbaiki Kesalahan Generalisasi Pola Linier ]]>
<![CDATA[Setiawan, Yayan Eryk]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 9 No. 3 (2020): September ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v9i3.619
<![CDATA[Masih banyak kesalahan yang dilakukan oleh siswa dalam menggeneralisasi pola linier yang disebabkan fokus pada data numerik. Siswa-siswa yang mengalami kesalahan ini penting diberikan kesempatan kembali untuk memperbaiki kesalahan dalam menggeneralisasi pola linier. Untuk itu, tujuan penelitian ini adalah menganalisis proses berpikir siswa dalam memperbaiki kesalahan generalisasi pola linier. Sesuai dengan tujuan penelitian tersebut, maka penelitian ini merupakan penelitian kualitatif deskriptif dengan pendekatan studi kasus terhadap 2 siswa kelas VIII sekolah menengah pertama yang berhasil memperbaiki kesalahan generalisasi pola linier. Hasil penelitian menunjukkan bahwa terdapat dua jenis proses berpikir dalam memperbaiki kesalahan generalisasi pola linier, yaitu memperbaiki dengan menguji dan mencoba, serta memperbaiki dengan mengganti strategi generalisasi. Proses memperbaiki dengan menguji dan mencoba terdiri dari tiga tahap, yaitu: tahap mencari beda, tahap menguji, dan tahap mencoba. Proses memperbaiki dengan mengganti strategi generalisasi terdiri dari tiga tahap, yaitu: tahap mencari beda, tahap mengganti strategi generalisasi, dan tahap menemukan rumus suku ke-n. Cara yang paling efektif untuk memperbaiki kesalahan generalisasi pola linier adalah dengan cara mengganti strategi.]]>
<![CDATA[PENDAMPINGAN PENYUSUNAN PROPOSAL PENELITIAN DENGAN PEMANFAATAN TEKNOLOGI INFORMASI PADA MAHASISWA S1 ]]>
<![CDATA[Juliyat Hadi Sobirin]]>;
<![CDATA[Samsul Ma'arif]]>;
<![CDATA[Lina Rumiati]]>;
<![CDATA[Yayan Eryk Setiawan]]>
<![CDATA[ Jurnal Pengabdian Kepada Masyarakat Bersinergi Inovatif Vol. 1 No. 2 (2024): Jurnal Pengabdian Kepada Masyarakat Bersinergi Inovatif ]]>
Publisher : <![CDATA[PT. Gelora Cipta Nusantara ]]>
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DOI: 10.61674/jpkmbi.v1i2.148
<![CDATA[Masalah mitra pengabdian masyarakat ini, mahasiswa tingkat akhir Program Studi Pendidikan Matematika STKIP Modern Ngawi mengalami kesulitan dalam membuat proposal penelitian. Tujuan dalam pengabdian masyarakat ini 1) Membimbing mahasiswa untuk memahami dan mampu menyelesaikan masalah terkait penelitian, 2) Meningkatkan kemampuan mahasiswa dalam menulis proposal penelitian dengan memanfaatkan teknologi seperti Mendeley dan Publish or Perish. Metode pelaksanaan terdapat tiga tahapan yaitu (1) Pra-kegiatan, merumuskan masalah dari mitra melalui audiensi kepada ketua program studi pendidikan matematika dan diperkuat dengan membuat angket tentang kendala yang dialami mahasiswa tingkat akhir, (2) Pendampingan mahasiswa tingkat akhir dengan menjelaskan metode dan jenis-jenis penelitian serta melatih mahasiswa memanfaatkan teknologi yang mendukung penelitian meliputi pencarian artikel melalui publish or perish dan menyusun daftar pustaka melalui mendeley, (3) Monitoring dan evaluasi setelah pendampingan yaitu mahasiswa diwajibkan untuk membuat dan mengirim proposal penelitian untuk meninjau kemampuan penulisan proposal penelitian. Kegiatan melibatkan 45 mahasiswa tingkat akhir program studi Pendidikan Matematika di STKIP Modern Ngawi. Hasil kegiatan menunjukan bahwa 40 mahasiswa memiliki progres yang baik dalam penulisan proposal penelitian. Kegiatan pendampingan serupa perlu sering dilaksanakan untuk mahasiswa tingkat akhir karena mampu mempermudah dan membantu mahasiswa dalam menyelesaikan penulisan proposal penelitian.]]>
<![CDATA[Mathematical Representations Based on Field-Dependent and Field-Independent Cognitive Styles ]]>
<![CDATA[Sobirin, Juliyat Hadi]]>;
<![CDATA[Setiawan, Yayan Eryk]]>;
<![CDATA[Faradiba, Surya Sari]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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DOI: 10.31327/jme.v8i2.1981
<![CDATA[Mathematical representation ability is very important for students, but many students still need to be able to solve mathematical problems with various mathematical representation abilities. This research is narrative research with a qualitative approach to describe the problems of students' mathematical representation abilities in terms of field-dependent and field-independent cognitive styles on the set topic. A total of 4 students, based on the GEFT test and the results of the subject teacher's directions, tended to field-dependent and field-independent cognitive styles. The instruments used in this study were the GEFT test, questions of representation ability, and interview guidelines. The results of the data analysis show that the mathematical representation abilities of students with a field-dependent cognitive style can represent with several models. In contrast, the mathematical representation abilities of students with a field-independent cognitive style can represent all indicators. Based on these conditions, in the learning process, the teacher can plan a differentiated lesson by paying attention to the differences in students' cognitive styles.]]>
<![CDATA[The Effect of Geogebra Learning Media on Spatial Capability and Understanding of Students' Mathematics Learning Concepts ]]>
<![CDATA[Hidayat, Nurul]]>;
<![CDATA[Abidin, Zainal]]>;
<![CDATA[Setiawan, Yayan Eryk]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol 9, No 1 (2024): JME ]]>
Publisher : <![CDATA[Universitas Sembilanbelas November Kolaka ]]>
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<![CDATA[The purpose of this study was to see how geometry learning media on flat-sided geometrical material affected the spatial abilities and understanding of learning ideas in Probolinggo Private MTs class 8 pupils. The experimental research approach was given to courses VIII-B and VIII-C. The control class is VIII-B, and the experimental class is VIII-C. Class VIII-B has 30 students, while Class VIII-C has 25. Pre-test, post-test, and questionnaire data-gathering approaches are used. Pre- and post-tests were used to examine the influence of geometry on students' knowledge of learning concepts, while surveys were used to determine the effect of geometry on students' psychological capacities. The data was analyzed using the Z-test. The findings of the study reveal that: (1) Geogebra learning media on flat-sided geometric material influence students' spatial ability. (2) Students' knowledge of learning ideas is improved when Geogebra learning media are used in class functional content compared to students who do not use Geogebra.]]>
<![CDATA[Pedagogical Competencies of Pre-Service Teacher Professional Education in Understanding and Implementing the Teaching at the Right Level (TaRL) Approach ]]>
<![CDATA[Abidin, Zainal]]>;
<![CDATA[Setiawan, Yayan Eryk]]>;
<![CDATA[Alifiani, Alifiani]]>;
<![CDATA[Widodo, Ganjar Setyo]]>;
<![CDATA[Siswiyanti, Frida]]>
<![CDATA[ Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif ]]>
Publisher : <![CDATA[FKIP Universitas Lampung ]]>
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<![CDATA[Abstract: Pedagogical Competencies of Pre-Service Teacher Professional Education in Understanding and Implementing the Teaching at the Right Level (TaRL) Approach. Objective: The objective of this research to describe students' understanding of TaRL and their ability to implement the TaRL approach at school. Methods: This type of research is quantitative survey research. This research was carried out at the Islamic University of Malang with the research population being TPE Pre-service students class 1. The sample for this research was 71 students, all of whom were taken from the research population. The data collected in this research is in the form of the results of filling out a questionnaire. The questionnaire used in this research is valid and reliable. Next, the data obtained was analysed descriptively. Findings: The results of the research show that the average student understanding of the TaRL approach is 4.50 and the average ability to apply TaRL in learning is 4.15, which means the understanding and implementation of the TaRL approach is in the very good category. Conclusion: From the research results, it can be concluded that students can understand the TaRL approach well and can apply it in learning at school. Recommendations for further research are analysing the obstacles and solutions made by students in implementing the TaRL approach. Keywords: pedagogical competency, TPE, TaRL approach, differentiated learning.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202434]]>
<![CDATA[The Effect Self-Confident on Mathematical Creativity ]]>
<![CDATA[Setiawan, Yayan Eryk]]>
<![CDATA[ Proceeding International Conference on Mathematics and Learning Research 2023: Proceeding International Conference on Mathematics and Learning Research ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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<![CDATA[One of the important things to note in supporting the success of learning is self-confidence and creativity. The purpose of this study was to determine the effect of self-confidence on mathematical creativity. This type of research is quantitative research. Through the use of random sampling techniques, the sample for this study was 65 semester 1 student in the mathematics education study program at the Islamic University of Malang. The data collected in this study is the result of a questionnaire about students' self-confidence and mathematical creativity. The questionnaire used in this study has met the validity and reliability. Questionnaire results were analyzed by correlation test and linear regression test. Correlation and linear regression tests were carried out with the help of SPSS. The results of the research show that there is a correlation between self-confidence and mathematical creativity. The results also show that self-confidence has a positive effect on mathematical creativity by 32.5%. This influence is due to four things, namely self-confidence in solving math problems (even though it is difficult), confidence in expressing opinions during discussions, confidence when appearing in front of the class, and confidence when answering questions from the teacher. Thus, it is important to train students to be more confident in solving math problems, so that this will increase their creativity in solving math problems.]]>
