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Kemampuan Spasial Siswa SMP Laki-Laki Maskulin dan Perempuan Feminin dalam Memecahkan Masalah Geometri Siti Suparmi; I Ketut Budayasa; Rini Setianingsih
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 7 No. 1 (2022)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2022.7.1.35-54

This study aims to describe the spatial ability of masculine male and feminine female students in solving geometric problems. The subjects of this study are one masculine male gender and one feminine female gender junior high school students who had the same mathematical ability. The subject selection was carried out using the Bem Sex Role Inventory instrument and Middle Semester Assessment scores, followed by conducting TPM (Problem Solving Test) and TPM-based interviews. The data collected from the TPM results and TPM-based interviews were then analyzed by applying the following steps: categorization, reduction, data presentation, interpretation, and conclusion. The results showed that subject-1 satisfied five indicators of spatial ability, namely spatial perception, visualization, spatial rotation, spatial relations, and spatial orientation so that it can be said to have high spatial abilities. On the other hand, subject-2 only meets three indicators of spatial ability, namely spatial rotation, spatial relation, and spatial orientation, so it can be said that female students have moderate spatial abilities. It is expected that the results of this study will be useful for future research and the mathematics learning process in schools

Kemampuan Siswa SMP dalam Menulis Bukti Ditinjau Berdasarkan Tingkat Kemampuan Matematika Robbi Nur Mulyo; Mega Teguh Budiarto; Ismail; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 6 No. 1 (2023): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v6i1.8111

The ability to write proof means writing down an idea to prove a mathematical problem. It consists of a combination of the ability to read, write and prove. This study aims to describe the ability of junior high school students to write evidence based on mathematical ability. However, only students with high mathematical abilities are the subject of the research. This research is a descriptive study using a qualitative approach. Tests and interviews were conducted to collect the data. There were three steps for collecting data in this study: administering a mathematical ability test; administering a proof writing test with congruence questions to students with high mathematical abilities; and interviewing three students with high mathematical abilities of Grade IXA of SMP Negeri 1 Siliragung, Banyuwangi Regency. Data analysis includes data reduction, data presentation, and drawing conclusions. The results showed that students with high mathematical abilities had good reading, writing, and proving abilities. Based on the results of this study, the researchers suggest that teachers train students more often in reading, writing, and proving mathematical problems and accustom students to writing proofs systematically.

Kemampuan Siswa SMP dalam Menulis Bukti Ditinjau Berdasarkan Tingkat Kemampuan Matematika Robbi Nur Mulyo; Mega Teguh Budiarto; Ismail; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 6 No. 1 (2023): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v6i1.8111

The ability to write proof means writing down an idea to prove a mathematical problem. It consists of a combination of the ability to read, write and prove. This study aims to describe the ability of junior high school students to write evidence based on mathematical ability. However, only students with high mathematical abilities are the subject of the research. This research is a descriptive study using a qualitative approach. Tests and interviews were conducted to collect the data. There were three steps for collecting data in this study: administering a mathematical ability test; administering a proof writing test with congruence questions to students with high mathematical abilities; and interviewing three students with high mathematical abilities of Grade IXA of SMP Negeri 1 Siliragung, Banyuwangi Regency. Data analysis includes data reduction, data presentation, and drawing conclusions. The results showed that students with high mathematical abilities had good reading, writing, and proving abilities. Based on the results of this study, the researchers suggest that teachers train students more often in reading, writing, and proving mathematical problems and accustom students to writing proofs systematically.

Kemampuan Komunikasi Matematis Siswa SMA dalam Menyelesaikan Masalah Matematika Ditinjau dari Self-Confidence Anisa Nur Aini; Rini Setianingsih
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Kemampuan komunikasi matematis adalah kemampuan siswa dalam menyampaikan ide matematika baik dalam tulisan maupun secara lisan. Kemampuan komunikasi matematis perlu ditumbuhkan dalam diri siswa agar dapat menyampaikan ide dan pemikirannya terhadap suatu konsep tertentu. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa SMA dalam menyelesaikan masalah matematika pada materi program linear ditinjau dari self-confidence. Jenis penelitian yang digunakan adalah penelitian deskriptif kualitatif. Subjek dalam penelitian ini berjumlah 3 orang siswa dimana subjek diperoleh dari penyebaran angket self-confidence kepada 32 orang siswa kelas XI IPA 5 pada salah satu SMA di Sidoarjo yang dipilih masing-masing satu siswa dengan self-confidence tinggi, sedang, dan rendah. Teknik pengumpulan data menggunakan 2 butir soal tes esai materi program linear, angket self-confidence, dan wawancara. Data yang diperoleh kemudian dianalisis berdasarkan indikator kemampuan komunikasi matematis melalui tiga tahapan yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan self-confidence tinggi mempunyai kemampuan komunikasi matematis yang tinggi dan mampu memenuhi semua indikator kemampuan komunikasi matematis, sedangkan siswa dengan self-confidence sedang dan rendah memiliki kemampuan komunikasi matematis sedang dan hanya mampu memenuhi dua indikator kemampuan komunikasi matematis dari tiga indikator yang ada. Oleh karena itu, guru diharapkan dapat meningkatkan kemampuan komunikasi matematis siswa dengan memperbanyak kegiatan diskusi bersama, presentasi, sesi tanya jawab antara guru dengan siswa dan siswa dengan siswa serta memberikan banyak latihan soal kepada siswa agar self-confidence yang dimiliki siswa juga meningkat.

Analisis Kemampuan Numerasi Siswa SMA dalam Menyelesaikan Soal Asesmen Kompetensi Minimum (AKM) Katherina Estherika Anggraini; Rini Setianingsih
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

AKM berfungsi untuk mengukur kompetensi siswa maka soal AKM terdiri dari berbagai konten atau topik, beragam konteks serta beberapa tingkat proses kognitif. Penelitian ini menggunakan metode kualitatif deskriptif dengan tujuan untuk mendeskripsikan kemampuan numerasi siswa SMA dalam meyelesaikan soal AKM. Subjek penelitian ini adalah tiga orang siswa dari kelas X dengan diberikan soal tes AKM dan melakukan wawancara. Hasil penelitian ini yaitu berdasarkan hasil tes soal AKM dari 15 siswa terdapat 11 siswa dengan kemampuan numerasi rendah, tiga siswa dengan kemampuan numerasi sedang, dan satu orang siswa dengan kemampuan numerasi tinggi. Berdasarkan hasil wawancara, siswa dengan kemampuan numerasi rendah pada level pemahaman menentukan informasi dari bacaan dengan tepat, pada level penerapan siswa belum mampu memberikan solusi penyelesaian dari soal, dan pada level penalaran siswa belum mampu menganalisis dan menyelesaikan soal. Siswa dengan kemampuan numerasi sedang pada level pemahaman mendapatkan informasi dari bacaan dengan tepat, pada level penerapan siswa memberikan solusi penyelesaian dari soal, dan pada level penalaran siswa cukup mampu dalam menganalisis dan menyelesaikan soal dan disertai alasan yang tepat. Sedangkan siswa dengan kemampuan numerasi tinggi pada level pemahaman mendapatkan informasi dari bacaan dengan tepat sehingga siswa memahami soal, pada level penerapan siswa memberikan solusi penyelesaian dari soal, dan pada level penalaran siswa mampu menganalisis dan menyelesaikan soal disertai alasan yang tepat. Peneliti menyarankan agar guru dan siswa memperbanyak latihan soal AKM untuk melatih kemampuan numerasi siswa dalam pemahaman, penerapan, dan penalaran siswa agar siswa menjadi terbiasa dalam proses kognitifnya serta mempersiapkan siswa menghadapi soal AKM.

Analisis Kemampuan Berpikir Kritis Siswa SMP dalam Menyelesaikan Soal Aljabar Mengacu pada Watson-Glaser Critical Thinking Appraisal Dwi Fatmarani; Rini Setianingsih
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Kemampuan berpikir kritis merupakan salah satu keterampilan 4c harus dimiliki oleh siswa sebagai generasi abad 21. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa SMP dalam menyelesaikan soal aljabar mengacu pada Watson Glaser Critical Thinking Appraisal. Analisis kemampuan berpikir kritis penelitian ini menggunakan kriteria dari Ennis yaitu Focus, Reason, Inference, Situation, Clarity, dan Overview. Jenis penelitian ini adalah deskriptif kualitatif dengan instrumen utama yaitu peneliti sendiri dan instrumen pendukung berupa tes tertulis kemampuan berpikir kritis dan pedoman wawancara. Subjek yang dipilih adalah siswa kelas VII masing-masing satu siswa pada tiap kategori kemampuan berpikir kritis siswa yaitu tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa siswa berkategori tinggi memiliki kemampuan berpikir kritis tertinggi dengan memenuhi 6 kriteria yaitu FRISCO pada tiap soal WGCTA dengan hasil sangat kritis. Siswa berkategori sedang memiliki kemampuan berpikir kritis dengan memenuhi 5 kriteria yaitu FRISC pada soal penarikan kesimpulan dan menafsirkan informasi dengan hasil sangat kritis, 4 kriteria yaitu FISC pada soal asumsi dengan hasil kritis, dan 3 kriteria FRS pada soal deduksi dan menganalisis argumen dengan hasil kritis. Siswa berkategori rendah memiliki kemampuan berpikir kritis terendah dengan memenuhi 2 kriteria yaitu FC pada soal asumsi dengan hasil tidak kritis dan 1 kriteria yaitu F pada soal penarikan kesimpulan, deduksi, menafsirkan informasi, dan menganalisis argumen dengan hasil tidak kritis. Hasil penelitian ini menjadi masukan bagi guru untuk mendorong siswa meningkatkan kemampuan berpikir kritis melalui kegiatan didalam kelas seperti diskusi agar terjadinya interaksi antar siswa dan siswa dengan guru untuk memudahkan siswa mengolah informasi pada soal, serta guru dapat memberikan latihan soal kepada siswa dengan tipe WGCTA seperti penarikan kesimpulan, asumsi, deduksi, menafsirkan informasi, dan menganalisis argumen untuk melatih berpikir kritis siswa. Kata Kunci: Kemampuan Berpikir Kritis, Kategori Subjek, FRISCO.

Proses Berpikir Kreatif Siswa SMA dalam Menyelesaikan Masalah Kontekstual Materi Barisan Aritmetika Syifa’uliyah Syifa'uliyah; Tatag Yuli Eko Siswono; Rini Setianingsih
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.533

Contextual problems are non-routine problems that are related to real or daily life in the form of story questions, so that students are able to apply various contextual problems in learning mathematics. In solving contextual problems, it will be different from one student to another, this is because the creative thinking of each student is not the same. Creative thinking is the process of coming up with many ideas/possible answers of a problem, which has aspects of fluency, originality, and flexibility to generate the ideas. While the stages of creative thinking are: 1) synthesizing ideas, 2) building ideas, 3) planning ideas, and 4) implementing ideas. This research is a descriptive study with a qualitative approach that aims to describe the creative thinking of high school students in solving contextual problems in class X based on the level of creative thinking (creative and creative enough). The subjects in this study were 2 (two) students based on the level of creative thinking. Data collection was done in written form (Creative Thinking Test) and interview. Based on the results of research on creative thinking of high school students in solving contextual problems, information was obtained that: a) students with a creative level of thinking (creative) carry out steps in determining concepts, ideas sourced from everyday experience, generating different ideas from each problem with various patterns, determine and develop strategies to implement ideas based on the information received, but there are a few obstacles in implementing the final problem, but already have a strong concept, even though it is not shown how big the prize is through the stages of synthesizing ideas, building ideas, planning ideas, and implement ideas. b) students with a level of creative thinking (sufficient) carry out steps to recall arithmetic sequence formulas, based on the information obtained in the problem, generate different ideas/patterns based on the knowledge received by students during learning, determine and organize the ideas used, but not thorough in answering the questions, but the ideas given are correct and appropriate and not answering the final problem through the stages of synthesizing ideas, building ideas, planning ideas, and implementing ideas. The implication of this research in mathematics education and learning is to find out the steps for students' creative thinking, knowledge and strategies in solving contextual problems

Development of E-Modules Based on Ethnomathematics of Anjuk Ladang Batik Motifs Assisted by GeoGebra Brilian Rahma Fitria; Rini Setianingsih
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p462-476

The use of textbooks in the learning process tends to make learning less motivating for students. This is because textbooks primarily focus on delivering content without considering students' motivation and engagement. In addition, the integration of technology in schools remains relatively low. Therefore, an interactive e-module based on the ethnomathematics of Batik Anjuk Ladang and supported by GeoGebra was developed. The e-module serves as an alternative learning resource that promotes interactive learning. The integration of Batik Anjuk Ladang’s ethnomathematics provides contextual content to help enhance students’ self-learning motivation, while GeoGebra is used to offer visualization and increase the interactivity of the e module. This e-module was developed using the Plomp development model, which consists of three phases: preliminary research, development or prototyping, and assessment. The e-module focuses on Grade IX junior high school geometry transformation material and was developed using Flip PDF Professional and GeoGebra. The module was tested at SMP Negeri 2 Nganjuk with a group of Grade IX students. The quality of the developed e-module was evaluated based on validity, practicality, and effectiveness criteria. The study produced a detailed description of the e-module development process. The average material validity score was 86.31%, categorized as very valid— especially in terms of user-friendliness. The media validity score was 86.08%, also very valid with the same dominant criterion. The practicality score reached 85.09%, classified as very practical, with multimedia clarity as the most prominent aspect. The effectiveness of the e-module was demonstrated by an average N-gain score of 0.701, indicating a high category. Therefore, the developed e-module meets the criteria of being valid, practical, and effective for facilitating independent learning in geometry transformation.

Implementation of the Teaching at the Right Level Approach to Improve Learning Outcomes of 10th Grade Students on Probability Erlita Nur Rahmawati; Rini Setianingsih
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p438-461

Learning outcomes in mathematics, particularly in probability, are often uneven due to student’s diverse initial abilities and the limited application of differentiated instruction in a classrooms. This study was conducted to address this issue by implementing the Teaching at the Right Level (TaRL) approach, which focuses on tailoring instruction to students’ actual learning levels rather than their grade level. The purpose of this research is to examine how the TaRL approach can improve students’ learning outcomes in the topic of probability. A descriptive quantitative method was employed, involving 29 students in the experimental class and 30 in the control class. Data were collected through classroom observations of student and teacher activities, student response questionnaires, and cognitive assessments via pretests and posttests. The data analysis included N-Gain calculation, Shapiro-Wilk normality test, paired t-test or Wilcoxon test, and independent t-test or Mann-Whitney test. The results showed that TaRL encouraged active student participation according to their level: high-ability students worked more independently, medium-ability students required occasional guidance, and low-ability students engaged more actively in discussions with consistent support. Teachers successfully applied differentiated instruction based on TaRL principles throughout the discovery learning phases, ensuring structured and adaptive teaching practices. Student responses were highly positive, with many expressing greater enjoyment, engagement, and clarity during learning. A significant difference in learning outcomes was found between the experimental and control groups, indicating that the TaRL approach effectively enhances student achievement by aligning instruction with individual learning needs and promoting active participation in the learning process.

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