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All Journal BIMASTER Journal on Mathematics Education (JME) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA Jurnal Berdaya Mandiri Journal on Mathematics Education

Dwipa, Nendra Mursetya Somasih

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Author-ID : 1421207

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Articles

DEVELOPING BILINGUAL SCIENTIFIC-WORKSHEET FOR INDEFINITE INTEGRAL Sagita, Laela; Widagsa, Rudha; Dwipa, Nendra Mursetya Somasih
Journal on Mathematics Education Vol 9, No 2 (2018)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

The purpose of this research was to develop a valid, practice and effective a bilingual scientific-worksheet of the indefinite integrals. This research is development research with 1) Preliminary investigation phase, 2) Prototyping phase, 3) Assessment phase. Data were collected from test and questionnaire and analyzed to examine validity, practicality, and effectiveness the worksheet. The result of this research was producing bilingual scientific-worksheet of indefinite integral materials that oriented for learning achievement improvement. The validity obtained content, language, and illustration from expert judgment. The practicality was on the relation, attention, belief, and student satisfaction. The effectiveness based on the result of achievement test on indefinite integral.

PERAMALAN VALUE AT RISK MENGGUNAKAN METODE GENERALIZED AUTOREGRESSIVE CONDITIONAL HETEROSCEDASTIC Dwipa, Nendra Mursetya Somasih
Bimaster : Buletin Ilmiah Matematika, Statistika dan Terapannya Vol 5, No 02 (2016): BIMASTER
Publisher : FMIPA Universitas Tanjungpura

Data return saham merupakan salah satu jenis data runtun waktu yang memiliki volatilitas tinggi dan varians yang berbeda di setiap titik waktunya. Data tersebut berfluktuatif, membentuk pola asimetris, memiliki model yang nonstasioner, dan mempunyai variansi residual yang tidak konstan (heteroskedastisitas). ARCH dan GARCH merupakan model runtun waktu yang dapat menjelaskan keheteroskedastisitasan data. Selanjutnya model GARCH ini digunakan untuk mengestimasi nilai VaR sebagai kerugian maksimum yang akan didapat selama periode waktu tertentu pada tingkat kepercayaan tertentu. Tujuan dari penelitian ini adalahÂ untuk mengetahui model peramalan terbaik dari nilai Indeks Harga Saham gabungan (IHSG). Model yang digunakan dalam penelitian ini adalah ARCH, dan GARCH. Hasil dari penelitian ini menunjukkan bahwa GARCH(1,1) adalah model terbaik nilai log likelihood 1551.711 dan nilai kriteria informasi AIC = -2.5340; BIC = -2.5088; SIC = -2.5340; dan HQIC = -2.5245. Model ini mendapatkan nilai Value at Risk (VaR)Â satu periode dengan taraf kepercayaan 95% Rp 3.622.420,50. untuk dana investasi Rp 500.000.000,00. Kata Kunci: Peramalan, volatilitas, GARCH, VaR

Identifikasi Model I-Garch (Integrated Generalized Autoregressive Conditionally Heterocedastic) Untuk Peramalan Value At Risk Dwipa, Nendra Mursetya Somasih
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol 3, No 1 (2016): Jurnal Derivat (Juli 2016)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

A stock returns data are one of type time series data who has a high volatility and different variance in every point of time. Such data are volatile, seting up a pattern of asymmetrical, having a nonstationary model, and that does not have a constant residual variance (heteroscedasticity). A time series ARCH and GARCH model can explain the heterocedasticity of data, but they are not always able to fully capture the asymmetric property of high frequency. Integrated Generalized Autoregresive Heteroskedascticity (IGARCH) model overcome GARCH weaknesses in capturing unit root. Furthermore IGARCH models were used to estimate the value of VaR as the maximum loss that will be obtained during a certain period at a certain confidence level. The aim of this study was to determine the best forecasting model of Jakarta Composite Index (JSI). The model had used in this study are ARCH, GARCH, and IGARCH. From the case studies were carried out, the result of forecasting volatility of stock index by using IGARCH(1,1) obtained log likelihood values that 3857,979 to the information criteria AIC = -6,3180; BIC = -6,3013; SIC = -6,3180; dan HQIC = -6,3117. Value of VaR movement of the JCI if it becomes greater the investment is Rp.500,000,000.00 with a confidence level of 95% on the date of July 2, 2015 using a model IGARCH (1,1) is Rp7.166.315,00.

Students’ financial literacy in math classroom: Insights into financial awareness Sagita, Laela; Utami, Niken Wahyu; Dwipa, Nendra Mursetya Somasih; Wicaksono, Bintang
Journal on Mathematics Education Vol. 16 No. 1 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i1.pp131-152

The current generation of young people faces significant financial challenges in an increasingly volatile global economy, highlighting the need for enhanced financial literacy education. While the OECD has recommended the integration of financial literacy into school curricula, a notable gap exists in the development of age-appropriate financial literacy content that aligns with students’ cognitive and developmental stages. This study addresses this gap by evaluating students’ financial literacy knowledge, with a particular focus on integrating financial concepts into mathematics education. Specifically, the research targets financial topics that are accessible and relatable to upper elementary school students, exploring how these concepts can be integrated into existing mathematics curricula. The study involved students from grades 4, 5, and 6, with data collected through interviews that were transcribed and analyzed using NVIVO software. Findings indicate that topics such as exchange rates, foreign currencies, cash transactions, and digital payment systems resonate with students' existing knowledge and personal experiences. Furthermore, the study underscores the importance of introducing foundational personal financial management skills, such as distinguishing between needs and wants and promoting saving habits, from an early age. However, it also highlights that more complex financial concepts, including regulatory frameworks, consumer protection, and data security risks, are not developmentally appropriate for elementary students. The results of this research offer valuable insights into the practical integration of financial literacy into mathematics classrooms, with potential implications for curriculum development. These findings contribute to the growing body of knowledge on financial literacy education, providing a basis for selecting relevant financial topics for school curricula and fostering a more financially literate future generation.

TRANSFORMASI KOMPETENSI GURU DENGAN PERANGKAT PEMBELAJARAN BERDIFERENSIASI INTEGRATIF: MENINGKATKAN LITERASI DAN NUMERASI SISWA Dwipa, Nendra Mursetya Somasih; Sagita, Laela; Anggraeni, Ganung
Jurnal Berdaya Mandiri Vol. 7 No. 1 (2025): JURNAL BERDAYA MANDIRI (JBM)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jbm.v7i1.7051

The ability of teachers to design learning tools is an essential component of pedagogical competence, significantly contributing to the quality of teaching and student learning outcomes. However, several challenges were identified, such as uncertainty in implementing differentiated learning, minimal integration of HOTS (Higher Order Thinking Skills) and TPACK (Technological Pedagogical Content Knowledge), and a lack of coherence among learning tools. This community service program aims to enhance teacher professionalism at SMP Negeri 14 Yogyakarta through mentoring in the development of differentiated and integrative learning tools. The implementation adopts a blended learning model, involving stages such as preparation, training, instructional material design, classroom practice, and reflection. The results showed significant improvements: 93.93% of teachers implemented innovative teaching, 75.75% had complete learning tools, 84.84% applied differentiated instruction, 87.87% incorporated HOTS, 78.79% utilized TPACK, and 87.88% optimized students’ literacy and numeracy skills. This program effectively enhanced teacher competence in designing more coherent and innovative teaching practices, supporting the improvement of education quality at the school. Keyword: differentiated, learning tools, literacy and numeracy, professionalism

Meta-Analisis Optimalisasi Kualitas Pembelajaran Matematika Dengan Integrasi STEM Dwipa, Nendra Mursetya Somasih
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2022): Jurnal Derivat (Desember 2022)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jderivat.v9i2.4232

Meta-analysis is a technique that uses certain measures to show the strength of the relationship between similar variables in a number of different research results. The unit of analysis in this study is the thesis reports of UPY mathematics education students taking the topic of integrating STEM (science, technology, engineering, mathematics) in learning mathematics. This study provides an introduction to the description of the implementation of STEM in students' mathematics learning, specifically aimed at knowing the improvement of the quality of the learning. The analytical technique used is library analysis on research reports taken purposively based on the research objectives. Quantitative analysis was carried out on percentage and nominal data, while qualitative analysis was carried out on study descriptions related to STEM implementation. The results of this study indicate that (1) in the aspect of mathematics learning outcomes, learning with STEM integration is able to describe students' abilities in the cognitive, affective, and psychomotor domains, (2) STEM learning is able to improve the quality of students' mathematics learning Keywords: Meta-Analysis, STEM, Quality, Learning

Co-Authors Anggraeni, Ganung Laela Sagita Niken Wahyu Utami Rudha Widagsa

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