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All Journal Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang JME (Journal of Mathematics Education) Jurnal Pendidikan MIPA
Trisniwati, Retno
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Using Discovery Learning Method to Improve Students’ Learning Outcomes in the Topics of Matrix Trisniwati, Retno; Utomo, Dwi Priyo; Khusna, Arif Hidayatul
Jurnal Pendidikan MIPA Vol 20, No 2 (2019): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The purpose of this study is to describe the implementation of discovery learning in a matrix material. This type of research is a classroom action research study consisting of two cycles with each cycle consisting of four stages: planning, implementation, observation, and reflection. The research subjects were 35 students in grade XI. The research instrument used was the observation sheet and test. Data analysis techniques consist of data reduction, data presentation, and conclusions. The results showed that there was an increase in student learning outcomes after learning discovery learning was applied. It was proven that in the first cycle there were 15 students (42.8%) who were complete and in the second cycle there were 29 students (82.8%) who were complete.Keywords: discovery learning, classroom action research, matrix. DOI: http://dx.doi.org/10.23960/jpmipa/v20i2.pp54-59
IMPROVING STATISTICS LEARNING OUTCOMES THROUGH DEEP LEARNING AND TARL APPROACHES IN GRADE X Sukmananda, Indah Susitya; Sunismi, Sunismi; Trisniwati, Retno
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2714

Abstract

This study aims to improve students’ learning outcomes in statisticsusing a digital-based approach. The approach integrates DeepLearning principles and the Teaching at the Right Level (TaRL)framework. The research was conducted as a Classroom ActionResearch (CAR) in two cycles involving Grade X students at SMAN 3Malang. Data were collected using pre-tests and post-tests to measurechanges in students' performance. The results showed an increase instudents’ average learning outcomes: from 35.15% in the initialcondition to 54% in Cycle I, and further to 88.4% in Cycle II. Thesefindings suggest that a digital-based Deep Learning and TaRLapproach effectively enhances students’ understanding andengagement in learning statistics.
Teacher Identity in Transition: A Growth Mindset Perspective from Pre-Service Mathematics Teaching Practice Arviolita, Dea; Maharini, Dina; Evrihatin, Dita Susi; Herawati, Any; Trisniwati, Retno; Faradiba, Surya Sari
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.969

Abstract

This study explores how teacher identity is constructed and enacted through a growth mindset perspective in a pre-service mathematics teacher. Recognizing that teacher identity is dynamic and shaped through practice, this research aims to investigating how growth-oriented beliefs are reflected in instructional discourse and classroom interaction. A qualitative case study design was employed, focusing on a pre-service teacher conducting a teaching practicum in a State Senior High School 3 Malang. Data were collected through classroom teaching transcript derived from a recorded lesson on compound interest and analyzed using discourse analysis to identify patterns related to growth mindset and teacher identity. The findings reveal that the teacher demonstrates an emerging growth mindset through effort encouragement, valuing process, normalizing mistakes, and student agency, and challenge orientation. These practices position the teacher as a motivator and facilitator who supports student engagement and confidence. However, the teacher also frequently adopts authoritative and evaluative roles, particularly when emphasizing procedural accuracy and providing direct instruction. This indicates a tension fostering student-centered learning and ensuring correct mathematical understanding. Overall, the study highlights that teacher identity is constructed as a hybrid and transitional process, where growth mindset beliefs coexist with traditional instructional practices. The findings suggest that developing a growth mindset in teaching requires alignment between beliefs and classroom practices. Therefore, teacher professional education programs should support reflective practice to help pre-service teachers integrate growth-oriented principles more consistently in their teaching.
Co-Authors Any Herawati, Any Arif Hidayatul Khusna Arviolita, Dea Dwi Priyo Utomo Evrihatin, Dita Susi Maharini, Dina Sukmananda, Indah Susitya Sunismi . Surya Sari Faradiba