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DIMENSI METRIK DAN DIAMETER DARI GRAF ULAT Cm,n Wantika, Restu Ria
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Graf is a pair (V,E) where V set of vertices is not empty and E set side. Let u and v are the vertices in a connected graph G, then the distance d (u, v) is the length of the shortest path between u and v in G. The diameter of graph G is the maximum distance of d (u, v) .For the set of ordered of vertices in a connected graph G and vertex , the representation of v to W is . If r (vÃ¢â€â€šW) for each node v∈V (G) are different, then W is called the set of variants from G and the minimum cardinality of the set differentiator is referred to as the metric dimensions. Based on the characteristics of the vertices and sides of the graph have many types of them are caterpillars and graph graph fireworks, which both have in common at the center of the graph shaped trajectory and earring star-shaped graph. In this paper will prove that Graf caterpillar with has diameter and metric dimensions . Keywords: dimensional graph, graph diameter, star graph, graph caterpillar ..

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS MAHASISWA PADA MATERI GEOMETRI SUDUT Wantika, Restu Ria
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 7 No 2 (2017)
Publisher : Universitas PGRI Adi Buana Surabaya

Purpose done research to know how mathematical communication ability of student either in writing or orally.The type of this research is descriptive research with qualitative approach. The subjects of the research are S-1 students of Mathematics Education Department of UNIPA Surabaya who are taking angle geometry courses that have good mathematical communication ability, good enough and less good that has been predicted by mathematics teacher in that class. Methods of data collection used were observations during learning, tests and in-depth interviews. Research instruments are diagnostic tests and interview guidelines. Data analysis in this research is descriptive qualitative analysis. The data analyzed are observational data during the learning, test results and in-depth interviews that are used to describe students' mathematical communication abilities in writing and orally. The results obtained from this study among others. The result of the analysis of students who have the ability of mathematical communication as a whole found that 28.65% are at level 4, where students are able to use math language (term, symbol, sign, and or representation) which is very effective, accurate and comprehensive. Furthermore, 21.87% of students are at level 3, where students are able to use math language (terms, symbols, signs, and or representations) that are less effective but accurate. So also students who have the ability of mathematical communication at level 2 is 19.78%. Where at level 2 students are able to use math language (terms, symbols, signs, and or representations) that are less effective. Furthermore 25% of students are at level 1, where students in using mathematics language (term, symbol, sign, and or representation) are inaccurate and ineffective. At level 0 where the student does not give answer as much as 4.67%. Keywords: analysis of mathematical communication skills, angular geometry

Analisis Pemecahan Masalah Matematika Higher Order Thinking Ditinjau Dari Gaya Kognitif Siswa Ainun Maghfiroh; Restu Ria Wantika
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 10 No 2 (2020)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/buanamatematika.v10i2.2599

Penelitian ini bertujuan untuk mendeskripsikan pemecahan masalah Higher Order Thinking yang ditinjau dari gaya kognitif siswa. Penelitian ini merupakan penelitian kualitatif. Peneliti menggunakan data hasil GEFT (Group Embedded Figure Test), data hasil penyelesaian soal â€“ soal berpikir tingkat tinggi (Higher Order Thinking) dan juga data hasil wawancara pada dua subjek siswa SMA Negeri 1 Taman. Dua subjek tersebut terdiri dari satu subjek dengan gaya kognitif field independent dan juga satu subjek dengan gaya kognitif field dependent. Selanjutnya data yang diperoleh dianalisis dengan menggunakan empat indikator pemecahan masalah Polya. Dari penelitian yang telah dilakukan menujukkan hasil penelitian sebagai berikut: (1) Siswa dengan gaya kognitif field independent dinyatakan mampu pada seluruh indikator pemecahan masalah Polya pada masalah matematika higher order thinking dengan tingkatan kognitif analyze (menganalisis), evaluate (mengevaluasi) dan create (menciptakan). (2) Siswa dengan gaya kognitif field dependent dinyatakan mampu pada seluruh indikator pemecahan masalah Polya pada masalah matematika higher order thinking dengan tingkatan kognitif analyze (menganalisis) dan create (menciptakan). Akan tetapi kurang mampu pada indikator merencanakan atau merancang strategi pemecahan masalah, indikator melaksanakan perhitungan serta indikator memeriksa kembali kebenaran hasil atau solusi pada tingkatan kognitif evaluate (mengevaluasi).

PEMBELAJARAN KOOPERATIF TIPE TAI BERDASARKAN TEORI BEBAN KOGNITIF WANTIKA, RESTU RIA
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Fakultas Pedagogi dan Psikologi Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/bp.vol13.no23.a449

The purpose of this study was to describe the study of mathematics used by cognitive load theory. According to the theory of cognitive load, cognitive load of learners consists of intrinsic cognitive load, extraneous and germane cognitive load. By managing the intrinsic cognitive load, reducing extraneous cognitive load, and increase germane cognitive load on the learner, the processing of information on learners can be more effective. The study examines the stages in cooperative learning TAI is based on the theory of cognitive load. Of each phase shown any cognitive load that appear and effectiveness in pembelajran. Results of the study is the emergence kognitifintrinsic load, extraneous, and germane learners in mathematics using didscovery methods, and the characteristics of the cognitive load that is intrinsic, extraneous, and germane learners in every phase of cooperative learning TAI type.

PROFIL BERPIKIR LATERAL SISWA DALAM PEMECAHAN MASALAH GEOMETRI DITINJAU DARI TAHAP BERPIKIR VAN HIELE Restu Ria Wantika; Eka Susilowati
JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN Vol 4 No 2 (2018): Jurnal Edukasi: Kajian Ilmu Pendidikan.
Publisher : LPPM STKIP PGRI Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51836/je.v4i2.105

The purpose of this study was to describe the lateral thinking of students in solving geometry problems reviewed by the van Hiele thinking stage. Humans have thoughts on things, especially mathematics emphasizing logical thinking, so one of the most suitable ways of thinking is lateral thinking. One of the things that can train lateral thinking is to solve problems. Geometry is a subject of mathematics that can support to know the lateral thinking of students because it trains students to think creatively to find alternative options to solve problems. This type of research is qualitative research. The research subjects were three junior high school students in grade VIII. Subjects were selected based on VGHT test results. Data collection methods used are observation during learning, tests and in-depth interviews. Research instruments are diagnostic tests and interview guidelines. Data analysis in this study is qualitative descriptive analysis. The data analyzed were observation data during learning, test results and the results of in-depth interviews which were used to describe the students' lateral thinking process in geometry problem solving

BERPIKIR KRITIS SISWA PADA PERMASALAHAN MATEMATIKA DENGAN LITERASI MATEMATIS Restu Ria Wantika; Reni Tri Anggraini
HISTOGRAM: Jurnal Pendidikan Matematika Vol 3, No 2 (2019): Histogram
Publisher : STKIP Andi Matappa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/histogram.v3i2.563

Proses berpikir kritis siswa tentunya berbeda tergantung pada kemampuan matematika masing-masing siswa. Kemampuan matematika dikenal sebagai kemampuan literasi matematika. kemampuan ini memengaruhi proses penyelesaian masalah matematika. Penelitian yang dilakukan bertujuan untuk melakukan pendeskripsikan proses pemikiran kritis siswa pada permasalahan matematika dalam hal literasi matematika. Penelitian yang digunakan deskriptif kualitatif dengan menggunakan wawancara berbasis tes. Subjek yang digunakan terdiri dari tiga siswa menengah pertama kelas VIII SMP Negeri 3 Waru, 1 siswa laki-laki tingkat 1 kemampuan apa yang ditulis, 1 perempuan tingkat 2 kemampuan melihat apa yang tertulis, dan 1 perempuan 3 kemampuan melihat apa yang tertulis. Alat penilaian yang digunakan terdiri dari tes kemampuan literasi matematika dalam bentuk PISA, item tes untuk penyelesaian permasalahan matematika dalam persamaan garis lurus, serta pedoman wawancara terstruktur. Penganalisisan data menggunakan indikator pemikiran kritis FRISCO dengan empat urutan penyelesaian permasalahan Polya. Hasil penelitian menunjukkan bahwa Proses berpikir kritis siswa dengan kemampuan literasi setiap level dalam menyelesaikan masalah matematika pada materi persamaan garis lurus meliputi: level-1 dan level-2 belum mampu berpikir kritis. Pada level-3 ini siswa mampu berpikir kritis.

DIMENSI METRIK DAN DIAMETER DARI GRAF ULAT Cm,n Restu Ria Wantika
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 1 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Graf is a pair (V,E) where V set of vertices is not empty and E set side. Let u and v are the vertices in a connected graph G, then the distance d (u, v) is the length of the shortest path between u and v in G. The diameter of graph G is the maximum distance of d (u, v) .For the set of ordered of vertices in a connected graph G and vertex , the representation of v to W is . If r (vÃ¢â€â€šW) for each node v∈V (G) are different, then W is called the set of variants from G and the minimum cardinality of the set differentiator is referred to as the metric dimensions. Based on the characteristics of the vertices and sides of the graph have many types of them are caterpillars and graph graph fireworks, which both have in common at the center of the graph shaped trajectory and earring star-shaped graph. In this paper will prove that Graf caterpillar with has diameter and metric dimensions . Keywords: dimensional graph, graph diameter, star graph, graph caterpillar ..

ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS MAHASISWA PADA MATERI GEOMETRI SUDUT Restu Ria Wantika
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 7 No 2 (2017)
Publisher : Universitas PGRI Adi Buana Surabaya

Purpose done research to know how mathematical communication ability of student either in writing or orally.The type of this research is descriptive research with qualitative approach. The subjects of the research are S-1 students of Mathematics Education Department of UNIPA Surabaya who are taking angle geometry courses that have good mathematical communication ability, good enough and less good that has been predicted by mathematics teacher in that class. Methods of data collection used were observations during learning, tests and in-depth interviews. Research instruments are diagnostic tests and interview guidelines. Data analysis in this research is descriptive qualitative analysis. The data analyzed are observational data during the learning, test results and in-depth interviews that are used to describe students' mathematical communication abilities in writing and orally. The results obtained from this study among others. The result of the analysis of students who have the ability of mathematical communication as a whole found that 28.65% are at level 4, where students are able to use math language (term, symbol, sign, and or representation) which is very effective, accurate and comprehensive. Furthermore, 21.87% of students are at level 3, where students are able to use math language (terms, symbols, signs, and or representations) that are less effective but accurate. So also students who have the ability of mathematical communication at level 2 is 19.78%. Where at level 2 students are able to use math language (terms, symbols, signs, and or representations) that are less effective. Furthermore 25% of students are at level 1, where students in using mathematics language (term, symbol, sign, and or representation) are inaccurate and ineffective. At level 0 where the student does not give answer as much as 4.67%. Keywords: analysis of mathematical communication skills, angular geometry

Analisis Pemecahan Masalah Matematika Higher Order Thinking Ditinjau Dari Gaya Kognitif Siswa Ainun Maghfiroh; Restu Ria Wantika
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 10 No 2 (2020)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/buanamatematika.v10i2.2599

Penelitian ini bertujuan untuk mendeskripsikan pemecahan masalah Higher Order Thinking yang ditinjau dari gaya kognitif siswa. Penelitian ini merupakan penelitian kualitatif. Peneliti menggunakan data hasil GEFT (Group Embedded Figure Test), data hasil penyelesaian soal â€“ soal berpikir tingkat tinggi (Higher Order Thinking) dan juga data hasil wawancara pada dua subjek siswa SMA Negeri 1 Taman. Dua subjek tersebut terdiri dari satu subjek dengan gaya kognitif field independent dan juga satu subjek dengan gaya kognitif field dependent. Selanjutnya data yang diperoleh dianalisis dengan menggunakan empat indikator pemecahan masalah Polya. Dari penelitian yang telah dilakukan menujukkan hasil penelitian sebagai berikut: (1) Siswa dengan gaya kognitif field independent dinyatakan mampu pada seluruh indikator pemecahan masalah Polya pada masalah matematika higher order thinking dengan tingkatan kognitif analyze (menganalisis), evaluate (mengevaluasi) dan create (menciptakan). (2) Siswa dengan gaya kognitif field dependent dinyatakan mampu pada seluruh indikator pemecahan masalah Polya pada masalah matematika higher order thinking dengan tingkatan kognitif analyze (menganalisis) dan create (menciptakan). Akan tetapi kurang mampu pada indikator merencanakan atau merancang strategi pemecahan masalah, indikator melaksanakan perhitungan serta indikator memeriksa kembali kebenaran hasil atau solusi pada tingkatan kognitif evaluate (mengevaluasi).

Pengaruh Pendekatan Realistic Mathematic Education Secara E-Learning Terhadap Hasil Belajar Matematika Findy Soraya; Restu Ria Wantika
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 11 No 2 (2021)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/buanamatematika.v11i2.3721

Latar belakang diakukannya penelitian ini yakni kurangnya penguasaan peserta didik dalam memecahkan masalah berupa cerita yang berhubungan dengan permasalahan kehidupan, dan sulitnya mengaplikasikan pembelajaran ke dalam kehidupan keseharian, terlebih pada mata pelajaran matematika. Diterapkannyaa pendekatan realistic mathematic education secara e-learning adalah salah satu cara untuk menangani masalah yang sudah diuraikan, khususnya dimasa pandemi Covid-19. Tujuan dilakukannya penelitian adalah untuk melihat terdapat pengaruh atau tidak terdapat pengaruh penerapan pendekatan realistic mathematic education terhadap hasil belajar matematika. Dalam penelitian ini digunakan jenis penelitian kuantitatif dengan metode penelitian eksperimental yang dilaksanakan di SMA Negeri 1 Menganti. Dalam penelitian kali ini digunakan teknik ppurposive sampling, Sampel kelas eksperimen yaitu kelas X IPA 1 dan untuk kelas kontrol yaitu kelas XIPA 2. Berdasarkan hasil analisis ditunjukkan rata-rata hasil belajar matematika kelas eksperimen lebih tinggi daripada kelas kontrol yaitu diperoleh t hitung > t tabel yaitu 5,50 > 1,99 sehingga ditolak, terdapat pengaruh pendekatan realistic mathematic education secara e-learning terhadap hasil belajar matematika.

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