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Fitri Alyani

Universitas Muhammadiyah Prof. DR. HAMKA

Author-ID : 1488706

Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Education Energy Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Structural Equation Modelling (SEM) on Teacher Competencies Test of Indonesian EFL Senior High School Teachers Dwi Rahmani, Bita; Alyani, Fitri
Journal of Education Reseach and Evaluation Vol 4 No 2 (2020): May
Publisher : LPPM Undiksha

The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher’s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenced most on Teacher Competencies Test. The result revealed that teacher competencies test was mostly influenced by education background (β =.27, p=0.028). It can be concluded that to increase the teacher’s competencies can be done by giving a chance to teachers to continue their study.

The Relation between Self-Regulated Learning and Mathematical Problem-Solving During Covid-19 Alyani, Fitri; Ramadhina, Anisa Laela
Journal of Education Reseach and Evaluation Vol 6 No 4 (2022): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i4.47593

Changes in the learning process that often occur during the Covid-19 period indicate that students need to develop the ability to organize, direct, adjust and control themselves. Self-regulated learning is one of the aspects required in learning during the Covid-19 because Self-Regulated Learning influences mathematical problem-solving abilities. This study is a correlation study which aims to analyze the relation between Self-Regulated Learning and math problem-solving during Covid-19. The sample for this study was drawn from 350 students in grade XI from four public high schools, who were obtained by simple random sampling. Data were collected through Self-Regulated Learning questionnaires and problem-solving ability tests. The data were analyzed using Winsteps and SPSS. Pearson correlation and coefficient of determination tests were conducted to see the relation between the two variables. According to the research conducted, the Pearson correlation coefficient was 0.634, indicating a relation between Self-Regulated Learning and students' math problem-solving during Covid-19. Through the results, it can be seen that the level of students' mathematical problem-solving increases along with the increase in their Self-Regulated Learning. So, this research can encourage students to improve SRL to help them in solving math problems.

The implementation of self-explanation strategy to develop understanding proof in geometry Maarif, Samsul; Alyani, Fitri; Pradipta, Trisna Roy
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.9910

Proof is a key indicator for a student in developing mathematical maturity. However, in the process of learning proof, students have the difficulty of being able to explain the proof that has been compiled using good arguments. So we need a strategy that can put students in the process of clarifying proof better. One strategy that can explore student thought processes in explaining geometric proof is self-explanation strategy. This research aimed to analyze the ability to understand the geometric proof of prospective teacher students by implementing a selfexplanation strategy in basic geometry classes. This study used a quasiexperimental research type of nonequivalent control group design. The participants of this research were 75 students of mathematics education study programs at one private university in Semarang. This research used four instrument tests of geometric proof. Before being used for research, the instruments were tested for validity and reliability using product-moment and Cronbach's alpha. Data analysis in this study used a two-way ANOVA test. The results showed that: the increased ability to understand the geometric proof of students who used self-explanation strategy was better than those who obtained direct learning; there was a significant difference between the increase of students’ mathematical proof ability in a group of students with a high and moderate level of initial mathematical ability; the initial ability (high, medium, low) of mathematics did not directly influence the learning process to improve the ability to understand the geometric proof. Hence, it can be concluded that the selfexplanation strategy is effective to be used to improve the understanding of the geometric proof.

How Discovery Learning Affect Students’ Numeracy? A Case on Statistics Material Anjani, Erlina; Alyani, Fitri
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.27477

The numeracy skills of students in Indonesia are an important focus, as reflected in the 2022 PISA results. Numeracy skills are a crucial part of the global curriculum, which aims to help learners develop the ability to think logically and understand data, graphs, and mathematical information increasingly relevant in modern life. This study was conducted to examine the impact of the discovery learning approach on students’ numeracy skills, specifically within the context of learning statistical concepts. This research is quantitative research. With a non-equivalent control group and a posttest, this study employed a quasi-experimental design. The experimental class and the control class were conducted in classes X-5 and X-6 at one of the Jakartan high schools utilizing the researchers' sampling technique, purposive sampling. A written test with five questions is used as the data collecting tool in this study to get information on numeracy abilities. The result of this study used logit data processing show that discovery learning. Based on the results of logit data processing which shows that the average value of the experimental class (0.4039) is greater than the control class (0.0697) after treatment. T-test shows a significant difference between the experimental class and the control class with a Sig value. 0.001 <0.05. To strengthen the t-test, researchers analyzed the effect size, obtained a Cohen's d value of 0.835901 with strong criteria. it can be concluded that there is an effect of the discovery learning model through a numeracy approach on students' numeracy skills in statistics.

The Relationship Between Self-Directed Learning and Mathematical Literacy Skills Among Grade XI Students: A Correlational Study Setiabudi, Zahrani Putri; Alyani, Fitri
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.453

This scholarly investigation examines the relationship between self-directed learning and proficiency in mathematical literacy among students. The methodology employed in this study is quantitative, utilizing a correlational approach. The sampling technique adopted was convenience sampling, encompassing 143 high school students from Jakarta. The instruments employed for data collection comprised a self-directed learning questionnaire alongside a mathematical literacy assessment. The questionnaire was meticulously crafted to evaluate the degree to which students exhibit initiative, responsibility, and self-directed learning capabilities. Conversely, the mathematical literacy assessment was designed to gauge students' proficiency in comprehending, interpreting, and resolving contextualized mathematical challenges. The data analysis incorporated a correlation test to determine the relationship between the two variables. The results revealed a statistically significant correlation between self-directed learning and students' mathematical literacy competencies, with a significance value of 0.035 below the threshold of α = 0.05, alongside a Pearson correlation coefficient of r = 0.176. Consequently, it can be inferred that an increase often follows an increase in the level of students self-directed learning in mathematical literacy. However, because the correlation value is very low, the effect of self-directed learning on mathematical literacy is considered small, suggesting that other factors may also play a role in influencing students' mathematical literacy skills.

Improvement Of Students' Mathematical Problem Solving Skills With The REACT Model Alyani, Fitri; Nuriadin, Ishaq; Afilah, Nidia
International Journal on Emerging Mathematics Education IJEME, Vol. 4 No. 1, March 2020
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v4i1.15211

The ability to solve mathematical problems is a way of thinking that can be used when trying to solve a problem, it is hoped that students can use it to solve problems in daily life. However, the reality is that students' mathematical problem solving abilities are still low. One effort that can improve students' mathematical problem solving skills is to use the mathematics learning model Relating, Experiencing, Applying, Cooperating, Transferring (REACT). REACT learning model where the REACT model is a contextual learning approach. Contextual learning itself is learning that can motivate and relate problems in everyday life. The purpose of this study is to improve the ability to solve mathematical problems with the REACT model. The research method used in this research is Quasi-Experimental type Pretest-Posttest Control Group Design. The results of this study indicate that students 'mathematical problem-solving abilities with the REACT model are better than students' mathematical problem-solving abilities with conventional models.

EFEKTIFITAS PEMBELAJARAN NUMERASI BERBANTUAN MEDIA GENIALLY TERHADAP KEMAMPUAN NUMERASI SISWA KELAS IV SD Septiyanty, Devinda Dwi; Alyani, Fitri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 3 (2025): Volume 10 No3 September, 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i3.29525

This study discusses numeracy as fundamental competence that underpins students’ ability to reason and solve mathematical problems. Despite its importance, students’ numeracy skills in elementary schools remain relatively low, posing a significant challenge in mathematics instruction. Many learners face difficulties in grasping and applying mathematical operations within real-life contexts, engaging in logical reasoning, and developing critical thinking abilities. Additionally, the lack of engaging instructional approaches often hinders students’ conceptual understanding. This study aims to investigate the influence of a numeracy-oriented learning approach enhanced by Genially digital media on the numeracy skills of fourth-grade elementary students. A quantitative method was adopted, employing a quasi-experimental design with a post-test only nonequivalent control group. The experimental group was taught using interactive media via Genially, while the control group received conventional instruction. Data were gathered using a validated and reliable numeracy assessment. The findings revealed that the numeracy-based approach significantly improved student learning outcomes. There was a notable difference between the two groups, with the experimental group achieving higher scores. Statistical analysis showed a Sig. (2-tailed) value of 0.000 and a Cohen’s d effect size of 1.64, indicating a very strong effect. These results suggest that the use of Genially media not only enhances student engagement but also supports a deeper understanding of mathematical concepts through its interactive and visual features. This research highlights the importance of integrating digital tools into numeracy instruction to foster analytical and critical thinking while providing meaningful, contextual learning experiences.

Analysis of mathematical computational thinking skills in the context problem solving based on gender Alyani, Fitri; Hasanah, Uswatun
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.17582

This study aims to provide an overview of the computational mathematical thinking abilities of male and female students in solving mathematical problems and the aspects (abstraction, decomposition, algorithmic thinking, and generalization) that influence these differences. This study uses a qualitative method with a case study approach in a junior high school in Jakarta for the academic year 2023/2024. The participants in this study are 36 students. Data were collected through written examinations and interviews and analyzed using the triangulation technique. The results of the study showed different patterns of computational thinking skills between male and female students. Male students excel in decomposition and algorithmic thinking but are weak in abstraction and generalization. Female students excel in abstraction and decomposition but are weak in algorithmic thinking and generalization. Both male and female students master the context of decomposition for computational thinking skills but lack mastery in the context of generalization. In conclusion, gender differences influence specific aspects of computational thinking skills, indicating the need for tailored educational strategies to address these differences.

Co-Authors Afilah, Nidia Anis Nur Khasanah Anjani, Erlina Atikah Devi Rusmohandi Ayu Faradillah Ayu Faradillah Bilhaki, Raden Roafli Bita Dwi Rahmani Daffa Tasya Pratiwi Elkafiyani, Salsabilla Briliana Eva Yunida Wulandari Faradhilla, Ayu Faradillah, Ayu Faza Syamila Feby Fajriatur Rohmah Haidar, Afiful Hella Jusra Inggar Aulia Fauziah Inggita Nurjanah Ishaq Nuriadin Isnainia Leonisa Jusra, Hella Khania Raveliya Putri Anasis Khulyatin Dyah Saputri Lestari, Nur Alimah Agung Maarten Dolk, Maarten Mawaddah, Dinda Aulia Mercury Aminanti, Narin Ledy Nanda Oski Septiyani Natalia Dinda Sartika Putri Nidia Afilah Nita Rahayu Nurul Laili Olga Mar'atus Sholikhah Pradipta, Trisna Roy Pratama, Ria Agustin Setya Sakti Puri Pramudiani Rahmaniyanti, Rahmaniyanti Raihana Zahra Ramadhina, Anisa Laela Ramandha, Septiana Haliza Rizky Amalia Salsabilah Rizky Hardianti Ryan Sulistyo Salma Rachmadhina Aulia Salsabila, Khalisha Samsul Maarif Sartika Putri , Natalia Dinda Sausanti Eka Putri Septiyanty, Devinda Dwi Setiabudi, Zahrani Putri Sigid Edy Purwanto Siti Farida Sarlina Trisna Roy Pradipta Trisna Roy Pradipta Trisna Roy Pradipta, Trisna Roy Uswatun Hasanah Vebiyanti, Dewi Wahidin Wahidin Wanty Widjaja Wardah Saniyah Windia Hadi, Windia

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