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All Journal ANARGYA: Jurnal Ilmiah Pendidikan Matematika International Journal of Economy, Education and Entrepreneurship (IJE3) International Journal of Multidisciplinary Research and Literature (IJOMRAL) Prosiding University Research Colloquium Jurnal Pendidikan MIPA
Widiyastuti, Erni
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Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Social Sciences Other

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ABILITY OF MATHEMATICAL REPRESENTATION JUNIOR HIGH SCHOOL STUDENTS IN COMPLETING OPEN-ENDED PROBLEMS ARE REVIEWED FROM THE STYLE OF THINKING Widiyastuti, Erni; Ernawati, Nur; Setyaningsih, Eka; Sugihandardji, Chumaedi
International Journal of Multidisciplinary Research and Literature Vol. 1 No. 1 (2022): INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND LITERATURE
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (372.544 KB) | DOI: 10.53067/ijomral.v1i1.12

Abstract

Mathematical representation is how a person communicates the mathematical ideas in question to others. This ability has an important role in learning mathematics, especially as a foundation to align problem solving. This study aims to describe the mathematical representational ability of junior high school students in solving open-ended problems. The study subjects were students of grade XI junior high school. This research is qualitative descriptive research. Taking subjects using purposive sampling, which is based on their thinking style. Data collection uses tests, questionnaires, and interviews. The results showed that the ability of mathematical representations of: (1) groups of students of concrete sequential thinking styles able to create and communicate mathematical ideas in the form of images, have not been able to make mathematical models perfectly and are sufficiently able to use written words or text; (2) groups of students of abstract sequential thinking styles are less able to create and communicate mathematical ideas in the form of drawings but able to create mathematical models of ideas or ideas and are sufficiently able to use written words or text; (3) groups of students of abstract random thinking styles are less able to create and communicate mathematical ideas in the form of drawings and create mathematical models of ideas or ideas, but are sufficiently able to use written words or text; (4) Groups of students of concrete random thinking styles are quite capable of creating and communicating mathematical ideas in the form of drawings, unable to create mathematical models of ideas or ideas, less able to use written words or text
Peningkatan Kemampuan Komunikasi Matematis dengan Problem Based Learning Terintegrasi Pembelajaran Berdiferensiasi Berbantuan E-Modul Flipbook Kusumawardhani, Anisa; Widiyastuti, Erni; Hidayat, Abdul Aziz
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 7, No 1 (2024)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v7i1.12808

Abstract

The purpose of this research was to increase mathematical communication with integrated Problem Based Learning (PBL) differentiated learning with a flipbook e-modules media. The type of research was classroom action research (CAR) which four stages namely planning, acting, observing, reflecting. The research subjects were students in class XI.4 at SMAN 2 Purwokerto. Data collection was analysis to used  were written tests, observations and field notes. Data analysis was data analysis of written mathematical communication ability test results and observation in class and learning activities. Based on the findings and discussions can be concluded that learning using the integrated Problem Based Learning (PBL) model differentiated learning assisted by flipbook e-modules media can improve student’s mathematical communication skills of. This can be shown from the results of the mathematical communication ability test in the pre-cycle which had an average of 66, cycle I  73.3 and cycle II  80.5. Besides that, the success of the implementation of learning in class increased in cycle I with an average score percentage of 83.93% and cycle II  89.29% with good success criteria and learning can be said  to be successful.
DESCRIPTION OF STUDENTS' DESIGN THINKING ABILITY BASED ON LEVEL OF CREATIVITY Gunawan, Gunawan; Mailanufi, Fellya; Kusuma, Jaka Wijaya; Sugihandardji, Chumaedi; Widiyastuti, Erni
International Journal of Multidisciplinary Research and Literature Vol. 2 No. 6 (2023): INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND LITERATURE
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ijomral.v2i6.167

Abstract

Design thinking can help students think outside the box and develop creativity. This study aims to describe students' design thinking skills based on the level of creativity in class X Merdeka 8 SMA Negeri 1 Purwokerto. The subjects involved in this study were 36 students. The type of research used is qualitative descriptive. The data collection techniques used are written tests, interviews, and documentation. Based on the results of the creativity level test, students are grouped into five levels, namely very creative, creative, quite creative, less creative and not creative. Each level of creativity is chosen by one student using purposive sampling techniques. The results of this study show that students with a very creative and creative level are able to meet the five indicators of design thinking, namely emphatize, define, ideate, prototype, and test. Students with a creative level are able to meet 4 indicators, namely emphatize, define, ideate and prototype. While students with non-creative levels are only able to meet the indicators of emphatize, define, and ideate
INCREASE STUDENT ACTIVENESS AND LEARNING OUTCOMES USING PROBLEM BASED LEARNING ASSISTED BY IMAGE MEDIA Oktafiani, Inke; Gunawan, Gunawan; Akhsani, Lukmanul; Kusuma, Jaka Wijaya; Sugihandardji, Chumaedi; Widiyastuti, Erni
International Journal of Economy, Education and Entrepreneurship (IJE3) Vol. 4 No. 1 (2024): International Journal of Economy, Education and Entrepreneurship
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije3.v4i1.229

Abstract

The study aims to improve student activeness and learning outcomes using problem-based learning (PBL) assisted by image media in science subjects. The research subjects used were grade IV students of SD Negeri 1 Kedungbanteng. The research method used is classroom action research which consists of planning, action, observation, and reflection stages. The steps of implementing the PBL model with image media are carried out in five steps. The data collection techniques used are non-test techniques in the form of observation and interviews, and test techniques in the form of written tests. Observation sheets and interview guidelines were used to collect data on the application of PBL models with image media and learning activity. There was an increase in the application of PBL with image media to teachers in the first cycle by 84.37%, the second cycle by 90.62%. In the observation of the activities of students in cycle I as much as 82.5%, cycle II as much as 87.5%. The activeness of students in meeting 1 increased from the very high category of 27%, high 43%, increased to the very high category of 43%, high 57% in meeting 2 cycle II. The results of learning science cycle I meeting 1 the percentage of completion on the pretest is 20%, the increase in the posttest is 80% In meeting 2, the percentage of completion of the pretest by 23% increases on the posttest by 87%. In cycle II meeting 1, the percentage of completion in the pretest was 33.33%, an increase in the posttest was 86.67% In meeting 2, the percentage of complete pretest was 40%, increased in the posttest by 90%
ANALYSIS OF FACTORS INFLUENCING STUDENTS' INTEREST IN LEARNING MATHEMATICS: A CASE STUDY IN PESANTREN-BASED SCHOOLS Gunawan, Gunawan; Hidayati, Litsa Arfi; Kusuma, Jaka Wijaya; Widiyastuti, Erni; Sugihandardji, Chumaedi
International Journal of Multidisciplinary Research and Literature Vol. 3 No. 6 (2024): INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND LITERATURE
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ijomral.v3i6.265

Abstract

This study aims to analyze various factors that affect students' interest in learning in pesantren-based boarding schools in mathematics subjects. The subjects of the study involved were 27 grade VII students at Madrasah Tsanawiyah Minat Kesugihan, Cilacap. This study uses a qualitative descriptive method with a case study approach. Data was obtained through observation, questionnaire distribution, and interviews with students who lived in Islamic boarding schools. Data analysis is carried out inductively to understand various factors that affect students' motivation to learn. The results of the study indicate that intentual, external, and related factors related to mathematics content affect students' interest in learning mathematics subjects. The three factors have a positive role in increasing students' interest in learning mathematics. This research is expected to contribute to the development of learning strategies in schools, especially Islamic boarding schools to improve the quality of education
Systematic Literatur Review : Integrasi Literasi Matematika Pada Kurikulum Australia Widiyastuti, Erni; Junaedi, Iwan; Mulyono, Mulyono
ANARGYA: Jurnal Ilmiah Pendidikan Matematika Vol 8, No 1 (2025)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/anargya.v8i1.14188

Abstract

Mathematical literacy, as defined by the OECD, encompasses the ability to formulate, use, and interpret mathematics in various real-life contexts.This study aims to analyze how mathematical literacy is integrated into the Australian curriculum, given the importance of this competency in 21st-century education. Utilizing a Systematic Literature Review (SLR) approach, this study identifies, analyzes, and synthesizes relevant articles from the Scopus database .Analysis of these articles revealed that mathematical literacy is integrated through four main approaches. First, the development of new curriculum elements, such as linking numeracy with interdisciplinary concepts, enhances the relevance of learning. Second, the use of data from standardized tests, such as NAPLAN, supports data-driven interventions, although this approach is often mechanistic. Third, context- and culture-based learning, including the use of interdisciplinary activities and early childhood games, increases student engagement. Fourth, teacher training is pivotal to the successful implementation of integration strategies.This study provides conceptual and practical insights for developing inclusive, evidence-based, and diversity-responsive curricula. However, its reliance on literature necessitates further studies to evaluate the direct implementation of these strategies in Australian schools. The findings are expected to support flexible and effective educational policies to improve students’ mathematical literacy.
IMPLEMENTATION OF EXPERIENTIAL LEARNING MODEL ASSISTED BY INTERACTIVE GAMES TO IMPROVE LEARNING INTEREST CONCEPT UNDERSTAND SKILLS Fatikhah, Findi Auliya; Gunawan, Gunawan; Ahmad, Ahmad; Kusuma, Jaka Wijaya; Widiyastuti, Erni
International Journal of Economy, Education and Entrepreneurship (IJE3) Vol. 5 No. 2 (2025): International Journal of Economy, Education and Entrepreneurship
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/ije3.v5i2.376

Abstract

This study aims to test the effectiveness of the implementation of the interactive game-assisted experiential learning model in improving the learning interest and skills to understand mathematical concepts of students in grade VIII B SMP Negeri 2 Kembaran. This research uses the classroom action research method which is implemented in two cycles. The research subjects were 32 students, with data collection techniques through observation, interviews, and documentation. The results of the study showed a significant increase in students' interest in learning and skills to understand mathematical concepts. In the first cycle, the average learning interest reached 68.00 (medium category) and increased to 78.00 (high category) in the second cycle. The skills to understand mathematical concepts has also increased, with the average test score in the first cycle of 67.50 and increased to 75.00 in the second cycle. The classical learning completeness of students reached 74.00%, meeting the PTK success indicator of 70.00%. The study concluded that the interactive game-assisted Experiential Learning model was effective in increasing students' interest in learning and understanding of mathematical concepts.
Deskripsi Kemampuan Berpikir Analitik Matematis Mahasiswa Pendidikan Matematika Widiyastuti, Erni; Jazuli, Akhmad
Prosiding University Research Colloquium Proceeding of The 8th University Research Colloquium 2018: Bidang Pendidikan, Humaniora dan Agama
Publisher : Konsorsium Lembaga Penelitian dan Pengabdian kepada Masyarakat Perguruan Tinggi Muhammadiyah 'Aisyiyah (PTMA) Koordinator Wilayah Jawa Tengah - DIY

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan analitik matematis ditinjau dari karakter yang berkembang dalam pembelajaran mahasiswa calon guru matematika Universitas Muhammadiyah Purwokerto. Jenis penelitian ini adalah penelitian deskriptif. Dipilih satu kelas sebagai subyek penelitian yang dipilih secara sampel bertujuan. Dipilih 9 mahasiswa sebagai responden, yang terdiri dari 3 mahasiswa kategori karakter tinggi, 3 mahasiswa kategori karakter sedang dan 3 mahasiswa kategori karakter rendah. Pengambilan data dengan dokumentasi, tes, angket, observasi, dan wawancara. Analisis data menggunakan model Miles dan Huberman. Hasil penelitian diperoleh sebagai berikut: a). Kelompok mahasiswa berkarakter tinggi memiliki kemampuan berpikir analitik matematis pada setiap proses analitik yaitu membedakan, mengorganisasikan, dan menghubungkan. b) Kelompok mahasiswa yang berkarakter sedang mampu berpikir analitik matematis pada satu proses analitik yaitu membedakan, c)Kelompok mahasiswa yang berkarakter rendah rendah belum mampu berpikir analitik matematis pada setiap proses analitik yaitu membedakan, mengorganisasikan, dan menghubungkan.
Computational Thinking Process of Prospective Mathematics Teachers in Solving PISA Model Problems Gunawan, Gunawan; Setiyani, Setiyani; Widiyastuti, Erni; Akhsani, Lukmanul; Herdian, Herdian
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

The research outlines the computational thinking process that prospective mathematics teachers use to solve PISA model problems. The Department of Mathematics Education conducted the research on 32 students in the Basic Mathematics course. This qualitative approach research used research instrument such as a computational thinking skill test and interview guidelines. The researchers grouped students into low, medium, and high ability categories based on previous tests. The researchers took as many informants as possible from each category using purposive sampling techniques. The applied technical data analysis included data reduction, presentation, and conclusions. The computational thinking process consisted of orientation, abstraction, decomposition, algorithms, and evaluation. The study provided several results, including high- and medium-category students being able to write information at the orientation and algorithm stages. The difference between the computational thinking processes of low- and medium-category students lies in the orientation stage and algorithms. Low-category students had to be more detailed in recording every step of the problem-solving process, as they could not write down all the primary information and problems. Those three lied in the orientation stage, the process of identifying information, and the key problems at the orientation stage as an early and important aspect of the computational thinking process. This research facilitates teachers improve students' computational thinking in solving high-level problems.         Keywords: computational thinking process, PISA model problems, problem-solving DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp961-971
Description of Mathematical Creative Thinking Ability of High School Students viewed from Metacognition Skills Khasanah, Siti Uswatun; Widiyastuti, Erni
Jurnal Pendidikan MIPA Vol 23, No 3 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Mathematical creative thinking ability is one of the skills that must be mastered in the 21st century. This study aims to describe the mathematical creative thinking ability of high school students in terms of metacognitive skills. The subjects used were students of class XI MIPA 5 SMA Negeri 3 Purwokerto. The sampling technique used is purposive sampling. The data were obtained from the results of the metacognition skill questionnaire, creative thinking ability test and interviews. Questionnaire data was used to classify students into categories of high, medium and low metacognitive skills. Test and interview data are used to describe mathematical creative thinking skills. The results showed that, students who have high metacognitive skills are able to master all indicators of creative thinking skills: 1) fluency; 2) flexibility; 3) originality; 4) elaboration. Then students with moderate metacognitive skills are able to master 3 indicators of creative thinking skills: 1) fluency; 2) originality; 3) elaboration. Meanwhile, students with low metacognition skills are only able to fulfil 2 indicators, namely originality and elaboration.Keywords: Mathematical creative thinking ability, metacognition skills, high school students.DOI: http://dx.doi.org/10.23960/jpmipa/v23i3.pp1093-1108
Co-Authors Abdul Aziz Hidayat Ahmad Ahmad Akhmad Jazuli Ari Wardayani, Ari Chumaedi Sugihandardji Eka Setyaningsih Ernawati, Nur Fatikhah, Findi Auliya Gunawan Gunawan Herdian, Herdian Hidayati, Litsa Arfi Iwan junaedi Jaka Wijaya Kusuma Khasanah, Siti Uswatun Kusumawardhani, Anisa Lukmanul Akhsani Mailanufi, Fellya Mulyono Mulyono Oktafiani, Inke Setiyani Setiyani Sulis Setiowati