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Students' Critical Thinking Ability in Solving SPLDV Problems with Jumping Task Based on Emotional Intelligence Lestari, Nurcholif Diah Sri; Hafidhoh, Nabilatul; Putri, Inge Wiliandani Setya; Pambudi, Didik Sugeng; Kurniati, Dian
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 8 No. 1 (2024): JRPIPM SEPTEMBER 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v8n1.p88-108

Critical thinking ability is an ability that students must have, using the jumping task method can develop students' critical thinking abilities. In the decision-making process, behavioral control is needed so that students remain confident and motivated to solve a problem optimally. One behavioral control over what a person feels is emotional intelligence. This research aims to describe students' critical thinking abilities in solving jumping task questions on SPLDV material in terms of the students' level of emotional intelligence. This type of research is descriptive qualitative using questionnaires, tests and interviews to collect research data. Three students from class VIII-B at SMPN 7 Jember were chosen as research subjects. The research results show that in solving jumping task questions, students with high emotional intelligence have high critical thinking abilities, students with moderate emotional intelligence have moderate critical thinking abilities, and students with low emotional intelligence have low critical thinking abilities. For students with low emotional intelligence, when faced with difficult problems, they are expected to be able to practice controlling their emotions, convince themselves to always be optimistic, and more practice to communicating so that you can convey information and intentions more clearly and confidently

Pengembangan Perangkat Ajar Berbasis Masalah Untuk Meningkatkan Kemampuan Numerasi Siswa Islamiah, Maulidi Arsih Umaroh; Lestari, Nurcholif Diah Sri; Pambudi, Didik Sugeng; Kurniati, Dian; Kristiana, Arika Indah
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 1 (2024): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v7i1.15244

Penelitian yang dilakukan memiliki tujuan untuk menciptakan perangkat ajar yang dapat dinyatakan valid, praktis, dan efektif, khususnya pada materi barisan dan deret. Adanya pengembangan perangkat ajar dilakukan untuk peningkatan kemampuan numerasi siswa. Penelitian ini termasuk dalam jenis research dan development dengan pengembangan model 4D dari Thiagarajan. Tahapan 4D dari Thiagarajan mencakup tahap pendefinisian, perancangan, pengembangan, dan penyebaran. Adapun data yang dihimpun memanfaatkan teknik observasi, tes, dan angket. Hasil dari penelitian pengembangan perangkat ajar berbasis masalah tergolong ke dalam kriteria valid, praktis, dan efektif. Tingkat kevalidan dapat dilihat dari nilai kevalidan setiap modul ajar sebesar 4,76, LKPD sebesar 4,77, paket tes sebesar 4,71, dan buku petunjuk sebesar 4,76 (dari 5) yang termasuk pada kategori valid. Nilai kepraktisan diperoleh dari aktivitas siswa sebesar 89,7%, keterlaksanaan pembelajaran sebesar 89,2%, dengan angket respon guru bernilai positif. Nilai keefektifan dilihat dari data hasil belajar diperoleh 81,8% tuntas secara klasikal. Tidak hanya itu, keefektifan dilihat dari kemampuan numerasi dari peningkatan N-Gain yang menunjukkan rerata 0,77 pada kategori tinggi, serta angket respon siswa yang menunjukkan nilai positif. Dapat disimpulkan bahwa pengembangan perangkat ajar berbasis masalah yang valid, praktis, dan efektif dapat meningkatkan kemampuan numerasi siswa.

Pengembangan Perangkat Ajar Matematika Berbasis Proyek untuk Meningkatkan Kemampuan Berpikir Kritis Fadilah, Siti; Kurniati, Dian; Pambudi, Didik Suggeng; Lestari, Nurcholif Diah Sri; Yuliati, Nanik
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 1 (2024): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v7i1.15245

Berpikir kritis merupakan keterampilan yang dibutuhkan oleh setiap peserta didik dalam menghadapi permasalahan kehidupan, namun kenyataan yang terjadi di lapangan keterampilan berpikir kritis masih rendah. Dengan begitu, perlunya mengembangkan perangkat ajar untuk meningkatkan kemampuan berpikir kritis. Penelitian ini dapat digolongkan ke dalam penelitian pengembangan dengan maksud untuk mengembangkan sebuah perangkat ajar berbasis proyek dengan kriteria valid, praktis, dan efektif. Model pengembangan yang digunakan untuk mengembangkan perangkat ajar adalah model 4D. Adapun data yang dikumpulkan dalam penelitian melalui observasi, tes, dan angket. Subjek uji coba yaitu kelas X6 MAN 1 Jembrana yang berjumlah 26 siswa. Data validitas dilakukan dengan menganalisis skor validasi dari validator yang mencakup validasi modul ajar, Lembar Kerja Peserta Didik, dan Soal tes berturut-turut yaitu 4,75; 4,66; 4,83. Adapun data terkait kepraktisan diperoleh dari rerata skor seluruh pertemuan yang dikumpulkan melalui lembar observasi keterlaksanaan perangkat pembelajaran sebesar 4,44 yang termasuk dalam kategori tinggi. Data berupa tes hasil belajar, hasil observasi berpikir kritis, dan angket respon siswa digunakan untuk menganalisis data keefektifan perangkat, menunjukkan siswa tuntas secara klasikal sebesar 80,76% dan rerata N-Gain siswa adalah tinggi, kemampuan berpikir kritis siswa kritis dan respon siswa diperoleh positif. Dengan begitu, penelitian ini dapat dimaknai perangkat ajar berbasis proyek yang telah dikembangkan efektif dalam meningkatkan kemampuan berpikir kritis peserta didik.

DMA Application to Identify Students’ Decision-Making Ability Profiles Murtafiah, Wasilatul; Lestari, Nurcholif Diah Sri; Lukitasari, Marheny
International Journal of Technology and Education Research Vol. 2 No. 03 (2024): July - September, International Journal of Technology and Education Research (
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v2i03.1371

This study aims to develop and validate a Decision Making Assesment (DMA) application to identify and enhance students' decision-making skills in mathematics learning, particularly among pre-service mathematics teachers at Universitas PGRI Madiun. The research employed a Research and Development (R&D) approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation stages. The application was designed to assess higher-order thinking processes such as identifying problems, generating ideas, clarifying solutions, and evaluating their feasibility. During the development phase, the application underwent expert validation involving three experts in mathematics education, instructional media, and assessment. The average validation score was 3.57, indicating the application is valid. In the implementation phase, 94% of student respondents expressed positive perceptions, reflecting the application's high practicality. Effectiveness was confirmed by 92% of lecturers who reported that the application supported students’ decision-making development. These findings highlight the application's potential to foster active, reflective, and systematic reasoning processes through mobile learning. Furthermore, it aligns with 21st-century educational demands by integrating digital technology into authentic mathematics learning contexts. The study contributes to the innovation of digital-based assessment tools that support cognitive engagement and pedagogical relevance in higher education mathematics instruction.

Exploring the Decision-Making Process of Pre-Service Teachers in Solving Mathematics Literacy Problems Murtafiah, Wasilatul; Lukitasari, Marheny; Lestari, Nurcholif Diah Sri
Mathematics Education Journal Vol. 15 No. 2 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Students’ lack of mathematical literacy skills is also accompanied by the lack of mathematical literacy skills of most pre-service teachers. The purpose of this study is to investigate the decision-making process conducted by pre-service teachers in solving mathematical literacy problems. This qualitative descriptive study involved two subjects taken from 42 pre-service mathematics teacher students. Each subject was identified based on their pattern in solving mathematical literacy problems correctly and inappropriately. Data were collected through tests of mathematical literacy problems and test-based interviews. The results showed that there were differences in the decision-making process done by the students with correct and incorrect problem solving, namely: (1) building ideas, having three vs. two solution ideas, formulating and employing correctly vs. formulating correctly and employing inappropriately; (2) clarifying ideas, giving reasons for each idea vs. having wrong reasons due to calculation errors, interpreting correctly vs. interpreting incorrectly; and (3) assessing the reasonableness of an idea, providing logical reasons with one choice vs. logical reasons with one choice but less sure. Based on the findings, it can be concluded that the creativity of prospective teacher students in building ideas is still low and reasoning in expressing and choosing ideas is still weak, causing immature decision making. The finding of this study provides suggestions for educators to provide structured assignments and for other researchers to find factors influencing pre-service teachers’ decision-making in mathematics problem-solving to improve pre-service teachers’ decision-making skills. DOI: https://doi.org/10.22342/jpm.15.2.13908.145-160

Exploring the Relationship Between Lateral Thinking and Creativity Crismono, Prima Cristi; Pambudi, Didik Sugeng; Lestari, Nurcholif Diah Sri; Suwito, Abi
Journal of Education and Learning Mathematics Research (JELMaR) Vol 6 No 1 (2025): Mei 2025
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v6i1.3818

This study aims to analyze the relationship between lateral thinking ability and creativity among high school students. A total of 158 students were assessed using lateral thinking and creative thinking tests to evaluate their skills. The results revealed a significant positive correlation between these two abilities, indicating that students with higher lateral thinking scores tend to have better creative thinking scores. Linear regression analysis showed that lateral thinking skills could be a significant predictor of student creativity. However, despite the regression model indicating a strong relationship, some data variation suggests that other factors, such as motivation or learning environment, may also influence creativity. This study highlights the importance of lateral thinking skills in fostering creativity and provides recommendations for further research to consider additional variables and employ more complex modeling approaches

Pengembangan Modul Ajar Trigonometri Pembelajaran Diferensiasi Berbasis PBL untuk Meningkatkan Bernalar Kritis Siswa Prastika, Sulia Anis; Suwito, Abi; Lestari, Nurcholif Diah Sri; Yudianto, Erfan; Pambudi, Didik Sugeng
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 2 (2025): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v7i2.17579

Penelitian ini fokus mengembangkan modul ajar matematika kurikulum merdeka materi trigonometri SMA Fase E. Modul ajar yang dikembangkan menggunakan pembelajaran diferensiasi berbasis Problem Based Learning (PBL) materi trigonometri fase E. Tujuan penelitian ini menghasilkan produk yang valid, praktis, dan efektif. Produk yang dikembangkan berupa modul ajar pembelajaran diferensiasi berbasis PBL yang dilengkapi dengan LKPD, bahan ajar trigonometri, soal pretest dan soal posttest. Prosedur pengembangan produk yang digunakan mengacu pada model pengembangan ADDIE yang meliputi analyze, design, development, implementation dan evaluation. Modul ajar, LKPD, bahan ajar, soal pretest dan posttest bernalar kritis yang dihasilkan dari penelitian ini memenuhi kriteria kevalidan dengan skor validasi berturut-turut adalah 3.77; 3.69; 3.81; 3.89; dan 3.78 dengan skala 1-4. Selain itu produk yang dikembangkan juga memenuhi kriteria kepraktisan karena hasil observasi keterlaksanaan pembelajaran diperoleh rata-rata sebesar 83.3% masuk kategori sangat baik dan angket respon siswa sebesar 3.14 masuk kategori baik. Produk yang dikembangkan juga memenuhi kriteria keefektifan karena 83% tuntas secara klasikal dan peningkatan kemampuan bernalar kritis siswa berdasarkan analisis N-Gain sebesar 0.38 dengan kategori sedang.

PENINGKATAN LITERASI MATEMATIS SISWA SMP MELALUI PENERAPAN PROBLEM BASED LEARNING DAN TEACHING AT THE RIGHT LEVEL Arianda, Tarisa; Lestari, Nurcholif Diah Sri; Setiawani, Susi; Indiyawati, Wiwik
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 12 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Problem Based Learning (PBL) merupakan model pembelajaran yang menyajikan suatu permasalahan kontekstual sehingga peserta didik dapat mengontruksi pengetahuan dan pemahamannya sendiri. Penelitian ini bertujuan untuk mendeskripsikan model pembelajaran Problem Based Learning (PBL) dengan pendekatan TaRL untuk meningkatkan kemampuan literasi matematika pada materi bilangan bulat kelas VII. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam 2 siklus pembelajaran. Tindakan yang dilakukan yaitu menerapkan pembelajaran PBL secara berkelompok. Satu kelas dibagi menjadi 8 kelompok berdasarkan hasil asesmen diagnostik terkait penguasaan materi prasyarat, kelompok 1-2 dengan kemampuan tinggi menyelesaikan masalah secara mandiri, kelompok 3-6 dengan kemampuan sedang menyelesaikan permasalahan secara mandiri dan boleh bertanya kepada pendidik ketika menemui kesulitan. Kelompok 7-8 dengan kemampuan rendah, menyelesaikan permasalahan dengan bimbingan dan scaffolding dari pendidik. Hasil penelitian pada 40 peserta didik menunjukkan pada pra siklus kemampuan literasi matematika peserta didik masih dominan berada pada tingkat rendah-sedang dengan rata – rata hasil tes pra siklus 46,75 , siklus I sebesar 69,33 , siklus II sebesar 87,35. Berdasarkan hasil rata – rata tersebut dapat disimpulkan bahwa penerapan model pembelajaran PBL dengan pendekatan TaRL dapat meningkatkan kemampuan literasi matematika pada materi bilangan bulat kelas VII.

Pengembangan Modul Ajar Trigonometri Pembelajaran Diferensiasi Berbasis PBL untuk Meningkatkan Bernalar Kritis Siswa Prastika, Sulia Anis; Suwito, Abi; Lestari, Nurcholif Diah Sri; Yudianto, Erfan; Pambudi, Didik Sugeng
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 2 (2025): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v7i2.17579

Penelitian ini fokus mengembangkan modul ajar matematika kurikulum merdeka materi trigonometri SMA Fase E. Modul ajar yang dikembangkan menggunakan pembelajaran diferensiasi berbasis Problem Based Learning (PBL) materi trigonometri fase E. Tujuan penelitian ini menghasilkan produk yang valid, praktis, dan efektif. Produk yang dikembangkan berupa modul ajar pembelajaran diferensiasi berbasis PBL yang dilengkapi dengan LKPD, bahan ajar trigonometri, soal pretest dan soal posttest. Prosedur pengembangan produk yang digunakan mengacu pada model pengembangan ADDIE yang meliputi analyze, design, development, implementation dan evaluation. Modul ajar, LKPD, bahan ajar, soal pretest dan posttest bernalar kritis yang dihasilkan dari penelitian ini memenuhi kriteria kevalidan dengan skor validasi berturut-turut adalah 3.77; 3.69; 3.81; 3.89; dan 3.78 dengan skala 1-4. Selain itu produk yang dikembangkan juga memenuhi kriteria kepraktisan karena hasil observasi keterlaksanaan pembelajaran diperoleh rata-rata sebesar 83.3% masuk kategori sangat baik dan angket respon siswa sebesar 3.14 masuk kategori baik. Produk yang dikembangkan juga memenuhi kriteria keefektifan karena 83% tuntas secara klasikal dan peningkatan kemampuan bernalar kritis siswa berdasarkan analisis N-Gain sebesar 0.38 dengan kategori sedang.

Development of STEAM-based Differentiated Learning Tools on Comparison Material: Efforts to Improve Mathematical Literacy Pribadi, Maharani Hayuning Pangastuti; Lestari, Nurcholif Diah Sri; Kurniati, Dian; Pambudi, Didik Sugeng; Prihandoko, Antonius Cahya
IndoMath: Indonesia Mathematics Education Vol 8, No 2 (2025): August 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v8i2.164

One of the efforts to improve mathematical literacy is through differentiated and STEAM-based learning. This study aims to develop learning tools (teaching modules, LKPD, manuals and test packages) on comparison materials to improve students' mathematical literacy. This research uses the 4D model with the stages of defining, designing, developing, and disseminating. Data were collected through interviews, literature studies, observations, questionnaires, and tests. The teaching module design applies EDP for 6 JP and LKPD that facilitates process and content differentiated learning. The results of the development stage showed that the learning tools met the criteria: validity with a valid category (at least 3 on a scale of 4); practicality criteria with 87.74% of students active, and 3.68 (maximum scale of 4) learning implemented, as well as 71.67% of positive student responses; effectiveness with 79.2% of students complete learning and N-Gain 0.48 for mathematical literacy improvement. This study recommends that teachers accommodate students' learning needs and activate the classroom atmosphere using the learning tools that have been developed.

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