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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Penelitian dan Pengembangan Pendidikan Publikasi Pendidikan Jurnal Elemen Edukasi: Jurnal Pendidikan Wacana Akademika : Majalah Ilmiah Kependidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik Indonesian Journal of Science and Mathematics Education Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika BAREKENG: Jurnal Ilmu Matematika dan Terapan Dinamisia: Jurnal Pengabdian Kepada Masyarakat Journal of Honai Math JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Pendidikan Matematika (Kudus) Indiktika : Jurnal Inovasi Pendidikan Matematika SJME (Supremum Journal of Mathematics Education) Surya Abdimas FIBONACCI: Jurnal Pendidikan Matematika dan Matematika To Maega: Jurnal Pengabdian Masyarakat Transformasi : Jurnal Pendidikan Matematika dan Matematika Equals : Jurnal Ilmiah Pendidikan Matematika Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Mosharafa: Jurnal Pendidikan Matematika Journal of Educational Management and Instruction (JEMIn) Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pendidikan MIPA SJME (Supremum Journal of Mathematics Education)
Riki Andriatna
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Nursing Physics Public Health Social Sciences Transportation Other

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Tinjauan Kemampuan Awal Matematis dalam Kemampuan Pemecahan Masalah pada Pembelajaran Berbasis Masalah melalui Menulis Matematika Riki Andriatna
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 4 No 2 (2020): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (308.948 KB) | DOI: 10.31331/medivesveteran.v4i2.1103

Abstract

ABSTRAK Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika terhadap kemampuan pemecahan masalah dengan tinjauan kemampuan awal matematis siswa dengan kategori tinggi, sedang, dan rendah. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan satu kelompok eksperimen dengan perlakukan model pembelajarann berbasis masalah yang dikombinasikan dengan menulis matematika dan satu kelompok kontrol yang hanya diberikan perlakukan model pembelajaran berbasis masalah. Metode pengumpulan data terdiri dari tes kemampuan pemecahan masalah matematis. Teknik analisis data menggunakan analisis variansi dua jalan sel tidak sama. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa yang menggunakan model pembelajaran berbasis masalah yang dikombinasikan dengan menulis matematika lebih baik daripada kemampuan pemecahan masalah siswa yang hanya menggunakan model pembelajaran berbasis masalah secara umum maupun berdasarkan kategori kemampuan awal matematis. Ditinjau dari kategori kemampuan awal matematis, siswa kategori tinggi dan sedang menunjukkan tidak adanya perbedaan kemampuan pemecahan masalah yang signifikan, sedangkan kemampuan pemecahan masalah siswa kategori tinggi dan sedang lebih baik jika dibandingkan dengan kemampuan pemecahan masalah siswa kategori rendah. Kata kunci: pembelajaran berbasis masalah, menulis matematika, kemampuan pemecahan masalah, kemampuan awal matematis. ABSTRACT This study aims to look at the effect of problem-based learning models combined with mathematical writing on problem solving abilities with a review of students' mathematical early capabilities in high, medium, and low categories. This research is a quasi-experimental study using one experimental group with the treatment of problem-based learning models combined with writing mathematics and a control group that is only given the treatment of problem-based learning models. Data collection methods consist of tests of mathematical problem solving abilities. Data analysis techniques using two path analysis of variance are not the sam cell. The results showed that the problem-solving ability of students who use problem-based learning models combined with writing mathematics is better than the problem-solving abilities of students who only use problem-based learning models in general or by the category of mathematical early ability. Judging from the early mathematical ability category, high and medium category students showed no significant difference in problem solving abilities while the problem solving ability of high and medium category students was better when compared to the problem solving ability of low category students. Keywords: problem based learning, writing mathematics, problem solving ability, mathematics early ability.
Tinjauan Adversity Quotient dalam Prestasi Belajar Matematika Siswa pada Model Kooperatif Snowball Throwing Ema Prasetyaningsih Yulianti; Dyah Ratri Aryuna; Riki Andriatna
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 7, No 3 (2023): December 2023
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v7i3.78771

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran terhadap prestasi belajar matematika ditinjau dari Adversity Quotient (AQ) siswa, yaitu Climber, Camper, dan Quitter. Jenis penelitian ini adalah penelitian kuasi ekperimen dengan posttest only control group design. Populasi pada penelitian ini adalah seluruh siswa kelas X di salah satu SMK Negeri di Kabupaten Boyolali pada tahun 2023. Sampel yang digunakan dalam penelitian ini sebanyak dua kelas yaitu kelas eksperimen menggunakan model Kooperatif Snowball Throwing dan kelas kontrol menggunakan model langsung yang diambil dengan cluster sampling random. Pengumpulan data menggunakan metode tes dan angket. Teknik analisis data yang digunakan adalah analisis variansi dua jalan sel tidak sama. Hasil penelitian menunjukkan bahwa prestasi belajar siswa yang mendapatkan model kooperatif Snowball Throwing lebih baik daripada prestasi siswa yang mendapatkan model langsung, baik secara umum maupun pada masing-masing tipe AQ siswa. Selain itu, pada masing-masing tipe AQ menunjukkan adanya perbedaan prestasi belajar antara Climber, Camper, dan Quitter, baik secara umum maupun pada masing-masing model pembelajaran. Siswa dengan tipe Climber memiliki prestasi belajar yang lebih baik daripada siswa dengan tipe Camper dan Quitter, serta siswa dengan tipe Camper memiliki prestasi belajar yang lebih baik daripada tipe Quitter. 
Conceptions of Differentiated Instruction: A Case Study of Junior High School Mathematics Teachers Imam Sujadi; Riki Andriatna; Budiyono; Ira Kurniawati; Arum Nur Wulandari; Yuli Bangun Nursanti
Jurnal Pendidikan dan Pengajaran Vol 57 No 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v57i1.67949

Abstract

Differentiated learning is a learning approach that adapts to the individual needs of students, both student readiness, interests, and their learning profile. Although this concept has been widely discussed, its implementation in mathematics learning still encounters many obstacles. This study aims to describe the conception of mathematics teachers towards differentiated learning and its implementation in supporting the Independent Curriculum. This research is qualitative research using questionnaires as a data collection method. The subjects of this study were 27 junior high school mathematics teachers in the city of Surakarta. Data is analyzed using qualitative analysis techniques including data reduction, data presentation, and verification/conclusions. The results showed that teachers' understanding of differentiated learning was good, both in theoretical concepts and implementation. However, teachers still face obstacles in design, limited learning time, classroom management, and limited knowledge on some aspects of differentiated learning. The study concluded that even though teachers already understand the concept of differentiated learning, they need further support to overcome existing barriers. The implications of this research point to the need for additional training and resources to support more effective implementation.
Content of School Mathematics Textbook: A Praxeological Analysis on Indefinite Integral Andriatna, Riki; Kurniawati, Ira
Jurnal Pendidikan Matematika (Kudus) Vol 7, No 1 (2024): Jurnal Pendidikan Matematika (Kudus)
Publisher : Institut Agama Islam Negeri (IAIN) Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v7i1.25746

Abstract

Indefinite integrals are a fundamental concept in calculus. This qualitative study aims to describe the content of school mathematics textbooks on indefinite integrals. The analysis used the concept of praxeology, which includes theory, technology, and techniques, based on the Reference Epistemological Model. The primary instrument in this research was the researcher, who used data from school mathematics textbooks, including two electronic textbooks used in Indonesia, one textbook from Singapore, and one from the Cambridge curriculum. The study results included a Reference Epistemological Model for indefinite integrals, used to compare textbook content and praxeological components. Praxeological analysis shows that the theoretical and technological components of Indonesian school mathematics textbooks are more complex than those from Singapore and the Cambridge curriculum. These differences are attributed to variations in the mathematics curricula of the three regions. Therefore, the Reference Epistemological Model can guide the development of instructional materials on indefinite integrals, taking into account the complexity differences among the textbooks. Materi integral adalah salah satu konsep fundamental dalam kalkulus. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan muatan pada buku teks matematika sekolah pada materi integral tak tentu. Analisis menggunakan konsep prakseologi yang meliputi teori, teknologi, dan teknik berdasarkan Referensi Model Epistemologi. Instrumen utama dalam penelitian ini adalah peneliti sendiri dengan menggunakan sumber data berupa buku teks matematika sekolah yaitu dua buku sekolah elektronik yang digunakan di Indonesia, satu buku teks matematika yang digunakan di Singapura, dan satu buku teks kurikulum Cambridge. Hasil penelitian berupa Referensi Model Epistemologi pada materi integral tak tentu yang digunakan untuk perbandingan buku dan organisasi prakseologi. Analisis prakseologi menunjukkan bahwa komponen teori, teknologi, dan teknik pada buku teks matematika sekolah dari Indonesia lebih kompleks dibandingkan dengan buku dari Singapura dan kurikulum Cambridge. Adanya perbedaan tersebut didasarkan pada muatan kurikulum yang berbeda diantara ketiganya. Dengan demikian, Referensi Model Epistemologi yang dihasilkan dapat dijadikan salah satu acuan dalam mengembangkan pembelajaran pada materi integral tak tentu, termasuk perbedaan kompleksitas antar kedua buku dapat menjadi referensi untuk digunakan sebagai sumber pembelajaran.
Tinjauan Self-Efficacy Siswa pada Model Pembelajaran Missouri Mathematics Project terhadap Kemampuan Komunikasi Matematis Asfanudin, Imam Nurrochman; Kurniawati, Ira; Riki Andriatna
SJME (Supremum Journal of Mathematics Education) Vol 8 No 1 (2024): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v8i1.10433

Abstract

This study aims to see the effect of Missouri Mathematics Project learning model on students' mathematical communication ability in terms of students' mathematical self-efficacy. This research is a quasi-experimental. The population in this study were all grade X students in one of the public high schools in Surakarta city in 2023. The sample in this study was taken by cluster random sampling consisting of two classes, namely the experimental class that received the Missouri Mathematics Project learning model and the control class that received the Problem-Based Learning model. Data collection techniques through questionnaires to obtain data on student self-efficacy and student mathematical communication ability tests to obtain data on students' mathematical communication ability. Data analysis technique used two-way ANOVA with unequal cells. The results showed that the mathematical communication ability of students who were given the Missouri Mathematics Project learning model were better than students who were given the Problem-Based Learning model, both in general and in terms of student self-efficacy, both high, medium, and low. In the aspect of self-efficacy, both in general and in each learning model, high self-efficacy has the same good mathematical communication ability as moderate self-efficacy, high self-efficacy students have better mathematical communication ability than students with low self-efficacy, and moderate self-efficacy students have better mathematical communication ability.
Tinjauan Disposisi Matematis Siswa dalam Kemampuan Literasi Matematika Siswa pada Pembelajaran Challenge Based Learning Alfiany, Zakiah; Kurniawati, Ira; Andriatna, Riki
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 6 No. 2 (2024): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v6i2.14878

Abstract

Salah satu kemampuan penting pada abad 21 adalah literasi matematika. Tujuan penelitian ini mendeskripsikan pengaruh model Challenge Based Learning terhadap kemampuan literasi matematika ditinjau dari disposisi matematis siswa pada kategori tinggi, sedang, dan rendah. Metode penelitian menggunakan kuasi eksperimen yang melibatkan 59 siswa SMA Negeri di Surakarta yang terbagi menjadi dua kelas melalui cluster random sampling pada tahun 2023. Kelas eksperimen diberikan pembelajaran dengan Challenge Based Learning dan kelas kontrol dengan Problem Based Learning. Teknik pengumpulan data yang digunakan melalui angket disposisi matematis dan tes kemampuan literasi matematika. Analisis data digunakan Analisis Variansi Dua Jalan. Hasil penelitian menunjukkan bahwa Challenge Based Learning memberikan kemampuan literasi matematika siswa yang lebih baik daripada Problem Based Learning, secara umum atau pada setiap kategori disposisi matematis siswa tinggi, sedang, dan rendah. Pada tinjauan disposisi matematis, siswa dengan kategori tinggi memiliki kemampuan literasi matematika yang lebih baik daripada siswa dengan kategori sedang dan rendah, sedangkan siswa dengan kategori sedang memiliki kemampuan literasi matematika yang sama baiknya dengan siswa kategori rendah, secara umum atau pada setiap model pembelajaran.
Conceptual images and learning obstacles in exponentiation and logarithms: A hermeneutic phenomenological analysis Kusumadewi, Yuvita Andriani; Andriatna, Riki
Jurnal Elemen Vol 10 No 3 (2024): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i3.26775

Abstract

The concept of exponentials and logarithms is one of the essential concepts in mathematics as part of transcendent functions. However, students' understanding of these two concepts has yet to be fully mastered, so there are still errors in solving problems related to these two concepts. This study aims to describe the meaning and meaning process and explore the potential learning obstacles of students based on the meaning and experience of students in obtaining the meaning of exponents and logarithms in senior high school. This qualitative study uses a hermeneutic phenomenological approach with student participants and high school mathematics teachers. Data was collected using tests, documentation, and interviews with students and teachers. Data were analyzed qualitatively to identify learning obstacles and the meaning of exponentials and logarithms. The results showed the meaning of exponents and logarithms according to students, namely exponents as power numbers and logarithms as the opposite of power numbers. In addition, the results also show the existence of learning obstacles in students, both ontogenic, epistemological, and didactic. Based on the findings, these learning obstacles can be considered when developing an appropriate didactic design.
The Abilities of Junior High School Students in Solving PISA-Like Mathematical Problems on Uncertainty and Data Contents Sujadi, Imam; Budiyono; Kurniawati, Ira; Wulandari, Arum Nur; Andriatna, Riki; Puteri, Hanifa Alifia
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 1 (2023): April
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v7i1.51931

Abstract

Indonesia's participation in PISA is less satisfactory, particularly in mathematics. Uncertainty and data are two of the PISA content areas being evaluated. Therefore the aim of this study is to analyze students' abilities to solve mathematical problems such as PISA on uncertainty and data content to map student readiness for PISA. This study is kind of qualitative study used a case study design. The sample in this study was 84 students of grade IX junior high school who were selected with a simple random sampling technique. The data collection method employs both test and non-test instruments. The data analysis technique used in this study consist of data reduction, data presentation, and conclusion and verification. The results showed that 689 students scored out of 1344, representing 51.41%. These results show that students' ability to solve math problems such as PISA on uncertainty and data content is in the moderate category. While each material, namely statistics and opportunities, is in the high and low categories. This condition is based on learning that has yet to lead students to contextual problems. With these results, it is hoped that there will be efforts to improve the learning process by involving problems such as PISA as habituation.
Pelatihan Pemanfaatan Laboratorium Virtual PhET Colorado dan Mathigon Untuk Pembelajaran Matematika Sekolah Menengah Pertama Sujadi, Imam; Andriatna, Riki; Kurniawati, Ira; Wulandari, Arum Nur; Nursanti, Yuli Bangun
Surya Abdimas Vol. 9 No. 2 (2025)
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/abdimas.v9i2.5695

Abstract

Perkembangan teknologi untuk pembelajaran matematika berkembang dengan pesat. Salah satunya adalah laboratorium virtual yang dapat dimanfaatkan sebagai media pembelajaran matematika. Namun demikian, pemanfaatan laboratorium virtual dalam pembelajaran matematika belum optimal, bahkan beberapa guru matematika belum mengetahui bagaimana penerapan laboratorium virtual dalam pembelajaran matematika. Untuk itu, kegiatan pengabdian ini bertujuan untuk melatih guru matematika SMP di kota Surakarta untuk dapat memanfaatkan laboratorium virtual, yaitu aplikasi PhET Colorado dan Mathigon dalam pembelajaran matematika. Kegiatan pengabdian dilakukan dengan metode pendampingan teknis kepada guru untuk dapat menyusun modul ajar yang terintegrasi dengan laboratorium virtual. Hasil pelatihan menunjukkan bahwa guru sudah dapat menyusun modul ajar yang terintegrasi dengan laboratorium virtual PhET Colorado atau Mathigon pada suatu topik matematika tertentu. Selain itu, berdasarkan hasil kuesioner yang diberikan kepada guru menunjukkan persepsi yang positif terhadap kegiatan pelatihan termasuk juga terhadap penggunaan laboratorium virtual dalam pembelajaran matematika. Namun demikian, guru juga memberikan pandangannya terhadap kesiapan sarana dan prasarana yang dibutuhkan untuk dapat memanfaatkan laboratium virtual.
The emergent role of artificial intelligence in Mathematics education: Examining students’ acceptance and perception Nursanti, Yuli Bangun; Sujadi, Imam; Kurniawati, Ira; Andriatna, Riki; Wulandari, Arum Nur
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 2 (2025): July-December 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i2.11242

Abstract

Artificial intelligence (AI) is increasingly being integrated into education, offering new opportunities for enhancing learning, especially in challenging subjects like mathematics. However, there is limited research on how students perceive and accept AI in mathematics education, particularly in the context of Indonesian higher education. This study aims to explore mathematics education students’ acceptance and perceptions of AI tools in enhancing their learning experience. Using a sequential explanatory mixed-methods design, the study employed a Technology Acceptance Model (TAM) questionnaire for quantitative data and in-depth semi-structured interviews to gather qualitative insights. The participants were 389 mathematic students from several universities in Surakarta municipality, Indonesia based on non-probability sampling technique through sampling quota. The results show that students generally perceive AI as useful and easy to use, with high scores for Perceived Usefulness (PU) and Perceived Ease of Use (PEU). AI was appreciated for its ability to provide personalized learning, immediate feedback, and flexibility. However, students' Behavioral Intention to Use (BIU) AI was lower, indicating hesitation toward integrating AI regularly into their learning routines. The findings highlight that while AI has the potential to enhance learning, students still value traditional face-to-face interactions with instructors and are concerned about over-reliance on technology. The study contributes to theoretical framework that AI tools should complement, not replace, traditional teaching methods. Practically, the integration of AI in education should be gradual, with adequate support for both students and instructors. Future research should explore long-term adoption and investigate the role of educational policies in supporting AI integration.
Co-Authors Alfiany, Zakiah Arum Nur Wulandari Arum Nur Wulandari Asfanudin, Imam Nurrochman Aulia Nurmalitasari Bisri Musa Azhari BUDIYONO Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Dadan Dasari Dyah Ratri Aryuna Ema Prasetyaningsih Yulianti Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Alifia Puteri Hanifa Puteri Hapsari, Rania Febri Hasna Azifatun Nazwa Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Imam Sujadi Ira Kurniawati Ira Kurniawati Ira, Ira Kurniawati Izmi Azizah Kurniawati, Ira Kusumadewi, Yuvita Andriani Nurisa Kamila Nursanti, Yuli Bangun Puteri, Hanifa Alifia Ramdan Faturohman, Deni Turmudi Wulandari, Arum Nur Yemi Kuswardi, Yemi Yuli Bangun Nursanti Yuli Bangun Nursanti