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MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL NUMERASI DITINJAU DARI GAYA KOGNITIF Udma, Siti Aah Safaatul; Heryandi, Yandi; Muchyidin, Arif
ALGORITMA: Journal of Mathematics Education Vol 6, No 2 (2024): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v6i2.42778

AbstractThis study identifies and analyzes misconceptions about numeracy based on cognitive style. The research used a mixed approach with descriptive analysis involving 34 students in one of the public high schools in Kuningan. Data were collected using the Matching Familiar Figure Test (MFFT), numeracy questions, and interviews. There were 55.88% reflective cognitive style students, 23.54% impulsive, 11.76% slow-inaccurate, and 8.82% fast-accurate. Reflective students have a misconception rate of 22.10%, with the highest error in symbolic operations. Impulsive students showed a misconception rate of 34.17%, with the highest error in symbolic operations. Reflective students experience process skill errors, while impulsive students often experience transformation errors. These results indicate that students with impulsive cognitive styles rush to solve problems. Students who have a reflective cognitive style, when viewed based on the nature of their cognitive style, on average, show in the classroom that students tend to be slow in solving problems or problems. However, the answers given are more accurate and precise. AbstrakPenelitian ini bertujuan mengidentifikasi dan menganalisis miskonsepsi pada numerasi berdasarkan gaya kognitif. Penelitian menggunakan pendekatan campuran dengan analisis deskriptif yang melibatkan 34 siswa di salah satu SMA Negeri di Kuningan. Data dikumpulkan menggunakan tes Matching Familiar Figure Test (MFFT), soal numerasi, dan wawancara. Terdapat 55,88% siswa bergaya kognitif reflektif, 23,54% impulsif, 11,76% lambat-tidak akurat, dan 8,82% cepat-akurat. Siswa reflektif memiliki tingkat miskonsepsi sebesar 22,10%, dengan kesalahan tertinggi pada operasi simbolik. Siswa impulsif menunjukkan tingkat miskonsepsi sebesar 34,17%, dengan kesalahan tertinggi juga pada operasi simbolik. Siswa reflektif cenderung mengalami kesalahan keterampilan proses, sementara siswa impulsif sering mengalami kesalahan transformasi. Hasil ini menunjukkan bahwa kecenderungan siswa dengan gaya kognitif impulsif cenderung terburu-buru dalam menyelesaikan masalah. Sedangkan siswa yang memiliki gaya kognitif reflektif, jika dilihat berdasarkan sifat gaya kognitifnya rata-rata menunjukkan di dalam kelas siswa cenderung lambat dalam menyelesaikan soal atau permasalahan tetapi jawaban yang diberikan lebih akurat dan tepat.

Students' Mathematical Misconceptions on Circular Material Using Five-Tier Diagnostic Heryandi, Yandi; Amalia, Aega
Educational Insights Vol. 3 No. 1 (2025): June 2025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i1.125

In this research, using the Five-Tier Diagnostic Test aims to determine the level of students' ability in solving HOTS type questions on circle material, find out the types of students' mathematical misconceptions in solving HOTS type questions on circle material, and find out the factors that can cause mathematical misconceptions. student. This research method is descriptive quantitative with a case study research design on class VIII students of SMPN 1 Gunung Jati, where the research is more focused on analyzing students' mathematics misconceptions. Data collection techniques include tests and interviews. Meanwhile, data analysis techniques use interactive models. The research results showed that the level of students' ability in solving HOTS type questions on circle material was in the category of understanding the concept, not understanding the concept, and misconceptions. The types of misconceptions experienced by students are correlational misconceptions, classificational misconceptions, and theoretical misconceptions. Internal factors can be caused by students themselves, because students do not try to repeat learning, do not study sources other than the school handbook, and do not try to practice questions other than those given by the teacher. Meanwhile, external factors can come from teachers, textbooks and learning media.

MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL NUMERASI DITINJAU DARI GAYA KOGNITIF Udma, Siti Aah Safaatul; Heryandi, Yandi; Muchyidin, Arif
ALGORITMA: Journal of Mathematics Education Vol. 6 No. 2 (2024): ALGORITMA Journal of Mathematics Education
Publisher : Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ajme.v6i2.42778

AbstractThis study identifies and analyzes misconceptions about numeracy based on cognitive style. The research used a mixed approach with descriptive analysis involving 34 students in one of the public high schools in Kuningan. Data were collected using the Matching Familiar Figure Test (MFFT), numeracy questions, and interviews. There were 55.88% reflective cognitive style students, 23.54% impulsive, 11.76% slow-inaccurate, and 8.82% fast-accurate. Reflective students have a misconception rate of 22.10%, with the highest error in symbolic operations. Impulsive students showed a misconception rate of 34.17%, with the highest error in symbolic operations. Reflective students experience process skill errors, while impulsive students often experience transformation errors. These results indicate that students with impulsive cognitive styles rush to solve problems. Students who have a reflective cognitive style, when viewed based on the nature of their cognitive style, on average, show in the classroom that students tend to be slow in solving problems or problems. However, the answers given are more accurate and precise. AbstrakPenelitian ini bertujuan mengidentifikasi dan menganalisis miskonsepsi pada numerasi berdasarkan gaya kognitif. Penelitian menggunakan pendekatan campuran dengan analisis deskriptif yang melibatkan 34 siswa di salah satu SMA Negeri di Kuningan. Data dikumpulkan menggunakan tes Matching Familiar Figure Test (MFFT), soal numerasi, dan wawancara. Terdapat 55,88% siswa bergaya kognitif reflektif, 23,54% impulsif, 11,76% lambat-tidak akurat, dan 8,82% cepat-akurat. Siswa reflektif memiliki tingkat miskonsepsi sebesar 22,10%, dengan kesalahan tertinggi pada operasi simbolik. Siswa impulsif menunjukkan tingkat miskonsepsi sebesar 34,17%, dengan kesalahan tertinggi juga pada operasi simbolik. Siswa reflektif cenderung mengalami kesalahan keterampilan proses, sementara siswa impulsif sering mengalami kesalahan transformasi. Hasil ini menunjukkan bahwa kecenderungan siswa dengan gaya kognitif impulsif cenderung terburu-buru dalam menyelesaikan masalah. Sedangkan siswa yang memiliki gaya kognitif reflektif, jika dilihat berdasarkan sifat gaya kognitifnya rata-rata menunjukkan di dalam kelas siswa cenderung lambat dalam menyelesaikan soal atau permasalahan tetapi jawaban yang diberikan lebih akurat dan tepat.

Instructional Design of E-Modules and E-Courses for AI Literacy: Enhancing Conceptual, Critical, and Ethical Understanding Persada, Alif Ringga; Heryandi, Yandi
International Journal of Education and Humanities Vol. 6 No. 1 (2026): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/(ijeh).v6i1.416

The rapid development of artificial intelligence (AI) in higher education has created an urgent need to strengthen students’ AI literacy, particularly in understanding foundational concepts, critically evaluating AI outputs, and applying ethical considerations. This study aims to analyze students’ AI literacy skills and to develop e-modules and e-courses designed to enhance their conceptual, critical, and practical competencies. A design-based research approach was employed, involving needs analysis through interviews, instructional design development, expert validation, and implementation testing with student users. Data were collected through qualitative interviews, expert review sheets, and user response questionnaires, and were analyzed using systematic reduction, interpretation, and triangulation techniques. The findings reveal that students predominantly possess functional rather than conceptual or ethical AI literacy. They frequently rely on AI tools without adequate prompt construction, verification strategies, or awareness of potential algorithmic bias. The developed e-module and e-course received high validation scores, demonstrating strong content quality, effective structure, and high levels of interactivity, particularly in the video-based e-course. User responses further indicate that digital learning materials significantly improved students’ understanding of AI fundamentals and responsible use. This study emphasizes the importance of higher education institutions incorporating AI literacy into their curricula through structured digital learning resources and explicit ethical guidelines for AI-assisted academic work. Limitations include the small interview sample, restricted institutional context, and absence of longitudinal effectiveness testing. Future research should involve larger participant groups and long-term evaluation to strengthen the generalizability and sustainability of the model.

Religious Assistance and Economic Strengthening Through Empowering Boboko Craftsman Heryandi, Yandi; Nursuprianah, Indah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.810

This service is expected to create synergy between spiritual and material aspects. Religious assistance and economic strengthening aim to strengthen religion while improving the economic welfare of Boboko craftsmen. The method used is Service Learning, as the application of lecture knowledge to provide meaningful benefits to society. The participatory and collaborative approach includes the Investigation and Problem Mapping stages, training and assistance for economic strengthening, religious assistance, and monitoring and evaluation. The results show the effectiveness of the religious assistance program for boboko craftsmen in the Pagar Gunung Block, especially children and teenagers. The existence of the younger generation living in the Pagar Gunung Block is a hope for the sustainability of this religious program. Boboko craftsmen can increase innovation in boboko craft products and empower the local economy. There is a need for an innovation strategy to increase the empowerment of boboko craftsmen in the Pagar Gunung Block by improving the quality and competitiveness of their products. Boboko products began to be marketed through social media and local shops, directly increasing craftsmen's income.

Analysis of TPMDK Abilities of Prospective Mathematics Teachers Based on Semester Level and Gender Toheri, Toheri; Heryandi, Yandi
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1072

This research aims to (1) describe the level of mastery of TPMK of prospective mathematics teachers; (2) examine the aspects of TPMK that prospective mathematics teachers dominate. (3) Analyze the differences in the ability of TPMK of prospective mathematics teachers based on semester and gender. This research uses a quantitative approach, with a survey method. The survey was conducted to collect data from respondents regarding the TPMDK (Technological-Pedagogical Mathematics Dimension Knowledge). The population is all prospective math teachers in Region III, Cirebon. The sample was a proportional random sample of prospective math teachers. The results showed that (1) TPMDK ability obtained an average of 2.983, which is included in the high category. Students of prospective mathematics teachers in Region III Cirebon have the knowledge and skills needed by mathematics teachers to integrate technology effectively into pedagogy and high mathematics content. (2) The ability of TPMDK when viewed from the knowledge dimension, in order from the highest is the Factual Dimension (3.09), Metacognitive dimension (3.00), Conceptual dimension (2.96), and procedural dimension (2.94). The tendency toward mastery of technological knowledge and its relation to other knowledge drives high ability in other areas. This is evident in the ability of Technological Factual Knowledge and Technological Conceptual Knowledge.

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