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All Journal Journal of Education and Learning (EduLearn) Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Penelitian Pendidikan Matematika dan Sains E-Dimas: Jurnal Pengabdian kepada Masyarakat JRPM (Jurnal Review Pembelajaran Matematika) Malikussaleh Journal of Mathematics Learning (MJML) International Journal of Elementary Education JUPE : Jurnal Pendidikan Mandala M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika International Journal for Educational and Vocational Studies Math Educa Journal JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences International Journal of Applied Finance and Business Studies Jurnal Pengabdian Masyarakat Indonesia Maju (JPMIM) Edukasia: Jurnal Pendidikan dan Pembelajaran Edumatica: Jurnal Pendidikan Matematika Jurnal Pendidikan, Sains dan Teknologi e_Jurnal Ilmiah Riset Akuntansi MATHEdunesa KOPEMAS Jurnal Pendidikan Indonesia

MASRIYAH

Pendidikan Matematika, Fakultas Matematika Dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya

Author-ID : 205732

Religion Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Bagaimana Literasi Matematis Siswa pada Penyelesaian Soal PISA-Like Berdasarkan Tingkat Kecerdasan Logis Matematis? Elyasarikh, Annisa Alvi; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n2.p451-467

Mathematical literacy refers to an individual's capacity to think mathematically to formulate, employ, and interpret solutions to real world problems that can be seen through PISA result. In solving PISA problems, one of intelligence that needed is mathematical logical intelligence. Therefore, this study intends to describe the mathematical literacy of students with high or low mathematical logical intelligence in solving PISA-Like problems. This study took a descriptive qualitative approach. The subjects of this research were 2 students with high or low logical intelligence. Data collection was carried out by logical mathematical intelligence test, PISA-Like test, and interviews. This research found that student that has a high level of logical intelligence was capable to explain what was known and asked about the problem, she was capable to design strategies to find mathematical solutions, she was capable to apply mathematical concepts by outlining the steps to find solutions to problems, she was capable to draw the conclusions obtained into the context of question, and she was capable of criticize the solutions to PISA-Like problems. Meanwhile, student that has a low level of mathematical logical intelligence was capable to identify what was known and asked about the problem, she was capable to draw the conclusions obtained into the context of question, but she was quite capable to design strategies to find mathematical solutions, she was quite capable to apply mathematical concepts by outlining the steps to find solutions to problems, and she was less capable to criticize the solutions to PISA-Like problems.

Analisis Kesalahan Siswa SMP dalam Menyelesaikan Masalah Setara Asesmen Kompetensi Minimum Numerasi dan Bentuk Scaffolding yang Diberikan Fildzah, Natasya Nurhusnina; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n2.p535-549

Numeracy is the ability for thinking to use concepts, procedures, facts, and a mathematical tool for explaining many events, problem solving, or retrieving decisions in daily life. The equivalent problem of AKM numeracy description type is the question that equivalent to the minimum assessment of question that developed by government by getting used to critical thinking through the context of daily life that it can not be solved by routine procedures but rather through using the concepts, procedures, facts and mathematical tools to solve problems and their answers are demanding students to express these ideas in the form of written description. This research aims to describe the types of students errors to make problem solving that equivalent to numeracy of AKM, the causal factors, and scaffolding form to minimize these errors. Based on the results of the AKM numeracy test, the researcher choose 3 students of grades of junior high school at SMPN 25 Surabaya as subjects in this research are suitable of established criteria. The data collection technique is carried out by giving tests problems equivalent to AKM numeracy and interviews. Data analysis techniques are carried out based on indicator of student errors. The results obtained in this research are the types of errors made by students include of reading errors, can not read correctly of the words or terms or symbols that contained in the problem and can not read correctly the information contained in the problem, comprehension errors, can not explain correctly about what they know and ask of the problem, and can not explain the problem by using their own words, transformation errors, can not explain the relationship of concepts about problem solving correctly and can not make systematic steps in process of problem solving correctly, process skills errors, can not calculate correctly, can not use mathematical rules correctly, and can not process further solutions correctly of the problem, and encoding errors, can not write the conclusions correctly. Research results shows that students still doing errors to solve the problem that equivalent to AKM numeracy, so they need scaffolding in the form of : questions, instructions, reminders, directions, or encouragement to minimize their errors. The scaffolding is given by researcher adjusted to the errors made by students in completing the test that equivalent to AKM numeration.

Strategi Pemecahan Masalah Matematika Siswa SMP Ditinjau dari Gaya Kognitif Ningtiyas, Niken Ayu; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n2.p596-614

Mathematical problem solving strategy is a method used in the problem solving process to find solutions to mathematical problems. Cognitive styles that are classified based on how to choose a problem solving strategy are field dependent and field independent cognitive styles. The use of various strategies can be seen in the application of mathematical problems. To find out the strategy of solving math problems, indicators can be shown about various strategies for solving math problems, they are: (1) working backward; (2) look for pattern; (3) adopting a different point of view; (4) solving a simpler analogous problem; (5) draw a picture and model; (6) guess and check; (7) organizing data; (8) logical reasoning; and (9) write an equation. The purpose of this study was to describe the math problem solving strategies of students with field dependent and field independent cognitive styles. This research is included in qualitative descriptive research. The subjects of this study were two students with field dependent and field independent cognitive styles who had been taught quadrilateral and triangle material. This study uses instruments in the form of GEFT tests, math ability tests, problem solving tasks, and interview guidelines. The data obtained were then analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicate that, 1) students with field dependent cognitive style in solving mathematical problems using the strategy of logical reasoning, working backwards, write an equation and organizing data. 2) Students with field independent cognitive style in solving math problems using the strategy of adopting a different point of view, look for pattern, doing logical reasoning, write an equation, draw a picture and model, and guess and check. Problem solving strategies used by FI students are more varied than FD students.

Pengajuan Soal Matematika Siswa SMP pada Materi Aritmetika Sosial Ditinjau dari Tipe Kepribadian Ekstrovert-Introvert Dewi, Annisa Rifka; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p731-745

Problem posing is an important role in mathematics learning. By using problem posing activities in mathematics learning, teachers can find out how much students understand the material being taught. The aim of this research is to describe the mathematics problem posed for junior high school students on social arithmetic material viewed from the extrovert-introvert personality types. This is a descriptive qualitative research and the subjects are two students of junior high school. Data were collected through a questionnaire, mathematics ability test, problem posing tests, and interviews. The results of the study showed that extrovert and introvert subjects could pose problems through all three process of problem posing. Extrovert student tent to ask fewer questions than introvert student, but they were more likely to relate personal experiences to assignment information in the process of asking questions. On the other hand, introvert student tent to ask more questions, especially at the translating stage, with a focus on remembering and relating previous material.

Penggunaan Scaffolding untuk Mengurangi Kesalahan Peserta Didik dalam Menyelesaikan Persamaan Kuadrat Safira, Nura Delta; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p883-898

In mathematics learning activities, students often make mistakes, including in the topic of quadratic equations. This research aims to describe the effect of scaffolding provision based on the type of student’s error in solving problems on quadratic equation material. This research is a descriptive study with a qualitative approach. The data collection technique uses tests and interview methods. This research was conducted in class IX with a total of 25 students who are the prospective subjects. The research subjects who were interviewed and given scaffolding were three students who experienced the most errors and various types of error. The test and interview results were described and analyzed using descriptive analysis. The conclusion of the research is that: 1) Errors in solving quadratic equations include a) process skill errors, which are writing what is known and asked but not accurate and misunderstanding what is known and asked, b) comprehension errors, which are incorrect use of mathematical rules, c) transformation errors, which are the inability to connect important information found and change information in the problem but not accurate, and d) reading errors, which are the inability to read words, units, or symbols correctly. 2) Scaffolding given to reduce errors in solving quadratic equations are a) level 2: explaining, reviewing, and restructuring, and b) level 3: developing conceptual thinking. 3) Scaffolding can reduce errors in solving quadratic equations. For the first error, the three subjects made 12 errors. After receiving the scaffold, three subjects made five (5) errors.

Kemampuan Pemecahan Masalah Matematis Peserta Didik yang Memiliki Habits of Mind:Thinking Interdependently (HTI) ditinjau dari Kemampuan Matematika Sedang dan Rendah Aura Alivana, Rizky Putri; Masriyah, Masriyah
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p73-84

This research aims to determine the mathematical problem solving skills of students who have same percentage of HTI score but have different mathematical skills namely medium and low mathematical skills. The method used is descriptive qualitative with output descriptions of the mathematical problem solving skills possessed by the two research subjects. The data obtained came from HTI questionnaire, mathematical skills tests, mathematical problem solving skills test, and interviews conducted with selected subjects. The results showed that subject with medium mathematical skills could understand the problem well, could plan appropriate strategies, but made mistakes in implementing the strategy and carrying out re-examination. Meanwhile, subject with low mathematical skills can understand the problem well, cannot plan and implement a strategy appropriate to the problem, but can re-examine the steps taken. Thus, the problem solving abilities of student with moderate HTI and mathematical skills is better than students with low mathematical skills even though they have the same percentage of HTI scores.

Berpikir Matematis Siswa SMP dalam Menyelesaikan Masalah Aritmetika Sosial Ditinjau dari Self-Efficacy Purwoningtiyas, Ulinnuha; Masriyah, Masriyah
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p350-369

In solving problems, students use unique methods according to their mathematical thinking. Their success in completing assignments is influenced by self-efficacy. This research aims to describe students' mathematical thinking in solving social arithmetic problems in terms of high, medium, and low self-efficacy. This descriptive qualitative research involved eighth-grade students selected based on self-efficacy questionnaires, high and equivalent math ability tests, and good communication skills for interviews. Data collection methods included self-efficacy questionnaires, math ability tests, problem-solving tasks, and interviews. Data were analyzed through data reduction, data presentation, and drawing conclusions. Results show that in the entry phase at the specialization stage, students with high, medium, and low self-efficacy identify all available information, including what is known and what is asked in the question. They then identify the problem and develop and test potential strategies to solve it. In the attack phase at the conjecturing stage, they propose hypotheses, correct incorrect ones until accurate, and test them to solve the problem. At the justification stage, they provide logical reasons for their hypotheses and feel confident that each step taken is correct. In the review phase at the generalization stage, student with high self-efficacy does not check the compatibility of her answers with the questions or solving steps, whereas students with medium and low self-efficacy do it completely. Additionally, does all of student report difficulties when calculating large discounts.

Critical Thinking Ability of Student with Reflective Cognitive Style in Solving Algebraic Numeracy Problems Aliya, Afifa; Masriyah, Masriyah; Sari, Yurizka Melia
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p540-551

Critical thinking is needed in problem solving. To solve problems, students will use a variety of strategies. Critical thinking ability play a role in determining the strategy used, which is also influenced by students' cognitive styles. In this research, the cognitive style discussed is reflective cognitive style. This research is a qualitative with a case study approach. This research aims to describe the critical thinking ability of students in solving algebraic numeracy problems based on reflective cognitive style. This research was conducted in Class VIII Junior High School students. The research subjects were selected through MFFT (Matching Familiar Figure Test) and Mathematical Ability Test. Data analysis techniques include data reduction, data display, and conclusions. The selected research subjects from reflective took the critical thinking ability test and interviews. The results of the critical thinking test and interviews were analyzed to describe the critical thinking in solving algebraic numeracy problems. The results showed that reflective cognitive style student fulfill each criteria of critical thinking ability FRISCO (Focus, Reason, Inference, Situation, Clarity and Overview). The reflective student is able to carry out the focus and reason criteria of critical thinking ability by identifying the main points of the problem and providing reasons for the relationship between what is known and asked correctly and completely. Reflective student is able to carry out the inference and situation criteria by deciding on the right strategy and solving the problems given correctly and systematically. Reflective student can also able to carry out the clarity and overview criteria of critical thinking ability by drawing conclusions and re-examining the solution of the problems given. So, reflective cognitive style student is categorized as very critical. It is suggested that teachers provide more practice questions and provide further discussion with limited working time.

Validitas Konten Video Pembelajaran Matematika Berbasis Digital Storytelling Topik Data dan Ketidakpastian Shubhiy, Annisa Nadiya Fauziyah; Masriyah, Masriyah; Sari, Yurizka Melia
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p735-752

Mathematics learning videos are audio visual media that make lessons more engaging by aligning with students’ audio-visual learning styles and illustrating real-life applications through digital storytelling. However, numeracy performance remains low—only 19% (4 of 21 students) mastered topics like mean, median, mode, and range. Efforts to address this problem are to use mathematics learning videos based on digital storytelling to strengthen students’ numeracy. This study aims to describe the content validity making such a video for strengthening students’ numeracy skills. In this research used the ADDIE development model, which focuses on three stages: Analyze, Design, and Develop with evaluations at each stage. However, this article focuses on the validation assessment of mathematics learning videos based on digital storytelling. The instruments used consist of a material expert validation instrument and a learning video validation instrument. The media was validated by three experts in the field of learning media, visual programming, and digital storytelling. The data analysis technique uses the Aiken V formula. Based on this, the results of the validation analysis are shown by obtaining a score of 0.854 from video experts (highest in usefulness) and 0.83 from material experts (highest in learning objectives) both were categorized as valid. The assessment by experts shows that the mathematics learning video is suitable for use with revisions. Several revisions were made to mathematics learning video based on digital storytelling to make it more interesting. Further research is recommended to develop the mathematics learning video into an application that can be used offline and allows for automatic answer storage settings.

Penerapan Scaffolding terhadap Kesalahan Siswa Kelas VIII SMP dalam Menyelesaikan Soal Numerasi Setara AKM Rizqullah, Muhammad Rizal; Masriyah, Masriyah
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p57-71

Scaffolding is assistance in the form of guidance provided by teachers or adults during learning so that students can independently solve problems and understand the concept material being studied. Numeracy problem equivalent to AKM is problem designed to assess students reasoning skills and abilities in understanding and applying mathematical operation concepts in various everyday problems with the aim of encouraging the development of their self-capacity. This study aims to describe students’ errors, forms of scaffolding, and the results of students AKM-equivalent numeracy problem after scaffolding. Data collection was carried out at SMPN 22 Surabaya in Grade 8th of the 2024/2025 academic year. The subjects of this study were 3 male students in class VIII of junior high school who made the most and varied errors grouped based on the level of students’ numeracy ability, including high ability, medium ability, and low ability. Data collection techniques by providing test problem and interviews. Data analysis techniques based on students’ error indicators. Interviews were analyzed by reducing data, presenting data, and drawing conclusions. The results obtained in this study are that the errors made by students are adjusted to the combination of numeracy problem components between cognitive and context levels with students’ error indicators. The scaffolding provided by the researcher is adjusted to students’ errors in the combination of numeracy problem components between cognitive and context levels with 3 forms of scaffolding, namely reviewing, explaining, and restructuring. The results of the study showed that students experienced an increase in scores and a decrease in making errors in solving numeracy problem equivalent to AKM after scaffolding was given. Several research subjects still repeated the same mistakes even though they had received scaffolding.

Co-Authors A, Ruslimin ABADI Abdul Haris Rosyidi AGUNG LUKITO Agus Purnama Ahmad Isroil, Ahmad Aldrian Saputra Alfiyah Firanda Putri Alfred Alfred Ali Shodikin Aliya, Afifa Ambarsari, Aprilia Anissa Firda Nur Rohma ANNISA DWI KURNIAWATI Arief Budi Wicaksono Aura Alivana, Rizky Putri Azizah, Ummah Qurrotul B. R., Endah Bahri, Akhmad Syaiful Berliana, Audrey Putri BUDI PRIYO PRAWOTO CHOIRUN NISA, SUKMA Daerni, Yeni Desy Puspita Sari Dewi, Annisa Rifka Didit Haryadi Dinda Fasya Purnomo Putri Dini Kinati Fardah Elky Ulfa Qumairoh Elyasarikh, Annisa Alvi Evangelista Lus Windyana Palupi Falah, Bintari Nur Farman, Farman Fildzah, Natasya Nurhusnina FIRDA HARYANTI, CHOIRUNISA FIRDAUSI WIDYA PUTRI, FIRMALIA Firmansyah, Editya Yoga HANIFA, ALVI I Ketut Budayasa Ika Kurniasari Ilman, Safri Imelda Imelda indah puspita INDAH SRI KUSDIANTARI, RAHMAWATI Indrawan Putra Wijaya Ismail Ismail Izzati, Rafika Annisa'Elya Kasih, Yuni Kobandaha, Putri Ekawaty Kusrini Kusrini LAILATUL MASRUROH, NINIK M Afuw Thariq Nabawi M. Cholid Mawardi Manuharawati Maslichah, Maslichah Masrurroh, Aidatul Mega Teguh Budiarto Mudinillah, Adam Muhammad Andrian Muhammad Hafidz, Muhammad Mulyanah, Mulyanah Ningtiyas, Niken Ayu Novitasari, Pratiwi NUR AROFAH, DIANA Nur Sholikhah, Rejeki Pradnyo Wijayanti Purwoningtiyas, Ulinnuha RADEN SULAIMAN Ravena Angelina Mahardhieta Renaldi Renaldi Rima Maisyah Ridwanah Rini Setianingsih Rizqullah, Muhammad Rizal ROFIAH, KHOFIDHOTUR Rooselyna Ekawati Rosiandi, Annafi Safira, Nura Delta Safitri, Aisyah Sari, Tiara Dian Setyowati, Dessy Shubhiy, Annisa Nadiya Fauziyah Siahaan, Leroy Holman Sipayung, Tetty Natalia Sisilia Tri Anggraeni Siti Khabibah Siti Mashfufatul Khoiriyah Siti Suprihatiningsih Suriyana Suriyana Susanah Susanah Tami Erliani Tatag Yuli Eko Siswono Tauran, Yeni Tiara, Tiara TITIS SURYA MAHA RIANTI Tonra, Wilda Syam Trianingsih, Ervina Umi Hanifah Vicy Wahyu Putra Wahyudi Wahyudi Winda Syam Tonra YULIANA DWI RAHMAWATI Yuliyanti, Dita Yurizka Melia Sari Yusrina, Siti Laiyinun YUSUF FUAD ZITARI, AFINA

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