Article Per Year (5 Year)
p-Index From 2020 - 2025
5.826
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Penelitian Pendidikan Matematika dan Sains JRPM (Jurnal Review Pembelajaran Matematika) Jurnal Pendidikan Matematika (Kudus) 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 Jurnal Pengabdian Masyarakat Indonesia Maju (JPMIM) Jurnal Pendidikan, Sains dan Teknologi e_Jurnal Ilmiah Riset Akuntansi MATHEdunesa KOPEMAS
MASRIYAH
Pendidikan Matematika, Fakultas Matematika Dan Ilmu Pengetahuan Alam, Universitas Negeri Surabaya
Religion Arts Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Public Health Social Sciences Other

Published : 43 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 43 Documents
Search

 1   2   3   4   5 
Pengembangan Soal Model AKM Numerasi Pada Domain Konten Geometri dan Pengukuran Untuk Siswa Kelas VIII SMP Berliana, Audrey Putri; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p216-233

Abstract

World Economic Forum in 2015 emphasized that there are six basic literacy which are 21st century skills that must be mastered, one of which is numeracy. However, students experience difficulties in solving AKM numeracy questions on geometry material because these questions require reasoning abilities. This research using the Tessmer (1993) development model aims to describe the process and results of developing numerical AKM model questions in the geometry and measurement content domains for class VIII students of junior high school that are valid, practical, effective, and reliable. The research instruments used included question sheets, question validation questionnaires, teacher response questionnaires, and student response questionnaires. The results of the study showed that the questions on the AKM numeration model included good quality questions. The numerical AKM model questions meet the valid criteria as indicated by the mode of assessment by the expert which is 3 (good validity criteria) and based on analysis of the validity of the questions (in the category of medium and high validity) and the reliability of the items (in the category of high reliability); fulfilling practical criteria is shown by achieving a good assessment category from the teacher's response questionnaire; fulfilling the effective criteria is shown by achieving a good or very good assessment category from the students' responses and students can express the numeracy abilities of the seven numeracy abilities in working on the questions.
Keterampilan Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah pada Materi Lingkaran Ditinjau dari Gaya Belajar Siswa Izzati, Rafika Annisa'Elya; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n2.p318-334

Abstract

Keterampilan berpikir kritis siswa dengan menggunakan kurikulum 2013 terjadi karena pembiasaan dalam menyelesaikan masalah dan lingkaran sering digunakan dalam berbagai penyelesaian masalah kehidupan sehari-hari. Selain itu, gaya belajar menjadi faktor pendorong untuk mencapai keterampilan berpikir kritis. Adapun rumusan masalah pada penelitian ini adalah bagaimana hasil keterampilan berpikir kritis siswa SMP dengan gaya belajar visual, auditorial, dan kinestetik dalam menyelesaikan masalah materi lingkaran. Penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian ini adalah 3 siswa yang terdiri dari 1 perwakilan siswa dari setiap gaya belajar. Metode pengumpulan data pada penelitian ini menggunakan angket gaya belajar siswa, tugas menyelesaikan masalah materi lingkaran (TMMML) dan wawancara. Hasil Penelitian ini adalah (1) subjek dengan gaya belajar visual kurang dalam keterampilan berpikir kritis indikator analisis, (2) subjek dengan gaya belajar auditorial kurang dalam keterampilan berpikir kritis indikator interpretasi dan analisis, (3) subjek dengan gaya belajar kinestetik kurang dalam keterampilan berpikir kritis indikator analisis dan evaluasi.
Penyelesaian Soal Cerita Peserta Didik SMP Ditinjau dari Gaya Belajar Rosiandi, Annafi; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p69-93

Abstract

Solving story problems is one of the processes related to learning to solve problems. Therefore the process of solving story problems can also be said as a problem solving process. The purpose of this study is to describe solving story problems for junior high school students who have visual, auditory, and kinesthetic learning styles. This research is a descriptive study using a qualitative approach. The subjects in this study were class VIII students of SMP Negeri 1 Plumpang. The instruments used in this study were a learning style questionnaire, a math ability test, story questions, and an interview guide. The subject of this study is one student from each of the visual, auditory, and kinesthetic learning styles by equalizing mathematical abilities. Analysis of the results of the research data was carried out based on the results of filling out story questions by each subject which were adjusted to the stages of problem solving according to Polya. The results of this study indicate that at the stage of understanding the problem, student with visual and kinesthetic learning styles write down data that is known precisely and concisely but do not write down the data that is asked. Auditory learning style student write down data that is known correctly and incompletely and write down the data that is asked correctly. In the problem solving planning stage, student with visual, auditory, and kinesthetic learning styles explain the relationship between problems and experiences they have and use the same method or strategy in solving problems. The ability to solve problems must be mastered by each student in learning mathematics. At the planning implementation stage, student with visual and kinesthetic learning styles solve problems according to plan and check each step of work, while student with auditory learning styles solve problems not according to plan and are less thorough in checking each step of work. At the review stage, visual learning style student write conclusions correctly and check the results of answers, auditory and kinesthetic learning style student write conclusions inaccurately and do not check the results of answers.
Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Komik Pada Materi Bangun Ruang Untuk Meningkatkan Hasil Belajar Matematika Firmansyah, Editya Yoga; Masriyah, Masriyah
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p255-267

Abstract

This study aims to describe the validity, practicality and effectiveness of student worksheets based on comics on geometric materials developed in learning to improve student learning outcomes. The research method used in this study is a research and development. The subject of this research was a class of VII grade junior high school students. The instruments used were media expert validation questionnaires, material expert validation questionnaires, observation sheets of teachers' ability to manage learning, observation sheets of student activities, student response questionnaires and pretest-posttest.Based on the results of data analysis, it was found that the validation results of comic-based student worksheets were assessed by two validators, namely 1) media expert validator, 2) material expert validator. The results of the validation analysis of the experts obtained a score of 3. Based on the results of the validation analysis, comic-based student worksheets were developed that were feasible to try out. The results of observing the teacher's ability to manage learning obtained a score of 4, or included in the very good category. The results of observations of student activity obtained a score of 87.5%, or included in the active category. Based on the results of the practicality analysis, comic-based student worksheets are stated to be practical in the learning process. The results of the students' responses obtained a score of 96.57%, or included in the very good category. The pretest-posttest results obtained an N-gain score of 0.77, or included in the high category. Based on the results of the effectiveness analysis, comic-based student worksheets were declared effective in improving student learning outcomes.
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 : Program Studi S1 Matematika UNESA

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

Abstract

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 : Program Studi S1 Matematika UNESA

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

Abstract

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 : Program Studi S1 Matematika UNESA

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

Abstract

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 : Program Studi S1 Matematika UNESA

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

Abstract

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.
PEMAHAMAN SISWA KELAS VII SMP DALAM MEMECAHKAN MASALAH SEGIEMPAT BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENDENT Kurniawati, Annisa Dwi; Budayasa, I Ketut; Masriyah, Masriyah
Math Educa Journal Vol 8, No 1 (2024)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v8i1.8201

Abstract

Student understanding is one of the interesting topics that is often the subject of research in the scope of mathematics education. On the other hand, cognitive style has a contribution related to student understanding. This study aims to determine how the understanding of junior high school students in solving quadrilateral problems based on cognitive style field independent and field dependent. Qualitative descriptive research involving 2 students consisting of 1 student cognitive style field independent and 1 student cognitive style field dependent. Research data obtained using several instruments namely GEFT, TKM, TPM, and interview guidelines. Furthermore, data checking was carried out using time triangulation. The results showed that the understanding of students in different cognitive styles also showed different understanding when solving problems. At each stage of problem solving, including the stages of understanding the problem, developing a plan, implementing the plan, and checking back, it is described about how the understanding and the extent of the connection of information with the scheme owned by each subject. In full, the understanding of students in solving geometry problems is described comprehensively in the research results section. Students with cognitive style field independent have information linkage with schema that has much more when compared with students with cognitive style field dependent. Based on the results of the study, teachers as educators can pay more attention to students with different cognitive styles when solving math problems. Therefore, instilling understanding and training students in solving mathematical problems is something that teachers should strive for in order to achieve quality learning objectives.
The development of problem-based learning to increase problem solving ability on Social Arithmetic for class VII SMP Trianingsih, Ervina; Khabibah, Siti; Masriyah, Masriyah
International Journal for Educational and Vocational Studies Vol. 4 No. 4 (2022)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v0i0.5900

Abstract

This study is categorized as development research. Learning tools developed in this research are Lesson Plans (RPP), Student Worksheets (LKS), and Problem Solving Ability Test (TKPM). The learning tools are developed using a 4-D development model which consists of four stages, namely the define stage, the design stage, the develop stage, and the disseminate stage. Based on the results of descriptive analysis obtained that the learning tools developed good quality because it meets the valid criteria, practical and effective. Learning tools are said to be valid because all validators provide a minimum score of 3 for each aspect of the assessment on a scale of 1 - 4 and problem solving ability test it meets validity, reliability, and sensitive criteria. Learning tools are said to be practical because the ability teacher to manage learning shows both minimal categories and student activities categorized effectively. Learning tools are said to be effective because students 'responses to positive learning tools and learning activities categorized positive, classical completeness are achieved, and problem based learning to increase students' problem solving skills is achieved. Based on the descriptive analysis in the implementation class, it was found problem based learning on social arithmetic material was effective for increase students' problem solving skills.
Co-Authors A, Ruslimin ABADI 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 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 Dinda Fasya Purnomo Putri Elky Ulfa Qumairoh Elyasarikh, Annisa Alvi Farman, Farman Fildzah, Natasya Nurhusnina FIRDA HARYANTI, CHOIRUNISA FIRDAUSI WIDYA PUTRI, FIRMALIA Firmansyah, Editya Yoga HANIFA, ALVI I Ketut Budayasa Imelda Imelda indah puspita INDAH SRI KUSDIANTARI, RAHMAWATI Indrawan Putra Wijaya 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 Ningtiyas, Niken Ayu Novitasari, Pratiwi NUR AROFAH, DIANA Nur Sholikhah, Rejeki Pradnyo Wijayanti Purwoningtiyas, Ulinnuha Ravena Angelina Mahardhieta Renaldi Renaldi Rima Maisyah Ridwanah ROFIAH, KHOFIDHOTUR Rooselyna Ekawati Rosiandi, Annafi Safira, Nura Delta Safitri, Aisyah Sari, Tiara Dian Shubhiy, Annisa Nadiya Fauziyah Siahaan, Leroy Holman Sipayung, Tetty Natalia Sisilia Tri Anggraeni Siti Khabibah Siti Mashfufatul Khoiriyah Siti Suprihatiningsih Susanah Susanah Tami Erliani Tatag Yuli Eko Siswono Tauran, Yeni Tiara, Tiara TITIS SURYA MAHA RIANTI Tonra, Wilda Syam Trianingsih, Ervina Vicy Wahyu Putra Winda Syam Tonra YULIANA DWI RAHMAWATI Yurizka Melia Sari Yusrina, Siti Laiyinun YUSUF FUAD ZITARI, AFINA