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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Infinity Abdimas Jurnal Penelitian Pendidikan Kreano, Jurnal Matematika Kreatif-Inovatif Lembaran Ilmu Kependidikan Sainteknol : Jurnal Sains dan Teknologi Jurnal Hortikultura AKSIOMA: Jurnal Program Studi Pendidikan Matematika JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan REFLEKSI EDUKATIKA Jurnal IPTEK-KOM (Jurnal Ilmu Pengetahuan dan Teknologi Komunikasi) JURNAL PROFESI KEGURUAN JIPMat (Jurnal Ilmiah Pendidikan Matematika) Educational Management Math Didactic: Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran PRISMA JOHME: Journal of Holistic Mathematics Education MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran SEIKO : Journal of Management & Business Jurnal Basicedu Journal on Education Edumaspul: Jurnal Pendidikan FONDATIA Unnes Journal of Mathematics Education Research Journal of Primary Education ANARGYA: Jurnal Ilmiah Pendidikan Matematika Islamika: Jurnal Keislaman dan Ilmu Pendidikan Jurnal Agroplasma Jurnal Educatio FKIP UNMA AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Pamulang Law Review Journal of Research and Educational Research Evaluation BRIGHT Jurnal Riset dan Inovasi Pembelajaran Unnes Journal of Mathematics Education Unnes Journal of Mathematics Volksgeist: Jurnal Ilmu Hukum dan Konstitusi Edumatica: Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Abdi Masyarakat Humanis Mitra Abdimas: Jurnal Pengabdian kepada Masyarakat Jurnal Ilmiah Swara MaNajemen (Swara Mahasiswa Manajemen) Bookchapter Pendidikan Universitas Negeri Semarang Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology IIJSE Jurnal Pengabdian kepada Masyarakat : Kreasi Mahasiswa Manajemen Journal Of Economic Sciences (Ekuisci) SocServe: Jurnal Pengabdian kepada Masyarakat Jurnal Infinity Jurnal Pendidikan MIPA
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Journal : Proceeding of International Conference on Science, Education, and Technology

 1 
Elementary Students’ Mathematical Literacy in Solving Realistic Mathematics through Math Trail Activities Arif Rahman Hakim; Kartono Kartono; Wardono Wardono; Adi Nur Cahyono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Mathematical literacy is defined as the ability to formulate, use and interpret mathematics in a variety of contexts, including systematic reasoning, using mathematical concepts, procedures, facts, and tools to describe, explain, and predict phenomena to help individuals. One of the things that underlie the low ranking of Indonesian students is weak mathematical literacy is the lack of use of non-routine problems that are made based on real-life contexts, so they can only work on routine questions. This study was conducted to explore mathematical literacy indicators that appear in solving real problems through math trail activities. The research subjects were taken from the ranking of students in the previous class, so that 1 male student, namely S1, and 1 female student, namely S2, were selected, who ranked highest in the class for each gender. S1 shows indicators of mathematical literacy in the form of communication, mathematization, reasoning, and argumentation, designing a strategy, using symbolic, formal, technical language and operation, and using mathematical tools. While S2 is in communication, mathematization, reasoning and argumentation, designing a strategy, representation, formal, technical language and operation, and using mathematical tools.
The Effectiveness of Accelerated Problem Based Learning With Dynamic Assessment in Achieving Problem-Solving Skills Ratri Rahayu; Kartono Kartono; Dwijanto Dwijanto; Arief Agoestanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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This research aims to analyzed the effectiveness of Accelerated Problem Based Learning (A-PBL) with dynamic assessment on students' problem-solving skills. This quantitative research had 319 students from the eighth grade of junior high school. The researchers took the sample with a random sampling technique. The results were 32 students for the experimental group. These learners received the A-PBL model with dynamic assessment. The other 32 students for the control group received a direct instruction model. The research instruments were a problem-solving skill test. The data were analyzed by descriptive statistical analysis and then continued with hypothesis testing. The hypothesis tests were independent sample t-test, one-sample t-test, proportional test, and simple linear regression test. The results showed that the A-PBL model is effectively used to achieve problem solving skills with indicators: (1) the learners' mathematic problem-solving skills taught by A-PBL with dynamic assessment met 65 score; (2) the average of learners' mathematics problem-solving skills taught by the A-PBL model and dynamic assessment was higher than the problem-solving skills of learners taught by the direct learning model; and (3) the proportion of students who have completed A-PBL learning with dynamic assessment is more than the proportion of students who have been taught using the direct instruction model. Research contributes scientifically to the development of learning model syntax that can be used to improve problem solving.
Implementation of the CORE Model with the Interventionist Assessment to Improve Students’ Mathematics Creative Thinking Ability Sri Solihah; Kartono Kartono; S. Mariani️; Dwijanto Dwijanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Low students' mathematical creative thinking ability. so that an innovative learning model is needed related to assessment before, during and after learning. This study aims to determine the effectiveness of the CORE Model with Interventionists Dynamic Assessment to Improve Students' Mathematical Creative Thinking Ability. This type of research is quantitative research. The population in this study were students of class XI in one of the high schools in the Ciamis district, teaching 2021/2022. The research sample with random sampling. The learning using the CORE model with interventionist dynamic assessment is very effective The results showed that (1) the average mathematical creative thinking ability of students who taught using the CORE model with Interventionist Dynamic Assessment more than the average mathematical creative thinking ability of students who taught using ordinary learning models, (2) mathematical creative thinking skills using the CORE model with Interventionist Dynamic Assessment achieve completeness of at least 65, (3) students' self-confidence affects the ability to think creatively by 35% .
Ethnomathematics studies: Mapping and construction of culture-based teaching materials Andi Saparuddin Nur; Kartono Kartono; Zaenuri Zaenuri; Rochmad Rochmad
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Mathematical ideas are often found in community activities and culture. Researchers have paid much attention to ethnomathematical studies describing mathematical ideas in culture. However, the mapping and construction of Makassar culture-based mathematics teaching materials have not been widely explored. This study aims to map and construct culture-based mathematics teaching materials through ethnomathematical studies. This type of research is a qualitative study with an ethnographic approach. The subject of this research is the Jeneponto community with Makassar ethnic background. The research instrument used observation sheets, interview guides, voice recorders, and field notes. Observation of cultural objects focuses on salting methods, fishing methods, time systems, forms of craft, and the use of horses. The results show that mathematical ideas are used in various activities and cultures of society. Mathematical concepts are connected with various cultural objects: numerical systems, lines and angles, plane figures, spatial figures, statistics, sequences and series, social arithmetic, and algebra. Activity-based task sheets, project assignments, modules, and field observation reports are forms of culture-based teaching materials in harmony with the ethnomathematical model as a learning innovation. The findings in this study propose integrating culture-based teaching materials in the ethnomathematical learning model.
The Role of Context and Discussion for Improvement Students' Oral and Written Mathematical Communication Darto Darto; Kartono Kartono; Widowati Widowati; Mulyono Mulyono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Problems in learning mathematics on aspect communication mathematical oral and write student still low . this _ caused lack of given opportunity to student for argue , present ideas and his opinion in study math . Ability communication mathematical oral could be measured with indicator communication mathematical oral like presentation , discussion , whereas ability communication mathematical writing could be measured with write answer , known from question , what is being asked in question , and give conclusion in settlement question end . Role context and discussion in learning mathematics so important for increase ability communication mathematical oral and write student . Destination from study this is for increase ability communication mathematical oral and write through role context and discussion . Sample in study this is student class VIIE SMP Negeri 3 Base drain Regency Pelalawan Riau Province totaled 28 students . Method in study this is study qualitative . Result from study this is role context and discussion could increase ability communication mathematical oral and writing at a good level . With thereby could concluded that role context and discussion could increase ability communication mathematical good in a manner oral nor write.
Analysis of Mathematical Creative Thinking Process Based on Self-Confidence in Complex Number Gunawan Gunawan; Kartono Kartono; Wardono Wardono; Iqbal Kharisudin
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract. This study aims to describe students' creative thinking process based on self-confidence. The research subjects were Mathematics Education students who took the Introduction to Complex Number. The topic of the material used is the complex number. This type of research is qualitative. Data collection techniques included creative thinking skills tests, self-confidence questionnaires, interviews, and documentation. A creative thinking skills test is made based on indicators of fluency, flexibility, originality, and elaboration. Based on the self-confidence questionnaire data, students were grouped into low, moderate, and high. From each category, two people were taken as informants. Data analysis uses the Miles and Huberman type: data reduction, data presentation, and conclusions. The mathematical creative thinking process consists of preparation, incubation, illumination, and verification stages. The results showed that students could fulfill cognitive activities during the preparation and verification stages. Each category has a different way and answers at the incubation and illumination stages. The thing that affects is the previous knowledge.
The Numeracy Ability of Field Dependent Students in Solving Well Structured Problems Maharani Izzatin; Kartono Kartono; Zaenuri Zaenuri; NR Dewi
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract. Numeracy is an individual's ability to formulate, identify, understand and implement the basics of mathematics in various contexts that individuals need in everyday life. numeracy is closely related to solving mathematical problems. The problems experienced by students with field dependent cognitive style are still low mathematical problem solving abilities. The purpose of this study was to describe the student’s numeracy skills with field dependent cognitive style in solving well-structured problems. This research is a qualitative research with the researcher as the main instrument. The supporting instruments are the Group Embeded Figure Test (GEFT), numeracy test, and interview guide. The results showed that students with field dependent cognitive style had good numeracy skills in the aspect of counting and numeracy relations. However, students' numeracy skills in the aspect of arithmetic operations still need to be improved.
Problem Solving Analysis on Hots Problems in terms of Early Mathematical Ability Yeni Heryani; Kartono Kartono; Kristina Wijayanti; Nuriana Rachmani Dewi
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract. The purpose of this study is to analyze problem-solving on HOTS problems in terms of early mathematical ability. This research method uses qualitative methods. The subjects in this study were students of class XI MIPA. The technique of determining the subject in this study began by grouping students into three groups of early mathematical abilities, namely high, medium and low. Then 3 students were taken as subjects, namely one subject for each group whose problem-solving steps met the problem-solving steps of Krulik & Rudnick. The data collection technique begins by grouping the categories of early mathematical abilities, giving math problem-solving tests and interviews on selected subjects to describe mathematical problem-solving and achievements on the HOTS indicator. Based on the results of math problem-solving tests and interviews on the subject, the results of this study showed that subjects with high early mathematical abilities were able to fulfill the read the problem step, explore step, select a strategy step, solve step and look back step so that the subject reached the indicator of analyzing, evaluating and create. Subjects with the medium category of initial mathematical ability were able to fulfill the read the problem step, the explore step, then select a strategy step, and the solve step, so the subject had not yet reached the creating indicator. Subjects with low mathematics initial ability category were only able to fulfill the read the problem step, the subject did not achieve all of the HOTS indicators.
The Effectiveness of the CIRC Learning Model in terms of Self Confidence and Mathematical Generalization Ability Budi Cahyono; Rina Dwi Setyawati; Alicia Indah Ardiani; Dyan Falasifa Tsani; Budi Waluyo; Kartono Kartono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstrak. This study aims to find out that the Cooperative Integrated Reading and Composition (CIRC) learning model is effective against self-confindence and mathematical generalist abilities of students in the material and ranks of class X TKJ SMK Mutiara Mayong. The population in this study were all students of class X TKJ SMK Mutiara Mayong. The sample of this study was class X TKJ 2 and X TKJ 3 which were randomly selected from three classes, each of which had 27, 18 and 23 students. The instrument used to collect data was a mathematical generalization ability test in the form of 5 problem descriptions and a self-confidence questionnaire consisting of 38 questions. Testing the effectiveness of Cooperative Integrated Reading and Composition (CIRC) learning models is carried out with a one sample t-test to determine whether there is an increase in students' generalization and self-confidence abilities between experimental classes before and after treatment is given. Meanwhile, to test whether there are differences in mathematical generalization abilities and students' self-confidence between the experimental class and the control class, a t-independent test is performed. The results showed that (1) effective Cooperative Integrated Reading and Composition (CIRC) learning model in terms of students 'self-confidence, (2) Cooperative Integrated Reading and Composition (CIRC) learning model effectively in terms of students' generalization abilities.
Co-Authors 'Ulya, Rosyidatul -, Masrukan A.T. Arifin Abduh, Muhamaad Faisal Achmad Buchori Achsin, Muchammad Achsin Adi Nur Cahyono Agry, Feylosofia Putri Agung Hartoyo agung setiawan Agus Suryanto Agus Yulianto Ali Imron Alicia Indah Ardiani Alvito, Mohammad Amaliawan, Nur Amin Suyitno Amin, Moh. Saiful Bakhril Andang Prasetya Andi Saparuddin Nur Andi Saparuddin Nur Andi Saparuddin Nur Ani Rusilowati Anis Rahmawati Anisa Rosdiana, Anisa Apifah, Pipit Apipah, Salisatul Apriyanto, Eko Bagus Arfatin Nurrahmah Arief Agoestanto Arif Hidayad Arif Rahman Hakim Arumingtyas, Pramesti Arumsasi, Peni Dyah Arwinsyah Arwinsyah, Arwinsyah Asih, Tri Sri Noor Asmayani Salimi AT Widodo Atho'illah, Ibnu Bistari Bonyah, Ebenezer Budi Astuti Budi Cahyono Budi Naini Mindyarto, Budi Naini Budi Waluyo Buwono, Iffah Sartika Danang Yuangga, Kharisma Darmawan, Resita Darojat, Latifah Darto Darto Deni Kurniawan, Deni Desi Ariani Desianny Amalia Fauziah Devita Anggraini Dewi, Antrika Dewi, Nuriana Rahmani Dianawati, Rizki Nur Dr. Masrukan, Dr. Dwi Vitaloka, Rheisya Dwijanto Dwijanto Dyan Falasifa Tsani Dyoty Auliya Vilda Ghasya Edy Soedjoko Effendy, Aidil Amin Eko Purwanti Eko Sri Mulyani, Eko Sri Eko Supraptono Ema Butsi Prihastari Ratna Widyaningrum, Ema Butsi Prihastari Emi Pujiastuti Endang Retno Winarti Endang Susilaningsih Endang Susiloningsih, Endang Endang Wahyuningrum Eriana, Eriana Evariyani Evariyani Fadilah, Muhammad Fadillah, Lukky Farida Hidayati Fathonah, Iir Nikmatul Fauziyah, Laini Firda Sari, Santi Fiyali Putri, Bella Safira Gufron, Uup Gunawan Gunawan Hadirin, Hadirin Hadiyah, Hadiyah Hafid, Hasan Hakim, M. Ikhwanul Hapsari, Rindy Yunita Hardi Suyitno Hari Soesanto, Hari Hari Wibawanto hartanto hartanto Haryanto, Henzi Heriastuti, Priyanti Herlambang, Satriya Hertama, Sony Indra Hery Kresnadi Hery Sutarto Hikmasari, Prihatina Himmatul Ulya I Sukmayadi Iir Nikmatul Fathonah Iman Solahudin Indra Lesmana Iqbal Kharisudin Iqbal, Fariz Isnarto Isnarto Isnarto, Isnarto Isti Hidayah Iwan junaedi Iwan Junaedi Iwan Sukmayadi Johan, Gio Mohamad Joharsah Joko Susilo K.Y Margiati Kardiono, Kardiono Karomah Dwidayanti, Nur Kartikasari, Yoselin Karwadi, Tamara Kasih Ayu Dian Antariksa Kasih Ayu Dian Antariksa Antariksa Ketut Tirtayasa Khairunnisa, Isna Khairunnisaa, Sri Kinanty, Putri Kristina Wijayanti Kuriyah Kuriyah Kurniawati, Devy Kurniawati, Septi Kusuma, Dani Kusuma, Dani Kusumaningtyas, Argi Ayu Sulistyani Lala Nailah Zamnah Lestari, Firdha Dwi Lestari, Septi Dini Madyaratri, Dewi Yanwari Maharani Izzatin Manurung, Otto Maqfiroh, Siti Lailiyatul Mariani, Scholastika Maryani, Utami Sulis Masrukan Masrukan Mas’ud, Masdar Maximus Gorky Sembiring Mia Hafizah Tumangger Millaty, Vita Nur Misbahul Munir Mochamad Guntur Mohammad Asikin Muhaimin, Muh Muhammad Alwi Muhammad Habib Ramadhani Muhammad Husaini Assauwab Muhammad Khumaedi Muhlis Muhlis Muhlisin Muhlisin Mulyaningsih, Asih Mulyono Mulyono Mulyono Mulyono Munahefi, Detalia Noriza Muttaqi, Uzlifa Khanifatul Nabilah, Hariani Nisa Naimnule, Maria Narumi, Safira Aprillia Nastiar, Sadillah Zam Ningsih, Yulistiani Nino Adhi, Nuriana Rachmani Dewi Novada, Cristine Noverianto, Bebyd Novia Lauren, Novia Noviyanti, Santi NR Dewi Nufzatutsaniah, Nufzatutsaniah Nur Khasan Nur Romdlon Maslahul Adi Nur Wakhid Nuriana Rachmadi Dewi Nuriana Rachmani Dewi Nurkaromah Dwidayati, Nurkaromah Nurlita, Putri Sandra Oktaviyanti, Ary Permata, Cintya Putri Pertiwi, Rizki Dian Pranata, Rio Puji Astuti, Ramlah Purba, Hengky Tantri Badakara Puspitasari, Elsa Putri, Wahyu Ananda Putut Marwoto Rachmawaty Rachmawaty, Rachmawaty Rahayu, Beti Rahmawati, Dwi Ayu Rakhim, Ari Annisa Rakhmi, Delta Aringga Ratna Dewi Ratna Nurhayati, Ratna Ratri Rahayu Retno Utami, Retno Rina Dwi Setyawati Rina Dwi Setyawati Risdianti, Ana Riyadi Riyadi Rizai, Muhammad Muhsin Roby Sugiarto, Dede Retno Rochmad - Rohmatin Zukhriya Rosita, Anik Rosyida, Meis Dania Nila Rosyidatul 'Ulya RS, Muttaqinullah S B Waluya S. Mariani️ S. Novianti Safitri, Dwi Ajeng Safitri, Friantiani Saiful Ridlo Samsul Arifin Santa, Yustina Novia Sapto, Argiyanto Dwi Scolastika Mariani Sembiring, Maximus Gorky Setiani, Ruri Novia Setiyaningrum, Desi Setyowati, Iin Singgih Kuswardono Siregar, Nujuluddin Siti Halidjah Soesanto, Robert Harry Sri Hadiati Sri Haryani Sri Solihah Sriyanto Sriyanto Sriyanto Sriyanto St. Budi Waluya subay, Resvia Sucahyo, Eko Suciati Suciati Sudarmadi Purnomo Sudarmani Purnomo Sudarsono Sudarsono Sugeng Priyanto, Sugeng Sugianto - Sugianto Sugianto Sugiyanto - Sugiyanto Sugiyanto Sugiyono Sugiyono Suhardi Marli Suhito Suhito Sukestiyarno Sukestiyarno Sukestiyarno Sukestiyarno Sulhadi - Sunardi, Nardi Sunarmi Sunarmi Sunarsi, Denok Sungkowo Edy Mulyono Sunimah, Sunimah Supriyadi Supriyadi Suzana, Anna Swari, Ignasia Santi Kumala Swasono, Andi Hepi Syafruddin Syafruddin Syahputra, Muahmmad Ary Thakur, Anupriya Tri Suminar Tumangger, Mia Hafizah Ulfa, Khofina Ulfah, Aini Azkiyatu Umiarsih, Retno Unyil, Iyes Uswatun Hasanah Utami, Ulfany Fitri Veronica, Rahayu Budhiati Wahidurahman, Nazza Wahyu Lestari Wahyu Ning Dewi Kumalaretna Wahyuni, Vera Walid Walid, Walid Wardani Rahayu Wardono Wardono Waruwu, Mareti widiansah, Krisna nur Widiastuti, Ririn Widowati Widowati Widowati Widowati Wijayanti, Nina Windrianti, Maria Gerrin Y Meldia Yakin, Muh Ikhsanul Yeni Heryani YL. Sukestiyarno Yuliatiningsih, Aryuni Yumiati Zaenuri Mastur Zainul Arifin Zainuri Zainuri, Zainuri Zendrato, Desti Prestasi Zulfa, Aulia Zulmi Roestika Rini