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All Journal Jurnal Pendidikan Matematika dan IPA Journal of Education and Learning (EduLearn) Kreano, Jurnal Matematika Kreatif-Inovatif Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran Jurnal Pendidikan Matematika Universitas Lampung AlphaMath: Journal of Mathematics Education Jurnal Elemen JURNAL PROFESI KEGURUAN HISTOGRAM: Jurnal Pendidikan Matematika MUST: Journal of Mathematics Education, Science and Technology Numeracy : Jurnal Ilmiah Pendidikan Matematika Jurnal Pendidikan Matematika (Kudus) Jurnal Tadris Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan Prima: Jurnal Pendidikan Matematika Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Journal of Authentic Research on Mathematics Eduacation (JARME) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Plusminus: Jurnal Pendidikan Matematika MATH-EDU: Jurnal Ilmu Pendidikan Matematika Jurnal Panjar: Pengabdian Bidang Pembelajaran Unnes Journal of Mathematics Education Unnes Journal of Mathematics Pedagogy : Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Pattimura Proceeding : Conference of Science and Technology Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Indonesia (Japendi) Journal of Mathematics Learning Innovation (JMLI) Jurnal Pendidikan dan Pengabdian Masyarakat Bookchapter Pendidikan Universitas Negeri Semarang Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JME (Journal of Mathematics Education) Jurnal Pengembangan Pembelajaran Matematika Jurnal Pendidikan Matematika Universitas Lampung Kreano, Jurnal Matematika Kreatif Inovatif Jurnal Tadris Matematika Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Jurnal Pendidikan MIPA JME (Journal of Mathematics Education)
Arief Agoestanto
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Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Energy Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Pengaruh Model ARCS (Attention-Relevance-Confidence-Satisfaction) Terhadap Kemampuan Penalaran Matematis dan Self Confidence Siswa Hamidah Hamidah; Jaka Wijaya Kusuma; Zaenuri Zaenuri; Isnarto Isnarto; Arief Agoestanto
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Model ARCS (attention, relevance, confidence, satisfaction) merupakan salah satu model ajar yang menekankan bagaimana memotivasi siswa di kelas dengan proses belajar yang sesuai kondisi keseharian siswa sehingga mampu meningkatkan kemampuan penalaran dan self confidence siswa. Tujuan penelitian untuk mengetahui pengaruh model ARCS terhadap kemampuan penalaran matematis self confidence siswa setelah diberikan pembelajaran dengan model ARCS. Penelitian ini menggunakan jenis eksperimen desain pretest posttest control group desain. Penelitian ini dilaksanakan pada semester genap tahun 2022 dengan sampel kelas VII B sebagai kelas eksperimen dan VII A sebagai kelas kontrol. Teknik pengumpulan data menggunakan tes dan angket. Analisis data menggunakan uji t, Effect Size, dan presentase angket. Berdasarkan hasil penelitian diketahui bahwa terdapat pengaruh model pembelajaran ARCS terhadap kemampuan penalaran matematis dan self confidence siswa.
Pengembangan Perangkat Pembelajaran Matematika Pada Model Literacy Inquiry Learning untuk Mengukur Literasi Matematika dan Self-Efficacy Siswa Vera Dewi Susanti; YL Sukerstriyarno; Iqbal Kharisudin; Arief Agoestanto
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Pengembangan perangkat pembelajaran yang baik yaitu dengan merancang perangkat pembelajaran yang tidak hanya mengembangkan pengetahuan kognitif tetapi juga mengembangkan kompetensi lain seperti kemampuan literasi matematika dan sikap afektif seperti self efficacy. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran matematika pada model literacy inquiry learning untuk mengukur literasi matematika dan self-efficacy siswa. Jenis penelitian yang digunakan yaitu penelitian pengembangan (Research and Development) dengan model penelitian yang dikembangkan adalah model 4-D yang telah dimodifikasi yang terdiri dari define, design, dan develop. Produk yang dikembangkan berupa rencana pelaksanaan pembelajaran (RPP) dan lembar kerja peserta didik (LKS). Pengumpulan data dilakukan melalui lembar validasi perangkat. Analisis data dilakukan dengan cara kualitatif dan kuantitatif. Hasil validitas yang diperoleh menunjukkan perangkat RPP dan LKS berada pada kriteria valid. Pada pelaksanaan uji coba perangkat pembelajaran menunjukkan hasil penilaian kemampuan guru memiliki kriteria baik, hasil pengamatan aktifitas siswa sangat efektif dan 85% respon positif dari siswa. Berdasarkan hasil tersebut, dapat disimpulkan bahwa perangkat pembelajaran matematika pada model literacy inquiry learning valid dan dapat mengukur literasi matematika dan self-efficacy siswa.
Peningkatan Kemampuan Komunikasi Matematis Mahasiswa Dengan Menggunakan Model Pembelajaran EPIC-RA Arie Wahyuni; Sukestiyarno Sukestiyarno; Arief Agoestanto; Adi Nur Cahyono; Nuriana Rachmani Dewi; Bambang Eko Susilo
Prosiding Seminar Nasional Pascasarjana Vol. 6 No. 1 (2023)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Kemampuan komunikasi matematis merupakan salah satu kemampuan yang penting untuk dikembangkan dalam diri mahasiswa dikarenakan kemampuan komunikasi matematis memiliki pemahaman matematis yang lebih luas. Penelitian ini bertujuan untuk meningkatkan kemampuan komunikasi matematis dengan menggunakan model pembelajaran EPIC-RA. Penelitian ini menggunakan penelitian kuasi eksperimen dengan pemilihan sampel secara purposive sampling. Instrument penelitian ini berupa tes kemampuan komunikasi matematis. Berdasarkan analisis data, hasil penelitian ini adalah adanya peningkatan kemampuan komunikasi matematis mahasiswa yang memperoleh pembelajaran model EPIC-RA lebih baik daripada mahasiswa yang memperoleh pembelajaran konvensional.
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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Abstract

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.
The Analysis of Problem Solving Ability Viewed from Intuition in Integral Calculus Course Eko Andy Purnomo; Yohanes Leonardus Sukestiyarno; Iwan Junaedi; Arief Agoestanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Students need to engage in analytical and logical thought processes, as well as the construction of mathematical knowledge and ideas, to solve problems. What these students are doing is an example of intuitive cognition. From what we can tell, many students, especially those taking Integral Calculus, do not fully use their mental capacities when attempting to solve issues. This research aimed to identify the extent to which intuition is used to solve problems encountered in the study of Integral Calculus. The method of this research was a descriptive qualitative method. A total of 43 participants from the FMIPA UNIMUS Mathematics Education Study Program participated in the study. The study's findings were that the problems persisted regardless of whether the children were high, middle, or poor achievers. The instruments used in this study are the evaluation questions, the intuition surveys, and the interviewing procedures for both the problem solver and the intuitive. They used evaluation tests, observations, and in-depth interviews to triangulate their results. Data analysis entails three stages: data reduction, display, and verification. Affirmatory intuition was most common among students with high problem-solving abilities. In contrast, those with average skills utilized a mix of Affirmatory and Anticipatory intuition. On the other hand, students with limited talents relied on Anticipatory intuition rather than actual intuition. The findings suggest that when presented with a problem, pupils' first instincts are not universal. It indicates that further investigation would develop pupils' innate ability to solve problems creatively.
The Effectiveness of the PARAS Learning Model (Problems-Attention-Relevance-Assurance-Satisfaction) on the Ability to Think Geometry and Motivation for Student Achievement Hamidah Hamidah; Zaenuri Zaenuri; Isnarto Isnarto; Arief Agoestanto; Jaka Wijaya Kusuma
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

The research was motivated by the results of previous research, namely that students only reached level 2 of Van Hiele's geometric thinking ability and the motivation for student achievement was low. So that the PARAS learning model was chosen, namely the modification of problems based learning and the ARCS model. The purpose of the study was to determine the effectiveness of the PARAS learning model on the ability to think geometry and motivation for student achievement. In this research design One-group Pretest-posttest Research Design. The population is mathematics education students of Bina Bangsa Serang University for the 2021-2022 academic year. The sample was selected using the purposive sampling technique, namely the second semester students, totaling 22 students. Data collection techniques with geometric thinking ability tests before and after learning and a questionnaire of motivation to excel after learning. The data analysisis the effect size test, percentage, chi-square test and contingency coefficient. In conclusion, it is known that the effectiveness of the PARAS learning model on students' geometry thinking ability is very high and students have been able to reach the deduction level. For the motivation for student achievement after being given learning with the PARAS learning model, it is concluded that the average is relatively high. Furthermore, it is known that there is no relationship between the motivation to excel and the student's geometric thinking ability. The implication of this study is a modified learning model that can improve the ability to think geometry and motivation for student achievement.
Student’s Mathematical Problem Solving Abilities Based on Emotional Quotient (EQ) Nor Amalliyah; St. Budi Waluya; Arief Agoestanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Abstract. Problem solving ability is the ability of students to use their previous knowledge to solve problems encountered. Problem solving ability is one of the mathematical abilities that must be considered. This research is a qualitative descriptive study with the aim of describing students' mathematical problem solving abilities in terms of their emotional quotient. The research subjects consisted of 6 students, 2 students each with low, medium and high levels of emotional quotient. Based on the results of the study, it is known that students who have a low level of EQ cannot fulfill all the IDEAL problem solving steps. Students who have a medium level of EQ can fulfill all the IDEAL problem solving steps. Students who have a high level of EQ cannot fulfill the IDEAL problem solving step as a whole.
The Effect Of The Inquiry Learning Model With The Scaffolding Strategy On Students' Mathematical Literacy Vera Dewi Susanti; YL Sukestriyarno; Iqbal Kharisudin; Arief Agoestanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

One way to improve the quality of learning is by increasing the relevance of the teaching model. The teaching model is said to be relevant if in the process it can deliver students achieve educational goals. Therefore, efforts are needed to be able to convey the subject matter to students with models that are relevant to student needs. One alternative is to use a scaffolding-based inquiry learning model. The purpose of this study was to determine the effect of the use of a scaffolding-based inquiry learning model on the mathematics learning outcomes of the tenth graders of SMA Kyai Ageng Basyariyah. The samples in this study were two classes, namely, class XA and XB which were selected using the cluster random sampling technique. This study uses a Quasi-Experimental Design research design. The form of quasi-experimental design used in this study is the Nonequivalent Control Group Design. The data obtained were analyzed by descriptive statistics. The data collection technique used in this study is a measurement technique. The results showed that the data were analyzed using the t-test at a significant level of 5%, namely the results of >, namely 1,932 > 1,701. Based on the results of the study, it can be concluded that the use of the scaffolding-based inquiry learning model influences the mathematics learning outcomes of the tenth graders of SMA Kyai Ageng Basyariyah.
Peningkatan Kemampuan Guru dalam Pembelajaran Higher Order Thinking Skill pada Jenjang Sekolah Dasar Muhammad Kharis; Masrukan Masrukan; Arief Agoestanto; Mulyono Mulyono; Mashuri Mashuri
Jurnal Panjar: Pengabdian Bidang Pembelajaran Vol 3 No 1 (2021): Pengembangan Kualitas Guru dan Penyelenggaraan Pendidikan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/panjar.v3i1.52952

Abstract

Salah satu masalah yang dapat meningkatkan kemampuan berpikir siswa adalah masalah-masalah yang memerlukan pemikiran tingkat tinggi. Ciri utama kemampuan berpikir tingkat tinggi (HOTS) adalah kemampuan berpikir kritis dan kreatif. Khalayak sasaran pengabdian ini adalah guru-guru di SDN Kandri 1 dan Cepoko karena sebagian besar guru-guru tersebut masih kesulitan menentukan model pembelajaran yang tepat dan cara melakukan evaluasi kaitannya dengan kemampuan berpikir tingkat tinggi ini. Solusi yang diberikan untuk memecahkan kesulitan tersebut adalah melakukan workshop yang dimulai dengan pelatihan dan penyusunan perangkat pembelajaran matematika yang mendukung HOTS. Hasil yang diperoleh adalah peningkatan pemahaman dan keterampilan guru-guru di SD Negeri Kandri 1 dan SD Negeri Cepoko terkait pembelajaran Matematika HOTS yang ditunjukkan dengan guru-guru dapat menyusun soal-soal matematika HOTS dan perangkat pembelajaran matematika HOTS beserta evaluasinya.
MATHEMATICS CONNECTIONS VIEWED FROM ADVERSITY QUOTIENT IN LMS ASSISTED PROBLEM BASED LEARNING IN SMA Lilik Supono; Arief Agoestanto
JME (Journal of Mathematics Education) Vol 8, No 2 (2023): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v8i2.1977

Abstract

The connection between mathematics and adversity quotient (AQ) has an important role in a person's ability to make decisions to solve problems in life. The Problem-based learning (PBL) model assisted by the Learning Management System (LMS) is a learning that utilizes technology combining PBL models and LMS assisted learning. This study aims to (1) examine the effectiveness of LMS-assisted PBL to improve high school students' mathematical connection skills, (2) examine the effect of AQ on students' mathematical connection abilities in LMS-assisted PBL learning. This research is a mixed method research with a sequential explanatory design with a larger quantitative portion than the qualitative one. The population of this study was class XI students of SMA N 1 Ungaran, Semarang Regency. Quantitative data were selected by simple random sampling technique. Qualitative data was taken based on the students' AQ. Quantitative data analysis techniques with parametric statistics such as average test, classical completeness test, and regression test. Qualitative data analysis techniques using data reduction, presentation, and drawing conclusions. The results showed that (1) LMS-assisted PBL learning was effective in increasing students' mathematical connections (2) there was an influence of AQ on students' mathematical connection abilities in LMS-assisted PBL learning.
Co-Authors Adi Nur Cahyono Afifah, Siti Atiatul AGUSTINA, SELY Ahmad Badawi, Ahmad Ahmad Musyafak Akbar Dakha Prabowo Amalliyah, Nor Amin Suyitno Annisa Salma Zakiyyah Apriliani, Yustika Rakhma Arie Wahyuni Artanto, Noviesag Ary Woro Kurniasih Asani, Fityan Asih, Tri Sri Noor Aziiza Andanawarih Utoyo Azizia, Ananda Jullailatul Azmi, Kholifatu Ulil Bambang Eko Susilo Bambang Eko Susilo Budi Waluya Cholifah, Cholifah Deby Ashri Khardita Dewi, Ardhyani Yunika Dewi, Elok Tri Kusuma Dewi, Nuriana Rachmani Dr. Masrukan, Dr. Dwijanto Dwijanto Eko Andy Purnomo Endang Retno Winarti ernita, ernita Fathiya, Rina Nurul FAUSTINA, RIZA SILVIA Fifqi Inayah Hamidah . Hamidah Hamidah Hanif Jauhar Noor Hanif Jauhar Noor Hardi Suyitno Harti, Laela Sih Hery Sutarto Hikmah, Al Ihtiani, Ana Ika Fitriani Fitriani Inayah, Fifqi Iqbal Kharisudin Ismail, Aldiansyah Isnarto Isnarto Isnarto Isnarto, Isnarto Isti, Nur Aisyah Iwan Junaedi Iwan Junaedi Jaka Wijaya Kusuma Jatnika, Sugih Nugraha Kartono - Khardita, Deby Khasanah, Nor Khasmarawati, Vinda Khoirunnisa, Farah Dina Khumairoh, Herlina Milatina Kinasih, Sekar Kristina Wijayanti Kristina Wijayanti Latifah, Nana Umi Lilik Supono Lilik Supono LILIK SUPONO Mahfiyah, Amaliyatul Mariani, Scholastika Marissa, Erlinda Isulis Mashuri - Mashuri Mashuri Masrukan Masrukan Masrukan Masrukan Masturina Hamid, Ellya Miranti, Nawang Kusuma Muchammad Imron Muchtar Adam Muachor Muhammad Fayakuun Muhammad Iqbal Muhammad Kharis Muhammad Kharis Muhammad Rizcky Kurniawan Muhammad Syaiful Rohman Syaiful Muhammad Zuhair Zahid, Muhammad Zuhair Mulyono Mulyono Mulyono Mulyono Mustofa Mustofa Ni’mah, Roudlotin Nino Adhi, Nuriana Rachmani Dewi Noverianto, Bebyd Nuriana Rachmani Dewi Nuriana Rachmani Dewi (Nino Adhi) Nurintya, Fairusz Hanan Nurintya, Fairuz Hanan Nurkaromah Dwidayati, Nurkaromah Oktaviyanty, Hetty Pamungkas, Reki Gilang Paradita, Evelyn Paramitha, Witha Permanawati, Fitra Inda Priyanto, Oei Yuda Setiyo Puji Handayani Purnamasari, Agustria Purnomo, Dhidik Joko Putriaji Hendikawati Rakhmawati, Vitania Ratih Kusumawati Ratri Rahayu Riza Arifudin Rochmad - Ruliana Ruliana, Ruliana Saputro, Didik Adi sari, atmira qurnia Savitri, Soviana Nur Savitri, Sukma Nur Scolastika Mariani Septiana, Meli Setiyawan, Ali Akhmad Sopyyev, Ylyas St. Budi Waluya Subarkah, Muhamad Rizki Sugiman Sugiman Sugiman Sukestiyarno Sukestiyarno Sukestiyarno Sukestiyarno Sunarmi Sunarmi Supono, Lilik T.D. Setyaningsih, T.D. Tania, Nova Tsania Rahma Azzahra Ula Himatul Aliyah Vera Dewi Susanti Wahyu Nur Annisa Walid Walid, Walid Wardono Wardono Wijaya, Linda Winanti, Kresni Winanti, Kresni Witha Paramitha Wuryanto Wuryanto YL Sukerstriyarno YL Sukestiyarno YL Sukestriyarno Yohanes Leonardus Sukestiyarno Yulianto, Dimas Arif Yuliyani Yuliyani, Yuliyani Yuni Frazwanti Zaenuri Mastur