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Semiotic analysis of formal operational students with field dependent and field independent cognitive style in linear programming problem solving Karmila Putri Setiawati; Agung Lukito; Siti Khabibah
Math Didactic: Jurnal Pendidikan Matematika Vol 7 No 2 (2021)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v7i2.1215

Tujuan penelitian ini adalah untuk mendeskripsikan semiotika siswa operasional formal dengan gaya kognitif berbeda dalam pemecahan masalah pemrograman linear. Subjek penelitian ini adalah satu siswa bergaya kognitif field-dependent (SFD) dan satu siswa bergaya kognitif field-independent (SFI). Data penelitian ini dikumpulkan melalui pemberian tugas pemecahan masalah pemrograman linear dan wawancara semi-terstruktur berbasis tugas. Proses analisis jawaban siswa dalam pemecahan masalah pemrograman linear berdasarkan indikator semiotika yang meliputi simbol, kode, dan makna serta tahapan pemecahan masalah Polya. Hasil analisis data menunjukkan bahwa semiotika yang dilakukan kedua siswa operasional formal dengan gaya kognitif berbeda ini dalam memecahkan masalah pemrograman linear belum menciptakan informasi yang bermakna karena pada penggunaan simbol, pembuatan kode, dan pembuatan makna tidak dilakukan secara lengkap.

Posing Arithmetic Problems for Junior High School Students with Different Cognitive Styles Aminatul Lailiyah; Agung Lukito; Siti Khabibah
Pi: Mathematics Education Journal Vol. 6 No. 1 (2023): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v6i1.8395

This study aims to describe the process of posing arithmetic problems for junior high school students with different cognitive styles. The posed problems were assessed based on four processes of posing problems: editing, selecting, comprehending, and translating. Free-type problem posing was used in this study. This study is descriptive research with a qualitative approach. Subject selection was conducted by providing TKM, GEFT, and BSRI. Data collection was conducted through written task and task-based interviews. The subject was two junior high school students. One has Field Dependent (FD) cognitive style, and the other is Field Independent (FI), measured by GEFT. Furthermore, the data were analyzed based on the four processes of posing problems. The results showed that posing arithmetic problems for FI students fulfilled all four processes of posing problems, and posing arithmetic problems for FD students fulfilled three processes for posing problems. In general, the problems raised by the two subjects were problems the subject had encountered or experienced. FD students can pose more problems than FI students.

Posing Arithmetic Problems for Junior High School Students with Different Cognitive Styles Aminatul Lailiyah; Agung Lukito; Siti Khabibah
Pi: Mathematics Education Journal Vol. 6 No. 1 (2023): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v6i1.8395

This study aims to describe the process of posing arithmetic problems for junior high school students with different cognitive styles. The posed problems were assessed based on four processes of posing problems: editing, selecting, comprehending, and translating. Free-type problem posing was used in this study. This study is descriptive research with a qualitative approach. Subject selection was conducted by providing TKM, GEFT, and BSRI. Data collection was conducted through written task and task-based interviews. The subject was two junior high school students. One has Field Dependent (FD) cognitive style, and the other is Field Independent (FI), measured by GEFT. Furthermore, the data were analyzed based on the four processes of posing problems. The results showed that posing arithmetic problems for FI students fulfilled all four processes of posing problems, and posing arithmetic problems for FD students fulfilled three processes for posing problems. In general, the problems raised by the two subjects were problems the subject had encountered or experienced. FD students can pose more problems than FI students.

Pengembangan Modul Pembelajaran Geometri berbasis Etnomatematika di kelas V Mario Florentino; Agung Lukito; Neni mariana
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2022): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v3i3.220

This research is motivated by the low interest in learning of fifth grade students in mathematics, limited teaching materials that facilitate students in constructing their knowledge, especially teaching materials based on ethnomathematics, and students are still difficulties in solving mathematical problems related to geometry. The purpose of this study was to produce an ethnomathematics-based geometry learning module in class V and describe its quality in terms of validity, practicality, and effectiveness. The module specifications developed are, (1) An ethnomathematics-based geometry learning module which contains geometry material for grade V Elementary School students which consists of 3 learning activities, namely recognizing flat shapes, identifying shapes and elements of flat shapes, and identifying relationship between flat shapes, (2) The developed learning module contains woven fabric motifs in Sikka village which are integrated into geometry material in class V so that it can make it easier for students to understand the contents of the module. The research procedure adapts the ADDIE development model, namely the development model which consists of five stages which include analysis (analyze), design(development), implementation (implementation), and evaluation (evaluation). In terms of validity, based on the validation results of media experts and material experts, at least they get a good score so that they are included in the valid category. From a practical standpoint, based on the practicality assessment sheet by the teacher as a minimum user, he gets a good score. Based on the student response questionnaire 96% chose to strongly agree and 4% chose to agree so that the learning module was declared practical. In terms of effectiveness, after going through the implementation phase, a pre-test score of 49.37 and a post-test score of 79.06 were obtained with a presentation of 100% student learning completeness. Then the test results using the N-gain obtained a value of 0.83 which is based on the N-gain including high and very effective. Based on the results of this study, it can be concluded that the ethnomathematics-based geometry learning module in class V using the ADDIE development model meets valid, practical, and effective criteria so it is feasible to use.

Analysis of Students’ Algebraic Reasoning Processes in Ex-panding Mathematical Expressions in Nonroutine Problems Mohammad Edy Nurtamam; I Ketut Budayasa; Agung Lukito
International Journal of Educational Evaluation and Policy Analysis Vol. 2 No. 4 (2025): October : International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v2i4.433

This study investigates the algebraic reasoning processes of university students when expanding mathematical expressions in the context of nonroutine problem-solving. The research adopts a qualitative approach to explore how students interpret algebraic structures, apply symbolic transformations, and construct logical explanations while working through unfamiliar tasks. Data were collected through written tests, task-based interviews, and detailed analysis of students’ solution strategies. The findings reveal significant variation in students’ ability to generalize patterns, recognize structural relationships, and justify algebraic procedures. Students with strong conceptual understanding demonstrated flexible reasoning, coherent explanations, and appropriate use of algebraic properties. In contrast, students who relied heavily on procedural rules often struggled with symbolic manipulation, produced fragmented reasoning, and exhibited misconceptions related to variables and distributive operations. These results highlight the importance of fostering conceptual understanding, metacognitive awareness, and reasoning-oriented instruction in university mathematics. The study provides insights for educators seeking to design learning environments that promote deeper algebraic thinking and enhance students’ ability to solve complex, nonroutine problems.

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