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All Journal Prima: Jurnal Pendidikan Matematika JPP (Jurnal Pendidikan dan Pembelajaran) Tematik: Jurnal Konten Pendidikan Matematika Jurnal Pendidikan Matematika
Izzati, Lihar Raudina
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Computer Science & IT Education Mathematics Mechanical Engineering

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DEVELOPMENT OF INTERACTIVE MULTIMEDIA ON NUMBER THEORY BASED ON METACOGNITIVE SKILLS Astuti, Wiwin; Izzati, Lihar Raudina; Suyatman, Suyatman
Prima: Jurnal Pendidikan Matematika Vol 8, No 3 (2024): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v8i3.12267

Abstract

This research develops interactive multimedia based on metacognitive skills with the Lectora Inspire application. The multimedia presented is in the form of material, videos and quizzes that support the number theory course. This multimedia is also equipped with instructions and directions to improve metacognitive abilities in the form of planning, monitoring and evaluating at each stage of the learning process. The development model used in this research is DDD-E. The validity of interactive multimedia was carried out by 3 media experts and 3 material experts. The practicality test was carried out by 3 Tadris Mathematics lecturers and 30 Tadris Mathematics students at UIN Raden Mas Said Surakarta. The results of interactive multimedia validation by material experts were 3.66 (very good) and the results of interactive multimedia validation by media experts were 3.75 (good). The results of the usage test by Tadris Mathematics lecturers produced a score of 3.69 (very good) and by Tadris Mathematics students 3.58 (very good). This shows that the interactive multimedia developed is suitable for use.
Mapping students' perceptions of mathematics learning: a principal component analysis study Hayuningrat, Silfia; Izzati, Lihar Raudina; Juandi, Dadang; Chen, Jihe
JPP (Jurnal Pendidikan dan Pembelajaran) Vol 31, No 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um047v31i22024p1-12

Abstract

This study investigated the multidimensional landscape of students' perceptions of mathematics learning using principal component analysis (PCA). Data were collected from 102 high school students (grades 9-12, mean age 16.2 years) in Indonesia. The survey, adapted from validated scales including the Fennema-Sherman Mathematics Attitudes Scales and the Attitudes Towards Mathematics Inventory, assessed various aspects of mathematics learning perceptions. Analysis revealed fifteen initial components that were subsequently consolidated into two major factors. The first factor encompassed variables related to external and environmental aspects: learning interest, parental support, motivation, difficulties, resources, school facilities, approaches, classrooms, materials, and methods. The second factor comprised internal and cognitive elements: conceptual understanding, self-confidence, learning models, anxiety, and techniques. The PCA results highlight the complex interplay between cognitive, affective, and contextual factors in mathematics learning. The findings suggest that interventions should adopt a holistic approach, addressing both environmental and cognitive dimensions. This research contributes to educational practice by identifying key areas for targeted intervention while demonstrating the effectiveness of PCA in understanding complex educational phenomena. Future studies could explore these factors' generalizability across different educational contexts and their longitudinal evolution.
Efektivitas Inquiry-Based Learning Terhadap Regulasi Metakognisi Matematika Siswa Sekolah Menengah Pertama Ditinjau dari Gaya Kognitif Izzati, Lihar Raudina
Jurnal Pendidikan Matematika VOLUME 9 NOMOR 2 DESEMBER 2022
Publisher : UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jpm.v1i2.7591

Abstract

Salah satu keterampilan metakognisi yang penting untuk dimiliki siswa adalah regulasi metakognisi. Regulasi metakognisi terdiri dari aspek perencanaan, pemantauan, dan evaluasi. Namun, masih banyak siswa yang mempunyai regulasi metakognisi sedang. Alternatif model pembelajaran yang dapat digunakan untuk meningkatkan regulasi metakognisi khususnya dalam pelajaran matematika siswa Sekolah Menengah Pertama (SMP) yaitu inquiry-based learning (IBL). Selain regulasi metakognisi, terdapat faktor lain yang dapat mempengaruhi hasil belajar siswa yaitu gaya kognitif. Gaya kognitif dalam penelitian ini terdiri dari gaya kognitif field-independent (FI) dan field-dependent (FD). Oleh karena itu, tujuan dari adanya penelitian ini adalah untuk mengetahui efektivitas IBL terhadap regulasi metakognisi siswa SMP ditinjau dari gaya kognitif. Penelitian ini dilakukan pada 36 siswa dimana terdiri dari 20 siswa FI dan 16 siswa FD. Instrumen dalam penelitian ini menggunakan angket dan GEFT. Analisis data yang digunakan yaitu paired-sample t test. Hasil penelitian ini menunjukkan bahwa nilai signifikansi sebesar 0,000 dimana nilai ini kurang dari taraf signifikansi sebesar 5% atau 0,05 yang artinya terdapat perbedaan yang signifikan antara skor pretest dan posttest sehingga dapat ditarik kesimpulan bahwa IBL efektif digunakan untuk meningkatkan regulasi metakognisi matematika siswa SMP.
Metacognitive Research in Mathematics Education: a Bibliometric Analysis from 2000 to 2024 Izzati, Lihar Raudina; Juandi , Dadang
Tematik : Jurnal Konten Pendidikan Matematika Vol. 3 No. 1 (2025): TEMATIK: Jurnal Konten Pendidikan Matematika
Publisher : Prodi Tadris Matematika Fakultas Tadris Umum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/tematik.v3i1.2027

Abstract

Problem-solving ability is one of the four key skills in learning mathematics. One of the factors that influences mathematical solving abilities is metacognitive ability. Metacognitive abilities are a form of advanced thinking skills that include planning, monitoring, and evaluating steps in solving a problem. This study aims to: 1) analyze the annual trend of studies on metacognition in the context of mathematics education research, 2) assess the contribution of the number of publications based on author names, 3) identify the journals that are most active in publishing articles related to metacognitive studies in mathematics education, and 4) analyzing the distribution of the most frequently cited articles in metacognitive studies in mathematics education research. This research is a bibliometric analysis research. There were 115 articles selected into 36 articles from 2000 to 2024. Research articles on metacognitive studies in mathematics education show a steady increase from 2000 to the present, reflecting the growing interest and recognition of the significance of this field. Issues regarding this study after 2022 have been widely raised as research study material so it is still very relevant if there is further research regarding the focus of this study. Writers and journal managers are expected to be able to improve the quality of articles created or managed so that they get lots of citations and have an impact on the focus of metacognitive studies in mathematics education.
Co-Authors Astuti, Wiwin Chen, Jihe Dadang Juandi Hayuningrat, Silfia Juandi , Dadang Suyatman Suyatman