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Subanji Subanji

Universitas Negeri Malang

Author-ID : 2388527

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Cognitive Conflict of Relational Learners in Connecting Proportion Concepts on Three Term Ratio Problems Ratnah Lestary; Subanji; Iqbal Ramadani
Numerical: Jurnal Matematika dan Pendidikan Matematika Vol. 6 No. 2 (2022)
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/numerical.v6i2.2576

The study's purpose is to describe the cognitive conflicts experienced by students with relational understanding when solving the problem of three-term ratios. The current research is a case study with a qualitative approach using a purposeful sampling technique. The three research objects are representations of the condition that (1) the student was sure of his solution (cognitive conflict was solved) and the solution is correct, (2) the student was confident with his solution (cognitive conflict was solved) but the solution is not correct, and he is not confident with the solution (cognitive conflict was not solved), and the solution was not correct. The results of this study describe students with relational understanding experience cognitive conflicts, that is, being aware of the conflict between the initial concepts they have and the results obtained. Students feel doubtful and worried, as indicated by the awareness that the initial scheme applied to one proportion problem cannot be applied to other comparison questions. Students' cognitive conflicts with relational understanding do not always lead them to get the correct solution to the three-term ratio problems. The reason is that the student believes comparison is wrong (misconception).

METACOGNITIVE ACTIVITIES IN GROUP DISCUSSIONS OF ELEMENTARY SCHOOL STUDENTS MATHEMATICS MULTIPLICATION MATERIAL Dyah Triwahyuningtyas; Cholis Sadijah; Makbul Muksar; Subanji Subanji
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 1 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i1.9691

Student metacognition only focuses on individuals, not yet associated with student positioning in the group. There are positioning groups whose roles change, so it is necessary to examine more deeply the characterization of students' metacognition in solving multiplication problems in group discussions in terms of student positioning. This study aims to describe students' metacognitive activities, students' roles during the discussion process, and students' metacognitive abilities related to students' roles during group discussions on multiplication material in mathematics of grade 6 students in one of the public elementary schools in Indonesia. Not only knowing the concept so that students can think critically and learn independently from students without teacher assistance, but also students must be trained in solving problems. This study used descriptive qualitative as the research method. It was found that awareness was mainly found in expert and facilitator positions, regulation was found in expert and facilitator students, and evaluation was found in all student roles. The metacognitive characteristics that emerged in group discussions were expert students as triggers (stimulus) and regulators (contribution), facilitator students as regulators (contribution) and followers (passive), and novice students as followers (passive).Metakognitif siswa hanya berfokus terhadap individu, belum dikaitkan dengan pemosisian siswa dalam kelompok. Ada kelompok pemosisian yang perannya berubah, sehingga perlu mengkaji lebih mendalam terkait karakterisasi metakognitif siswa dalam menyelesaikan masalah perkalian pada diskusi kelompok ditinjau dari pemosisian siswa. Penelitian ini bertujuan untuk mendeskripsikan aktivitas metakognitif siswa, peran siswa selama proses diskusi, dan kemampuan metakognitif siswa yang terkait dengan peran siswa selama diskusi kelompok pada materi perkalian matematika siswa kelas 6 di salah satu sekolah dasar negeri di Indonesia. Tidak hanya mengetahui konsep agar siswa dapat berpikir kritis dan belajar secara mandiri dari siswa tanpa bantuan guru, tetapi juga siswa harus dilatih dalam memecahkan masalah. Penelitian ini menggunakan deskriptif kualitatif sebagai metode penelitian. Ditemukan bahwa kesadaran terutama ditemukan pada posisi ahli dan fasilitator, regulasi ditemukan pada siswa ahli dan fasilitator, dan evaluasi ditemukan pada semua peran siswa. Karakteristik metakognitif yang muncul dalam diskusi kelompok adalah siswa ahli sebagai pemicu (stimulus) dan pengatur (kontribusi), siswa fasilitator sebagai pengatur (kontribusi) dan pengikut (pasif), dan siswa pemula sebagai pengikut (pasif).

Pemahaman Siswa Tentang Equal Sign dalam Menyelesaikan Tugas Matematika Sartati, Setiawan Budi; Subanji, Subanji; Sisworo, Sisworo
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 2 No. 1: December 2018
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v2i1.80

[Title: The Students' Understanding of Equal Sign in Completing Mathematics Tasks]. This study aims to describe the student's understanding of the equal sign to solve mathematical tasks. This study was included in the qualitative descriptive study. In this study, the data collected is the data of student’s work and verbal data (the interview). The subjects were six students of 7th class of MTs Attariqie Malang 2014/2015 (Junior High School), with details of two high-ability students, two students capable of being, and two low-ability students. Students' understanding of the equal sign examined further by providing tests and interviews in six research subjects. Interviews were conducted individually after the students work on the problems individually. The mathematical task load arithmetic and algebra problems. Based on the results of the study, all subjects were able to understand the equal sign as operational and the equal sign as a substitution. For equal sign as the basic relational, only high-ability students were able to understand it. Understanding of medium and low student capable entrenched in the operational pattern that is an equal sign as operational cause confusion to understanding equal sign as the basic relational, eg, 14+11=25+8 where students only pay attention to the results of operations that 14 plus 11 is 25 without notice relation of the addition of 8.

Kemampuan Bertanya Siswa dalam Kegiatan Diskusi Kelompok pada Materi Rasio Trigonometri Faizah, Umi; Subanji, Subanji; Susiswo, Susiswo
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 9, No 2 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v9i2.8064

Small group discussions (group work) are an important part of the learning process though students are rarely skilled at asking a question. The purpose of this study is to examine student interactions and questioning skills during group work. This research study uses a qualitative descriptive approach. The research subjects consist of eight students who were divided heterogeneously into two groups, with four members for each group. The research instrument consists of the researcher herself, a task in the form of a trigonometric ratio group worksheet, and three video cameras to observe discussion activities. One camera was focused on all class activities and two cameras were pointing at each group being observed. All conversation transcripts during the discussion are deciphered, coded, and then analyzed qualitatively. The results of this study show the interaction of conveying opinion/rebuttals, asking questions, and providing answers, with the percentage of giving opinions/ objections were more dominant than other interactions. The ability to ask questions was obtained by 50% of the students having the medium questioning ability and 50% having the low questioning ability, with the level of questions asked at the LOTS level, namely C1 and C3 levels. None of the students had high questioning skills. Of the two groups observed, group A was more active in interacting both in terms of exchanging opinions/rebuttals, asking questions, and providing answers. Suggestions for further research need to be carried out an in-depth analysis of discussion activities both in terms of asking questions or providing feedback to see the emergence of collaborative reasoning.

Students’ Mathematical Connection Error in Solving PISA Circle Problem Hidayati, Vivi Rachmatul; Subanji, Subanji; Sisworo, Sisworo
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 8, No 2 (2020)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v8i2.5588

The mathematical connection is one of the competencies in NCTM that students need to have. Mathematical connections can help students understand material and mathematical concepts easily. In addition, mathematical connections can help students in solving mathematical problems. Even so, mathematical connection errors are still made by some students. Mathematical connection errors made by students when solving geometry problems, especially about a circle. The purpose of this study is to describe the mathematical connection errors made by students in solving problems adapted from PISA problems focusing on circle material. This research method is descriptive-qualitative. Prospective subjects are 20 of 8th-grade students in one of the junior high schools in Malang who have studied about a circle. Based on the distribution of answers, two subjects were selected in this study. After going through the interview process, the data obtained in the form of work results and interview transcripts. Based on the results of research, mathematical connection errors made by research subjects in the form of not being able to use mathematics in mathematical problems; can't find connections between topics in mathematics; unable to understand the representation of concepts in mathematical problems, and draw relationships between procedures on mathematical problems

Keterampilan Berpikir Kritis Siswa dalam Menyelesaikan Masalah Matematika Ditinjau dari Perbedaan Gender Wahyuningtiyas, Kharisma; Sudirman, Sudirman; Subanji, Subanji
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 6, No 1 (2024): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v6i1.3516

Keterampilan berpikir kritis merupakan kemampuan yang harus dikembangkan dan harus dimiliki seseorang dalam penyelidikan dimana melibatkan Interpretation, Analysis, Evaluation, Inference, Explanation, dan Self-Regulation. Penelitian ini bertujuan untuk mendeskripsikan keterampilan berpikir kritis siswa dalam menyelesaikan masalah matematika ditinjau dari perbedaan gender. Penelitian ini merupakan penelitian kualitatif dan jenis penelitian yang digunakan adalah deskriptif dimana metode ini digunakan untuk menganalisis keterampilan berpikir kritis siswa dalam menyelesaikan masalah matematika ditinjau dari perbedaan gender. Subjek dalam penelitian ini adalah siswa SMP Negeri 4 Malang kelas akselerasi yang berjumlah 30 siswa, 20 siswa perempuan dan 10 siswa laki-laki, setelah melalui pertimbangan diambil subjek berdasarkan gender yaitu dua siswa laki-laki dan dua siswa perempuan yang dianalisis dengan perbandingan tetap. Teknik dalam pengumpulan data adalah observasi, tes dan wawancara. Teknik analisis yang digunakan dalam penelitian ini adalah reduksi data, penyajian data dan penarikan kesimpulan. Hasil dalam penelitian ini bahwa terdapat perbedaan keterampilan berpikir kritis siswa perempuan dan siswa laki-laki dalam menyelesaikan masalah matematika dimana siswa perempuan mampu memenuhi keterampilan berpikir kritis secara baik dan rinci sehingga memenuhi indikator Interpretation, Analysis, Evaluation, Inference, Explanation, dan Self-Regulation. Sedang siswa laki-laki dalam menyelesaikan masalah tidak terlalu rinci dan tidak melakukan pengecekan dikarenakan siswa laki-laki lebih memikirkan pekerjaan yang praktis dan lebih berfokus ke hasil akhir sehingga dalam keterampilan berpikir kritis siswa laki-laki hanya memenuhi indikator Interpretation, Analysis, Evaluation dan Inference.

Characterization of students formal-proof construction in mathematics learning Syamsuri, Syamsuri; Purwanto, Purwanto; Subanji, Subanji; Irawati, Santi
Communications in Science and Technology Vol 1 No 2 (2016)
Publisher : Komunitas Ilmuwan dan Profesional Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21924/cst.1.2.2016.2

Formal proof is a deductive process beginning from some explicitly quantified definitions and other mathematical properties to get a conclusion. Characteristics of student formal-proof construction are required to identify the appropriate treatment can be determined. The purpose of this study was to describe the characteristics of the construction of formal-proof based overview of the proof structure and conceptual understanding that the student possessed. The data used in this article were obtained from the 3-step processes: students are asked to write down the proof of proving-question, they are asked about the knowledge required in constructing proof using questionnaire, and then they are interviewed. The results showed that formal-proof construction could be modeled by the Quadrant-Model. First Quadrant describes correct construction of formal-proof, Second Quadrant describes insufficiencies concept in construction formal-proof, Third Quadrant indicates insufficiencies concept and proof-structure in construction formal-proof and Fourth Quadrant describes incorrect proof-structure in construction of formal-proof. This model could give consideration on how to help students who are in Quadrant II, III, and IV to be able to construct a formal proof like Quadrant I.

Proses metakognitif siswa dalam menyelesaikan masalah matematika berdasarkan gaya belajar VAK (visual, auditori, dan kinestetik) Lamowa, Rachmad Abubakar; Irawati, Santi; Subanji, Subanji
Jurnal Kajian Pembelajaran Matematika Vol 6, No 1 (2022): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v6i12022p38-47

This study aims to describe students' metacognitive processes in solving mathematical problems based on the VAK (Visual, Auditory and Kinesthetic) learning style. The research method used in this research is descriptive qualitative. The research was conducted in the eighth grade of MTs Satu Atap Al-Hidayah on Jl. Pattimura Gg. VI No. 300 Gelonggong Temas, Batu City. Students are identified their learning styles through questionnaires and then given questions related to solving problems that are open-ended. Of the 15 students studied, there were three students with a visual learning style, three students with an auditory learning style and five students with a kinesthetic learning style. The results of the analysis show that the best metacognition process occurs in students with visual learning styles which are indicated by the achievement of the most indicators and followed by students with kinesthetic learning styles and then students with auditory learning styles. The results showed that the learning style did not significantly affect the students' metacognition process, but rather the understanding of the concept.

Profil representasi matematis siswa camper dan climber dalam menyelesaikan masalah tipe PISA Aribowo, Bayu Exsanty; Subanji, Subanji; Sa'dijah, Cholis
Jurnal Kajian Pembelajaran Matematika Vol 7, No 1 (2023): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v7i12023p43-50

Salah satu tuntutan pada mata pelajaran matematika adalah memiliki kemampuan penalaran yang logis dan kritis dalam pemecahan masalah. Kemampuan matematis seperti ini dikenal sebagai kemampuan literasi matematis yang berguna untuk kehidupan. Literasi matematis mempunyai peran yang sangat penting dalam pembelajaran Matematika dan sangat berkaitan dengan kemampuan representasi matematis siswa. Representasi adalah perwujudan dari suatu objek untuk berkomunikasi. Tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana profil representasi matematis siswa dalam menyelesaikan masalah tipe PISA ditinjau dari Adversity Quotient.Jenis penelitian ini adalah deskriptif kualitatif. Penelitian ini dilakukan di kelas X-2 dan X-5 di SMAN 2 Jombang. Berdasarkan hasil angket AQ, calon subjek digolongkan menjadi 2 kategori, yaitu AQ Climber (tinggi) dan AQ Camper (sedang). Setiap kategori dipilih 2 siswa. Setelah ditentukan subjeknya, peneliti memberikan tes tulis untuk melihat representasi matematisnya. Selanjutnya peneliti melakukan wawancara terhadap semua subjek dengan instrumen wawancara. Hasil pekerjaan setiap subjek dianalisis menggunakan proses analisis data yaitu pengumpulan data, reduksi data, penyajian data, pemaparan dan kesimpulan. Hasilnya siswa climber dapat memenuhi aspek representasi matematis berupa aspek visual, ekspresi matematis, dan aspek representasi teks tertulis. Siswa camper dapat memenuhi dua aspekrepresentasi matematis berupa aspek representasi visual dan representasi teks tertulis, tetapi belum memenuhi representasi berupa ekspresi matematis

Identitas matematis: Studi kasus pada siswa dyscalculia Astuti, Ririn Novia; Subanji, Subanji; Rahardi, Rustanto
Jurnal Kajian Pembelajaran Matematika Vol 6, No 1 (2022): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v6i12022p11-21

This study aims to describe mathematical identity of dyscalculia student’s. The research method used descriptive qualitative with study case strategy. The research was conducted in SMP Negeri 18 Kota Malang. The subject of this study was a dyscalculia student who was 13 years old. Dyscalculia students were chosen as research subjects because these students were more open than other dyscalculia students. The results of the analysis are (1) mathematical identity regarding self-perception of mathematical competence that not all students who experience dyscalculia have a negative perception of mathematical competence because student worksheets can still state that they enjoy, like and do not feel bored when learning mathematics in special inclusive classes (2) mathematical identity regarding self-perception of mathematical participation are not yet independent in doing math assignments, teachers or parents always helping when studying, lack of motivation from friends, always re-recording material, and dare to ask others so they don't make mistakes and (3) Mathematical identity regarding self-perception of commitment and ambition to succeed in mathematics, are not afraid of failure, less persistent in completing exams, difficult to take the initiative to find new things, not afraid to ask questions and ask for help and less work hard in exams.

Co-Authors Abdul Haris Rosyidi Abdur Rahman As’ari Abdur Rohim Abdur Rohim, Abdur Abdurrahim Arsyad Afin Nur Latifa Agung Prasetyo Abadi Agus Prianto Ahmad Farid Haebah Akbar Sutawidjadja Akbar Sutawidjaja Akbar Sutawidjaja, Akbar Alhikma, Nur Alaviyah Alif Mudiono Alip Rahmawati Zahrotun Nisak Alyani, Nabila Nur Amalia Silwana Ana Fitriah ANDRIANI, RULI Anggraini Dwi Ikhwani Anggraini, Elisa Annisa Andika Karisa Ari Kusuma Sulyandari Aribowo, Bayu Exsanty Arif Rahman Hakim Arifah Adlina Rashahan Astuti, Ririn Novia Atiqa Firdaus Aulia Nadia Sari Barep Yohanes Bhakti Setya Budi Budi, Bhakti Setya Cholis Sa’dijah Chusnul Ma'rifah Chusnul Ma'rifah Daroini, Mustain Bagus Deni Hamdani Desi Rahmadani Dian Kurniati Didimus Nuham, Didimus Dimas Femy Sasongko Dwiyana Dwiyana Dwiyana Dwiyana Dyah Ayu Pramoda Wardhani Dyah Triwahyuningtyas Dyah Triwahyuningtyas Edy Bambang Irawan Eka Resti Wulan Eko Waluyo Elli Kusumawati Endang Trinoviawati Erry Hidayanto Evidiasari, Serli Fadhil Zil Ikram Feriyanto Feriyanto Feriyanto Feriyanto HAFIIZH, MOCHAMMAD Hamdani, Deni Hamdani, Deni Hery Susanto Hery Susanto Hidayati, Vivi Rachmatul I Gusti Agung Shomia Anjali I Ketut Suada I Made Sulandra I Nengah Parta Iffanna Fitrotul Aaidati Ika Santia Imam Rofiki Indah Syafitri T Indriati Nurul Hidayah Intan Sari Rufiana Ipung Yuwono Iqbal Ramadani Irawati, Santi Irna Natalis Sanit Isfina Adiyah Ishmatul Maula, Ishmatul Ismatul Maula Jennah, Mufliatul Kadek Adi Wibawa Karolin Natalia T Khair, Muhammad Sa'duddien Khalimatus Syuhriyah Laelinatul Choeriyah Laelinatul Choeriyah Laily Wijayanti Utami Lamowa, Rachmad Abubakar Lestary, Ratnah Lydia Lia Prayitno Makbul Muksar Malik, Fatus Atho'ul Manyunu, Muhamatsakree Martha Lestari Mega Fatimah Rosana Miftachus Sururoh Mohammad Dadan Sundawan Mufidha, Nurul Muhamatsakree Manyunu Muhammad Ainur Rizqi Muhammad Irfan Muhammad Irfan Muksar Makbul Muniroh Novisa Nabilah Mansur Nathasa Pramudita Irianti Nathasa Pramudita Irianti, Nathasa Pramudita Netti, Syukma Netti Syukma Ningtyas, Yoga Dwi Windy Kusuma Ninik Mutianingsih, Ninik Novi Nurhayati Novisa, Muniroh Nur Fitri Amalia Nur Hasan Nur Indah Permata Sari Nurul Mufidha Nury Azkiya Umamy Permadi, Hendro Puguh Darmawan Punaji Setyosari Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto, Purwanto Puspita Ayu Damayanti Putri Ariningtyas Putri, Nanda Azzahra Qohar, Abd. Rashahan, Arifah Adlina Refni Adesia Pradiarti Risa Utaminingsih Rizky Nova Damayanti Ruli Andriani Rustanto Rahardi Sandie Sartati, Setiawan Budi Satriya Adika Arif Atmaja Satriya Adika Arif Atmaja Sa’dijah, Cholish Selfia Putri Selly Meinda Dwi Cahyaningsih Serli Evidiasari Serli Evidiasari Setiawan Budi Sartati Silwana, Amalia Sisworo Siti Salina Mustakim Sri Mulyati Sri Mulyati Sri Subarinah Sri Untari Stefani Putri Andrianti Suci Yuniati Sudirman Sudirman Sudirman Sudirman Sukorianto Sukorianto Sukoriyanto Suryaningrum, Christine Wulandari Susiswo Sutawdjaja, Akbar Sutawidjadja, Akbar Swasono Rahardjo Swasono Raharjo Swastika, Galuh Tyasing Syamsiar, Syamsiar Syamsul Hadi Syamsuri Syamsuri Syamsuri Syamsuri Syamsuri Syamsuri, Syamsuri Syarifudin Syarifudin Syita Fatih 'Adna Taufiq Hidayanto Tjang Daniel Chandra Toto Nusantara Umamy, Nury Azkiya Umardiyah, Fitri umi faizah Viving Laila Wahyu Santoso Wahyuningtiyas, Kharisma Wardhani, Indah Setyo Wasti Tampi Wasti Tampi Wulan Anindya Wardhani Yandi Raharjo, Eko Yanna Purwitaningsih Yoga Dwi Windy Kusuma Ningtyas Yoggy Febriawan Yunda Devana Tiningsih Yundari, Yundari ‘Adna, Syita Fatih

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