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Subanji Subanji

Universitas Negeri Malang

Author-ID : 2388527

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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.

Development of ACERA Learning Model Based on Proof Construction Analysis Deni Hamdani; Cholis Sa’dijah; Subanji Subanji; Sri Subarinah
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 7, No 3 (2023): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v7i3.12354

Proof constructing is the process of justifying a claim using the methods and concepts of proof to produce mathematical proof. Proof constructing is also an aspect of proof, and is often the only way to assess student performance. However, proof construction is still a constant problem (difficulty) for every student. The cause of this difficulty is not only because of the content of proof in textbooks/sources, over-reliance on examples, understanding, underlying logic, and the ability to use proof writing strategies, but also due to the lack of proof discussion activities that train students to understand and answer proof practice questions, give proof reasoning against the proof that has been constructed, and validating own and other colleagues' answers. Thus, this study aims to develop a valid and practical ACERA (Activities, Classroom Discussion, Exercises, Reason, and Audience) learning model and has a potential effect on students' ability to proof construction. This study uses research design research development methods in three stages, namely the preliminary stage, the model development stage and the assessment stage. The research subjects were 23 students of the Mathematics Education study program at the University of Mataram. The development of the ACERA model offers an alternative solution to reduce the difficulty of proof construction, thus enabling this model to have characteristics that are valid, practical and have a potential effect in increasing the productivity of student proof construction.

The Role of Self-Efficacy in Enhance Metacognitive and Academic Performance Through Problem-Solving Anggraini, Elisa; Subanji, Subanji; Rahardjo, Swasono
PRISMA Vol 13, No 2 (2024): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v13i2.4382

This research analyzes the role of self-efficacy in enhancing metacognitive and academic performance of students through problem-solving as learning process. Researchers research some students from senior high school in Malang. This research uses mixed methods with surveys, interviews, and analysis of students’ learning outcomes. At the first meeting, students were asked to fill survey about the dimensions of self-efficacy, which are magnitude, strength, and generality. Moreover, researchers interviewed students to explore their metacognitive activities that they do, such as awareness, regulation, and evaluation. After that, researchers analyze their learning outcomes to determine their academic performance. This research result shows that students with a high dimension of self-efficacy tend to show better metacognitive activity than the other. Furthermore, students with a high dimension of self-efficacy tend to show better academic performance than others.

MATHEMATICAL REPRESENTATION TRANSLATIONS OF JUNIOR HIGH SCHOOL STUDENTS ON QUADRATIC FUNCTION GRAPH MATERIAL Alyani, Nabila Nur; Subanji, Subanji
Math Educa Journal Vol 8, No 2 (2024)
Publisher : UIN Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v8i2.9814

Mathematical representation translation plays an important role in the learning process, as it connects different forms of representation. This study aims to describe the translation of mathematical representations by students, specifically translating verbal representations into graphs, in solving contextual problems related to quadratic function graphs. The choice of this topic is based on the common difficulties students face in drawing graphs and understanding related problems. The subjects of this study were six ninth-grade students from MTsN 1 Kota Malang, grouped into three categories based on their mathematical proficiency: high, medium, and low. This research uses a qualitative approach, with tests and interviews as data collection instruments. The subjects were selected using purposive sampling. Data analysis was conducted through data triangulation involving data reduction, presentation, and conclusion drawing. The results show that, in the Unpacking the Source stage, students with high and medium proficiency were more accurate in graphing than students with low proficiency. At the Preliminary Coordination stage, high and medium proficiency students were able to perform calculations to determine the function formula, while low proficiency students struggled to identify the appropriate steps. At the Constructing the Target stage, high and medium proficiency students were able to plot the graph correctly according to the obtained coordinates, while low proficiency students had difficulty placing the coordinates. This study indicates that the translation of representations is closely related to students' conceptual understanding and problem-solving abilities.

ANALISIS PEMOSISIAN SISWA PADA AKTIVITAS DISKUSI DENGAN BERBANTUAN PERUBAHAN KELOMPOK DI SEKOLAH DASAR Umamy, Nury Azkiya; Sudirman, Sudirman; Subanji, Subanji
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 10, No 1 (2024): OKTOBER 2024
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v10i1.15467

Student positioning in discussion activities with group change patterns can be used to determine student positions when interacting with group members. Group changes are useful for deciding student positions in three meetings held. The purpose of this study was to describe how student positioning occurs in discussion activities with group change patterns. The research method used is descriptive qualitative research with a phenomenological type. The research instruments were group worksheets, student observation sheets, and documentation in pictures and recordings. Data analysis in this study was data reduction, data presentation, and conclusion. The results showed that with student positioning, students could determine their positions during interactions in discussion activities. The interaction resulted in group changes used to determine the differences in the positions of the four students at each meeting, as well as the consistency of student positioning to determine the extent to which the four students were consistent in providing ideas or suggestions.

Analysis Of Student Positioning In Group Discussions On The Material Of Functional Relations To Students Activeness Jennah, Mufliatul; Subanji, Subanji
Phenomenon : Jurnal Pendidikan MIPA Vol. 14 No. 1 (2024): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2024.14.1.21058

Group discussions are an effective teaching method for enhancing collaboration and student understanding through social interaction. In this process, each group member not only contributes ideas but also actively positions themselves within the group's social structure. Positioning theory explains that the position one adopts during interactions, whether consciously or unconsciously, influences roles, power, and the dynamics of the discussion, ultimately affecting the outcomes and contributions of each member. This research aims to describe the patterns of student positioning in group discussions on the topic of function relations. The research method employed is qualitative descriptive. Data were collected by recording group discussion-based learning over four sessions, then two groups were selected for further analysis of the interactions during the discussions. Positioning theory demonstrates how students position themselves based on the interactions during group discussions. The research reveals that novice students tend to participate passively, facilitator students play a role in providing for the needs of the discussion, while expert students often make statements to provide information. There is a change in student positioning from expert to beginner, beginner to expert, facilitator to beginner, and beginner to facilitator. Additionally, some expert students and facilitator students consistently maintain their respective positions.

Co-Authors 'Adna, Syita Fatih Abdul Haris Rosyidi Abdul Haris Rosyidi Abdur Rahman As’ari 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 Anjali, I Gusti Agung Shomia Ari Kusuma Sulyandari Aribowo, Bayu Exsanty Arif Rahman Hakim Arifah Adlina Rashahan Astuti, Ririn Novia 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 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 Hamdani, Deni Hamdani, Deni Hery Susanto Hery Susanto Hidayati, Vivi Rachmatul I Ketut Suada I Made Sulandra I Nengah Parta Iffanna Fitrotul Aaidati Ika Santia Indah Syafitri T Indriati Nurul Hidayah Intan Sari Rufiana Ipung Yuwono Iqbal Ramadani Irawati, Santi Irna Natalis Sanit 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 Lydia Lia Prayitno, Lydia Lia Makbul Muksar Malik, Fatus Atho'ul Manyunu, Muhamatsakree Martha Lestari Miftachus Sururoh Mohammad Dadan Sundawan Mufidha, Nurul Muhamatsakree Manyunu Muhammad Ainur Rizqi Muhammad Irfan Muhammad Irfan 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 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 Saâ€™dijah, Cholis Sandie Sartati, Setiawan Budi Satriya Adika Arif Atmaja Satriya Adika Arif Atmaja Sa’dijah, Cholish Selly Meinda Dwi Cahyaningsih Serli Evidiasari Serli Evidiasari Setiawan Budi Sartati Silwana, Amalia Sisworo Sri Mulyati Sri Mulyati Sri Subarinah Sri Untari 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 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 Yundari, Yundari

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