Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

7.682

P-Index

This Author published in this journals

Subanji Subanji

Universitas Negeri Malang

Author-ID : 2388527

Religion Aerospace Engineering Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

Published : 132 Documents Claim Missing Document

Claim Missing Document

Articles

10 11 12 13 14

Proses Berpikir Siswa Quitter dalam Menyelesaikan Masalah SPLDV Berdasarkan Langkah-langkah Polya Irianti, Nathasa Pramudita; Subanji, Subanji; Chandra, Tjang Daniel
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 1 No 2: September
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v1i2.582

Penelitian bertujuan mendeskripsikan proses berpikir siswa quitter dalam menyelesaikan masalah SPLDV. Pertama, dilakukan tes ARP (Adversity Response Profile) untuk mengetahui tipe adversity quotient dari masing-masing siswa. Selanjutnya, dipilih siswa dengan tipe quitter. Siswa diberikan tugas pemecahan masalah SPLDV dan wawancara berbasis tugas. Dalam pemecahan masalah ini, digunakan langkah-langkah pemecahan polya yaitu memahami masalah, menyusun rencana penyelesaian, menyelesaikan masalah sesuai perencanaan, dan memeriksa kembali hasil yang telah diperoleh. Hasilnya, siswa dengan tipe quitter melakukan asimilasi saat memahami masalah dan akomodasi pada langkah menyusun rencana penyelesaian, menyelesaikan masalah sesuai perencanaan, dan memeriksa kembali hasil yang telah diperoleh. Untuk masalah rumit, siswa dengan tipe quitter melakukan asimilasi salah (asimilasi yang memberikan hasil salah) ataupun akomodasi tidak sempurna karena informasi yang dimiliki kurang.

Analysis of metacognitive characteristics in group discussion on grade 5 fraction materials Triwahyuningtyas, Dyah; Sa’dijah, Cholis; Muksar, Makbul; Subanji, Subanji
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 1 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243715

Math problems require students to think critically in solving a problem. Metacognition leads to the ability to think critically and think at a higher level cognitive process in learning. This study aims to describe the characteristics of metacognition in group discussions on fraction material for grade 5 elementary school students. This type of research uses qualitative descriptive research. The data collection methods used in this research are observation, interview and documentation. The characteristics of students' metacognition can be obtained through observation when students discuss working on problems. Metacognitive activities of 5th grade elementary school students are classified into 3 namely awareness, regulation and evaluation. Students' metacognitive awareness is able to understand the problem and students are able to know what the next thing will be done after understanding the problem. Regulation students are able to choose the strategy that will be used to solve the problem and students are able to apply the chosen strategy to solve the problem. Evaluation students are able to check the answers that are done correctly and are able to ensure that the answers are correct. During group discussions, students are divided into 3 roles, namely students as experts, facilitators and beginners. During group discussion activities to solve problems, not all metacognitive activities appear in each student. Facilitators can influence beginners to be active in the discussion and expert students can help group mates to rethink what they have done before.

Effect of recitation method on mathematical reasoning ability and student self confidence Mohammad Dadan Sundawan; Toto Nusantara; Subanji Subanji; Erry Hidayanto
Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol. 13 No. 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/pe.v13i1.19144

Mathematics is one of the basic sciences that has an important role in the world of education. In general, the purpose of learning mathematics is to help students prepare themselves to be able to face changing circumstances in life and in an ever-evolving world, through practicing acting on the basis of logical, rational and critical thinking and preparing students to be able to use mathematics and a mathematical mindset. in everyday life and in studying various sciences. The aims of this study were (1) to determine the effect of the use of the recitation method on the mathematical reasoning abilities of grade VI elementary school students; (2) to determine the effect of using the recitation method on the self-confidence of VI elementary students. The method that researchers used in this study was quasi-experimental (quasi-experimental). Sampling in this study using purposive sampling technique, while for data analysis researchers used the normality test, homogeneity test, correlation analysis, simple linear regression analysis and t test. The results showed that there is an effect of the recitation method on students' mathematical reasoning abilities of 19.7% and the average value of mathematical reasoning abilities in the experimental class is better than the average value of mathematical reasoning abilities in the control class. There is an effect of the recitation method on students' self-confidence of 51.2%.

COMMOGNITIVE SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA DITINJAU DARI GENDER Eko Yandi Raharjo; Subanji Subanji; Sisworo Sisworo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 13, No 2 (2024)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v13i2.8791

Penelitian telah menunjukkan bahwa siswa laki-laki memiliki kemampuan yang lebih baik dalam menerapkan rumus matematika secara tepat dan benar, namun mereka kurang dalam menjelaskan secara rinci langkah-langkah yang diambil dalam menyelesaikan masalah. Sedangkan, siswa perempuan mampu menyelesaikan masalah secara sistematis, namun mereka lupa untuk menuliskan secara jelas penggunaan rumus matematika yang diterapkan, Penting untuk memahami bagaimana perbedaan ini mempengaruhi pencapaian siswa dalam matematika, dengan memahami pendekatan yang berbeda ini, pendidik dapat mengembangkan strategi pembelajaran yang lebih inklusif. Sehingga, penelitian ini bertujuan untuk mendeskripsikan commognitive siswa SMP dalam menyelesaikan masalah ditinjau dari gender. Jenis penelitian ini adalaah deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIII SMPN 2 Sampit, Kalimantan Tengah. Subjek penelitian sebanyak 4 siswa dengan masing-masing dua siswa laki-laki dan dua siswa perempuan. Data penelitian diambil dari tes tulis siswa dan wawancara. Teknik analisis data pada penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Tes tulis digunakan untuk mengetahui commognitive siswa. Hasil penelitian menunjukkan commognitive siswa dalam menyelesaikan masalah berdasarkan gender memiliki perbedaan. Siswa laki-laki menyelesaikan masalah dengan menggunakan keempat komponen commognitive yaitu word use, visual mediator, routine, narrative. Sedangkan siswa perempuan menyelesaikan masalah dengan tiga komponen commognitive yaitu word use, visual mediator, dan routine. Research has shown that male students have a better ability to apply mathematical formulas precisely and corectly, but they lack in explaning in detail the steps taken in solving problems. Whereas, female students are able to solve problems systematically, but they forget to write down clearly the use of mathematical formulas applied, it is important to understand how these difference affect students achievement in mathematics, by understanding these different approaches, educators can develop more inclusive learning strategies. Thus, This study aims to describe junior high school students commognitive in solving problems in terms of gender. This type of research is descriptive qualitative. The research subjects were VIII grade students of SMPN 2 Sampit, Central Kalimantan. The research subjects were 4 students with two male student and two female student each. The research data were taken from students written tests and inverviews. Data analysis techniques in this study are data reduction, data presentation, and drawing conclusion. Written tests used to determine students commognitive. The results showed that students commongitive in solving gendered problems had differences. Male studens solve problems using all four commognitive components, namely word use, visual mediator, routine, narrative. While female students solve problems with three commognitive components namely word use, visual mediator, and routine.

ANALISIS PEMOSISIAN SISWA PADA AKTIVITAS DISKUSI DENGAN BERBANTUAN PERUBAHAN KELOMPOK DI SEKOLAH DASAR Nury Azkiya Umamy; 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.

Algebraic thinking skills of madrasah tsanawiyah (MTs) students in solving algebraic problems Daroini, Mustain Bagus; Subanji, Subanji; Irawati, Santi
AXIOM : Jurnal Pendidikan dan Matematika Vol 14, No 1 (2025)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v14i1.18461

Algebra is a fundamental topic in the mathematics curriculum at Madrasah Tsanawiyah (MTs), yet many students continue to face challenges in solving algebraic problems. This study aims to examine the algebraic thinking skills of eighth-grade students at MTs Unggulan PP Amanatul Ummah Surabaya, particularly through number-oriented and structure-oriented approaches. A descriptive qualitative method was employed, involving 61 students as participants. The instruments included an algebraic thinking test incorporating visual illustrations and in-depth interviews with six selected students representing high, medium, and low ability levels. The findings reveal that only high-ability students were able to effectively apply structure-oriented algebraic thinking. The majority of students demonstrated moderate-level skills, with primary difficulties in constructing mathematical models based on problem structures. These results underscore the importance of instructional strategies that cultivate students’ structural reasoning in algebra. The study provides valuable insights for educators to design learning activities that support the development of students' algebraic thinking, and it serves as a reference for future research to explore targeted interventions aimed at enhancing algebraic problem-solving abilities in MTs students.

Students' Thinking in Solving Integer Problems Based on APOS Theory in View of Gender Putri, Nanda Azzahra; Subanji, Subanji; Sulandra, I Made
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4459

This research aims to describe the thinking of male and female students in solving whole number problems based on APOS theory. This descriptive qualitative research was conducted with two subjects, namely one subject with male gender and one subject with female gender. Both subjects are students with high mathematics ability. Subject selection was carried out using purposive sampling. Subjects were selected based on the scores obtained on the math problem test sheet. This research was conducted at one of the State Junior High Schools in Malang Regency. The instruments used in this study were math problem test sheets on integers and interviews. The results showed that: 1) Male students are able to fulfill all thinking indicators in each APOS mental structure in solving problems. Male students solve math problems through mental structures of action, process, object, and scheme; 2) Female students are able to fulfill all thinking indicators on each APOS mental structure in solving problems. Female students solve math problems through action, process, object and scheme mental structures.

Using APOS Theory Framework: Why Did Students Unable To Construct a Formal Proof? Syamsuri, Syamsuri; Purwanto, Purwanto; Subanji, Subanji; Irawati, Santi
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.5659

Mathematical thinking is necessary in mathematics learning especially in college level. One of activities in undergraduate mathematics learning is proving. This article describes students' thinking process who unable to construct mathematical formal proof. The description uses APOS Theory to explore students' mental mechanism and students' mental structure while they do proving. This research is qualitative research that conducted on students majored in mathematics education in public university in Banten province, Indonesia. Data was obtained through asking students to solve proving-task using think-aloud and then following by interview based task. Results show that the students could not construct a formal proof because they unable to appear encapsulation process. They merely enable to think interiorization and coordination. Based on the results, some suitable learning activities should designed to support the construction of these mental mechanism.

INTERFERENSI PROAKTIF DAN RETROAKTIF DALAM MENYELESAIKAN MASALAH PERBANDINGAN SENILAI DAN BERBALIK NILAI Malik, Fatus Atho'ul; Purwanto, Purwanto; Subanji, Subanji
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 2 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i2.6377

Interferensi berpikir merupakan fenomena yang terjadi ketika dua informasi tercampur dalam proses pemecahan masalah matematika, khususnya pada topik perbandingan senilai dan berbalik nilai. Fenomena ini penting untuk diteliti karena konsep perbandingan berkaitan erat dengan konsep matematika lainnya. Penelitian ini bertujuan untuk mengungkap terjadinya interferensi berpikir siswa dalam menyelesaikan masalah perbandingan senilai dan berbalik nilai. Subjek dalam penelitian ini terdiri dari dua siswa kelas VII A dan VII B yang terindikasi mengalami interferensi proaktif dan retroaktif. Penelitian ini dilaksanakan di MTs Sunan Kalijogo Kota. Metode penelitian ini adalah deskriptif kualitatif. Hasil dari penelitian ini menunjukkan intereferensi retroaktif terjadi ketika konsep perbandingan senilai dipengaruhi konsep perbandingan berbalik nilai. Hal tersebut dikarenakan kemiripan prosedur perbandingan senilai dan berbalik nilai. Akibantnya, siswa menggunakan prosedur perbandingan berbalik nilai dalam menyelesaikan permasalahan perbandingan senilai. Sedangkan, interferensi proaktif terjadi ketika konsep perbandingan senilai mempengaruhi konsep perbandingan berbalik nilai. Hal tersebut dikarenakan memori siswa terhadap perbandingan senilai lebih kuat daripada perbandingan berbalik nilai. Akibatnya, Akibantnya, siswa menggunakan prosedur perbandingan senilai dalam menyelesaikan permasalahan perbandingan berbalik nilai.In solving mathematics problems, sometimes students make errors caused by mixing two pieces information. This phenomenon is known as interference. One of the problems can cause interference is the problem of directly proportional and inversely proportional. Interference in solving the problem of directly proportional and inversely proportional is importent to know because the concept of proportional is related to other mathematical concepts. This research aims to reveal the occurence of students’ thinking interference in solving the problem of directly proportional and inversely proportional. The subjects in this reserach consisted two of students in class VII A and VII B who had indications of experiencing proactive and retroactive interference. This research was conducted at MTs Sunan Kalijogo Malang City from 1 to 30 september 2022. The research method is descriptive qualitative. The results of this research show that retroactive interference occurs when the concept of directly proportional is disturbed by the concept of inversely proportional. It is based on similarity the procedure in problem solving of directly proportional and inversely proportional. As a result, students use the procedure of inversely proprotional for solving the problem of directly proportional. While proactive interference when the concept of directly proportional disturbes the concept of inversely proportional. This is because students' memory for direct proportion is greater than indirect proportion. As a result, students use the procedure of directly proprotional for solving the problem of inversely proportional.

Metacognitive Failure in Constructing Proof and How to Scaffold it Wulan, Eka Resti; Subanji, Subanji; Muksar, Makbul
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 2 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i2.9590

This research aims to describe the students’ metacognitive failure in constructing proof and the scaffolding support. The participants of this qualitative case study were eight preservice mathematics teachers of six-semester, State University of Malang. We carried out a test about proof construction problems in Abstract Algebra. Then we verified the data using triangulation of constant comparative method from a test and a task-based interview with the stimulated recall. The results indicated two groups of students in proving strategy. Group I performed “appropriate” syntactic strategy and Group II vice versa. Blindness was experienced by the subject that does not recognize errors detection or the ambiguity of the proof. Mirage occurred when the subject recognizes an error detection on the proper strategy or application of a theorem, then is unable to verify the truth of his work. Misdirection appeared when the subject recognizes a lack of progress, then uses an incomplete or irrelevant concept. Vandalism emerged with no progress or detection of errors of the strategy then the subject performs some irrelevant steps to the issue or uses a misconception. Practically, the teachers can use these results for learning innovations in scaffolding-based proof courses. The scaffolding might need some development and application in supporting students to overcome difficulty in proving mathematical sentences.

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

Title

Found 132 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 132 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 132 Documents
Search