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Subanji Subanji
Universitas Negeri Malang
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EFEKTIVITAS PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP BERPIKIR KRITIS BERDASARKAN SELF-CONFIDENCE SISWA SMP Feriyanto, Feriyanto; Rohim, Abdur; 'Adna, Syita Fatih; Subanji, Subanji; Sudirman, Sudirman
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2: Juli - Desember 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/sigma.v17i2.18444

Abstract

AbstrakDalam pendidikan modern, siswa harus memiliki keterampilan berpikir kritis yang didukung oleh kepercayaan diri dalam pembelajaran matematika. Salah satu masalah utama dalam penelitian ini adalah peningkatan keterampilan berpikir kritis sekolah menengah yang disebabkan oleh guru. Tujuan dari penelitian ini adalah untuk menilai seberapa efektif model pembelajaran berbasis masalah (PBL) untuk keterampilan berpikir kritis. Ini terjadi dengan kepercayaan sekolah menengah yang bangun datar. Studi ini menggunakan pendekatan kuantitatif dan desain kuasi-eksperimental. Secara khusus, desain kelompok kontrol hanya digunakan dalam desain faktorial 2x3 setelah pengujian. Populasi penelitian adalah siswa kelas VII SMP Negeri 3 Mojokerto tahun pelajaran 2024/2025 sebanyak 251 siswa, dengan sampel 61 siswa yang dipilih menggunakan cluster random sampling. Instrumen penelitian meliputi angket self-confidence dengan skala Likert dan tes kemampuan berpikir kritis berbentuk uraian pada materi bangun datar. Teknik pengumpulan data dilakukan melalui pemberian angket dan tes, kemudian dianalisis menggunakan uji prasyarat dan analisis variansi dua jalan. Hasil penelitian menunjukkan tidak terdapat perbedaan signifikan kemampuan berpikir kritis antara siswa yang belajar dengan PBL dan pembelajaran langsung (sig. = 0,422 > 0,05). Self-confidence juga tidak berpengaruh signifikan terhadap kemampuan berpikir kritis (sig. = 0,543 > 0,05), dan tidak terdapat interaksi antara model pembelajaran dan self-confidence (sig. = 0,227 > 0,05). Disimpulkan bahwa efektivitas PBL tidak lebih superior dibandingkan pembelajaran langsung dalam meningkatkan kemampuan berpikir kritis siswa pada konteks penelitian ini. AbstractTwenty-first-century education demands that students possess critical thinking abilities supported by self-confidence in mathematics learning. The low critical thinking ability of junior high school students, exacerbated by conventional teacher-centered learning, constitutes the main problem in this research. This study aims to analyze the effectiveness of the Problem Based Learning (PBL) model on critical thinking ability in terms of junior high school students' self-confidence in plane geometry material. The research method employed a quantitative approach with a quasi-experimental design, specifically the non-equivalent posttest-only control group design with a 2×3 factorial arrangement. The research population consisted of 251 seventh-grade students at SMP Negeri 3 Mojokerto in the 2024/2025 academic year, with a sample of 61 students selected using cluster random sampling. Research instruments included a self-confidence questionnaire using a Likert scale and a critical thinking ability test in essay form on plane geometry material. Data collection techniques were conducted through questionnaire administration and testing, then analyzed using prerequisite tests and two-way analysis of variance. The research results show no significant difference in critical thinking ability between students learning with PBL and direct instruction (sig. = 0.422 > 0.05). Self-confidence also had no significant effect on critical thinking ability (sig. = 0.543 > 0.05), and there was no interaction between learning model and self-confidence (sig. = 0.227 > 0.05). It is concluded that the effectiveness of PBL is not superior to direct instruction in improving students' critical thinking ability in the context of this research.
Analisis Penerapan Inkuiri Secara Daring dengan Scaffolding Berbantuan Geogebra Materi Fungsi Kuadrat Mufidha, Nurul; Subanji, Subanji
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 7 No. 2 (2022)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2022.7.2.124-146

Abstract

This study aims to analyze and describe the application of online inquiry learning with the GeoGebra-assisted scaffolding technique on quadratic function material in grade IX students at SMP Negeri 1 Malang. This research is a qualitative descriptive study, with the instruments used in the form of a learning implementation sheet, student activity sheets, student learning outcomes tests, questionnaires, and interviews. The results showed that learning according to the steps of inquiry had gone very well with an average implementation score of 94.5. Learning is carried out by scaffolding through questions directed at focusing, inviting, reminding, clarifying, and evaluating so that it is compatible with inquiry learning which is applied online. Student learning outcomes reached an average score of 73 daily tests in the good category.
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

Abstract

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.
Analysis of the Ability of Number Sense of Elementary School Grade V Students In Understanding The Concept of Fractional Numbers Anjali, I Gusti Agung Shomia; Subanji, Subanji; Rufiana, Intan Sari
Eduvest - Journal of Universal Studies Vol. 5 No. 8 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i8.51213

Abstract

The importance of number sense in helping students learn mathematics is listed in the achievement of elementary school mathematics learning in the number element in each phase. Individual number sense abilities vary, influenced by their level of education, learning experience, and mathematical ability, whether high, medium, or low. The purpose of this study is to analyze and describe the number sense ability of grade V students of SDK Marsudisiwi by considering mathematical ability. The research method used is descriptive qualitative research. Three students were selected as research subjects, each representing the student's math ability category, namely the high, medium, and low categories. The data collection technique was carried out by written test, interview, and documentation methods. Data analysis was carried out by reduction, presentation, and drawing conclusions. The results of the analysis showed that students with various levels of mathematical ability had the ability to evaluate the fairness of the calculation results. Although students with high and moderate mathematical ability can identify the characteristics of the results of number operations, they, along with students with low ability, have not been able to establish the closest approximate estimates for the results of number operations and present them, nor have they been able to determine the sequential nature of number results and their regularity in the number system.
Analisis Kemampuan Berpikir Kritis Matematis Siswa Pada Pembelajaran Problem Posing Andriani, Ruli; Subanji, Subanji; As'ari, Abdur Rahman
BRILIANT: Jurnal Riset dan Konseptual Vol 6 No 3 (2021): Volume 6 Nomor 3, Agustus 2021
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (15.984 KB) | DOI: 10.28926/briliant.v6i3.652

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa pada pembelajaran problem posing. Penelitian ini dilakukan di MA Unggulan Mamba’ul Huda kelas XI MIA. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kuantitatif. Instrumen yang digunakan pada penelitian ini yaitu soal tes dan wawancara mendalam. Hasil penelitian menunjukkan bahwa kemampuan interpretasi, inferensi dan evaluasi memiliki nilai 80,05; 79,75; dan 78,17 dengan kriteria baik. Sedangkan kemampuan analisis memiliki nilai 68,18 dengan kriteria cukup. Kemampuan berpikir kritis siswa secara keseluruhan, pada kategori tinggi mencapai persentase 33,3 %, kategori sedang dengan persentase 44,5 % dan kategori rendah mencapai 22,2 %.
Analisis Aktivitas Diskusi Kelompok dalam Memberikan Umpan Balik (Feed Back) pada Pembelajaran Program Linier Budi, Bhakti Setya; Susiswo, Susiswo; Subanji, Subanji
BRILIANT: Jurnal Riset dan Konseptual Vol 6 No 4 (2021): Volume 6 Nomor 4, November 2021
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (39.003 KB) | DOI: 10.28926/briliant.v6i4.680

Abstract

Penelitian ini bertujuan untuk mendeskripsikan aktivitas diskusi yang dilakukan siswa dalam kelas. Aktivitas yang diteliti meliputi aktivitas verbal guru, aktivitas verbal siswa, serta aktivitas umpan balik yang dilakukan guru dan siswa. Jenis penelitian ini adalah penelitian deskriptif. dengan materi Program Linier. Metode pengambilan data dengan menggunakan video rekaman pembelajaran kemudian dibuat transkrip percakapan. Hasil penelitian menunjukkan bahwa dengan model pembelajaran diskusi kelompok yang diintegrasikan dengan umpan balik dapat memberi kesempatan siswa belajar dari ide/gagasan orang lain dan dapat segera mengatasi kesulitan yang dialami serta dapat memperkuat keyakinan atas tanggapan yang benar. Siswa belajar bagaimana berkomunikasi, menghargai orang lain dalam berpendapat, serta bagaimana membuat keputusan.
Students’ Conjectures on Open Classical Analogy Problem: Expanding or Narrowing? Rosyidi, Abdul Haris; Sa’dijah, Cholish; Subanji, Subanji; Sulandra, I Made
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Students' Conjectures on Open Classical Analogy Problem: Expanding or Narrowing?. Objectives: This study aims to describe students' mathematical conjecture in the context of open classical analogy problem. Methods: This descriptive research describes students' conjectural profiles using open classical analogies. Data were collected from the responses of 68 students. Data analyzed using constructor example, process, and quality of the conjecture. Findings: Results show that the example of constructing the conjecture has not paid attention to all possible cases, while the process of the conjecture used by students was from simple to more expanding or narrowing. Some of the proposed conjecture quality does not include the necessary constraints, and some include unnecessary limitations. Students can add to statements that sharpen the conjecture proposed previously. Conclusion: The results of this study indicate that in the construction of conjectures in the context of an open classical analogy, students involve their critical thinking skills. Keywords: conjecture, example, open classical analogy, process, quality of conjecture.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202419
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

Abstract

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.
Komunikasi Matematis Tulis Siswa SMP pada Materi Aljabar Ditinjau dari Kemampuan Matematika Santoso, Wahyu; Purwanto, Purwanto; Subanji, Subanji
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 1: Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 1 Tahun 2023
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v7i1.1977

Abstract

This study aims to describe the written mathematical communication of class IX-F students of SMPN 2 Sumberpucung in solving algebraic problems in terms of mathematical ability. This study uses a qualitative method with a descriptive research type. There were 6 subjects in this study who were selected based on the test scores at the end of the odd semester in mathematics and taking into account the teacher's suggestions representing each category of high, medium, and low mathematical ability. Based on the research, it was found that the students with high mathematical abilities could understand the problems given, could state the information provided and the questions asked, could make a settlement plan, could solve the problems given according to the completion steps used with the correct results, could write conclusions of the solutions obtained. Students with mathematical abilities currently know the information contained in the problem but are unable to understand the given problem, can mention the information provided and the questions asked, can make a settlement plan, can solve the problem according to the completion steps used with poor results correctly, can write conclusions from the solutions obtained. Students with low mathematical abilities cannot understand the problem given, can mention the information provided and the questions asked, cannot make a settlement plan, cannot solve the problem given according to the completion steps used with incorrect results, and cannot write down conclusions from the solutions obtained.
Pemosisian Siswa dalam Praktik Diskusi Kelompok pada Pembelajaran Matematika Alhikma, Nur Alaviyah; Subanji, Subanji; Muksar, Makbul
BRILIANT: Jurnal Riset dan Konseptual Vol 10 No 4 (2025): Volume 10 Nomor 4, November 2025
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v10i4.1985

Abstract

This study aims to describe student positioning in mathematics group discussion practices. This research method is descriptive qualitative. The research subjects were 8 junior high school students who were divided into 2 groups. The researcher conducted the research for 3 meetings. Each meeting students were given questions about tubes and cones. Data collection was carried out by means of observation, documentation, and interviews regarding student interactions, conversations, and discussion activities. Data analysis was carried out by coding student conversations through negotiation and positioning systems. The results of the study stated that positioning is dynamic and changing, each student has a tendency in one of the positioning, and motivation is one of the characteristics of students who are positioned as facilitators.  Knowing the positioning of each student is used as a reference for teachers to understand student characteristics, the right learning style for students, how to communicate with students, and give objective grades to students.
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 Sa’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