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Subanji Subanji

Universitas Negeri Malang

Author-ID : 2388527

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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

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

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.

PROSES KONEKSI MATEMATIKA SISWA SMK PGRI 7 MALANG DALAM MENYELESAIKAN MASALAH BERDASARKAN PEMAHAMAN SKEMP HAMDANI, DENI; SUBANJI, SUBANJI; IRAWATI, SANTI
Media Pendidikan Matematika Vol. 1 No. 2 (2013)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v1i2.1887

Penelitian ini mengkaji proses koneksi matematika siswa dalam menyelesaikan masalah berdasarkan pemahaman Skemp, yakni pemahaman relasional dan pemahaman intrumental. Proses koneksi matematika yang terjadi dikaji dengan cara memberikan Lembar Tugas Individu (LTI) dan wawancara sesuai dengan tahapan Polya. Pengambilan data penelitian menggunakan metode Think-Out-Loud (TOL). Hasil penelitian menunjukkan bahwa pada LTI nomor 1, semua subjek kelompok berkategori pemahaman relasional, dan pada LTI nomor 2, subjek kelompok 1 memiliki pemahaman relasional, sedangkan subjek kelompok 2 memiliki pemahaman instrumental. Proses koneksi matematika subjek dengan pemahaman relasional dapat mengontruksi hubungan antar konsep matematika, baik antar materi matematika, dan di dalam materi matematika, sedangkan proses koneksi matematika subjek dengan pemahaman instrumental dapat mengontruksi hubungan antar konsep matematika, baik antar materi matematika, dan di dalam materi matematika setelah diberikan stimulus ide penyelesaian.

PROSES KONEKSI MATEMATIKA SISWA SMK PGRI 7 MALANG DALAM MENYELESAIKAN MASALAH BERDASARKAN PEMAHAMAN SKEMP Hamdani, Deni; Subanji, Subanji; Irawati, Santi
Media Pendidikan Matematika Vol. 1 No. 2 (2013)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v1i2.1901

Penelitian ini mengkaji proses koneksi matematika siswa dalam menyelesaikan masalah berdasarkan pemahaman Skemp, yakni pemahaman relasional dan pemahaman intrumental. Proses koneksi matematika yang terjadi dikaji dengan cara memberikan Lembar Tugas Individu (LTI) dan wawancara sesuai dengan tahapan Polya. Pengambilan data penelitian menggunakan metode Think-Out-Loud(TOL). Hasil penelitian menunjukkan bahwa pada LTInomor 1, semua subjek kelompok berkategori pemahaman relasional, dan pada LTI nomor 2, subjek kelompok 1 memiliki pemahaman relasional, sedangkan subjek kelompok 2 memiliki pemahaman instrumental. Proses koneksi matematika subjek denganpemahaman relasional dapat mengontruksi hubungan antar konsep matematika, baik antar materi matematika, dan di dalam materi matematika, sedangkan proses koneksi matematika subjek dengan pemahaman instrumental dapatmengontruksi hubungan antar konsep matematika, baik antar materi matematika, dan di dalam materi matematika setelah diberikan stimulus ide penyelesaian.

PENGARUH SELF-EFFICACY, GROWTH MINDSET, DAN GRIT TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN MATEMATIKA Rohim, Abdur; ‘Adna, Syita Fatih; Feriyanto, Feriyanto; Subanji, Subanji; Sudirman, Sudirman
INSPIRAMATIKA Vol 11 No 2 (2025): Inspiramatika: Jurnal Inovasi Pendidikan dan Pembelajaran Matematika, July-Decem
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/inspiramatika.v11i1.9722

This study aims to assess the influence of academic self-belief (self-efficacy) and personal perseverance (grit) in relation to students' understanding of mathematics. A quantitative approach was employed using a correlational design. The participants consisted of 29 university students selected through a cluster random sampling technique. Data were collected using a Likert-scale questionnaire. The analysis included descriptive statistics, classical assumption tests (normality, multicollinearity, autocorrelation, and heteroscedasticity), and hypothesis testing through multiple linear regression analysis. The findings revealed that both self-efficacy and grit had a statistically significant and positive impact on learning outcomes (p < 0.05), whereas growth mindset did not show a meaningful influence (p > 0.05). All three psychological factors contributed significantly to students’ critical thinking skills, with a coefficient of determination (R²) of 0.909, indicating that 90.9% of the variance in critical thinking ability could be explained by the model. Therefore, it can be concluded that students’ critical thinking performance in mathematics is substantially shaped by psychological traits such as self-efficacy and grit.

Students’ Responses Leveling in Solving Mathematical Problem Based on SOLO Taxonomy Viewed from Multiple Intelligences Amalia Silwana; Subanji; Muhamatsakree Manyunu; Arifah Adlina Rashahan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v3i1.10528

This research aimed to determine the level of student response with logical-mathematical, verbal-linguistic, and visual-spatial intelligence tendency in solving mathematical problems of linear programming material based on SOLO taxonomy. The level of students’ responses as the output in this research is expected to be used as a reference by mathematics teachers to determine the appropriate learning methods and strategies in accordance with the tendency of students' multiple intelligence types. It can be useful in realizing the effectiveness of mathematics learning about what needs to improved and emphasized in learning so that all students can achieve optimal responses in solving mathematical problem and can develop their multiple intelligences. This research is descriptive qualitative research with six students in the 11thGrade of SMAN 1 Gondanglegi as research subjects: two students with logical-mathematical intelligence tendency, two students with verbal-linguistic intelligence tendency, and two students with visual-spatial intelligence tendency. Data collection was done by providing multiple intelligence classification tests, linear programming problem tests, and interviews. The result of the research showed the students’ response level in solving the mathematical problem of linear programming material based on SOLO taxonomy is that students with logical-mathematical intelligence tendency reached extended abstract response level, students with verbal-linguistic intelligence tendency reached multistructural response level, and students with visual-spatial intelligence tendency reached multistructural and relational response level.

ANALISIS KESALAHAN MAHASISWA PGSD DALAM MEMECAHKAN MASALAH GEOMETRI DITINJAU DARI PRIOR KNOWLEDGE Subanji Subanji; Elli Kusumawati; Indah Setyo Wardhani
EDU-MAT: Jurnal Pendidikan Matematika Vol 11, No 2 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v11i2.17141

Penelitian ini mengkaji kesalahan mahasiswa dalam memecahkan masalah geometri melalui penelusuran prior knowledge. Penelitian ini merupakan penelitian studi kasus tipe instrumental melibatkan 185 mahasiswa PGSD Universitas Trunojoyo Madura. Subjek menyelesaikan instrumen pelacak prior knowledge dan dilanjutkan pemecahan masalah. Hasil penelitian menunjukkan bahwa 71 (38,37%) gagal menyelesaikan masalah segitiga dan 124 (67,02%) subjek gagal menyelesaikan masalah jajar genjang. Kesalahan menyelesaikan masalah tersebut dikarenakan kesalahan memahami prior knowledge. Kesalahan pemecahan masalah dapat dikelompokkan menjadi empat bentuk yaitu: (1) kesalahan representasi; (2) kesalahan menggambar garis tinggi, (3) kesalahan dalam menggunakan teorema phytagoras, dan (4) kesalahan memahami konteks berbeda. Sebaran kesalahan prior knowledge: 87,75% kesalahan memahami aksioma, definisi dan representasi dalam geometri sebesar; dan 26,49% kesalahan representasi gambar. Kata kunci: Prior Knowladge, Pemecahan Masalah, Geometri Abstract: This study examines students' mistakes in solving geometric problems through searching prior knowledge. This research is an instrumental type case study involving 185 PGSD students at Trunojoyo University, Madura. The subject completed the prior knowledge tracking instrument and continued problem solving. The results showed that 71 (38.37%) failed to solve the triangle problem and 124 (67.02%) subjects failed to solve the parallelogram problem. Errors in solving these problems are due to errors in understanding prior knowledge. Problem solving errors can be grouped into four forms, namely: (1) misrepresentation; (2) mistakes in drawing heights, (3) mistakes in using the Pythagorean theorem, and (4) mistakes in understanding different contexts. Prior knowledge error distribution: 87.75% error in understanding the axioms, definitions and representations in geometry by; and 26.49% image representation error. Keywords: Prior Knowladge, Problem Solving, Geometry.

PEDAGOGICAL CONTENT KNOWLEDGE (PCK) CALON GURU MATEMATIKA SEKOLAH DASAR : ANALISIS BERDASARKAN VIGNETTE Annisa Andika Karisa; Subanji Subanji; Susiswo Susiswo
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 2 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i2.22320

Penelitian ini bertujuan untuk mengetahui Pedagogical Content Knowledge (PCK) yang dimiliki oleh calon guru matematika sekolah dasar berdasarkan dari instrumen Vignette. Vignettemerupakan instrumen berbentuk skenario, yang berisikan miskonsepsi dan kebingungan siswa. Metode yang dilakukan dalam penelitian ini adalah kuliatatif deskriptif. Subjek penelitian adalah calon guru (pre-service teacher) yang merupakan mahasiswa PGSD semester akhir. Pemilihan subjek dilakukan dengan menggunakan teknik purposive sampling. Komponen yang terdapat pada penelitian ini ada tiga, yaitu pengetahuan tentang siswa, pengetahuan mengajar, dan pengetahuan konten. Hasil penelitian ini menunjukkan bahwa tingkat PCK (Pedagogical Content Knowledge) secara signifikan memengaruhi kemampuan subjek dalam mengatasi miskonsepsi siswa. Subjek dengan PCK tinggi mampu menguasai ketiga komponen PCK dengan sangat baik, subjek dengan jelas mengidentifikasi miskonsepsi siswa, dan memberikan solusi yang tepat untuk memperbaikinya. Sebaliknya, subjek dengan PCK sedang menunjukkan ketidakseimbangan antara kemampuan konten dan pedagogik; meskipun mereka mampu memberikan solusi untuk menghadapi miskonsepsi siswa, sesekali mereka mengalami miskonsepsi serupa karena ketidaktelitian. Sementara itu, subjek dengan PCK rendah tidak mampu meluruskan miskonsepsi siswa, bahkan cenderung mengalami miskonsepsi yang sama dengan siswa. Penelitian ini berkontribusi dalam pemahaman PCK calon guru matematika sekolah dasar melalui instrumen Vignette, memberikan wawasan mendalam tentang bagaimana berbagai tingkat PCK memengaruhi kemampuan mereka dalam mengatasi miskonsepsi siswa. Hasilnya dapat menjadi dasar bagi pengembangan program pendidikan guru yang lebih efektif, khususnya dalam peningkatan kemampuan pedagogik dan konten untuk mempersiapkan calon guru menghadapi tantangan di kelas. Kata Kunci: Pedagogical Konten Knowledge, Vignette, Calon Guru Matematika Abstract: This study aims to determine the Pedagogical Content Knowledge (PCK) possessed by pre-service mathematics teacher primary school based on the vignette instrument. Vignette is an instrument in the form of a scenario, which contains students' misconceptions and confusion. The method used in this research is descriptive qualitative. The subject of the research is a pre-service teacher who is a final semester PGSD student. Subject selection was done by using purposive sampling technique. There are three components in this study, namely knowledge of students, knowledge of teaching, and knowledge of content. Findings indicate that the level of PCK significantly influences subjects' ability to address student misconceptions. Subjects with high PCK demonstrated excellent mastery of all three PCK components, accurately identifying student misconceptions and providing appropriate solutions for their remediation. Conversely, subjects with moderate PCK exhibited an imbalance between their content and pedagogical knowledge; while capable of offering solutions to student misconceptions, they occasionally experienced similar misconceptions due to oversight. Meanwhile, subjects with low PCK were unable to rectify student misconceptions and often shared the same misconceptions as their students. This research contributes to a deeper understanding of PCK among prospective elementary mathematics teachers through the innovative use of vignettes, offering profound insights into how varying PCK levels impact their effectiveness in addressing student learning difficulties. The findings can serve as a foundation for developing more effective teacher education programs, particularly in enhancing pedagogical and content capabilities to better prepare future educators for classroom challenges. Keywords: Pedagogical Konten Knowledge, Vignette, Pre-Service Mathematics Teacher

Analysis of metacognitive characteristics in group discussion on grade 5 fraction materials Dyah Triwahyuningtyas; Cholis Saâ€™dijah; Makbul Muksar; 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.

Students’ Analogical Reasoning Errors in Solving Mathematical Analogy Problems: Differences in Abstract Sequential Thinking Styles Khair Muhammad Sa'duddien; Subanji; Muksar Makbul
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6986

Students’ ability to construct analogical thinking is an important skill in solving mathematical problems, as it allows them map knowledge from familiar mathematical concepts to new mathematical concepts. Unfortunately, many students make errors in constructing analogies, especially when faced with abstract and complex problems. Individuals with an abstract sequential thinking style, known for their ability to analyze ideas and describe logical sequences are interesting subjects for research on how they solve mathematical analogy problems and what types of analogical reasoning errors emerge during the process. Therefore, this study aims to identify and analyze analogical reasoning errors made by students with an abstract sequential thinking style when solving mathematical analogy problems. This descriptive qualitative research was analyzed using the Miles and Huberman model. The research subjects were Grade 10 senior high school students. Based on the thinking style questionnaire, 31 students with an abstract sequential thinking style were identified from 183 subjects, from which two students were selected as samples. Based on the analysis of the two research subjects, it was found that students with an abstract sequential thinking style experienced analogical reasoning errors at the Applying stage, in the form of errors in the use and construction of concepts. Both subjects also completed the inferring stage before returning to the encoding stage of the target problem.

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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