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Subanji Subanji

Universitas Negeri Malang

Author-ID : 2388527

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry 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

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Responding Component in Teacher Noticing and Self-Efficacy of Pre-Service Mathematics Teacher’s Practice Selfia Putri; Puguh Darmawan; Subanji Subanji
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): March - August 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v11i1.6123

This study investigates how the responding component of teacher noticing and self-efficacy is enacted in the teaching practices of a pre-service mathematics teacher. Using a descriptive qualitative approach with an intrinsic case study design, data were collected through video analysis of teaching practices by pre-service teachers, semi-structured interviews, and teaching documents. Data were analyzed using the interactive model of Miles and Huberman. The results of the analysis show that the responding aspect in teacher noticing is consistently related to the teacher’s self-efficacy dimension. However, the responding is still at the procedural response level and does not reach the student’s thinking analysis that could encourage conceptual understanding abilities. Self-efficacy is relatively strong in student engagement but less evident in instructional strategies and classroom management. These findings provide an integrated understanding of how learning actions emerge from the interplay between teachers’ responding and their self-efficacy, supporting more responsive and student-oriented mathematics learning.

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

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

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.

An Analysis of Grade XI Students’ Errors in Solving Statistical Problems Based on Newman Error Analysis (NEA) Theory Atiqa Firdaus; Subanji Subanji; Mochammad Hafiizh
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.5845

This study aims to analyze the mistakes of grade XI students in solving statistical problems based on the Newman Error Analysis (NEA) stages. The research method used is qualitative descriptive with the research subjects of 30 high school students in Praya for the 2025/2026 school year. Data were collected through descriptive tests, interviews, and documentation, then analyzed using the Miles and Huberman model through the stages of reduction, presentation and drawing of conclusions. The results showed that students still made mistakes at almost all stages of Newman, including: reading errors (0.64%), comprehension errors (22.29%), transformation errors (26.75%), process skills errors (23.56%), and encoding errors (26.75%). The most mistakes occur in the transformation and writing stages, while the least mistakes occur in the reading stage. Factors that cause student errors include lack of understanding of concepts, mistakes in choosing formulas, inaccuracy in calculations, and the habit of not writing conclusions. The results of this study are expected to be a guideline for teachers in developing more efficient learning strategies to reduce student errors in statistical materials.

Students’ Creative Thinking in Solving Open-Ended Problems in Geometry Transformation Material Stefani Putri Andrianti; Subanji Subanji; Desi Rahmadani
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6284

This study aims to describe students’ creative thinking abilities in solving open-ended problems in geometry transformation material. The problem used in this study was designed as a multiple solution task (MST) because it provides students with opportunities to generate more than one strategy or solution. This study employed a descriptive qualitative approach involving 27 students of Class XII-B at a Catholic senior high school in Surabaya. Data were collected through a written test and interviews and were then analyzed based on the indicators of fluency, flexibility, and novelty. The findings show that students were classified into three creativity groups. S1 represented the high-creativity group and demonstrated novelty through a non-routine strategy and by rechecking the solution. S2 represented the moderate-creativity group and demonstrated fluency and flexibility by producing more than one form of solution and using several methods, although the variation remained limited. S3 represented the low-creativity group and did not yet demonstrate fluency or flexibility because the student used only one method and produced a single answer. These findings indicate that open-ended problems in the form of MST can reveal differences in students’ creative thinking abilities in geometry transformation material. Keywords: creative thinking; open-ended; transformation geometry

Conceptual and Procedural Knowledge of Fractions Among Junior High School Students as Viewed through Cognitive Style Yunda Devana Tiningsih; Subanji Subanji; Imam Rofiki; Siti Salina Mustakim
Juring (Journal for Research in Mathematics Learning) Vol 9, No 1 (2026)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v9i1.37508

This study to describe the conceptual and procedural knowledge of junior high school students on fraction based on reflective and impulsive cognitive styles. This type of research is a descriptive with a qualitative approach. The research subjects were carried out by giving the MFFT Test to 68 prospective subjects, obtained 24 students with reflective cognitive style and 22 students with impulsive cognitive style. Furthermore, two subjects were selected from each category. Qualitative data collection regarding the conceptual and procedural knowledge aspects possessed by the subjects was carried out by providing fraction material test questions and interviews based on assignments. Data analysis uses data collection, data condensation, data presentation, and drawing conclusions/verification. The results showed that subjects with reflective cognitive style understanding of the five aspects of conceptual knowledge related to fractions, fractions as part whole, measurement, quotient, operator, and ratio. In the procedural knowledge, subjects with reflective cognitive style can use all four aspects in carrying out procedures related to fractions, verbalization procedures, applications fraction conversion, applications fraction operations and applications fraction simplification. While subjects with impulsive cognitive style tend not to understand conceptual and procedural knowledge of all aspects.

Narrating Pedagogical Identity: Mathematics Lecturer Generation Z in the Digital Teaching Era Nourma Pramestie Wulandari; Isfina Adiyah; Subanji Subanji; Swasono Rahardjo
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.12464

This study explores the pedagogical identity becoming of Generation Z mathematics lecturers within digital learning contexts. Using a qualitative narrative inquiry design, the study involved two Gen Z mathematics lecturers from Indonesian universities. Data were collected through in-depth interviews and analyzed through narrative storytelling and interpretive thematic analysis. The findings reveal that pedagogical identity develops through a dynamic, non-linear process of becoming shaped by reflection, adaptation, and the negotiation of pedagogical experiences. Technology functions not merely as an instructional tool but as a pedagogical space that shapes teaching practices, relational interactions, and professional meaning-making. The lecturers continuously negotiate closeness, authority, and emotional relationships within digitally mediated classrooms. The study proposes a conceptual model that shows how pedagogical identity emerges from the interconnected experiences of personal history, pedagogical practice, socio-emotional relations, and digital pedagogical spaces.

Analysis of the Ability of Number Sense of Elementary School Grade V Students In Understanding The Concept of Fractional Numbers I Gusti Agung Shomia Anjali; Subanji Subanji; Intan Sari Rufiana
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

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.

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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