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Cholis Sa’dijah

Universitas Negeri Malang

Author-ID : 2388532

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Studi Komparasi Keterampilan Komunikasi Matematis Siswa Dengan Pembelajaran Kooperatif 5E Dan STAD Ardina, Fimmatur Rizka; Purwanto, P; Sa'dijah, Cholis
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2016: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

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Jenis penelitian yang digunakan dalam artikel ini adalah penelitian kajian teori. Tujuan penelitian ini adalah untuk membandingkan kemampuan model pembelajaran kooperatif tipe 5E dan STAD dalam meningkatkan keterampilan komunikasi matematis siswa. Komunikasi matematis ini difokuskan pada komunikasi matematis lisan dan tulisan. Adapun indikator kemampuan komunikasi lisan dan tulisan yang diturunkan dari NCTM (2000) adalah sebagai berikut. Indikator kemampuan komunikasi matematika tulis yaitu: (1) menyatakan benda nyata, gambar, dan diagram ke dalam ide matematika, (2) menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika Sedangkan indikator kemampuan komunikasi lisan, yaitu: (1) menjelaskan ide matematis secara koheren dan jelas kepada teman, guru dan orang lain, dan (2) menganalisis dan menilai pemikiran dan strategi matematis orang lain. Proses membandingkan dalam penelitian ini akan didasarkan pada penelitian-penelitian terdahulu dan juga berdasarkan teori-teori tentang pembelajaran kooperatif tipe 5E dan STAD. Hasil dari penelitian kajian teori ini adalah model pembelajaran kooperatif tipe 5E lebih dapat meningkatkan keterampilan komunikasi matematis tulis siswa dibanding STAD.

Analisis Kemampuan Berpikir Kritis Siswa Kelas IX-D SMPN 17 Malang Fithriyah, Inayatul; Sa'dijah, Cholis; Sisworo, S
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2016: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

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Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa kelas IX-DSMPN 17 Malang. Subjek dalam penelitian ini adalah 26 siswa kelas IX-D SMPN 17 Malangpada semester ganjil tahun pelajaran 2014/2015. Data yang dikumpulkan berupa hasil teskemampuan berpikir kritis siswa dan wawancara secara tidak terstuktur. Tes untuk mengukurkemampuan berpikir kritis siswa terdiri dari 3 soal uraian materi segitiga dan segiempat. Hasiltes dianalisis sesuai dengan indikator kemampuan berpikir kritis yang digunakan pada penelitianini yaitu interpretation, analysis, evaluasi, inference, explanation, serta self regulation. Hasilanalisis data menunjukkan bahwa kemampuan berpikir kritis siswa tergolong rendah. Hal tersebutdisebabkan karena siswa kurang dapat memahami masalah dengan baik. Selain itu, setelahdilakukan wawancara siswa mengutarakan bahwa mereka lupa dengan materi segitiga dansegiempat yang mereka dapatkan ketika duduk di kelas VII. Hasil penelitian ini dapat memberikaninformasi kepada guru mengenai kemampuan berpikir kritis siswa sehingga guru diharapkanmampu merancang kegiatan pembelajaran yang dapat meningkatkan kemampuan berpikir kritissiswa.

Analysis of junior high school students' critical thinking skills in solving HOTS questions viewed from learning style Dewi, Aulia Rahma; Sa'dijah, Cholis; Rofiki, Imam; Mustakim, Siti Salina
Jurnal Kajian Pembelajaran Matematika Vol 8, No 2 (2024): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v8i22024p85-105

Currently junior high school students' critical thinking abilities are relatively low. One way to optimize students' critical thinking skills is through HOTS (High Order Thinking Skills) questions. Students' critical thinking abilities in solving HOTS questions vary due to differences in learning styles. This research analyzes junior high school students' critical thinking abilities in solving HOTS questions regarding learning style. The research method used is descriptive qualitative. Data collection techniques were carried out by distributing questionnaires, tests, and interviews. The interactive analysis model uses data collection, reduction, display, and conclusion drawing/verification. The research results show that students with a visual learning style tend to write answers completely and systematically, can identify problems in a structured manner, and have high accuracy, so they often recheck students' answers. Students with an auditory learning style have difficulty writing complete and structured answers but have good storytelling skills and often explain answers verbally even though they do not write them in detail. Kinesthetic students tend to write answers in sketch form, only recording a few steps and do not double-check answers because they cannot sit still for too long

Keterampilan Berpikir Kritis dan Kreatif Calon Guru dalam Menerapkan Pembelajaran Matematika yang Terintegrasi TPACK Berbasis Proyek Rahma, Fatikh Inayahtur; Sa'dijah, Cholis; Rufiana, Intan Sari; Anwar, Lathiful; Ainun Naziya Rohmah; Wahyu Nurlaili; Nur Inayah Ahlan; Imelda Dastania Pradani
Pi: Mathematics Education Journal Vol. 8 No. 1 (2025): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v8i1.10769

Tujuan penelitian ini adalah menganalisis keterampilan berpikir kritis dan kreatif calon guru dalam pembelajaran matematika yang terintegrasi dengan Technological Pedagogical and Content Knowledge (TPACK). Metode penelitian ini adalah kualitatif dengan pendekatan studi kasus. Subjek penelitian adalah mahasiswa calon guru matematika peserta PPG matematika 2024. Data dikumpulkan melalui dokumen modul ajar yang dikembangkan calon guru dan observasi pelaksanaan pembelajaran di kampus, serta observasi praktik pelaksanaan pembelajaran sewaktu peer teaching di kampus maupun di sekolah. Hasil penelitian berpikir kreatif adalah (1) Fluency, kelancaran dalam menghasilkan berbagai ide dan solusi saat mengatasi masalah matematika, terutama dengan pemanfaatan teknologi; (2) Fleksibilitas, calon guru menjadi lebih fleksibel dalam mengubah metode atau alat teknologi yang mereka gunakan untuk menjelaskan konsep matematika dengan cara yang lebih kreatif; (3) Orisinalitas, integrasi teknologi memberi peluang bagi calon guru untuk menemukan pendekatan unik dan berbeda dalam penyampaian materi. Sedangkan untuk berpikir kritis adalah (1) Fokus, calon guru dilatih untuk fokus pada pembelajaran dan penggunaan teknologi yang relevan untuk membantu siswa memahami materi, (2) Reason, calon guru menentukan ide dan alasan yang mendasari permasalahan yang terkait materi pembelajaran,(3) Interface, proses untuk memutuskan apakah ide dan alasan yang dikembangkan cukup kuat dan logis, (3) Situation, calon guru menganalisis situasi dan memahami aturan yang berlaku selama proses pembelajaran, (4) Clarity, Menjelaskan isu, masalah, dan perintah proyek secara jelas. (5) Overview, Proses pengecekan ulang hasil proyek yang telah dibuat untuk memastikan semua elemen berpikir kritis sudah sesuai.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v8i1.10769

Empowering students’ numeracy skills: Mathematics teachers’ perceptions regarding the effectiveness and challenges of Indonesian national curriculum and the programs – A mixed method study Hidayah, Irma Rachmah; Sa'dijah, Cholis; Anwar, Lathiful; Yerizon, Yerizon; Arnawa, I Made
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p163-188

As the Indonesian National Curriculum (INC), the Merdeka curriculum was implemented in response to students' difficulties in comprehending and utilizing basic mathematics, contributing to low numeracy skills. This study investigated mathematics teachers' perceptions in Indonesia concerning the effectiveness of INC and the supporting programs, such as the National Assessment (NA) and Pancasila Student Profile (PSP), in improving students' numeracy skills. It also aimed to identify mathematics teachers' challenges in integrating numeracy skills into the curriculum and these programs. A mixed-method study with a sequential explanatory design was used to achieve this objective. The data collection was carried out through quantitative and qualitative approaches. Closed questionnaires were explicitly used for quantitative data, while open questionnaires and interviews were used for qualitative data. Inferential statistics were used to analyze the quantitative data and a thematic analysis for qualitative data. The quantitative results showed that most teachers positively perceived the effectiveness of INC and the programs in empowering students' numeracy skills. The implementation of INC and PSP significantly influenced the empowerment of numeracy skills. The qualitative analysis provided an in-depth exploration of teachers' perceptions and the challenges faced in promoting numeracy skills in implementing INC and the programs.

Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning Mandala, Arif Sapta; Anwar, Lathiful; Sa'dijah, Cholis; Zulnaidi, Hutkemri
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduct research and development (R&D). The participants included six expert validators, two mathematics teachers, and eighteen eighth graders. In addition, the expert validators validated GEMBI AR in terms of quality. The result showed that GEMBI AR was valid as a geometry learning tool. According to the feedback of teachers and students, GEMBI AR was practical for educational purposes since the application positively impacted spatial reasoning. Students' spatial reasoning skills were also enhanced to compare the differences in the pre-test and post-test using Wilcoxon (Z = –3.578, p = 0.000 < 0.05). Meanwhile, the N-Gain score of 0.576, showing moderate improvement, reflected gains in spatial perception, mental rotation, and visualization. These findings suggest that GEMBI AR is a functional and valid educational resource useful for helping students develop geometric spatial reasoning. Thus, geometry learning supported by GEMBI AR has the potential to enhance spatial reasoning in secondary school.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Penerapan Model Discovery Learning Berbantuan Video Pembelajaran untuk Meningkatkan Hasil Belajar Matematika Damayanti, Eka; Susiswo, Susiswo; Sa’dijah, Cholis
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 7 No 1 (2022): March - August 2022
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v7i1.2595

Penelitian ini bertujuan untuk menggambarkan penerapan discovery learning berbantuan video pembelajaran yang dapat meningkatkan hasil belajar matematika. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang diselesaikan dalam dua siklus dengan tahapan persiapan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah 32 siswa kelas X MM SMK Negeri Puspo. Hasil penelitian menunjukkan bahwa discovery learning berbantuan video pembelajaran yang dapat meningkatkan hasil belajar peserta didik meliputi pemberian stimulus, identifikasi masalah, pengumpulan data, pengolahan data, pembuktian (verifikasi), dan penarikan kesimpulan. Dari penerapan discovery learning berbantuan video pembelajaran diperoleh peningkatan hasil belajar dari siklus I ke siklus II dengan rata-rata hasil belajar dari 73,28 ke 80,16 dan ketuntasan belajar dari 62,5 % ke 87,5%.

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.

Co-Authors Abdul Halim Abdullah Abdul Haris Rosyidi Abdul Jamil Abdul Jamil Abdullah, Abdul Halim Abdur Rahman As’ari Abdur Rohim, Abdur Agus Hidayat Agus Setiawan Agus Setiawan Ahmad Farid Haebah Ahyansyah, Ahyansyah Ainun Naziya Rohmah Akhmad Riandy Agusta Akmalia, Yuyun ALFARIS, RENALDY Alfiani Athma Putri Rosyadi Alifiana Mareta Anggara Dwinata Anita Dewi Utami Aprilia Dwi Mayangsari Aribowo, Bayu Exsanty Arif Yunet Priyo Tatagno Arik Murwanto Ariyadi Wijaya Arnellis, Arnellis Asih Kurnia Asih Aulia Al Tsani Izzati Aynin Mashfufah Azizah Nur Laily Rahmawati Bagus Cahyanto Chusnul Ma'rifah Chusnul Ma'rifah Dedi Kuswandi Deni Hamdani Desyandri Desyandri Dewi Astutik Dewi Astutik Dewi, Aulia Rahma Dian Wardhani Dyah Triwahyuningtyas Dyah Triwahyuningtyas Dyaswardani, Hapsari Eddy Sutadji Edy Bambang Irawan Eka Damayanti Eka Damayanti Eko Waluyo Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Erry Hidayanto Ery Tri Djatmika RWW Ety Tejo Dwi Cahyowati Fatikh Inayahtur Rahma Fimmatur Rizka Ardina Fimmatur Rizka Ardina, Fimmatur Rizka Firdaus Dyah Utami Firdha Mahrifatul Zana Firdha Mahrifatul Zana Firman Tsabbit Abqari Fithriyah, Inayatul Fitri Kumalasari Flavia Aurelia Hidajat, Flavia Aurelia Galuh Putri, Yuniar Heksaria Hajjah Rafiah Hajjah Rafiah Handayani, Ucik Fitri Hanurawan, Fattah Heni Pujiastuti Henry Praherdhiono Herawati Susilo Heri Purnomo Heri Setiawan Heri Susanto Herti Prastitasari Hery Susanto Hery Susanto Hidayah, Irma Rachmah Himmatul Ulya Huljannah, Miftha Husniyah, Hana Kholifatul I Ketut Suada I Made Arnawa I Made Sulandra I Nengah Parta I Nyoman Sudana Degeng I Wayan Dasna Ika Ratih Sulistiani Imam Rofiki Imelda Dastania Pradani Imro'atul Mubarokah Imro'atul Mubarokah Indriati Nurul Hidayah Intan Sari Rufiana Istiqomah, Roshydatul Itsnaniya Fatwa Nurani Khafidhoh Nurul Aini Khalimatus Syuhriyah Khusnil Khatimah Khusnul Khotimah Kristayulita Kristayulita Kumala, Shifni Afida Kusumaningtyas, Nopem Labuem, Susana Lathiful Anwar Latifah, Eka Ratna Anjanuarti Laurentcia Noviafta Widya Lenita Puspitasari Luluk Faridatuz Zuhroh Luluk Wahyu Nengsih M. Misbachul Huda Maimunah Maimunah Maimunah Makbul Muksar Mandala, Arif Sapta Martini Dwi Purnama Maulidiyah Tutut Nurjanah Mega Fatimah Rosana Mei Dwi Jayanti Miftha Huljannah Mila Sekar Ayu Mohamad Aminudin Mohammad Akbar Mubarokah, Imro'atul Muhammad Ainur Rizqi Muhammad Kharis Muhammad Noor Kholid Muhana Gipayana Muhana Gipayana Muhana Gipayana Mujiyem Sapti Mujiyem Sapti Mukhlis Mukhlis Mulia, Abigail Christina Murpratiwi, Gendis Murwanto, Arik Nafi Isbadrianingtyas Nazila Naf’atu Fina Nita Retno Wahyuningati Novi Rahmadhani Putri Novitasari, Herawati Nugraheni, Dinda Dwi Nur Inayah Ahlan Nur Kharisma Widya Agustin Nur Roudlotul Jannah Nurrahmawati Nurrahmawati Nurrahmawati Nurul Audhifa Utami Oktaviana, Lucky Tri P Purwanto Permadi, Hendro Pity Asriani Pratiwi, Nike Punaji Setyosari Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwosetiyono, Fransiskus Xaverius Didik Puspitasari, Septi Putri, Novi Rahmadani Qohar, Abd. Radeni Sukma Indra Dewi Rahmawati, Azizah Nur Laily Ramdhan Fazrianto Suwarman Ratna Ekawati Ratri Rahayu Renika Arisinta Resyarusyda Parandrengi Ria Norfika Yuliandari Rini Nurhakiki Risa Utaminingsih Rizka Riana Rizka Zulvana Wardhani Rizky Nova Damayanti Rizqi, Muhammad Ainur Rustanto Rahardi Sa'dun Akbar Saad, Muhamad Ikhwan Mat Saiful Anwar Saputri, Risma Rintias Sari, Feti Eka Ratna Sari, Marinda Rosita Satrio Agung Prabowo Sepharyanto Sepharyanto Sisworo Sisworo, S Siti Chusnia Siti Lailiyah Siti Salina Mustakim Slamet Arifin Slamet Arifin Sri Rahayuningsih Sri Subarinah Styo Mahendra Wasita Aji Subanji Subanji Subanji Suci Zuhriati Sudirman Sudirman Sudirman Sudirman Sudirman Suherman, Suherman Sukoriyanto Sumarmi Susiswo Suwanti, Vivi Suwito, Ruth Widyati Swasono Rahardjo Syadidah, Pratama Fitri Syaiful Hadi Syamsul Hadi Syifa’ul Amamah Tatik Retno Murniasih Titik Harsiati Tjang Daniel Chandra Tomi Listiawan Toto Nusantara Vinarahmah, Aula Rizqi Vita Kusumasari Wahyu Nurlaili Wasilatul Murtafiah Widi Ardianto Widya, Laurentcia Noviafta Wikan Budi Utami Yerizon Yerizon Yudhi Hanggara Zana, Firdha Mahrifatul Zukhrufurrohmah, Zukhrufurrohmah Zulnaidi, Hutkemri

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