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Kemampuan Guru-guru Matematika SMP Kabupaten Ponorogo dalam mengembangkan soal Berpikir Tingkat Tinggi Endah Budi Rahaju; Dini Kinati Fardah; Pradyo Wijayanti; Ismail Ismail
Jurnal Pendidikan Matematika Raflesia Vol 5, No 1 (2020)
Publisher : Universitas Bengkulu

NUMBER SENSE SISWA PADA MATERI EKSPONEN DITINJAU DARI GAYA KOGNITIF REFLEKTIF-IMPULSIF Firdausin Nuzula; Endah Budi Rahaju
MATHEdunesa Vol 10 No 1 (2021): Jurnal Mathedunesa Volume 10 Nomor 1 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

Number sense berperan penting dalam kehidupan sehari-hari yang dapat diperoleh dari pengalaman belajar sejak usia dini. Number sense merupakan kemampuan seseorang dalam memahami bilangan dan operasinya serta menggunakannya untuk menyelesaikan masalah secara fleksibel. Setiap individu memiliki number sense yang berbeda, salah satu penyebabnya adalah gaya kognitif. Penelitian ini bertujuan untuk mendeskripsikan number sense siswa pada materi eksponen ditinjau berdasarkan gaya kognitif reflektif dan impulsif. Subjek dalam penelitian ini adalah satu siswa bergaya kognitif reflektif dan satu siswa bergaya kognitif impulsif kelas X dengan peminatan Ilmu Pengetahuan Alam berjenis kelamin sama dan berkemampuan matematika setara. Instrumen penelitian yang digunakan meliputi Tes Gaya Kognitif (TGK), Tes Kemampuan Matematika (TKM), Tes Number Sense (TNS), dan pedoman wawancara. Berdasarkan hasil penelitian, subjek reflektif dan impulsif mampu menjelaskan definisi eksponen akan tetapi subjek impulsif tidak mengetahui hubungan bentuk akar dengan eksponen. Kedua subjek mampu mengubah bentuk eksponen dengan nilai ekuivalen. Subjek reflektif mampu menggunakan sifat perkalian, pembagian, dan perpangkatan eksponen. Sedangkan subjek impulsif dapat menggunakan sifat perkalian dan perpangkatan eksponen meskipun membuat beberapa kesalahan. Subjek reflektif dan impulsif menggunakan metode perhitungan mental dan kertas. Subjek reflektif mampu memberi alternatif lain penyelesaian TNS, namun tidak dengan subjek impulsif. Subjek reflektif mengecek kembali jawabannya, sedangkan subjek impulsif tidak mengecek kembali padahal ia telah melakukan beberapa ketidaktelitian. Kata Kunci: number sense, reflektif, impulsif, eksponen.

ANALYSIS OF STUDENT'S MATHEMATICS REPRESENTATION IN SOLVING MATHEMATICS PROBLEMS BASED ON SPATIAL COGNITIVE STYLE Majidatul Himmah; Endah Budi Rahaju
MATHEdunesa Vol 10 No 2 (2021): Jurnal Mathedunesa Volume 10 Nomor 2 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

Mathematical representation is important to be trained in learning so that students can express ideas in obtaining a solution to a problem. This study aims to describe the mathematics representation of students in solving mathematics problems based on spatial cognitive style. This research is a descriptive research with a qualitative approach. The subjects of this study were three students of class XI MA Miftahul Qulub Pamekasan consisting of female gender students with equal mathematical abilities, namely all hig, and having different levels of spatial cognitive style, namely high, medium, and low. The instruments used in this study were spatial cognitive style tests, math problem solving tests, and interview guides. The results of this study indicate that (1) Students with a high spatial cognitive style understand the problem by presenting the information on the questions with visual representations in the form of tables and mathematical expressions of mathematical inequalities; planning problem solving using representations of words; carry out problem-solving plans using representations of mathematical expressions in calculations and visual representations in graphical form; checking again using representations of mathematical expressions, word representations, and visual representations. (2) Students with medium spatial cognitive style understand the problem by presenting the information on the questions with a visual representation in the form of tables and mathematical expressions of mathematical inequalities; planning problem solving using representations of words; carry out problem-solving plans using representations of mathematical expressions in calculations and visual representations in graphical form; checking again using representations of mathematical expressions and verbal representations but have not been able to provide conclusions. (3) Students with low spatial cognitive style understand the problem by presenting some of the information on the problem with a visual representation in the form of tables and mathematical expressions of mathematical inequalities; planning problem solving using representations of words; carry out problem-solving plans with representations of mathematical expressions; however, unable to checking again. Students with high and medium spatial cognitive styles can solve problem solving problems, but have different representational tendencies, while students with low spatial cognitive styles cannot solve problem solving problems. The results of this study can be a reference for teachers to pay attention to students' spatial cognitive styles in the learning process so that it is easier for students to understand the material.

Kemampuan Berpikir Lateral Siswa SMP Dalam Menyelesaikan Masalah Matematika Ditinjau dari Perbedaan Jenis Kelamin Siti Ulin Nikmah; Endah Budi Rahaju
MATHEdunesa Vol 10 No 2 (2021): Jurnal Mathedunesa Volume 10 Nomor 2 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir lateral siswa SMP dalam menyelesaikan masalah matematika ditinjau dari perbedaan jenis kelamin. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan pendekatan kualitatif. Untuk itu peneliti memilih siswa kelas VIII-1 SMPN 4 Waru sebagai subjek penelitian. Dua subjek terpilih yaitu satu subjek laki – laki dan satu subjek perempuan melalui tes kemampuan matematika yang memiliki kemampuan matematika tinggi dan komunikasi yang baik berdasarkan hasil konsultasi dengan guru pengajar. Instrumen yang digunakan dalam penelitian ini berupa tes kemampuan matematika, tes pemecahan masalah, dan wawancara. Kemampuan berpikir lateral diperoleh melalui analisis hasil tes pemecahan masalah dan wawancara terhadap dua orang subjek terpilih mengenai tes pemecahan masalah yang telah diselesaikan. Hasilnya adalah terdapat perbedaan antara kemampuan berpikir lateral siswa laki – laki dengan perempuan. Perbedaan keduanya yaitu tampak ketika mereka melakukan penyelesaian terhadap masalah dan cara mereka berpikir menyelesaikan masalah. Kemampuan berpikir lateral siswa laki – laki yaitu mampu memodelkan soal, menuliskan permasalahan dengan 3 penyelesaian berbeda, dan lebih cepat menemukan ide atau langkah penyelesaian suatu permasalahan, serta banyak ide untuk mencari solusi penyelesaian. Sedangkan kemampuan berpikir lateral siswa perempuan yaitu mampu memodelkan soal, mengerti variabel, menuliskan permasalahan dengan 2 penyelesaian berbeda, dan membaca berulang kali untuk bisa menyelesaikan permasalahan atau menemukan ide penyelesaian suatu permasalahan, serta lebih teliti dalam proses penyelesaian. Pada penelitian ini siswa laki – laki cenderung lebih unggul dalam menyelesaikan masalah matematika dibandingkan siswa perempuan. Sedangkan siswa perempuan lebih teliti dalam proses penyelesaian dan perhitungan. Berdasarkan hasil penelitian, guru dalam melakukan pembelajaran di kelas perlu melatihkan pemecahan masalah dengan memperhatikan perbedaan kemampuan berpikir lateral siswanya terutama dalam kelas yang heterogen jenis kelaminnyaKata Kunci: Berpikir lateral, menyelesaikan masalah, perbedaan jenis kelamin.

Penalaran Analogi Siswa SMA Dalam Menyelesaikan Soal Persamaan Logaritma Ditinjau Dari Kemampuan Matematika Nur Mufidah An Nurma; Endah Budi Rahaju
MATHEdunesa Vol 10 No 2 (2021): Jurnal Mathedunesa Volume 10 Nomor 2 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

Abstrak Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan mendeskripsikan penalaran analogi siswa SMA dalam menyelesaikan persamaan logaritma berdasarkan kemampuan matematika. Subjek penelitian ini adalah tiga siswa dari kelas X MIPA di salah satu SMA Negeri di Sidoarjo yang memiliki kemampuan matematika tinggi, kemampuan matematika sedang, dan kemampuan matematika rendah, berjenis kelamin perempuan, serta komunikatif. lnstrumen penelitian ini yaitu soal tes kemampuan matematika, soal tes kemampuan penalaran analogi matematika dan pedoman wawancara. Hasil dari penelitian ini yaitu pada tahap encoding siswa berkemampuan matematika tinggi, sedang, dan rendah dapat menjelaskan dengan benar mengenai informasi dan apa yang ditanyakan pada soal sumber dan soal target. Pada tahap inferring siswa berkemampuan matematika tinggi, sedang, dan rendah mampu menentukan dan menjelaskan konsep yang dipakai dalam mengerjakan soal sumber dan soal target tetapi saat mengidentifikasi keterkaitan informasi antara soal sumber dan soal target hanya siswa dengan kemampuan matematika tinggi dan sedang yang bisa menemukan sedangkan siswa dengan kemampuan matematika rendah tidak bisa menemukan keterkaitannya. Pada tahap mapping siswa berkemampuan matematika tinggi dan sedang dapat menentukan keterkaitan dan menjelaskan kesamaan konsep antara soal sumber dengan soal target, sedangkan siswa dengan kemampuan matematika rendah tidak mampu menjelaskan keterkaitan dan kesamaan konsep antara soal sumber dan soal target. Pada tahap applying siswa berkemampuan matematika tinggi dapat mengerjakan soal target dengan tepat, siswa berkemampuan matematika sedang kurang tepat mengerjakan soal target karena tidak mengubah permisalan yang telah dibuat ke dalam bentuk logaritma, sedangkan siswa berkemampuan rendah meskipun tidak dapat menyebutkan keterkaitan antara soal sumber dan soal target ia bisa menjawab soal target dengan tepat, ini dikarenakan siswa hanya mengikuti prosedur-prosedur yang sudah ia pelajari sebelumnya. Kata Kunci: penalaran analogi, kemampuan matematika, persamaan logaritma Abstract This research is a qualitative descriptive study which aims to describe the analogical reasoning of high school students in solving logarithmic equations based on mathematical abilities. The subjects of this study were three students from class X Mathematics and Natural Sciences at a high school in Sidoarjo who have high math ability, medium math ability, and low math ability, are female, and communicative. The instruments of this study were mathematics ability test questions, mathematical analogy reasoning test questions and interview guides. The result of this research is that at the encoding stage, students with high, medium, and low math abilities can correctly explain the information and what is being asked in the source questions and the target questions. At the inferring stage, students with high, medium, and low mathematical abilities are able to determine and explain the concepts used in working on the source and target questions, but when identifying the linkage of information between the source question and the target question only students with high and moderate mathematical abilities are able to find it, while students with low math abilities are unable to find the relationship. At the mapping stage students with high and moderate mathematical abilities can determine linkages and explain the similarity of concepts between the source questions and the target questions, while students with low math abilities are unable to explain the linkages and similarities of concepts between the source questions and the target questions. At the application stage, students with high mathematical abilities can work on the target problem correctly, students with mathematical ability are not doing the target question correctly because they do not change the example that has been made into logarithmic form, while low-ability students even though they cannot mention the relationship between the source question and the target question she can answer the target questions correctly, this is because the student only follows the procedures she has learned before. Keywords: analogical reasoning, math skills, logarithmic equations

Kemampuan Berpikir Analitis Siswa SMA Pada Pemecahan Masalah Matematika Ditinjau Dari Gaya Kognitif Visualizer dan Verbalizer Nabilla Dihni Amilia; Endah Budi Rahaju
MATHEdunesa Vol 11 No 2 (2022): Jurnal Mathedunesa Volume 11 Nomor 2 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Abstrak Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir analitis siswa SMA pada pemecahan masalah matematika ditinjau dari gaya kognitif visualizer dan verbalizer, sehingga jenis penelitian yang digunakan adalah deskriptif kualitatif. Instrumen dalam penelitian ini yaitu angket (Visualizer and Verbalizer Questionnaire (VVQ)), tes kemampuan matematika, tes berpikir analitis, dan pedoman wawancara. Subjeknya adalah satu siswa bergaya kognitif visualizer dan satu siswa bergaya kognitif verbalizer. Tehnik pengumpulan data yang digunakan adalah tes kemampuan matematika, tes berpikir analitis, dan wawancara. Data yang terkumpul selanjutnya dianalisis dengan metode reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa siswa visualizer dan verbalizer pada tahap memahami masalah melakukan aktivitas kognitif berupa membedakan dan mengorganisasi, pada tahap membuat dan melaksanakan rencana, kedua siswa melakukan aktivitas kognitif berupa mengorganisasi dan memberikan atribut, langkah penyelesaian yang dilakukan kedua siswa sesuai dengan rencana yang disusun, siswa visualizer mengilustrasikan ide penyelesaian dengan panah dan menulisnya secara ringkas, siswa verbalizer menuliskan ide tersebut secara terstruktur dan jelas, pada tahap melihat kembali, siswa visualizer melakukan aktivitas kognitif berupa mengorganisasi dan memberikan atribut, sedangkan siswa verbalizer melakukan aktivitas kognitif berupa memberikan atribut. Kata kunci: Kemampuan, berpikir analitis, pemecahan masalah, visualizer dan verbalizer Abstract This study aims to describe the analytical thinking skills of high school students in solving mathematical problems in terms of visualizer and verbalizer cognitive styles, so the type of research used is descriptive qualitative. Instruments in this research are questionnaire (Visualizer and Verbalizer Questionnaire (VVQ)), mathematical ability test, analytical thinking test, and interview guide. The subject is one student with cognitive visualizer style and one student with cognitive verbalizer style. The data collection techniques used were mathematical ability tests, analytical thinking tests, and interviews. The collected data was analyzed with data reduction, data presentation, and conclusion. The results showed visualizer and verbalizer students at the stage of understanding the problem perform cognitive activities namely distinguishing and organizing, at the stage of making and implementing plans, both students perform cognitive activities namely organizing and assigning attributes, the completion steps were perform by both students according to the plans drawn up, students visualizer illustrates the idea of completion with arrows and writes it briefly, verbalizer students write down the idea in a structured and clear manner, at the stage of looking back, visualizer students perform cognitive activities namely organizing and assigning attributes, while verbalizer students perform cognitive activities namely of giving attributes. Keywords: Ability, analytical thinking, problem-solving, visualizer and verbalizer

Ethnomathematics Exploration Types of Angles in The Ampel Religious Area for Elementary School Mathematics Learning Sri Endarwati; Wiryanto; Endah Budi Rahaju
Jurnal Elementaria Edukasia Vol. 7 No. 4 (2024): Desember
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i4.11920

Mathematics and culture are two things that are difficult to separate. Mathematics is a branch of science that has developed since ancient times and has become part of human life and culture. The relationship between mathematics and culture is called ethnomathematics. This study aims to explore the mathematical concept of various types of angles found in the Ampel Religious Area for mathematics learning in elementary schools. The main focus of this study is the forms of buildings or architecture, ornaments, and objects in the Ampel Mosque and its surroundings. The research location was at the Ampel Mosque and its surroundings located on Jalan Ampel Masjid, Semampir District, Surabaya City, East Java. This study uses an ethnographic approach with a qualitative research type. Data were collected through observation and documentation techniques. There are three data analysis techniques used, namely data reduction, data presentation, and drawing conclusions. The results of this study indicate that there are mathematical elements about the types of angles in the area. The types of angles found include acute angles, right angles, obtuse angles, straight angles, reflex angles, and 360° angles. The results of ethnomathematics exploration in the Ampel Religious Area can be used by teachers as a reference for mathematics learning for elementary school students, so that they can learn more about local culture and understand the types of angles. Keywords: ethnomathematics, religion, Ampel, angles

Berpikir Matematis dalam Menyelesaikan Soal Barisan Dan Deret Aritmetika Ditinjau Dari Kecemasan Matematika Auliaul Haque; Masriyah; Endah Budi Rahaju
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.379

The study aims to describe the mathematical thinking process of students who have low, medium, and high levels of math anxiety in solving arithmetic sequence and Series problems. This study is a descriptive qualitative research. The data collection method used math anxiety tests, math ability tests, thought process tests, and interviews to determine students ' thought processes. The subjects of the study consisted of three high school XI female students with equivalent mathematical ability that is medium. The ability of students is measured using a math ability test that contains questions related to Class X material. Students with low anxiety solved the problem well and were full of confidence that the answers given were correct. Students with anxiety are solving problems well despite some mistakes and a little doubt about the answers given. Students with anxiety are solving problems with some errors and are not confident that the answers given are correct

TINJAUAN LITERATUR SISTEMATIS: KEMAMPUAN SPASIAL MATEMATIS DALAM PENGEMBANGAN PEMAHAMAN MATEMATIKA DI SEKOLAH DASAR Nur Siyam, Isnaini; Wiryanto; Endah Budi Rahaju
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, Nomor 04, Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.20256

Mathematical spatial ability is one of the important cognitive aspects in developingmathematical understanding, especially in the concepts of geometry, algebra, andmeasurement. This systematic literature review aims to evaluate the role andinfluence of spatial ability in mathematics learning in elementary schools. A total of10 studies from various scientific journals published between 2016 and 2024 wereanalyzed to identify the relationship between spatial ability and mathematicsachievement, spatial ability development strategies, and learning media factorsthat greatly determine the success of students' mathematical spatial abilities thataffect this skill. The results of the review indicate that spatial ability is positivelyrelated to mathematics achievement and can be improved through visual andmanipulative-based interventions. In addition, the study also found a relationshipbetween various approaches in implementing learning. This review emphasizesthe importance of integrating spatial activities in mathematics learning inelementary schools to improve students' understanding of complex mathematicalconcepts

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