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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Matematika Journal of Education and Learning (EduLearn) Jurnal Infinity Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Jurnal Elemen Journal of Research and Advances in Mathematics Education JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA Math Didactic: Jurnal Pendidikan Matematika Beta: Jurnal Tadris Matematika JURNAL EDUCATION AND DEVELOPMENT Jurnal Cendekia : Jurnal Pendidikan Matematika MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Vygotsky: Jurnal Pendidikan Matematika dan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Infinity
Agung Lukito
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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The influence of student’s mathematical beliefs on metacognitive skills in solving mathematical problem Mega Suliani; Dwi Juniati; Agung Lukito
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 3: June 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i3.27117

Abstract

The current research aimed to understand the effect of mathematical beliefs of middle school students on their metacognitive skills in solving mathematical problems. In examining the matter, the study utilized a mixed method. In the first step, a linear regression test was utilized to determine the effect of belief on students’ metacognitive skills in solving geometry problems. Furthermore, a qualitative approach was used to compare the metacognitive skills of high and low-belief students. This study involved 72 middle school students sitting in the 8th grade at Tarakan 1 State Junior High School. Based on the linear regression results, it is known that students’ beliefs positively influenced their metacognitive skills in solving geometric problems. Furthermore, it was found that when both selected subjects with high and low beliefs started solving the problems, they started by planning. Then, they monitored what they had done, but there were differences in evaluating the solutions. Additionally, students who believe strongly in problem solving will be more aware of what they are thinking and thus have an impact on improving their learning outcomes.
Mathematics teacher educators’ noticing of pedagogical content knowledge on hierarchical classification of quadrilateral Rooselyna Ekawati; Ahmad Wachidul Kohar; Tatag Yuli Eko Siswono; Agung Lukito; Kai-Lin Yang; Khoirun Nisa
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p261-274

Abstract

This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content knowledge (PCK) on the hierarchical classification of the quadrilateral. A multiple case study was conducted to analyze the responses of ten MTEs in an online moderated-forum group discussion (M-FGD) from their written work on the MTE-PCK test completed prior to the M-FGD. The PCK test consisted of two tasks: the task that examines MTEs’ knowledge to predict pre-service teachers’ reason in representing the hierarchical classification of quadrilateral in Venn diagrams, and the task that examines MTEs’ knowledge in making a flowchart as a recommendation to mathematics teacher to analyze the validity of quadrilateral classification. Results show that the MTEs indicate two considerations of noticing pre-service teachers’ PCK on the quadrilateral classification: by definition and properties of quadrilaterals and by the visual appearance of quadrilaterals. Despite this, 20% of them were indicated to perform a lack of understanding of the hierarchical classification of quadrilaterals, as indicated by invalid flowcharts of validating the hierarchical classification of the quadrilateral.
Revealing the uniqueness of variations in prospective teachers' metacognitive activities in solving mathematical problems based on gender Ramlah Ramlah; Tatag Yuli Eko Siswono; Agung Lukito
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p477-500

Abstract

A significant amount of scholarly investigation has recently focused on metacognitive activity. However, the examination of metacognitive variations in solving math problems that are still limited in scope. This case study examines gender differences in activity variations of metacognitive activities, specifically awareness, regulation, and evaluation, in prospective teachers solving mathematical problems based on mathematical models. Participants were selected through purposive sampling. Twelve male and sixteen female participants were chosen from those who participated in the 'capita selecta' mathematics course at a public university in West Java, Indonesia. The data were collected through mathematical problem-solving tasks and interviews. The results show that the variations in metacognitive activities between male and female participants are different. Females tend to be more complex and structured in their evaluation activities, while males tend to be more complex and structured in their awareness activities. Based on the results, recommendations are made for future studies.
Pengembangan Modul Pembelajaran Geometri berbasis Etnomatematika di kelas V Mario Florentino; Agung Lukito; Neni mariana
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2022): 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.v3i3.220

Abstract

This research is motivated by the low interest in learning of fifth grade students in mathematics, limited teaching materials that facilitate students in constructing their knowledge, especially teaching materials based on ethnomathematics, and students are still difficulties in solving mathematical problems related to geometry. The purpose of this study was to produce an ethnomathematics-based geometry learning module in class V and describe its quality in terms of validity, practicality, and effectiveness. The module specifications developed are, (1) An ethnomathematics-based geometry learning module which contains geometry material for grade V Elementary School students which consists of 3 learning activities, namely recognizing flat shapes, identifying shapes and elements of flat shapes, and identifying relationship between flat shapes, (2) The developed learning module contains woven fabric motifs in Sikka village which are integrated into geometry material in class V so that it can make it easier for students to understand the contents of the module. The research procedure adapts the ADDIE development model, namely the development model which consists of five stages which include analysis (analyze), design(development), implementation (implementation), and evaluation (evaluation). In terms of validity, based on the validation results of media experts and material experts, at least they get a good score so that they are included in the valid category. From a practical standpoint, based on the practicality assessment sheet by the teacher as a minimum user, he gets a good score. Based on the student response questionnaire 96% chose to strongly agree and 4% chose to agree so that the learning module was declared practical. In terms of effectiveness, after going through the implementation phase, a pre-test score of 49.37 and a post-test score of 79.06 were obtained with a presentation of 100% student learning completeness. Then the test results using the N-gain obtained a value of 0.83 which is based on the N-gain including high and very effective. Based on the results of this study, it can be concluded that the ethnomathematics-based geometry learning module in class V using the ADDIE development model meets valid, practical, and effective criteria so it is feasible to use.
Profil Penalaran Siswa SMA dalam Menyelesaikan Masalah Geometri ditinjau dari Perbedaan Gender Rajib Syahrul Hamdi; Agung Lukito; Janet Trineke Manoy
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): 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.v5i1.1110

Abstract

Reasoning profile is description of the process of logical thinking in solving mathematical problems related to determining a conclusion using the knowledge possessed in the cognitive structure. The indicators used to reveal the profile of reasoning include understanding the problem, making a settlement plan, carrying out the settlement plan, and looking back at the results that have been resolved. Geometry is a part of mathematics that discusses the shape and size of an object that has a certain regularity. Geometry problems are problems in the form of geometry (three dimensions) for which routine procedures are not available for solving. Meanwhile, gender differences affect the reasoning profess in solving geometric problems. This study aims to describe the reasoning profiles of high school students with masculine male and feminine gender in solving geometric problems. This descriptive research with a qualitative approach was carried out in class XI of SMA Negeri 1 Sidayu in the 2022/2023 academic year. The subjects of this study were two students of class XI who had equal mathematical abilities. Data collection was carried out by in-depth subject interviews based on the Geometry Problem Solving Task. Geometry Problem Solving Tasks in the form of description geometry questions. In collecting data using time triangulation techniques to obtain credible data. Data analysis was carried out by condensing data, presenting data, and drawing conclusions. The results showed that masculine male students used logical thinking in solving problems with a more analytical nature in giving appropriate arguments. Whereas feminine women use logical thinking in solving problems but in giving arguments they are less analytical. This shows that the reasoning profile of masculine boys in solving geometry problems is better than feminine girls. Differences in reasoning profiles result in students' abilities in mathematical activities will havetesi an impact on student learning outcomes.
Co-Authors Ahmad Wachidul Kohar Alvinaria Alvinaria Ari Mawanto Didik Sugeng Pambudi Dwi Juniati Evangelista Lus Windyana Palupi Fiantika, Feny Rita I Ketut Budayasa Istianatur Rahmah Janet Trineke Manoy Kai-Lin Yang Khoirun Nisa Kukuh Widodo Lestariningsih Lestariningsih M. Fauzan Asy'ari M. Zaenal Muttaqin Mario Florentino Mega Suliani Mega Teguh Budiarto Misu, La Moch Lutfianto Mu'jizatin Fadiana Naufal Ishartono Neni Mariana Pradnyo Wijayanti Rajib Syahrul Hamdi Ramlah Ramlah Ria Fibriana Sari Ria Pusvita Sari Rooselyna Ekawati Rosdiana Rosdiana Rusydah Kamilah Siti Amin Siti Khabibah Siti M Amin Siti Maghfirotun Amin Tatag Yuli Eko Siswono Wiryanto Wiryanto