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All Journal EDU-MAT: Jurnal Pendidikan Matematika Journal of ICSAR Math Didactic: Jurnal Pendidikan Matematika REiD (Research and Evaluation in Education) International Journal on Emerging Mathematics Education SJME (Supremum Journal of Mathematics Education) Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Journal of diversity in learning Jurnal Multidisiplin Madani (MUDIMA) International Journal on Education Insight Formosa Journal of Sustainable Research (FJSR)

Andriyani Andriyani

Universitas Ahmad Dahlan

Author-ID : 2488760

Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS MASALAH AFEKTIF DAN KEMAMPUAN PEMECAHAN MASALAH OPERASI HITUNG ALJABAR SISWA TUNAGRAHITA Siti Suprotun; Andriyani Andriyani
EDU-MAT: Jurnal Pendidikan Matematika Vol 7, No 1 (2019)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v7i1.6338

Abstrak: Keberhasilan pembelajaran matematika tidak hanya diukur dari pencapaian koginitif siswa, namun juga pencapaian afektif dan psikomotor. Pembelajaran matematika seharusnya dirancang dengan melibatkan berbagai ranah termasuk ranah afektif yang berkaitan dengan pembentukan karakter siswa sesuai platform pendidikan nasional yang membekali siswa sebagai generasi emas tahun 2045. Tujuan dari penelitian ini adalah untuk mengetahui kemampuan pemecahan masalah operasi penjumlahan dan pengurangan oleh siswa tunagrahita kelas VII SMPLB Bhakti Kencana 1 Berbah Yogyakarta. Jenis penelitian ini adalah penelitian deskriptif-eksploratif yang bersifat kualitatif, dimana data utamanya berupa kata-kata (ucapan) dan tingkah laku subjek dalam memecahkan masalah. Subjek penelitian ini adalah seorang siswa tunagrahita ringan dan seorang siswa tunagrahita sedang. Pengumpulan data dalam penelitian ini dilakukan melalui wawancara berbasis tugas yang mengacu pada pedoman wawancara dan observasi, serta tes pemecahan masalah yang juga memuat tes ranah afektif. Validasi data dilakukan dengan menggunakan triangulasi waktu, sedangkan analisis data mencakup pada Miles dan Huberman (2014) yang terdiri dari reduksi data, penyajian data, penafsiran data, dan penarikan kesimpulan untuk menghasilkan suatu laporan. Berdasarkan hasil penelitian diketahui bahwa secara umum siswa tunagrahita ringan hanya dapat melalui tahapan memahami masalah, namun pada masalah yang memuat satu variabel siswa dapat melalui tahapan merencanakan dan melaksanakan masalah. Sedangkan siswa tunagrahita sedang secara umum masih belum dapat melalui seluruh tahapan pemecahan masalah. Dari segi afektif kedua siswa sudah memiliki minat yang baik, namun siswa tunagrahita ringan mencapai hampir seluruh aspek afektif kecuali aspek penyesuaian. Kata kunci: Afektif, Kemampuan Pemecahan Masalah, Operasi Hitung, Tunagrahita Abstract: The success of learning mathematics is not only measured by the students' cognitive achievement, but also the achievement of affective and psychomotor. Mathematics learning should be designed by involving various domains including affective domains related to student character formation according to the national education platform that equips students as a golden generation in 2045. The purpose of this study is to determine the ability to solve addition and subtraction operations by grade VII SMPLB mental retardation students Bhakti Kencana 1 Berbah Yogyakarta. This type of research is descriptive-explorative research that is qualitative in nature, where the main data is in the form of words (speech) and subject behavior in solving problems. The subject of this study was a mild mental retardation student and a moderate mental retardation student. Data collection in this study was carried out through task-based interviews which referred to interview and observation guidelines, as well as problem-solving tests which also included affective domain tests. Data validation was done by using time triangulation, while data analysis included Miles and Huberman (2014) which consisted of data reduction, data presentation, data interpretation and drawing conclusions to produce a report. Based on the results of the study, it is known that, in general, mild mental retardation students can only go through the stages of understanding the problem, but on the problem that contains one variable, the student can go through the stages of planning and implementing the problem. Whereas moderate mentally retarded students still cannot get through all stages of problem-solving. In terms of affective, both students already have good interests, but mild mentally retarded students achieve almost all affective aspects except adjustment aspects. Keywords: Affective, Problem Solving Ability, Counting Operation, Mental Retardation

PEMBELAJARAN MISSOURI MATHEMATICS PROJECT BERBANTUAN MEDIA ABACUS UNTUK MATERI ARITMATIKA HITUNG PADA SISWA TUNANETRA andriyani andriyani; karim karim
EDU-MAT: Jurnal Pendidikan Matematika Vol 7, No 1 (2019)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v7i1.6337

Abstrak: Sekolah luar biasa memiliki tujuan dan muatan kurikulum yang tidak jauh berbeda dari sekolah umum, termasuk sekolah untuk tunanetra yang memiliki keterbatasan visual. Keterbatasan yang dimiliki oleh tunanetra mempengaruhi pembelajaran bagi mereka, terutama untuk mata pelajaran yang memiliki objek kajian abstrak seperti matematika. Operasi hitung penjumlahan merupakan materi aritmatika dasar yang masih berpotensi besar banyak dilakukan kesalahan oleh siswa tunanetra, khususnya operasi penjumlahan bilangan puluhan yang harus dijumlahkan sesuai dengan nilai tempatnya. Berdasarkan karakteristik siswa tunanetra yang memiliki keterbatasan dan kesalahan, guru perlu memiliki gagasan terkait kemungkinan lintasan belajar siswa untuk memperbaiki kesalahan siswa dan mencapai tujuan pembelajaran melalui pemilihan model dan media pembelajaran yang sesuai. Oleh karena itu, perlu diketahui lintasan belajar siswa tunanetra dalam materi aritmatika hitung. Penelitian ini termasuk design research yang mengacu pada tahapan-tahapan Plomp yaitu preliminary design, teaching experiment, dan retrospective analysis. Tujuan dari penelitian ini adalah untuk mendeskripsikan proses dan menghasilkan lintasan belajar siswa tunanetra dalam materi aritmatika hitung melalui model Missouri Mathematics Project (MMP) berbantuan media abacus. Hasil dari penelitian ini adalah lintasan belajar siswa dalam materi aritmatika hitung, yaitu penjmlahan melalui model MMP yang dapat diperoleh dari hypothetical learning trajectory (HLT). Lintasan pembelajaran diperoleh dengan merevisi HLT, hasil uji coba dan diskusi dengan guru mata pelajaran. Hasil tes menunjukkan bahwa 62,50% siswa mencapai lebih dari kriteria ketuntasan belajar minimal (KKM) yang ditetapkan oleh sekolah. Kata kunci: Missouri Mathematics Project, abacus, aritmatika hitung, tunanetra Abstract: Special need schools have curriculum goals and contents that do not much different from general schools, including schools for the blind who have visual limitation. The limitation possessed by blinds influences learning for them, especially subject that have abstract objects such as mathematics. Addition is one of the basic arithmetic materials in which the blind students still do many mistakes in doing it, i.e. the number operation of tens that must be sum according to their place values. Based on the characteristic of blind students who have limitations and mistake, the teacher needs to have an idea of the possible students' learning trajectory to help improve students' mistakes and achieve learning goals through the chosen of appropriate learning models and media. Therefore, it is needed to know the blind students' learning trajectory in arithmetics counting material. This research includes design research in which refers to the stages of Plomp namely preliminary design, teaching experiment, and retrospective analysis. The purpose of this study was to describe the process and produce blind students' learning trajectory in arithmetics counting material through the Missouri Mathematics Project (MMP) model assisted by abacus media. The results of this study are students' learning trajectory in arithmetic counting material, especially addition through MMP model that can be obtained from a hypothetical learning trajectory (HLT). Learning trajectory is obtained by revising HLT as the results of trial and discussions with subject teachers. The test results show that 62.50% of students reaching more than the minimal learning completeness criteria established by the school. Keywords: Missouri Mathematics Project, abacus, arithmetic counting, blinds

Guided discovery learning to improving triangular understanding in blind student Mayang Faulina; Andriyani Andriyani
Math Didactic: Jurnal Pendidikan Matematika Vol 6 No 2 (2020)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v6i2.925

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran guided discovery dalam meningkatkan pemahaman siswa tunanetra. Penelitian ini merupakan penelitian eksperimental dengan desain Single Subject Research (SSR) A-B. Siswa yang digunakan sebagai subjek dalam penelitian ini adalah siswa kelas VII MTs Yaketunis Yogyakarta. Pengumpulan data melalui tes, observasi dan wawancara. Analisis data dilakukan berdasarkan hasil pada fase baseline maupun intervensi yang berada pada dua kondisi, yaitu dalam kondisi dan antar kondisi. Hal ini terlihat dari peningkatan hasil tes pemahaman siswa pada fase baseline dengan skor 43, 41 dan 50 menjadi 80, 83, 81, dan 90 pada fase intervensi. Demikian halnya dengan hasil analisis dalam kondisi yang menunjukkan bahwa fase intervensi memiliki arah kecenderungan arah dan stabilitas yang signifikan lebih meningkat daripada fase baseline. Melalui observasi dan wawancara juga diketahui konsistensi jawaban yang menunjukkan pemahaman konsep sudut siswa sudah terkonstruksi. Dengan pembelajaran guided discovery, siswa tidak hanya sekedar menghafal konsep tapi lebih pada aktivitas belajar bermakna dengan mengonstruksi dan memahami konsep secara mandiri, sehingga hasil belajarnya bertahan lama dalam memori siswa.

MODEL FLIPPED CLASSROOM MENGGUNAKAN PENDEKATAN PROBLEM BASED LEARNING Andriyani Andriyani; Suhendri Suhendri
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 3 No. 3 (2019)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jp.v3i3.941

SD Muhammadiyah Kleco merupakan salah satu Sekolah Dasar bagian dari SD Muhammadiyah Kleco terpadu yang berupaya untuk meningkatkan kemampuan pemahaman konsep dan keterampilan berpikir HOTS (High Order Thinking Skills). Peningkatan kemampuan siswa ini, diupayakan dengan cara menerapkan model-model pembelajaran inovatif, bukan sekedar pembelajaran transmisif yang menyampaikan konsep-konsep matematika secara langsung kepada siswa. Guru berharap dapat menerapkan suatu model pembelajaran berbasis teknologi informasi yang dapat mengembangkan kemampuan representasi, berkolaborasi, dan menilai proses pembelajaran. Model pembelajaran Flipped classroom adalah salah satu model pembelajaran yang berpusat pada siswa untuk meningkatkan efektifitas pembelajaran dengan berbasis IT. Model ini dapat diimplementasikan dengan menggunakan berbagai pendekatan yang bersifat student centered untuk mengaktifkan keterampilan berpikir kritis maupun kreatif siswa sesuai dengan karakteristik pendekatan saintifik yang disarankan dalam penerapan kurikulum 2013. Salah satu pendekatan yang sesuai adalah pendekatan Problem Based Learning. Implementasi pelatihan terkait model pembelajaran matematika berbasis Flipped classroom dengan pendekatan problem based learning ini, diharapkan dapat menjadi salah satu alternatif yang mengefektifkan model pembelajaran matematika di SD Muhammadiyah Kleco.

Evaluating the implementation of the character education strengthening program of vocational high schools in Yogyakarta City Edhy Susatya; Budi Santosa; Andriyani Andriyani; Dwi Ariyani
REID (Research and Evaluation in Education) Vol 7, No 1 (2021)
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v7i1.38029

The research aims to evaluate the character education strengthening program (CESP) implementation in vocational high schools (VHS) throughout Yogyakarta City. The evaluation is done in the functions of (1) planning, (2) implementation, and (3) evaluation. In this descriptive qualitative research, the researchers collected information related to the implementation of CESP. The subjects are school principals, vice principals, and teachers determined using the snowball sampling technique in four vocational high schools in Yogyakarta City. The evaluation uses the discrepancy model, which looks for the gap between planning and implementation. Data were collected through observation, interviews, and documentation, validated using the source and collection triangulation, and analyzed using a descriptive technique carried out during and after completing data collection within a certain period. The findings show that: (1) the CESP planning consists of elements of initial assessment, CESP socialization, vision and mission, policy design, and CESP design, with an average score of 2.74, meaning that it is good; (2) the CESP implementation consists of the elements including CESP development in learning, school culture development, community participation, and implementation of the CESP main values, with an average score of 2.98, meaning that it is in a good category; and (3) the CESP evaluation has an average score of 2.50, meaning that it is in a good category. The results of this study are recommended as consideration for mapping the CESP implementation, determining education policies related to character education, developing CESP models, reference for character research, and as materials for discussions regarding character education.

Meningkatkan Representasi Matematis Siswa SMA dengan Editor Mathematic Equation Berbasis Android Zuli Nuraeni; Abdul Rosyid; Asep Mahpudin; Suparman Suparman; Andriyani Andriyani
SJME (Supremum Journal of Mathematics Education) Vol 4 No 1 (2020): January 2020
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v4i1.2051

Tujuan dari penelitian ini adalah untuk mengkaji keefektifan media pembelajaran Editor Mathematic Equation Berbasis Android terhadap peningkatan kemampuan representasi matematis baik secara keseluruhan maupun ditinjau dari kemampuan awal matematik siswa. Penelitian ini merupakan penelitian quasi eksperiment dengan desain kelompok kontrol non-ekuivalen. Populasi pada penelitian ini adalah seluruh siswa kelas X SMA Negeri 3 Kuningan. dengan teknik purposive sampling diambil dua kelas sebagai sampel. Hasil analisis data menunjukkan rataan kemampuan awal representasi matematis siswa pada kelompok eksperimen sama dengan rataan kemampuan awal siswa pada kelompok kontrol dengan nilai signifikansi sebesar 0,935. Namun setelah perlakuan, terdapat perbedaan skor rata-rata kemampuan representasi matematis pada kelas eksperimen dan kelas kontrol yaitu sebesar 1,63 dan uji F 5,115 dengan sig 0,027, penolakan untuk H0 yang artinya kemampuan representasi matematis pada kelas eksperimen lebih baik daripada kelas kontrol, dan terdapat perbedaan peningkatan kemampuan representasi matematis pada kelas eksperimen dan kelas kontrol dimana rataan N-gain kelas eksperimen sebesar 0,632 dan kelas kontrol sebesar 0,56.

The group embedded figure and pattern test for cognitive styles of deaf-mute students Vaula Greennita Kusumawati; Andriyani Andriyani
International Journal on Education Insight Vol. 1 No. 2 (2020)
Publisher : Universitas Ahmad Dahlan

This research aim is to describe deaf-mute students' cognitive style which seen in the condition of the Group Embedded Figure Test (GEFT). Data was collected through given by GEFT to four deaf-mute students of SLBN 2 Bantul and the data were analyzed through an interactive analysis of the Miles & Huberman model namely data collection, data reduction, data display, verification or conclusion inferred. From the test results, two students were categorized to Field-Dependent (FD) cognitive style and the other students were categorized to Field-Independent (FI) cognitive style. Students with FD cognitive styles tend to have difficulty focusing on something or analyzing the pattern into different parts. In contrary, students with FI cognitive style are more capable to accept separate parts of an overall pattern and analyzing the pattern into its components.

Membuat Soal Matematika Open Ended dengan Teknik Memodifikasi Soal Tertutup: Konteks Lahan Basah Karim Karim; Chairil Faif Pasani; Andriyani Andriyani
EDU-MAT: Jurnal Pendidikan Matematika Vol 10, No 1 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v10i1.13417

Soal matematika open ended merupakan soal yang menuntut banyak cara penyelesaian atau banyak jawaban benar yang mungkin. Untuk membuat soal matematika open ended, bukanlah pekerjaan yang mudah. Sehingga soal open ended ini sangat jarang ditemukan pada buku matematika siswa. Padahal, soal matematika open ended sangat diperlukan untuk menumbuhkan berpikir kreatif siswa, khususnya kemampuan fleksibilitas. Untuk membantu siswa dalam memahami soal matematika, maka penggunaan konteks sangat diperlukan. Salah satu konteks yang dapat digunakan adalah lahan basah. Untuk membuat soal open ended, teknik yang paling mudah adalah dengan memodifikasi soal tertutup. Artikel ini akan memberikan petunjuk dalam membuat soal matematika open ended dengan teknik memodifikasi soal tertutup dengan memuat konteks lahan basah. Metode yang digunakan dalam membuat soal open ended ini adalah metode pengembangan dengan model 4D (four D models). Konten soal adalah materi matematika SMA kelas X. Untuk uji keterbacaan, dilibatkan 6 orang siswa kelas X SMA Negeri 5 Banjarmasin. Ada 3 buah soal matematika open ended yang dihasilkan, yaitu soal dengan konteks (1) Berangkat ke sekolah menyeberang Sungai Kuin naik jukung, (2) Keramba ikan di Sungai Martapura, dan (3) Objek wisata Pulau Pinus-Waduk riam Kanan. Kata kunci : soal open ended, lahan basah Abstract: Open-ended math problems are questions that have several solutions or correct answers. It is not a simple task to create open-ended math questions. As a result, open-ended questions are uncommon in students' math textbooks. Open-ended questions, in reality, are required to enhance student's creative thinking, particularly their flexibility abilities. The use of context is required to help children grasp issues. Wetlands are one example of a context that might be employed. The simplest way to generate open-ended questions is to change closed questions. This post will walk you through producing open-ended math problems by changing closed questions with the context of wetlands. This open-ended question was created using a development process using a 4D model (four D models). The questions' substance is coursework for class X SMA. Six students from State High School 5 Banjarmasin’s class X participated in the reading exam. There were three open-ended math problems: (1) go to school across the Kuin River by jukung, (2) Fish cages on the Martapura River, and (3) Attractions in Pulau Pinus-Riam Kanan reservoir. Keywords: Open-ended problems, wetlands

Keefektifan Model Model Problem Based Learning dalam Meningkatkan Kemampuan Koneksi Matematis dan Keaktifan Belajar Materi Peluang Fefri Wahida; Andriyani
Formosa Journal of Sustainable Research Vol. 1 No. 2 (2022): July 2022
Publisher : PT FORMOSA CENDEKIA GLOBAL

This study aimed to determine the effectiveness of the problem based learning model to improve mathematical connection skills and learning liveliness of probability material at SMP Negeri 14 Buton Tengah. This type of research is classroom action research with two cycles containing four action stages: planning, implementing, observing, and reflecting. The data collection technique in this study used a mathematical connection ability test, activity observation, and a questionnaire to measure student learning liveliness. The sample of this study was class VIII A and was carried out for 1 (month). The results showed average mathematical connection skills scores in the initial conditions, cycles I and II, were 24.9, 51.2, and 88.5, respectively. Meanwhile, the percentage of student learning liveliness questionnaire results in the initial conditions, cycle I, and cycle II were 50%, 58% and 84%, respectively. From the results of this study, it can be concluded that the problem based learning model is effective for improving the mathematical connections skills and student learning activities toward probability material.

Peningkatan Kemampuan Berpikir Kritis dan Keaktifan Belajar Materi Statistika Melalui Model Problem Based Learning Berpendekatan STEAM Putu Novi Wipra Asti; Andriyani
Formosa Journal of Sustainable Research Vol. 1 No. 2 (2022): July 2022
Publisher : PT FORMOSA CENDEKIA GLOBAL

This study aims to improve students' critical thinking skills and learning liveliness on statistics material in class VIII A of SMP Negeri 1 Sukawati using the Problem Based Learning (PBL) model with a STEAM approach. This research is Classroom Action Research which consists of 2 (two) cycles, and each cycle consists of 4 stages, including planning, implementation, observation, and reflection. The data collection technique of this research is by using a critical thinking skills test, observation, and student questionnaires to assess learning liveliness. The data were analyzed quantitatively and qualitatively. The results showed that the average score of students' critical thinking skills at the initial reflection was 64, then in the first cycle was 74.25, and in the second cycle was 89.125. Based on the student response questionnaire results, the percentage of student learning liveliness during the initial reflection was 48.93%, in the first cycle, it was 70.85%, and in the second cycle, it was 91.10%. The results of this study show that applying the Problem Based Learning (PBL) model with a STEAM approach can improve critical thinking skills and student learning liveliness.

Co-Authors Abdul Rosyid Asep Mahpudin Budi Santosa Buliali, Joko Lianto Chairil Faif Pasani Diana Asyari Dwi Ariyani Edhy Susatya Fahmi Cholid Fefri Wahida Fina Wulandari Furqon Firmansyah Hesti Wulandari Ika Nurvitasari Karim Karim, Karim Lia Rahmawati Mayang Faulina Novid Dony Setyawan Novitasari Jusiputri Nur Anisa Dika Maharani Putu Novi Wipra Asti Sindi Tiyasari Siti Suprotun Sitti Sastriana Bada Suhendri Suhendri Suparman Suparman Vaula Greennita Kusumawati Yudhiakto Pramudya Zuli Nuraeni

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