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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Jurnal Penelitian Pembelajaran Matematika Sekolah Sumba Journal of Research and Mathematics Education Indo-MathEdu Intellectuals Journal INCOME: Indonesian Journal of Community Service and Engagement Journal on Mathematics Education
Ate, Dekriati
STKIP Weetebula
Humanities Education Mathematics Physics Social Sciences Other

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Tingkat Kemampuan Berpikir Siswa dengan Pendekatan Metakognitif Diskursif dan Pendekatan Konvensional Lubur, Dorothea Novia L.; Ate, Dekriati
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 2 No. 1: December 2018
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v2i1.81

Abstract

[Title: The Level of Thinking Ability of Students with Metacognitive-Discursive Approaches and Conventional Approaches]. This paper discusses the different levels of thinking ability of students in the classroom using metacognitive-discursive and conventional approaches in SMPK St. Aloysius Weetebula. PISA is one of the tests that measure the level of critical thinking skills. The low PISA results of Indonesian students are caused by the weak ability to solve high-level problem problems, the evaluation system in Indonesia that still uses low-level questions, and students are accustomed to obtaining and using formal mathematical knowledge in class. One way to overcome this problem is STKIP Weetebula in collaboration with German misereor to improve the quality of education on the island of Sumba. To achieve this goal, an entrance test was conducted for all 7th-grade students of Aloysius Middle School in 2014 and 2017. In some exercises, there were very high score differences. From this exercise, one of the problems with the highest difference is a fraction. This research is an interpretative study through the analysis of student answers based on theory and descriptive analysis to measure differences in scores obtained by two groups of students. Research results in class with metacognitive-discursive approach 17 (89.47%) answered correctly and 2 (10.53%) of 19 students answered incorrectly, while in class with conventional approach 3 (2.59%) of 116 students answered correctly and 113 (97.41%) of 116 students answered incorrectly. Based on the results of this study concluded that students in the classroom with a metacognitive-discursive approach to learning more than students in other.
Analisis Jawaban Siswa pada Operasi Hitung Campuran Melalui Penerapan Pendekatan Metakognitif-Diskursif Ate, Dekriati
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 1 No. 2: June 2018
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v1i2.103

Abstract

[Title:  Analysis of Student Answers on Mixed Calculation Operations Through the Implementation of Metacognitive-Discursive Approach]  Mixed calculation operations are one of the important topics in mathematics but there are still many students who have difficulty performing mixed calculation operations and are unable to give the right reasons. This research aims to determine the effect of the use of teaching materials that have been designed by didactic mathematicians and have been tested in several schools using a metacognitive-discursive approach. This study was a design study which consisted of 3 phases: the preparation and design phase, the teaching experiment phase, the retrospective analysis phase with the research subjects of 31 students. The results showed that students were able to (1) add and subtract integers, (2) work on a compound calculation operation, and (3) learn the method of saving parentheses from a compound calculation operation. Based on these results it can be concluded that through metacognitive-discursive students can understand mixed calculation operations.
Penerapan Model Problem Based Learning (PBL) pada Materi Program Linear untuk Meningkatkan Hasil Belajar Siswa Bili, Maria Rosalia; Ate, Dekriati
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 1 No. 2: June 2018
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v1i2.105

Abstract

[Title: The Application of Problem Based Learning (PBL) Models to Linear Program Materials to Improve Student Learning Outcomes]. This research is a classroom action research that aims to improve the learning outcomes of linear programs through the application of the problem based learning model of class XII students of SMA N 1 Wewewa Utara in the odd semester of the academic year 2017/2018 with 36 students. Cycle I was held for 5 meetings and Cycle II was carried out for 4 meetings including the giving of the final test of Cycle I and Cycle II. Data retrieval is done using learning outcomes tests and observation sheets. The collected data were analyzed using quantitative and qualitative analysis. The results of this study indicate that (1) the value of classical completeness of learning outcomes of students of class XII IPA of SMA N. 1 Wewewa Utara at the end of the first cycle test was 61.11% with sufficient categories while the value of classical completeness of student learning outcomes in cycle II was 83.3% with a very good category and (2) The learning outcomes of students of class XII Natural Sciences at SMAN 1 North Wewewa in cycle I to Cycle II increased by 22.19% through the application of the problem based learning model.
PROFIL KEMAMPUAN SISWA DALAM MENYELESAIKAN SOAL PENJUMLAHAN DAN PENGURANGAN PECAHAN Ate, Dekriati; Moza, Florida; Kusumah, Yaya Sukjaya
JP2MS Vol 7 No 2 (2023): Agustus
Publisher : Program Studi S1 Pendidikan Matematika FKIP Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jp2ms.7.2.192-199

Abstract

Salah satu kebijakan pendidikan merdeka belajar adalah Asesmen kompetensi minimum dan survey karakter. Untuk asesmen kompetensi minimum, kompetensi yang diuji adalah kemampuan literasi numerasi. Agar siswa dapat memiliki kemampuan ini, maka terlebih dahulu siswa harus menguasai konsep dasar berhitung. Tujuan dari penelitian ini adalah mendeskripsikan kemampuan siswa kelas VI dalam menyelesaikan soal perhitungan penjumlahan dan pengurangan pecahan. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas VI SDK Bali Loura. Data dikumpulkan melalui tes. Hasil penelitian menunjukkan bahwa hanya 30% siswa yang mampu menyelesaikan soal penjumlahan dan pengurangan dengan penyebut sama maupun penyebut berbeda, sedangkan 70% siswa melakukan kesalahan; 28% siswa mampu menyelesaikan soal penjumlahan dan pengurangan pecahan yang berpenyebut sama maupun penyebut berbeda, sedangkan 72% siswa melakukan kesalahan. Tipe kesalahan siswa meliputi kesalahan prosedur dan kesalahan konsep.
Strategi Peningkatan Kompetensi Pedagogik: Pelatihan Computational Thinking bagi Calon Guru Matematika Junaeti, Enjun; Pramitha Muslim, Audra; Ate, Dekriati; Khaedir Lutfi, Muhammad; Sukjaya Kusumah, Yaya; Herman, Tatang
INCOME: Indonesian Journal of Community Service and Engagement Vol 2 No 4 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v2i4.833

Abstract

The introduction of Computational Thinking (CT) as a crucial skill in the 21st century has now been incorporated into the Merdeka Curriculum in Indonesia. The relatively new concept of CT in Indonesia has led to a lack of complete understanding, with many perceiving it solely as aligned with programming skills or equating it to thinking exactly like a computer. In reality, CT emphasizes an approach to problem-solving. The objective of this initiative is to impart CT-based learning design skills to prospective Mathematics teachers as an integral part of their pedagogical competence. The training is conducted through both synchronous and asynchronous methods. The outcomes encompass the development of CT-based educational media. Evaluation results demonstrate the success of the training in enhancing the capabilities of prospective teachers to apply CT in Mathematics education, particularly concerning topics such as series and fractions.
Metacognitive-discursive activities in Indonesian mathematics classrooms: A two-stage comparative case study Ate, Dekriati; Kusumah, Yaya Sukjaya; Cohors-Fresenborg, Elmar
Journal on Mathematics Education Vol. 16 No. 3 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i3.pp1023-1042

Abstract

Classroom discussions are essential for developing students’ mathematical understanding. While prior studies have examined teacher-led instruction, there remains a gap in understanding how metacognitive and discursive activities shape the quality of mathematical discussions at the whole-class level. To address this gap, this study proposes a systematic framework for analyzing public classroom discussions with a focus on metacognitive-discursive activities that support mathematical argumentation. The analysis centers on two dimensions: (1) monitoring the logical validity, correctness, and completeness of mathematical arguments, and (2) identifying how discourse quality is enhanced or obstructed by participants’ communicative strategies. This qualitative study employed a two-stage procedure: first, a fine-grained micro-level coding of classroom interactions to identify metacognitive and discursive activities, including monitoring (of terminology, methods, and argument consistency), reflection (on representational structures and methodological effectiveness), and discursive actions that either promote or hinder mutual understanding and second, a macro-level evaluation of discussion quality using a standardized rating framework. This methodological approach, applied for the first time in the Indonesian mathematics education context, enabled a more comprehensive analysis of discourse processes in whole-class discussions and helped identify phases in which strategies for enhancing the classroom discussion culture could be developed. The findings indicate that productive mathematical discussions require an environment that encourages students to articulate and critique solution strategies, justify their reasoning, and collaboratively resolve discrepancies with minimal teacher scaffolding. The study contributes to mathematics education research by providing a rigorous analytical model for examining mathematical discourse and offering evidence-based recommendations for cultivating a classroom culture that promotes deeper mathematical understanding.
Co-Authors Ahmad Muzaki Bili, Maria Rosalia Bulu, Agustina Rovina Cohors-Fresenborg, Elmar Dimu Dedi Donatus Lalo Dorothea Novia L. Lubur Edi Wahyudi Edi Wahyudi Florida Moza, Florida Junaeti, Enjun Kaita Lepir Keremata Lede, Yulius Khaedir Lutfi, Muhammad Kornelia Nasriani Dendo Lubur, Dorothea Novia L. Maria Rosalia Bili Maria Thresia Wunda Deke Naomi Bulu Paulus Poka Dendo Pramitha Muslim, Audra Samuel Rex M. Making Samuel Rex M. Making Samuel Rex M. Making Samuel Rex Making Samuel Rex. M. Making sarianti keiku pada Sesilia Irmaya Bulu Sukjaya Kusumah, Yaya Tatang Herman, Tatang Yanuarius Bani Yasinta Anita Kette Yaya S. Kusumah