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Dian Kurniati

Mathematics Education Department, University Of Jember, East Java

Author-ID : 2512929

Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Pengembangan Perangkat Ajar Matematika Berbasis Proyek untuk Meningkatkan Kemampuan Berpikir Kritis Fadilah, Siti; Kurniati, Dian; Pambudi, Didik Suggeng; Lestari, Nurcholif Diah Sri; Yuliati, Nanik
Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 7 No. 1 (2024): Indiktika : Jurnal Inovasi Pendidikan Matematika
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/indiktika.v7i1.15245

Berpikir kritis merupakan keterampilan yang dibutuhkan oleh setiap peserta didik dalam menghadapi permasalahan kehidupan, namun kenyataan yang terjadi di lapangan keterampilan berpikir kritis masih rendah. Dengan begitu, perlunya mengembangkan perangkat ajar untuk meningkatkan kemampuan berpikir kritis. Penelitian ini dapat digolongkan ke dalam penelitian pengembangan dengan maksud untuk mengembangkan sebuah perangkat ajar berbasis proyek dengan kriteria valid, praktis, dan efektif. Model pengembangan yang digunakan untuk mengembangkan perangkat ajar adalah model 4D. Adapun data yang dikumpulkan dalam penelitian melalui observasi, tes, dan angket. Subjek uji coba yaitu kelas X6 MAN 1 Jembrana yang berjumlah 26 siswa. Data validitas dilakukan dengan menganalisis skor validasi dari validator yang mencakup validasi modul ajar, Lembar Kerja Peserta Didik, dan Soal tes berturut-turut yaitu 4,75; 4,66; 4,83. Adapun data terkait kepraktisan diperoleh dari rerata skor seluruh pertemuan yang dikumpulkan melalui lembar observasi keterlaksanaan perangkat pembelajaran sebesar 4,44 yang termasuk dalam kategori tinggi. Data berupa tes hasil belajar, hasil observasi berpikir kritis, dan angket respon siswa digunakan untuk menganalisis data keefektifan perangkat, menunjukkan siswa tuntas secara klasikal sebesar 80,76% dan rerata N-Gain siswa adalah tinggi, kemampuan berpikir kritis siswa kritis dan respon siswa diperoleh positif. Dengan begitu, penelitian ini dapat dimaknai perangkat ajar berbasis proyek yang telah dikembangkan efektif dalam meningkatkan kemampuan berpikir kritis peserta didik.

Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective Zainuddin Untu; Tri Widyasari; Intan Dwi Hastuti; Sutarto Sutarto; Percy Sepeng; Dian Kurniati; Sharifah Osman
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14659

This study aims to explore the role of self-regulation in enhancing mathematical literacy among high school students solving PISA Space and Shape problems. Employing a qualitative descriptive approach, data were collected through self-regulation questionnaires, PISA-based tasks, and semi-structured interviews from high school students categorized into high, moderate, and low self-regulation groups. The data analysis technique in this study consisting of three stages: data condensation, data display, and conclusion. Results reveal a strong correlation between self-regulation and mathematical literacy, with high self-regulation students excelling in formulating, employing, and interpreting mathematical problems. Moderate self-regulation students displayed partial success, while low self-regulation students struggled significantly, particularly in interpreting and validating solutions. The study underscores the importance of self-regulation strategies such as goal-setting, monitoring, and reflection in improving mathematical literacy. Instructional recommendations include structured goal-setting frameworks, reflective practices, and scaffolded tasks to support learners with varying self-regulation levels. These findings contribute to mathematics education by addressing the interplay between self-regulation and problem-solving in the underexplored Space and Shape domain. Future research should expand on these insights through larger, longitudinal studies to further validate the implications of self-regulation in educational contexts.

Development of Realistic Mathematics Education (RME) Integrating Agricultural Activities to Improve Numeracy Skills Karina Cindy Cahyadewi; Didik Sugeng Pambudi; Nurcholif Diah Sri Lestari; Dian Kurniati; Arika Indah Kristiana
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14060

This study aims to develop Realistic Mathematics Education (RME) learning tools integrated with agricultural activities, fulfilling the criteria of valid, practical, and effective to improve numeracy skills, particularly in the topics of direct and inverse proportionality. This study used the research and development with the Plomp model, comprising three phases. The first phase, preliminary research, involved 26 teachers and prospective teachers. The second phase, development or prototyping, engaged three experts and three students. The third phase, assessment, was conducted through trial testing with 31 participants in the experimental class and 31 participants in the control class. Data collection techniques included questionnaires, surveys, observations, tests, and interviews. Data processing was conducted using descriptive statistics. The results of the study indicate that the developed RME learning tools integrated with agricultural activities fulfills the criteria of valid, practical, and effective. The validity criteria were achieved with scores of 3.77 for the teaching module, 3.81 for the LKPD, 3.84 for the learning achievement test, and 3.87 for the instruction manual. The practicality criteria were met with a learning implementation rate of 95% (very good), and student activity reaching 84.9% (active). Additionally, student and teacher response questionnaires showed positive feedback, with scores of 95.48% and 100%, respectively. The effectiveness criteria were achieved with an average N-Gain score of 0.65 (moderate) and the experimental class achieved higher average scores than the control class. This study implies that RME integrated with agricultural activities can be recommended for mathematics teachers to support numeracy teaching.

Profil Berpikir Logis Siswa SMP dalam Menyelesaikan Soal Asesmen Kompetensi Minimum (AKM) Numerasi Konten Aljabar Hikamah, Lailatul; Kurniati, Dian; Oktavianingtyas, Ervin; Diah Sri Lestari, Nurcholif; Dwi Hary Jatmiko, Dhanar
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 9 No 1 (2025): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v9i1.10883

Logical thinking is the process of drawing conclusions based on facts through systematic steps and relevant arguments. This ability can be developed through mathematics learning, especially in problem-solving. This study aims to describe the logical thinking profile of junior high school students in solving AKM numeracy problems in algebra content.The research employs a descriptive method with a qualitative approach. The research instruments consist of two AKM numeracy problems related to systems of linear equations in two variables (SPLDV) and number patterns, as well as a validated semi-structured interview guide. Data were collected through a logical thinking test and interviews to identify indicators of logical thinking, namely coherence in reasoning, argumentation ability, and conclusion drawing. The test was administered to 30 eighth-grade students from SMP Negeri 1 Genteng. The results showed that two students met all indicators of logical thinking. These students were able to understand the problem by clearly writing down important information using their own words. They planned their solutions logically, applying the elimination and substitution methods for SPLDV problems and identifying number patterns in different ways. Their problem-solving steps aligned with Polya’s stages: understanding the problem, planning, implementing, and reviewing. Both students wrote conclusions supported by logical reasoning.

PENGEMBANGAN BUKU GEOMETRI TERINTEGRASI JAJANAN TRADISIONAL BERBASIS AR UNTUK MENINGKATKAN KEMAMPUAN SPASIAL Febriyanto, Eko Yudi Febriyanto; Yudianto, Erfan; Ambarwati, Reza; Kurniati, Dian; Safrida, Lela Nur; Firmansyah, Frenza Fairuz; Fazira, Shima Kunaza
TRANSFORMASI Vol 9 No 1 (2025): TRANSFORMASI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tr.v9i1.5113

Student must have spatial ability in order to understand geometry material well. Students with low spatial ability will find it difficult to understand geometry. The application of AR such as Assemblr Edu with the integration of traditional snacks is a solution to improve students’ spatial ability. This study aims to describe the process and results of developing an AR-based geometry book integrated with traditional snacks to improve students’ spatial ability. The research method is R&D with the ADDIE model. Data were collected using questionnaire and test method, with validation sheet instruments, readability test questionnaires, student response questionnaires, and spatial ability tests that had been validated before use. Geometry books are arranged according to spatial ability indicators: spatial perception, spatial visualization, and mental rotation. The trial was conducted on grade IX junior hidh school students. The results showed that geometry books were valid (2.84), practical (81.7%), and effective in improving students’ spatial ability with 93.8% of students reaching the minimum moderate category. So, AR-based geometry books integrated with traditional snacks can improve students’ spatial ability. Further research is recommended to explore AR application with 3D object decomposition features and cross-cultural integration to test the adaptation of books in different regional contexts.

Teachers expectation of students’ thinking processes in written works: A survey of teachers’ readiness in making thinking visible As’ari, Abdur Rahman; Kurniati, Dian; Subanji
Journal on Mathematics Education Vol. 10 No. 3 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

The trends of teaching mathematical thinking and the existence of two thinking skills (critical dan creative thinking) the required by 21st-century skills have created needs for teachers to know their students’ thinking processes. This study is intended to portray how mathematics teachers expect their students showing their thinking processes in students’ written work. The authors surveyed Whatsapp and Telegram group of mathematics teachers. First, the authors shared the result of the literature review and the governmental regulations about the need to develop thinking skills. Second, the authors stated that the potentials of students’ written works as a tool for knowing students’ thinking processes. Third, the authors sent a simple mathematical problem with the topic of algebra and asked the mathematics teachers how should their students answer that problem such that they can easily monitor and assess their students’ thinking processes. A total of 25 teachers participated voluntarily in this survey. Results of the survey were triangulated with direct trial data in lecture classes at both undergraduate and postgraduate levels. The result indicates that participating mathematics teachers do not expect too much for their students to show their thinking processes in written work. Teacher’s focus is mostly on the accuracy and the correctness of their students’ mathematics answer.

BERPIKIR KRITIS SISWA BERKEPRIBADIAN SENSING, INTUITION, THINKING DAN FEELING DALAM MENYELESAIKAN MASALAH DENGAN INFORMASI KONTRADIKSI Kurniati, Dian; Umami, Anggi Nabilla; Murtikusuma, Randi Pratama; Setiawan, Toto Bara; Jatmiko, Dhanar Dwi Hary
Jurnal Edukasi dan Sains Matematika (JES-MAT) Vol. 9 No. 1 (2023): Jurnal Edukasi dan Sains Matematika (JES-MAT)
Publisher : Department of Mathematics Education, Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/jes-mat.v9i1.7341

Critical thinking skill is necessary to be learned by every students, because by thinking critically students are able to understand other mathematical skills. One of the problems that can improve critical thinking skills is Problem With Contradiction Information (PWCI), which means problem that contains wrong information. Every student has their own characteristics, it also influences their critical thinking. One of the ways to identify a type of personality people is by using the Myers Briggs Type Indicator (MBTI), which classifies humans based on several perspectives, such as how to understanding and receiving information (Sennsing-Intuition), also how to make a conclusion and decision (Thinking-Feeling). The purpose of this study is to describe the critical thinking skills of students with sensing, intuition, thinking and feeling personalities. This research is a descriptive study with a qualitative approach. This research was based on SMAN Arjasa, and the subject was 8 students consisting of 2 students each with sensing, intuition, thinking and feeling personality. Data collection methods used are test and interview. The analysis technique used is the analysis of test results, interviews and triangulation. The results of this research revealed that students with sensing, intuition, thinking and feeling personality types have their own characteristics when solving the problem. The results of the critical thinking test found that there were no students who were able to fulfill critical thinking skills but there were students who were able to find contradictory information in the question

Prospective Mathematics Teachers’ Critical Thinking Disposition in Designing Cognitive and Psychomotor Assessment Instruments Kurniati, Dian; Trapsilasiwi, Dinawati; As'ari, Abdur Rahman; Basri, Hasan; Osman, Sharifah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 7 No 1 (2022): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v7i1.11263

The disposition of critical thinking is one of the predictors of the success of prospective mathematics teachers in accustoming their students to critical thinking and mathematical literacy in responding to mathematical problems. Therefore, it is necessary to conduct research that focuses on the critical thinking disposition of prospective mathematics teachers in designing learning, including assessment instruments. The research aims to describe the critical thinking disposition of prospective mathematics teachers in designing cognitive and psychomotor assessment instruments to familiarize junior high school students with critical thinking and mathematical literacy. It was qualitative in nature, with an exploratory, descriptive methodology with 16 mathematics education students in the fifth semester of the Universitas Jember as research subjects. All research subjects attended three lectures on Evaluation of Mathematics Teaching and Learning Outcomes by applying a collaborative learning model based on team projects. The research findings have indicated that prospective mathematics teachers have a critical thinking disposition in compiling a project on cognitive and psychomotor assessment instruments based on the junior high school students critical thinking and mathematical literacy. The components of the critical thinking disposition of prospective mathematics teachers that emerged during three times lectures were truth-seeking, open-mindedness, maturity, and curiosity. Prospective mathematics teachers collaborated and cared about each other with friends in completing projects.

Analysis of Prospective Mathematics Teachers’ Critical Thinking Disposition Based on Self-Confidence Basri, Hasan; Tonra, Wilda Syam; Yahya, Farida Hanim; Darmawan, Puguh; Kurniati, Dian; Indahwati, Rohmah; Saleh, Sitti Fithriani
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 8 No 1 (2023): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v8i1.15996

The disposition of critical thinking plays an important role for teachers, particularly in responding to mathematical problems. However, several studies have shown that the disposition to think critically is still low. This descriptive-qualitative research aims to analyze and describe prospective mathematics teachers’ critical thinking dispositions based on their self-confidence. Three subjects were selected from a total of 25 prospective mathematics teachers who were given a self-confidence questionnaire, with very good, good, and poor self-confidence criteria. Data collection was conducted by administering a critical thinking disposition test of the Problems With No Specified Universal Set Given (PWNSUS) type and conducting interviews. The results of this research indicate that prospective mathematics teachers’ self-confidence influences their critical thinking disposition. Prospective mathematics teachers with very good self-confidence fulfill the components of a critical thinking disposition, namely systematicity, self-confidence, inquisitiveness, open-mindedness, and analyticity. Meanwhile, prospective mathematics teachers with good self-confidence fulfill the components of self-confidence, inquisitiveness, open-mindedness, and analyticity. However, prospective mathematics teachers with poor self-confidence only fulfill inquisitiveness and analyticity. Two of the three subjects were unable to achieve two critical thinking components, namely truth and maturity, which can be developed through various exercises.

Senior High School Students’ Lack of Truth-Seeking Behavior in Mathematics Problem Solving Rahmawati, Mira; Kurniati, Dian; Kristiana, Arika Indah; Susanto, Susanto; Alfarisi, Ridho; Osman, Sharifah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 9 No 1 (2024): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v9i1.21604

The objective of this study is to discern the patterns of truth-seeking behaviors among students when tackling mathematics problems involving an unknown universe of discourse. Employing a qualitative descriptive approach, the research encompassed stages including instrument preparation and validation, data collection from two mathematics problems with no specified universal set, subject selection, data analysis, triangulation, and interpretation. The research group consisted of tenth-grade high school students who were considered to have ideal abilities in problem-solving. The instrument used was valid and reliable. The findings reveal that students tend to exhibit a lack of truth-seeking behavior when tackling problem-solving tasks. These behaviors include: (1) verifying the universal set, (2) articulating and defining the universal set, (3) documenting the formulas used to solve problems according to the objectives, (4) outlining the steps employed, (5) working through the questions in accordance with predetermined steps, and (6) evaluating the outcomes obtained to ensure their alignment with the established objectives. Their behavioral patterns unfold as follows: (1) comprehending questions to extract problem details and jotting down pertinent information during the problem identification phase, (2) identifying and documenting the queries posed in questions during the goal-setting stage, (3) utilizing all established information during the strategy implementation phase, and (4) formulating conclusions and conducting result verification during the review and evaluation stage. Future researchers can develop learning methods to familiarize students with truth-seeking behaviors.

Co-Authors A.Wilda Indra Nanna Abdillah Putra Maulana Abdur Rahman As’ari Abdur Rouf, Abdur Abi Suwito Aini, Filda Nur Alfarisi, Muhammad Alfan Ambarwati, Reza Anggraeni, Citra Dwi Anggraini, Devi Dwi Annisatul Muffidah Anwar Us, Kasful Any Isroaty Ardiansyah, Kamal Arfiansyah, Digga Ariestyan, Yola Arika Indah Kristiana Atin Hafizatul Aini Azizah, Rialita Fitri A’yun, Qurrota Cahyadewi, Karina Cindy Cici Fitri Lestari, Cici Fitri Cindy Adelia Damayanti, Putri Intan Dedi Kusnadi Diah Sri Lestari, Nurcholif Dian Atika Sofie Diana Sulfikawati, Diana Didik Sugeng Pambudi Dinawati Trapsilasiwi Dwi Hary Jatmiko, Dhanar Dwi Ivayana Sari Dwiyana Dwiyana Dwiyana Dwiyana, Dwiyana Elniati, Sri Emdat Suprayitno Erfan Yudianto Ervin Oktavianingtyas Eva Liskurniawati, Eva Evi Takrimatul Ailiyyah Farida Hanim Yahya Fazira, Shima Kunaza Febriyanto, Eko Yudi Febriyanto Fiad, Uluf Finda Dwi Permatahati, Finda Dwi Fiqih Nur Hakiki Firmansyah, Frenza Fairuz Fitri Annisa Guvinta Rahayu Habibi, Ahmad Anas Hafidhoh, Nabilatul Hanifah Rizki Mubarokah Harimukti, Romi Hasan Basri Hasan Basri Hedi Pudjo Santosa Hidayah, Fauzia Nurul Hikamah, Lailatul Hobri Iffah Tsabita Ikhsani Indah Nabilla Nur Lutfiyyah Zariyatan Indahwati, Rohmah Indri Handayani, Indri Indriawati, Syahdinar Inge Wiliandani Setya Putri Intan Dwi Hastuti Irawan, Dahlan Irianto Aras Irvani, Fajrin Abidiyah Islamiah, Maulidi Arsih Umaroh Isma, As’ad Jamil, Nur Asiyah Jannatasari, Nindi Zakia Jatmiko, Dhanar Dwi Hary Karina Cindy Cahyadewi Krisagotama, Fisdianti Lailiya, Muhimatul Lestari, Nurcholif Diah Sri Lioni Anka Monalisa, Lioni Anka Liski Roswita Dinia Lukman Hakim M. Syahran Jailani Maharani Hayuning Pangastuti Pribadi Maisah Maulana, Abdillah Putra Maulana, Dikri Meilysa Ajeng Kartika Putri Milawati Milawati Minnah El Widdah Misbahul Munir Mohamad Fatekurohman Much Yulianto Muh. Hanif Mukhtar Latif Mulyati Nadia Dwi Cahyani Nancy Yunita Susanti, Nancy Yunita Nanik Yuliati Nurcholif Diah Sri Lestari Nurmaharani, Rika Nurmaharani, Rika Octaerdiyani, Debby Osman, Sharifah Palupi, Doni Dwi Pambudi, Didik Suggeng panglipur, indah rahayu Percy Sepeng Percy Sepeng Pratiwi, Enditiyas Pribadi, Maharani Hayuning Pangastuti Puguh Darmawan Purwanto Purwanto Purwanto Purwanto Puspitasari, Nitta Putra, Rizki Cahya Eka Putri Wulandari PUTRI WULANDARI Putri, Inge Wiliandani Setya Rahmawati, Mira Rahmawati, Siska Ramadhan, Mustafa Randi Pratama Murtikusuma Rasyidah Rasyidah Reza Ambarwati Rezqy Ayu Devi Arafah Ridho Alfarisi, Ridho Rika Nurmaharani Rohmah Indahwati S Suharto S Sunardi S Susanto Saddam Hussen Saleh, Sitti Fithriani Sanawi, Ihsan Sapta, Hendra Sari, Diah Ayu Nurvita Sayid Mubarak Sefina Vamelia Hanim Sembiring, Rinawati Sepeng, Percy Septia Anggraini Setiyawati, Endah Dwi Sharifah Osman siti fadilah Sitti Fithriani Saleh Sitti Fithriani Saleh Solly Aryza Subanji Subanji Subanji Suharto Suharto Sunardi Sunardi Sunardi Sunardi Sunardi, Sunardi Suratno Suratno Susanto Susanto Susanto Susanto Susi Setiawani Sutarto Sutarto Sutarto Sutarto Suwarno Suwarno Su’aidi Titik Sugiarti Titis Rini Chandrasari, Titis Rini Tonra, Wilda Syam Toto Bara Setiawan Trapsilasiswi, Dinawati Tri Widyasari Tri Widyasari, Tri Triyono Lukmantoro Umami, Anggi Nabilla Untu, Zainuddin Untu, Zainuddin Untu Vidayanti, Nurul Wasilatul Murtafiah Widhaning, U'ul Ulinuha Rahajeng Wijaya, Achmad Alfian Budi Yahya, Farida Hanim Yakin, Saeful Aenul Yun Sari, Lili Yuniar, Sita Nastiti Zakiyah Yasin Zayyadi, Moh

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