Article Per Year (5 Year)
p-Index From 2020 - 2025
2.63
P-Index
This Author published in this journals
All Journal Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Jurnal Pendidikan Matematika Universitas Lampung Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika Eduma : Mathematics Education Learning and Teaching Union: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Procediamath JUPE : Jurnal Pendidikan Mandala Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Dimasejati: Jurnal Pengabdian Kepada Masyarakat AR-RIAYAH : Jurnal Pendidikan Dasar Plusminus: Jurnal Pendidikan Matematika Unnes Journal of Mathematics Education Edumatica: Jurnal Pendidikan Matematika Circle: Jurnal Pendidikan Matematika Journal on Mathematics Education Research
Lestiana, Herani Tri
UIN Siber Syekh Nurjati Cirebon
Religion Humanities Computer Science & IT Education Mathematics Public Health Social Sciences Other

Published : 20 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 20 Documents
Search

 1   2 
Promoting Students’ Critical Thinking Skill Through Stem-Based Learning on Trigonometry Lestiana, Herani Tri; Toheri, Toheri; Nur'aeni, Sri
Al-Khawarizmi Vol 6, No 2 (2022): Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jppm.v6i2.15482

Abstract

This study aims to promote students' critical thinking skills of trigonometry by using STEM-based learning. This study was an experimental study conducted on 10th grade students of social studies MAN 1 Cirebon. The data were collected by using tests. The result showed that there was an improvement of students’ critical thinking skills after the implementation of STEM-based learning on trigonometry. Students’ posttest score of 79.83 was greater than the pretest score, which was 30.81. The paired sample t-test analysis showed that there was a significant increase from pretest to posttest score. Thus, it can be concluded that there STEM-based learning can be applied to promote students' critical thinking skills.
Pixel Art untuk Membangun Pemahaman Siswa Tentang Konsep Dasar Luas Lestiana, Herani Tri
AR-RIAYAH: Jurnal Pendidikan Dasar Vol 5, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jpd.v5i2.3251

Abstract

Merely providing the formula of area in the learning activity can impede students’ deep understanding of the concept of area. This study was a qualitative design research that aimed to develop a learning design by using the context of pixel art and grid paper to build students' knowledge of the concept of area measurement. There were three stages in this study, namely, preparation, teaching experiment, and retrospective analysis. The subjects of this study were 25 students of P3 (Primary 3) SD Global Inbyra School. However, the discussion focused on a group consisting of three students. The research subjects were given a mini lesson consisting of 2 meetings. It can be seen from the first meeting that the pixel art drawn by the students built on their initial measuring ability because they automatically notice that half square and half square make up 1 square. At the second meeting, students demonstrated their ability to estimate the number of squares (area) in an irregular picture. In the activity of making any shapes that have an area of 20 square units, students were aware that to find the area of the rectangle, they can use repeated addition which can be directed to the area of the rectangle (p x l).
COMPARATIVE ANALYSIS OF PYTHAGOREAN PROBLEMS IN INDONESIAN AND SINGAPOREAN MATHEMATICS TEXTBOOKS: AN OVERVIEW OF COGNITIVE LEVEL, REPRESENTATION FORM, CONTEXTUAL FEATURE, AND RESPONSE TYPE Lestiana, Herani Tri; Maula, Lifa Muflikhatul; Winarso, Widodo
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 26 No 1 (2023): JUNE
Publisher : Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2023v26n1i15

Abstract

Several studies revealed that mathematics problems in textbooks, which were expected to encourage students’ reasoning and problem-solving skills, were still lacking. This study aimed to compare Pythagorean problems in Indonesian and Singaporean mathematics textbooks based on the cognitive level of Bloom's taxonomy, representation form, contextual feature, and response type. The data were collected through documentation and observation. The research results indicated that on the cognitive level, the C3-C4 level dominated the Pythagorean problems in Indonesian and Singaporean textbooks. Regarding representation form, Pythagorean problems in Indonesian textbooks used visual and combined forms, while Singaporean textbooks applied mostly combined forms. In contextual feature and response type, Pythagorean problems in Indonesian and Singaporean textbooks used non-application and closed-ended problems. Therefore, the result of this study is expected to contribute to the improvement of high-quality mathematics textbooks, which can compete internationally to support students’ learning. Abstract: Beberapa penelitian menunjukkan soal-soal matematika dalam buku ajar Indonesia yang diharapkan dapat mendorong kemampuan penalaran dan pemecahan masalah siswa masih kurang. Penelitian ini bertujuan untuk membandingkan soal-soal Teorema Pythagoras dalam buku matematika Indonesia dan Singapura berdasarkan tingkat kognitif Bloom, bentuk representasi, fitur kontekstual, dan tipe respon. Pengumpulan data dilakukan melalui dokumentasi dan observasi. Hasil penelitian menunjukkan bahwa pada tingkat kognitif, soal Pythagoras dalam buku teks Indonesia dan Singapura sebagian besar berada pada kategori C3-C4. Terkait bentuk representasi, soal-soal Pythagoras dalam buku Indonesia lebih banyak menggunakan bentuk visual dan gabungan, sedangkan buku Singapura lebih banyak menggunakan bentuk gabungan. Pada aspek fitur kontekstual dan tipe respon, soal-soal Pythagoras baik dalam buku Indonesia dan buku Singapura menggunakan soal non-aplikasi dan soal tertutup. Oleh kare itu, hasil penelitian ini diharapkan dapat berkontribusi pada peningkatan kualitas buku teks matematika yang dapat bersaing secara internasional, untuk mendukung pembelajaran siswa.
Pendampingan Penyusunan E-Modul dengan Pendekatan Saintifik Berbasis FlipBook Maker Heryandi, Yandi; Lestiana, Herani Tri
Dimasejati: Jurnal Pengabdian Kepada Masyarakat Vol 6, No 2 (2024)
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/dimasejati.v6i2.16556

Abstract

ASSİSTANCE İN PREPARİNG FLIPBOOK MAKER-BASED E-MODULES WİTH A SCİENTİFİC APPROACH. Technological advances require educators to be more creative and innovativein developing teaching materials with a scientific approachlearner-centered. However, teaching materials that are often used inIntegrated Islamic School is a textbook that only contains materialdiscussion. The aim of this service is to provide assistancepreparation of e-modules based on Flipbook Maker with a scientific approach,namely: (1) to determine the teacher's understanding of the preparation of e-modulesbased on Flipbook Maker with a scientific before and after approachmentoring activities; (2) to find out the teacher's response toassistance activities in the preparation and use of e-based modulesFlipbook Maker with a scientific approach. Participants of the activity is teachers of all subjects in SMP IT Al Falah Cirebon. This community service was carried out in two major activities, namely In Service Training (IST) and On the Job Training (OJT). This service shows that: (1) There has been a significant increaseon teacher understanding regarding Flipbook-based learning e-modulesMaker with a scientific approach. Average level of teacher understandingbefore participating in training and mentoring activities is 56%in the poor category. After participating in training activities andmentoring, the average level of teacher understanding increased to 94%with the very good category. (2) Based on the related response questionnaireservice activities carried out, participants gave positive responsesvery good in terms of material content, material presentation, and mentoringpreparation of e-modules, with an average percentage of 95%.
Teacher’s Code of Ethics: Implementation by Mathematics Teachers in Cirebon City and Regency Herani Tri Lestiana
JUPE : Jurnal Pendidikan Mandala Vol 9, No 1 (2024): JUPE : Jurnal Pendidikan Mandala (Febuari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v9i1.6643

Abstract

A teacher must uphold the teacher’s code of ethics, both when carrying out professional obligations in the school environment or outside the school, so that he can carry out his duties and responsibilities as a professional teacher well. This research aims to (1) find out how the teacher code of ethics is implemented in SMP/MTs and SMA/MA/SMK in Cirebon Regency and City, and (2) find out the obstacles faced by teachers in implementing the teacher code of ethics. The method used in this research is a descriptive method with data collection using questionnaires, observation and interviews. The subjects of this research were 125 Mathematics teachers in SMP/MTs and SMA/MA/SMK in Cirebon Regency and City. The research results show that Mathematics teachers in Cirebon Regency and City have implemented the teacher code of ethics very well with average questionnaire scores of 4.62 and 4.52 respectively. Mathematics teachers in Cirebon Regency and City also show a very good category in implementing each aspect of the code of ethics, namely the relationship between teachers and students, with parents/guardians of students, with the community, with colleagues, and with their profession. Obstacles faced by teachers in implementing the teacher's code of ethics include (1) the diversity of students' characters and backgrounds in one class, (2) differences in educational patterns between parents/guardians and difficulties in communicating with parents/ student guardians, (3) a feeling of reluctance to remind teachers not to take actions that demean the dignity of the teaching profession, (4) lack of opportunities for some teachers to develop the quality of the teaching profession, and (5) communities seem indifferent and don't care about the development of education around them.
Desain didaktis berbasis multimodal learning dalam pembelajaran matematika siswa ditinjau dari gaya belajar Shintia Permata Surachman; Herani Tri Lestiana; Darwan Darwan
Journal on Mathematics Education Research (J-MER) Vol 5, No 1 (2024): May
Publisher : Departemen Pendidikan Matematika, FPMIPA, UPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/j-mer.v5i1.75646

Abstract

This research is motivated by the lack of technology-based media designs that consider potential learning barriers from the perspective of students' learning styles. The purpose of this study is to explore how didactical design and the implementation of a multimodal learning-based didactical design in social arithmetic materials can reduce learning barriers and improve students' learning outcomes based on their learning styles. The research method applied is Didactical Design Research (DDR), which involves three stages: prospective analysis, metapedadidactic analysis, and retrospective analysis. The results of this study include a Hypothetical Learning Trajectory (HLT) that was developed into an empirical didactical design aimed at improving students' learning outcomes. The developed didactical design consists of three sessions, each utilizing different media to accommodate students' various learning styles. Findings from this research indicate a reduction in students' learning barriers, with an average decrease of over 50%. Furthermore, students' learning outcomes improved after learning with the developed didactical design, achieving an n-gain score of 0.63.
Kemampuan Literasi Matematika Siswa Berdasarkan Gaya Belajar Shinta Alfiatu Nadila; Herani Tri Lestiana
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 3 (2024): Edumatica: Jurnal Pendidikan matematika (Desember 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i3.38303

Abstract

The results of the OECD-PISA state that the mathematical literacy skills of students in Indonesia are still relatively low. The objectives of this study are: 1) To analyze students' mathematical literacy skills in solving Two-Variable Linear Equation System (SPLDV) problems in terms of student learning styles; 2) To find out the factors causing the less than optimal mathematical literacy skills. The method used in this study is descriptive qualitative. The study subjects were 23 students in grade VIII at SMPN 1 Beber with 9 students interviewed, namely 3 students with a visual learning style, 3 students with an auditory learning style, and 3 students with a kinesthetic learning style. Assessment of mathematical literacy skills is based on 3 indicators of mathematical literacy skills: formulate, employ, and interpret. The results of this study indicate that: 1) In solving SPLDV problems, the mathematical literacy skills of students with an auditory learning style are better than those with other learning styles; 2) The factors causing the less than optimal mathematical literacy skills are personal factors and instructional factors.
Development of Interactive Mathematics E-Module Designed by Canva and Fliphtml5 Lestiana, Herani Tri; Rohmah, Andini; Putri, Ermawati; Wijaya, Candra
Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v5i1.2537

Abstract

Penelitian ini bertujuan mengembangkan e-modul interaktif pada materi Transformasi Geometri di kelas IX SMP. E-modul ini dirancang menggunakan platform Canva untuk menciptakan konten visual yang menarik dan FlipHTML5 untuk menyediakan fitur interaktif. Pengembangan e-modul mengikuti model ADDIE yang mencakup tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Validitas e-modul dinilai oleh dua validator yang menilai aspek media, isi/materi, dan bahasa. Hasil validasi menunjukkan rata-rata skor mencapai 86.5% dengan kriteria sangat valid. Evaluasi terhadap kepraktisan atau kemudahan penggunaan e-modul menunjukkan rata-rata sebesar 86% dengan kriteria sangat praktis. Hasil validasi dan kepraktisan ini menunjukkan bahwa e-modul yang dikembangkan sudah baik dan bisa digunakan dalam pembelajaran. Tantangan yang dihadapi mencakup ketergantungan pada koneksi internet dan perluasan motivasi siswa dalam pembelajaran mandiri. This study aims to develop an interactive mathematics e-module on the Geometry Transformation topic at the 9th grade junior high school. This e-module is designed using the Canva platform to create attractive visual content and FlipHTML5 to provide interactive features. The development of the e-module follows the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The validity of the e-module was assessed by two validators who assessed the media, content/material, and language aspects. The validation results showed an average score of 86.5% with very valid criteria. Evaluation of the practicality or ease of use of the e-module showed an average of 86% with very practical criteria. The results of this validation and practicality indicate that the developed e-module is good and can be used in learning. The challenges faced include dependence on internet connections and expanding student motivation in independent learning.
What are The Difficulties in Learning Percentages? An Overview of Prospective Mathematics Teachers’ Strategies in Solving Percentage Problems Lestiana, Herani Tri
Indonesian Journal of Science and Mathematics Education Vol. 4 No. 3 (2021): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v4i3.10132

Abstract

Many studies showed that teachers and prospective teachers have difficulty solving percentage problems. This research is a qualitative descriptive study that aims to investigate the prospective teachers’ strategies in solving problems on the topic of percentages. A total of 250 students majoring in Mathematics Education and Primary Education at IAIN Syekh Nurjati and IAIN Pekalongan were purposively selected to participate in this study. The results showed that only less than half of the participants (40.1%) could give the correct answer. Qualitative data on the strategies used by prospective teachers on the percent question show that (1) teacher candidates ignore the importance of the % symbol and consider the % symbol only as a unit of measurement, (2) teacher candidates ignore the essential role of the reference quantity in the percent question, (3 ) teacher candidates are not used to solving percent problems related to determining initial values before discounts and assume that any percent problem can be solved using multiplication or division.
The Implementation of Microsite-Assisted Gamification to Improve Students’ Memory Retention in Mathematics Learning Maula, Minhatul; Haqq, Arif Abdul; Lestiana, Herani Tri
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p46-57

Abstract

This study was motivated by the urgency of utilizing technological advancements in education to optimize students' memory retention in mathematics learning, which is known to require deep and continuous conceptual understanding. The objective of this research is to investigate the improvement of students' memory retention after the implementation of gamification supported by a microsite in mathematics learning. The research employed a quantitative approach with a population consisting of all 10th-grade students at SMA Negeri 1 Sumber in the 2024/2025 academic year, totaling 439 students. The sample was selected using cluster random sampling, specifically class X-7 consisting of 35 students. Data collection techniques included a memory retention test and unstructured interviews. The data were analyzed using the N-Gain formula and a paired sample t-test. The results of the study showed an improvement in students' memory retention in the class that implemented gamification supported by a microsite, with the improvement categorized as high. Based on the hypothesis testing, students' memory retention after the implementation of gamification supported by a microsite was significantly better compared to before the implementation. Therefore, gamification supported by a microsite has been proven effective in enhancing students' memory retention in mathematics learning.
Co-Authors Candra Wijaya, Candra Cici Tri Wanita Darrotul Jannah Darwan Darwan Dedi Junaedi Dian Nataria Oktaviani Dian Nataria Oktaviani Dinda Dewi Kaerudin Heryandi, Yandi indah nursuprianah, indah Maula, Lifa Muflikhatul Maula, Minhatul Mawaddah Mawaddah Nur'aeni, Sri Putri, Ermawati rizqi Amaliyakh Sholikhakh Rohmah, Andini Shinta Alfiatu Nadila Shintia Permata Surachman Sholikhakh, Rizqi Amaliyakh Thifaliani, Niken Nirvania Toheri Toheri, Toheri Winarso D. Widodo Yandi Heryandi