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Kemampuan Literasi Matematika Siswa Berdasarkan Gaya Belajar Nadila, Shinta Alfiatu; Lestiana, Herani Tri
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

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.

Teacher’s Code of Ethics: Implementation by Mathematics Teachers in Cirebon City and Regency Lestiana, Herani Tri
JUPE : Jurnal Pendidikan Mandala Vol 9, No 1 (2024): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

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

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.

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

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.

PENERAPAN SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS-PROJECT BASED LEARNING (STEM-PJBL) TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA Nur'Aeni, Sri; Lestiana, Herani Tri; Toheri, Toheri
Differential: Journal on Mathematics Education Vol. 1 No. 1 (2023): Differential: Journal on Mathematics Education
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/differential.v1i1.91

Pembelajaran berbasis proyek dengan pendekatan STEM selaras dengan pembelajaran abad 21 karena bersifat kontekstual, sehingga dapat memberdayakan kemampuan siswa untuk mengembangkan bakat dan kemampuan yang mereka miliki. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi pembelajaran berbasis proyek dengan pendekatan STEM (STEM-PjBL) pada materi trigonometri dan untuk mengetahui bagaimana peningkatan kemampuan berpikir kreatif siswa dalam pembelajaran matematika pada materi trigonometri, menggunakan model pembelajaran berbasis proyek dengan pendekatan STEM (STEM-PjBL) pada siswa kelas X IPS 4 MAN 1 Cirebon. Penelitian ini merupakan penelitian eksperimen yang dilakukan terhadap sampel 35 siswa dengan teknik pengumpulan data berupa tes. Berdasarkan hasil perhitungan perbandingan rata-rata nilai kemampuan berpikir kreatif pada posttest diperoleh hasil sebesar 81,33 lebih besar daripada hasil pretest 32,00. Untuk mengetahui peningkatan kemampuan berpikir kreatif siswa dilakukan perhitungan menggunakan uji N-Gain. Pada kemampuan berpikir kreatif siswa diperoleh hasil perhitungan rata-rata uji N-Gain sebesar 0,72 dan termasuk kategori tinggi. Dapat disimpulkan bahwa terdapat peningkatan kemampuan berpikir kreatif siswa pada materi trigonometri sesudah diterapkan model pembelajaran STEM-PjBL.

PENGEMBANGAN LKS BANGUN RUANG SISI DATAR BERBASIS POE UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA Salasatun, Qofifah Putri; Pramesti, Santika Lya Diah; Lestiana, Herani Tri
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 31, No 2 (2021)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

AbstrakKemampuan pemecahan masalah matematika dalam pembelajaran matematika merupakan suatu hal yang dibutuhkan oleh siswa. Tujuan penelitian ini adalah untuk mengembangkan bahan ajar berupa LKSÂ berbasis POEÂ yang valid, praktis, dan efektif, serta dapat meningkatkan kemampuan pemecahan masalah matematika siswa materi bangun ruang sisi datar. Jenis penelitian ini adalah Research and Development (R&D) dengan model pengembangan 4D (define, desain, develop, dan disseminate). Namun pada pengembangan lembar kerja siswa ini peneliti hanya menggunakan 3D yang terdiri dari pendefinisian (define), perancangan (desain), dan pengembangan (develop). Tahap define menganalisis awal, siswa, tugas, dan konsep. Tahap desain merancang bahan ajar siswa materi bangun ruang sisi datar. Tahap develop menghasilkan bahan ajar siswa berbasis POE. Berdasarkan hasil penelitian, hasil validasi ahli materi diperoleh rata-rata sebesar 3.39 dengan kriteria valid dan ahli media diperoleh rata-rata sebesar 3.39 dengan kriteria valid. Hasil uji kepraktisan dilihat dari angket respon siswa diperoleh rata-rata sebesar 3,389 dengan kriteria praktis. Hasil uji coba LKS yaitu dari hasil posttest siswa dengan perolehan rata-rata sebesar 73.50 dengan kriteria efektif. Maka LKS berbasis POE (Predict Observe Explain) valid, praktis, dan efektif untuk meningkatkan kemampuan pemecahan masalah matematika siswa.Kata Kunci: 4D, LKS POE, Pemecahan Masalah Matematika AbstractMathematical problem solving ability in learning mathematics is needed by students. The purpose of this research was to develop teaching materials in the form of POE-based materials that were valid, practical, and effective and could improve students' mathematical problem solving abilities in flat-sided geometry material. This type of research was Research and Development (R&D) with a 4D development model (define, design, develop, and disseminate). However, in developing this student worksheet, the researcher only used 3D consisting of defining, designing, and developing. The define stage consisted of initial analysis of the students, assignments, and concepts. The designing stage consisted of designing studentsâ€™ learning materials for flat-sided geometry. In the developing stage, POE-based studentsâ€™ learning materials were produced. Based on the research results, the result of the material expert validation obtained an average of 3.39 showing a valid criterion.Â The result of the practicality test based on studentsâ€™ responses on questionnaires obtained an average of 3.389 reflecting practical criterion. The results of the worksheet field test based on the students' posttest results shows an average of 73.50 belonging to effective criterion. Thus, the POE (Predict Observe Explain)-based worksheet is valid, practical, and effective to improve students' mathematical problem solving abilities.Keywords: 4D, POE worksheet, mathematical problem solving

Model of Educational Reconstruction in Integrating Ciayumajakuning Ethnoscience into Chemistry Learning Anugrah, Indah Rizki; Herani Tri Lestiana; Rena Aprillia Indah Sari
Orbital: Jurnal Pendidikan Kimia Vol. 9 No. 2 (2025): Orbital: Jurnal Pendidikan Kimia
Publisher : Chemistry Education Department of Education and Teaching Faculty

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ojpk.v9i2.31729

This study aims to reconstruct the ethnoscientific contexts of the Ciayumajakuning region (Cirebon, Indramayu, Majalengka, and Kuningan) into chemistry learning materials using the Model of Educational Reconstruction (MER) framework. A descriptive qualitative design was employed, integrating field surveys, literature review, and expert validation. Data were obtained from 17 respondents and scientific literature related to selected local wisdom contexts. The analysis identified five contexts with strong chemical relevance: batik Mega Mendung, wayang kulit, siraman panjang (jamasan), bata dan genteng Jatiwangi, and peuyeum ketan. Each was analyzed for its scientific structure and mapped against the high school chemistry curriculum within the Merdeka Curriculum framework. Results indicate that these local wisdoms represent diverse chemistry concepts, including organic and inorganic reactions, material transformation, and biochemistry, though their distribution across topics remains uneven. The study demonstrates that MER provides a systematic approach to transforming cultural practices into pedagogically sound learning contexts. The reconstructed models are expected to support the development of contextual, culturally responsive chemistry learning materials that strengthen students’ scientific literacy and appreciation of local culture.

The Interplay of Talent, Interest, and Teaching Competence: A SEM-PLS Analysis of Pre-Service Mathematics Teachers Lestiana, Herani Tri; Pramesti, Santika Lya Diah
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/pd596x85

Based on Expectancy-Value Theory, talent and interest are often assumed to relate to individual competence. However, few studies have examined talent, interest, and competence simultaneously using SEM-PLS. This study analyzed the direct and indirect relationships among talent, interest, and the teaching competence of prospective mathematics teachers using SEM-PLS. The participants were 87 fifth-semester students in the Mathematics Education Department at UIN Siber Syekh Nurjati Cirebon. Data were collected through an interest questionnaire, a talent test, and teaching-competence observations. The results indicated that talent had a positive but non-significant effect on interest (coefficient = 0.487; p = 0.127) and on teaching competence (coefficient = 0.236; p = 0.531). Interest showed a negative but non-significant effect on teaching competence (coefficient = -0.243; p = 0.289). The mediation test also showed that interest did not significantly mediate the effect of talent on teaching competence (indirect coefficient = -0.118; p = 0.369). The explained variance was 0.237 for interest and 0.059 for competence, indicating that the model accounted for only a small proportion of variance. These findings suggest that teaching competence is more likely shaped through experience and social interaction in educational settings than as a direct outcome of talent or interest. The lack of significant relationships highlights the complexity of teaching-competence development. Practically, teacher education institutions should support talent and interest exploration while strengthening competence development through structured mentoring, early career exploration workshops, and systematic talent identification.

Integrating Technology and Pedagogy: The Development of an Rme-Based Interactive Website For Re-Contextualizing Number Concept Nugraha, Aditiya Eka; Lestiana, Herani Tri
Educational Insights Vol. 3 No. 2 (2025): December 20025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i2.147

The present study aims to design and develop an interactive website as a learning medium grounded in the Realistic Mathematics Education (RME) approach, specifically focusing on number concepts for seventh-grade junior high school students. This research employed the Research and Development (R&D) methodology utilizing the ADDIE model, encompassing five systematic phases: Analysis, Design, Development, Implementation, and Evaluation. The validation process involved five experts consisting of mathematics education lecturers and teachers. The validation outcomes demonstrated that the developed media met the feasibility criteria and was categorized as "good" in the aspects of content, media, and language. A limited implementation involving 20 students revealed highly positive responses, indicating that the website was both practical and engaging, with an average score exceeding 85%. The developed website facilitates contextualized learning of number concepts, enhances interactivity, and promotes students' engagement and conceptual understanding. Thus, the interactive website is deemed appropriate to serve as a digital alternative instructional medium in mathematics education.

Integrating RME and Geogebra: Transforming mathematics learning to support students’ mathematical literacy Adella, Rizqi; Lestiana, Herani Tri
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 35, No 1 (2025)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v35i1.23679

The low mathematical literacy of Indonesian students as shown by the PISA results has become an issue in education. This study aims to analyze the effect of the Geogebra-assisted RME approach on students' mathematical literacy skills. This study applied a quantitative method with a One-Group Pretest-Posttest Design, which was carried out on 30 ninth grade students of SMP Negeri 2 Kapetakan, Cirebon Regency. The instruments used include a mathematical literacy test and student response questionnaires. Data were collected through test and questionnaire, then analyzed using N-gain and simple linear regression. The results showed that the average N-gain score of 0.85 was in the high category, which indicates a significant increase in mathematical literacy skills. In addition, the results of a simple linear regression test showed that the implementation of Geogebra-assisted RME had a positive and significant effect on students' mathematical literacy skills, with an R2 value of 0.337. These findings show that a contextual learning approach supported by interactive technology is effective in improving students' ability to understand, apply, and interpret mathematical concepts in real life. This research makes an empirical contribution to the integration of RME approaches and technology in geometry learning and mathematical literacy at the secondary level.

The Interplay of Talent, Interest, and Teaching Competence: A SEM-PLS Analysis of Pre-Service Mathematics Teachers Lestiana, Herani Tri; Pramesti, Santika Lya Diah
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 9 No. 3 (2025): November
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/pd596x85

Based on Expectancy-Value Theory, talent and interest are often assumed to relate to individual competence. However, few studies have examined talent, interest, and competence simultaneously using SEM-PLS. This study analyzed the direct and indirect relationships among talent, interest, and the teaching competence of prospective mathematics teachers using SEM-PLS. The participants were 87 fifth-semester students in the Mathematics Education Department at UIN Siber Syekh Nurjati Cirebon. Data were collected through an interest questionnaire, a talent test, and teaching-competence observations. The results indicated that talent had a positive but non-significant effect on interest (coefficient = 0.487; p = 0.127) and on teaching competence (coefficient = 0.236; p = 0.531). Interest showed a negative but non-significant effect on teaching competence (coefficient = -0.243; p = 0.289). The mediation test also showed that interest did not significantly mediate the effect of talent on teaching competence (indirect coefficient = -0.118; p = 0.369). The explained variance was 0.237 for interest and 0.059 for competence, indicating that the model accounted for only a small proportion of variance. These findings suggest that teaching competence is more likely shaped through experience and social interaction in educational settings than as a direct outcome of talent or interest. The lack of significant relationships highlights the complexity of teaching-competence development. Practically, teacher education institutions should support talent and interest exploration while strengthening competence development through structured mentoring, early career exploration workshops, and systematic talent identification.

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