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All Journal Journal of Education and Learning (EduLearn) Kreano, Jurnal Matematika Kreatif-Inovatif Journal of Honai Math Jurnal Pendidikan Matematika Raflesia Jurnal Pendidikan Matematika (Kudus) Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Prima: Jurnal Pendidikan Matematika Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Matematika dan Sains MATHEdunesa

Dini Kinati Fardah

Universitas Negeri Surabaya

Author-ID : 263790

Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA DITINJAU DARI GAYA BELAJAR GLOBAL – ANALITIK DISERTAI SCAFFOLDINGNYA Putri Nur Indah; Dini Kinati Fardah
MATHEdunesa Vol 11 No 2 (2022): Jurnal Mathedunesa Volume 11 Nomor 2 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Guru perlu mengetahui kesalahan siswa guna melihat pemahaman siswa sehingga proses pembelajaran berjalan maksimal. Masalah yang dapat digunakan untuk mengetahui kesalahan siswa yakni soal cerita karena dalam menyelesaikannya kemampuan siswa akan berbeda–beda dipengaruhi oleh gaya belajarnya. Penelitian ini merupakan penelitian deskriptif kulitatif yang bertujuan untuk mendeskripsikan kesalahan siswa dalam menyelesaikan soal cerita ditinjau dari gaya belajar global–analitik disertai scaffolding dalam mengatasinya. Subjek dalam penelitian ini berjumlah 4 siswa dengan masing–masing 2 siswa di setiap gaya belajar. Metode pengumpulan data yang digunakan yakni angket, tes dan wawancara. Indikator yang digunakan yakni indikator kesalahan Newman. Hasil penelitian menunjukkan siswa bergaya belajar global dominan memenuhi 2 indikator yakni kesalahan proses penyelesaian dan penulisan kesimpulan. Sedangkan siswa bergaya belajar analitik dominan memenuhi 4 indikator yakni kesalahan memahami, transformasi, proses penyelesaian dan penulisan kesimpulan. Scaffolding yang diberikan di setiap kesalahan yakni, pada kesalahan memahami menggunakan strategi membaca kembali soal yang diberikan. Pada kesalahan transformasi, siswa bergaya belajar global tidak diberikan scaffolding berupa strategi explaining dan developing conceptual thinking. Pada kesalahan proses penyelesaian dan penulisan kesimpulan, menggunakan strategi reviewing dan strategi restructuring. Guna meminimalisir kesalahan yang dialami siswa, hasil penelitian dapat digunakan sebagai masukan guru agar membiasakan siswa menyelesaikan soal cerita matematika dan memberikan scaffolding di setiap tahap kesalahan. Kata Kunci : Kesalahan siswa , Soal Cerita Matematika, Gaya Belajar Global–Analitik, Scaffolding.

MISCONCEPTION ANALYSIS OF STUDENTS WITH IMPULSIVE-REFLECTIVE COGNITIVE STYLE IN SOLVING PATTERNS OF NUMBERS PROBLEMS Aqila Firda Istinabila; Dini Kinati Fardah
MATHEdunesa Vol 11 No 2 (2022): Jurnal Mathedunesa Volume 11 Nomor 2 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

In the online learning process since March 2020, many students have experienced misconceptions in solving the questions given by the teacher, including mathematics learning activities. In online learning activities students are required to be able to understand the material quickly with all the limitations that students have so that misconceptions arise in students. This misconception can occur, one of which is influenced by differences in students' cognitive styles. This study aims to analyze students' misconceptions in solving problems related to number pattern material. The analysis was carried out on 1 subject with impulsive cognitive style and 1 subject with reflective cognitive style with the same learning outcomes. This type of research is descriptive research with a qualitative approach. Supporting instruments include the Matching Familiar Figure Test (MFFT) and a written test consisting of 9 multiple choice questions which include sub-materials of arithmetic number series, geometric number series, letter number series, and contextual questions related to PATTERNS OF NUMBERS with 4 answer choices. To analyze students' misconceptions, the Three Tier test method is used, namely the first tier consists of number pattern material questions in the form of multiple choice with 4 answer choices, the second tier is the column for students' reasons for giving answers, and the third tier is a column of students' confidence levels using the CRI method, and continue with the interview. The results showed that students with impulsive cognitive style experienced classificational, correlational, and theoretical misconceptions. Meanwhile, students with reflective cognitive style are correlation misconceptions and theoretical misconceptions. To anticipate the occurrence of misconceptions, teachers should provide variations in the learning process, so that students can focus on the learning process and teachers often check students' understanding of concepts. Keywords: Number pattern, Misconception, Cognitive Style, Three Tier, CRI

Penalaran Siswa SMA dalam Pembuktian Matematika pada Materi Trigonometri Ditinjau dari Kemampuan Matematika Binti Nur Hidayah; Dini Kinati Fardah
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p663-683

Reasoning in mathematical proof is a thinking process to draw conclusions based on logical ideas by rebuilding previous knowledge and connecting it with current knowledge in order to demonstrate the truth of a mathematical statement supported by logical arguments. To be able to know students' reasoning in mathematical proving is associated with problem solving because problem solving and reasoning have a close relationship. Differences in students' mathematical abilities allow for differences related to reasoning in mathematical proof. The purpose of this study is to describe the reasoning of high school students with high, medium and low mathematical abilities in proving mathematics on trigonometry material. This study used a qualitative approach with a descriptive research type. The research subjects consisted of 3 students from class X, namely students with high, medium and low mathematical abilities. The research data were obtained from the results of mathematical ability tests, mathematical proving tests, and interviews. Mathematical ability tests were used for the selection of research subjects, mathematical proof tests were used to find out how students reasoned in proving mathematics on trigonometry material and interviews were conducted to find out more clearly about the explanation of the reasoning process written by the subjects on the mathematical proof test. The results showed that the three students understood the problem by identifying information that was known and that was not known to students with high mathematical ability and logical reasons, but students with moderate and low mathematical ability, there were statements that were not accompanied by logical reasons. In planning the completion, students with high mathematical ability are accompanied by logical reasons but students with moderate and low mathematical ability have statements that are not accompanied by logical reasons. In carrying out the completion plan students with high mathematical ability can solve problems according to plan accompanied by logical reasons, for students with moderate mathematical ability can solve problems according to plan, even though there are statements that are not accompanied by logical reasons, but students with low mathematical ability they cannot solve problems and did not succeed in carrying out according to the plan because they were confused about proceeding with problem solving. In re-examining the process and results, students with high ability get conclusions from their completion and examine the process from the start, starting from reading the problem, planning, implementing plans and conclusions with logical reasons, for students with moderate mathematical ability getting conclusions from their completion and checking their calculations with logical reasons. However, students with low mathematical ability did not get a conclusion from the solution because they could not solve the problem and did not re-examine the process.

Profile of Studentâ€™s Mathematical Connection in Arithmetic Sequences and Series Based on Learning Styles Dyah Ayu Shofa Noer Azizah; Siti Khabibah; Dini Kinati Fardah
MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n3.p734-754

Mathematical connection is the linkage between mathematical concepts internally and externally. Internally, namely the linkage between the mathematical concepts themselves. Externally, namely the linkage between mathematical concepts with other disciplines and everyday life. This study aims to describe the profile of students' mathematical connections with visual, auditory and kinesthetic learning styles in the material of arithmetic sequences and series. The research subjects were students of class XI MIPA consisting of one student with a visual learning style, one student with an auditory learning style and one student with a kinesthetic learning style. The criteria for research subjects in this study were that they were of the same gender and had high and equal scores on mathematical ability tests. The research instruments consisted of a Learning Style Questionnaire, Mathematical Ability Test, and Mathematical Connection Test. The research method used in this research is descriptive qualitative. The indicators in this study refer to three aspects of mathematical connections, namely connections between mathematical concepts, connections between mathematical concepts with everyday life, and connections between mathematical concepts with other disciplines. Based on the analysis used, the results of this study are as follows: student with a visual learning style fulfill all indicators on all three aspects of mathematical connection. Student with a auditory learning style fulfill all indicators on all three aspects of mathematical connection. Student with a kinesthetic learning style doesnâ€™t fulfill one indicator on the connection aspect between mathematical concepts, namely using the connection of mathematical concepts in solving question of arithmetic sequences and series, fulfill the indicator on the connection aspect between mathematical concepts with everyday life, fulfill the indicator on the connection aspect between concepts mathematics with other disciplines, but didnâ€™t arrive to a final solution.

Junior High School Students’ Mathematical Modelling Ability in Solving Geometry and Measurements Problems on Asesmen Kompetensi Minimum Maulani, Silvia Fajar; Hidayat, Dayat; Fardah, Dini Kinati
Jurnal Pendidikan Matematika Vol 6, No 2 (2023): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v6i2.22851

The connection between mathematics and the application of mathematical concepts affects all aspects of daily life. Because of the connection between mathematics and the real world through mathematical models, mathematical modelling may help students in understanding this relationship. In the context-based Asesmen Kompetensi Minimum (AKM) problems, students are asked to solve mathematical problems related to the real world. This study aims to determine the mathematical modelling ability of grade VIII junior high school students in solving AKM problems. The place of research was carried out at SMP Negeri 22 Surabaya. This type of research is descriptive research with a qualitative approach. Data analysis was carried out by drawing conclusions and describing the percentage of students who achieved certain mathematical modeling indicators. The subjects of this study were twenty-six junior high school students in grade VIII. Students were given a test sheet containing AKM problems in the numeracy section that had been adapted to the geometry and measurements content domain. The results showed that in the geometry and measurements content domain, 77% of students are still in the stage of working mathematically. Students are able to make mathematical modelling used to calculate volume using the formula and calculate water volume using debit and time. However, students still have difficulty in interpreting answers and referring the results of answers that have been obtained with mathematical models to the context of everyday life problem situations given in AKM problems in the geometry and measurement content domain. Teachers have an important role in training students to get used to writing answers systematically, so that they are able to provide appropriate solutions when answering the problems given. Hubungan antara matematika dan penerapan konsep matematika mempengaruhi semua aspek kehidupan sehari-hari. Karena adanya hubungan antara matematika dan dunia nyata melalui model matematika, pemodelan matematika dapat membantu siswa dalam memahami hubungan ini. Dalam soal Asesmen Kompetensi Minimum (AKM) berbasis konteks, siswa diminta untuk menyelesaikan soal matematika yang berkaitan dengan dunia nyata. Penelitian ini bertujuan untuk mengetahui kemampuan pemodelan matematis siswa kelas VIII SMP dalam menyelesaikan soal AKM. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Analisis data dilakukan dengan penarikan kesimpulan dan mendeskripsikan persentase banyaknya peserta didik yang mencapai indikator pemodelan matematika tertentu. Subjek penelitian ini adalah dua puluh enam siswa SMP kelas VIII. Siswa diberikan lembar tes yang berisi soal AKM pada bagian berhitung yang telah disesuaikan dengan domain konten geometri dan pengukuran. Hasil penelitian menunjukkan bahwa pada domain konten geometri dan pengukuran, 77% siswa masih dalam tahap bekerja secara matematis. Siswa mampu membuat pemodelan matematika yang digunakan untuk menghitung volume dengan menggunakan rumus dan menghitung volume air dengan menggunakan debit dan waktu. Namun, siswa masih mengalami kesulitan dalam menginterpretasikan jawaban dan menghubungkan hasil jawaban yang telah diperoleh dengan model matematika dengan konteks situasi masalah kehidupan sehari-hari yang diberikan dalam soal AKM pada domain konten geometri dan pengukuran. Guru memiliki peran penting dalam melatih peserta didik agar terbiasa menuliskan jawaban secara sistematis, sehingga mereka mampu memberikan solusi yang tepat saat menjawab pertanyaan-pertanyaan yang diberikan

Students' Mathematical Modeling Ability in Solving Data and Uncertainty Questions on Asesmen Kompetensi Minimum Maulani, Silvia Fajar; Fardah, Dini Kinati; Hidayat, Dayat
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p119-131

Every aspect of daily life is inseparable from the relationship with mathematics and the application of mathematical concepts. Because of this connection with mathematics through mathematical models, mathematical modeling can help students to see the connection between mathematics and real world. In the context-based Asesmen Kompetensi Minimum (AKM) questions, students are asked to solve mathematical problems related to real world. This study aims to determine the mathematical modeling ability of grade VIII junior high school students in solving AKM problems. This type of research is descriptive research with a qualitative approach. The data described is the mathematical modeling ability of students in solving AKM. The subjects of this study were twenty-six junior high school students in grade VIII. Students were given a test sheet containing AKM question in the numeracy section that had been adapted to the data and uncertainty content domain. The results showed that in the data and uncertainty content domain, students' mathematical modeling abilities were quite diverse. Some students were able to reach the exposing phase and answer questions correctly. Most students are still unable to interpret and validate the answers obtained from working mathematically to be referred to the situation of daily life problems in the given problem.

Students’ and Teacher’s Difficulties in Dealing with Real-context Problem: a Case Study Fardah, Dini Kinati; Kusumah, Yaya Sukjaya
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.828

One of the goals of students studying mathematics is so that students have the ability to solve everyday problems. This ability leads to what is known as mathematical literacy. This article aims to describe the difficulties of teachers in activating mathematical literacy in the classroom and the difficulties of students in solving real-world context problems. This is a case study in a private school in Bandung, Indonesia. Eighteen students and their mathematics teachers were selected as subjects in this study. The results showed that students had difficulty understanding problems, especially non-routine problems that related to real-world contexts, even though they claimed to be familiar with the context given. In addition, students also had difficulty with the prerequisite material to solve the contextual problems given. Facing problems that they were unfamiliar with caused their confidence in solving problems to decrease when compared to their initial level of confidence. Meanwhile, for teachers, students' low reading interest, low reading comprehension, and low reasoning ability were problems for them. Designing a series of activities brought from real-world contexts in open-ended problem types that require reasoning and higher-order thinking skills can be a tool for students to develop mathematical literacy and can help teachers to implement it in their classrooms.

Kreatifitas Siswa dalam Menyelesaikan Soal Open Ended Ditinjau dari Gaya Belajar Global – Analitik Indah, Putri Nur; Khabibah , Siti; Istinabila , Aqila Firda; Fardah, Dini Kinati
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 8 No. 1 (2024): JPPMS Vol. 8 No. 1 Tahun 2024
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v8n1.p30-35

Creativity is a person's ability to create something new. Creativity needs to be developed in order to face global challenges due to technological developments. Problems with the open-ended type are examples of problems that can be used to train students to think creatively. In solving these problems, students' creativity will vary depending on their learning style. This study aims to describe students' creativity in solving open-ended questions in terms of global - analytic learning styles. This research is a qualitative descriptive study with data collection using tests and interviews. The subject used is 1 student each with different learning styles, namely global learning styles and analytical learning styles with equivalent mathematical abilities. The indicators used are indicators of Silver's creative thinking and creative level according to Siswono. The results showed that the creativity of students with global learning styles only met the fluency indicator, while the analytical learning style met the fluency and flexibility indicators, then each student with global and analytical learning styles still did not meet the novelty indicators. In order for the research conducted to get good results, the subject must look for answers that can be categorized as creative.

Pengembangan perangkat pembelajaran dengan pendekatan teaching at the right level (TaRL) bagi guru matematika SMK Fardah, Dini Kinati; Rosyidi, Abdul Haris; Siswono, Tatag Yuli Eko
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 7 No 1 (2024)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v7i1.20975

Pendekatan pembelajaran yang diusung dalam penerapan kurikulum baru (Kurikulum Merdeka) adalah Teaching at the Right Level (TaRL). Guru di Magetan, khususnya guru matematika tingkat SMK, belum memiliki seluruh informasi tentang bagaimana menerapkan kurikulum mandiri dan pendekatan TaRL di kelas. Maka tim PKM mengusulkan untuk melaksanakan kegiatan PKM dengan tema ini. Kegiatan ini menggunakan pendekatan Participatory Action Research (PAR) dan memiliki tujuan mengenalkan pada guru matematika SMK bagaimana mengembangkan perangkat dengan pendekatan TaRL yang diusung oleh Kurikulum Merdeka. Seluruh kegiatan yang telah direncanakan terlaksana dengan baik dan mendapat respon baik dari peserta. Dari angket respon yang diberikan diperoleh hasil dengan kategori baik dengan poin materi mudah diterima dan diterapkan serta durasi waktu pelatihan cukup, sedangkan hasil angket dengan kategori sangat baik diperoleh untuk poin-poin pernyataan mengenai kesesuaian materi dengan kebutuhan peserta, kejelasan dan konsistensi sistematis materi pelatihan, penguasaan materi dari narasumber dan kejelasan materi serta jawaban dari narasumber. Lebih dari 50% peserta terlibat dalam mengerjakan tugas dan mereka menyusun perangkat pembelajaran berdasarkan pendekatan TaRL.

Designing mathematics problem-solving assessment with GeoGebra Classroom: proving the instrument validity Rosyidi, Abdul Haris; Sari, Yurizka Melia; Fardah, Dini Kinati; Masriyah, Masriyah
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21191

Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.

Co-Authors Abda Abda Abdul Haris Rosyidi Aqila Firda Istinabila Binti Nur Hidayah Budi P. Prawoto Dayat Hidayat Dian Savitri DIAN SAVITRI Dyah Ayu Shofa Noer Azizah ENDAH BUDI RAHAJU Evangelista Lus Windyana Palupi Inggil Nur Fajriyah Rokhmatillah Ismail, Ismail Istinabila , Aqila Firda Janet Trineke Manoy Khabibah , Siti Manuharawati MASRIYAH Maulani, Silvia Fajar Pradyo Wijayanti Prawoto, Budi P. Putri Nur Indah Putri Nur Indah Raden Sulaiman RADEN SULAIMAN Rooselyna Ekawati Siti Khabibah Susanah Susanah, Susanah Susanah Tatag Yuli Eko Siswono Yaya S. Kusumah Yurizka Melia Sari

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