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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) MATEMATIKA DAN PEMBELAJARAN

Yuni Arrifadah

Department Of Mathematics Education, UIN Sunan Ampel Surabaya

Author-ID : 2653802

Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics

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Articles

Enhancing creative reasoning through mathematical task: The quest for an ideal design Kusaeri Kusaeri; Siti Lailiyah; Yuni Arrifadah; Siti Asmiyah
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 2: June 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i2.22125

This study aimed to: i) identify the types of completion and ways of completing mathematical tasks carried out by students based on the type of their educational institution (junior high school/SMP and junior Islamic high school/MTs); and ii) explore the tendency of the type of reasoning students use in completing the tasks. This study involved 93 students at grade 8 of prominent SMP and MTs in Sidoarjo Regency, East Java, Indonesia. Variety of ways and solutions to mathematical tasks and the tendency to type students' reasoning were explored through creative reasoning tests. Interview techniques by telephone were implemented to further explore the types of student reasoning: local creative reasoning (LCR) or global creative reasoning (GCR). The results showed that in comparison to MTs students, SMP students have more varied answers and ways to solve mathematical tasks. However, in certain cases MTs students show some unique answers. The type of creative reasoning that students tend to use is of the LCR. These findings indicate the importance for mathematics teachers to design mathematics tasks that develop GCR-type creative reasoning. Examples and exercises in mathematics textbooks should also be directed at developing this type of creative reasoning.

Melatih Literasi Matematis Siswa dengan Metode Naive Geometry Maria Ulfa; Ahmad Lubab; Yuni Arrifadah
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 2 No. 1 (2017)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

The aim of this research is to measure mathematical literacy skills of a student after mathematics learning processes using naive geometry method on the quadratic equation. This research is using quantitative methods. This research was implemented at SMP Ulul Albab. The mathematical literacy skills obtained from observation and mathematics literacy tests which refer to the mathematics literacy indicator. The tests were given after a teaching and learning process using naive geometry while observation was done during the learning process. The results show that 22.73% students have high mathematical literacy skill, 68.18% students have intermediate mathematical literacy, and 9.09% students who have low math skills literacy.

Analisis Proses Berpikir Siswa dalam Menyelesaikan Soal HOTS Ditinjau dari Gaya Kognitif Arnindia Via Mawardi; Aning Wida Yanti; Yuni Arrifadah
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 5 No. 1 (2020)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

The students’ thinking process when solving HOTS questions in mathematics National Examinations very necessary to know. There are three types of students’ thinking processes used in this study, namely conceptual thinking, semi-conceptual thinking, and computational thinking. This study aims to describe in detail about field-independent and field-dependent students' thinking process when solving HOTS questions in the 2018 Mathematics National Examination. The research subjects were six 8th grade students, consisting of 3 students on each cognitive style. Data collection techniques are written test and interview. The written test and interview results data are analyzed according to indicators of the thinking process. The results of this study indicate that the field independent students' thinking process is conceptual while dependent students are computational.

BAGAIMANA BENTUK TUGAS MATEMATIKA YANG MAMPU MENDORONG MUNCULNYA PENALARAN IMITATIF DAN KREATIF? Kusaeri Kusaeri; Yuni Arrifadah; Anni Mujahidad Dina
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

AbstrakTugas matematika di Indonesia didominasi oleh jenis closed task. Padahal untuk mempelajari penalaran imitatif dan kreatif, siswa harus berlatih berbagai macam jenis tugas di antaranya closed task dan open task. Penelitian ini bertujuan untuk: mendeskripsikan desain closed task dan open task yang mampu mendorong munculnya penalaran imitatif dan kreatif. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah siswa SMPN 4 Waru yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui teknik catatan lapangan, tes penalaran imitatif dan kreatif, serta wawancara berbasis tugas. Data dianalisis dengan cara membandingkan tabulasi terkait ketercapaian indikator tipe penalaran imitatif (MR dan AR) serta indikator tipe penalaran kreatif (LCR dan GCR) pada masing-masing tugas berdasarkan hasil wawancara dan hasil tes penalaran imitatif dan kreatif. Hasil penelitian menunjukkan bahwa closed task yang menanyakan rumus suku ke-n yang telah diketahui siswa akan memunculkan tipe MR, sebaliknya closed task yang berkaitan dengan penerapan rumus yang telah diketahui siswa untuk mencari suku selanjutnya dari suatu barisan bilangan akan memunculkan tipe AR. Open task yang menanyakan pola ke-n dari konfigurasi objek dan banyak melibatkan hal baru bagi siswa akan cenderung memunculkan tipe GCR, sebaliknya open task yang menanyakan suku selanjutya dari barisan bilangan dan tidak sepenuhnya baru/banyak melibatkan hal-hal yang telah diketahui siswa cenderung memunculkan tipe LCR. Kata kunci: Closed Task; Open Task; Penalaran Imitatif; Penalaran Kreatif. AbstractMathematical tasks in Indonesia are dominated by closed task type. However to learn imitative and creative reasoning that plays an important role in producing conclusions when completing assignments, students must practice various types of tasks including closed tasks and open tasks. Therefore, this study aims to: 1) describe the closed task and open task designs that encourage the emergence of imitative and creative reasoning, 2) describe the relationship between closed tasks and open tasks given with the emerging types of imitative and creative reasoning. This research is a design research and the subjects were 5 students of SMPN 4 Waru who selected by using purposive sampling technique. The data collection techniques used field notes, imitative and creative reasoning tests, and task-based interviews. In general, designing closed tasks and open tasks that encourage imitative and creative reasoning is carried out based on the stages of theories from Gravemeijer and Cobb. Start with compiling the HLT, designing assignments according to: 1) the 2013 curriculum, 2) the materials and assignments that students have encountered and never encountered, doing experiment, then the data obtained were analyzed using HLT theory. Giving closed tasks that asks for a formula that students known tends to bring up the MR type, while those related to the application of the formula tend to bring up the AR type. Giving open tasks that can be interpreted in a variety of ways and involves a lot of new things for students tends to bring up the GCR type, if it involves a lot of things that students already know it tends to bring up the LCR type. Keywords:Closed Task; Creative Reasoning; Imitative Reasoning; Open Task.

Semiotics of mathematics problem-solving in Mason’s generalization Ihda Mutimmatul Fitriyah; Yuni Arrifadah; Siti Lailiyah
Jurnal Riset Pendidikan Matematika Vol 8, No 1: May 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i1.39621

Semiotics are signs that include codes, symbols, words, icons, objects, or gestures. This descriptive-qualitative study aimed to describe the semiotics of mathematics problem-solving in Mason’s generalization. Generalization is a finding pattern process in which students will use the different strategies with some semiotics. The subjects were three of 30 eleventh graders from a senior high school in Gresik Regency, Indonesia, that were selected using the purposive sampling technique. Data was collected through documentation, written test, and interview. Data was analyzed by reducing data, presenting data, and concluding. The results of this study showed that students could present the semiotics of gesture, word, and symbols in the process of Mason’s generalization, even though in several stages or indicators the students could not present semiotics. The absence of semiotics in several stages or indicators was not because students could not do such things, but because students passed or skipped these stages. In the perception of generality stage, the semiotics of gesture, word, and symbols could emerge simultaneously. However, for expression of generality, symbolic expression of generality, and manipulation of generality stage, students did not present the three semiotics’ components simultaneously.

STUDENTS' REFLECTIVE ABSTRACTION LEVEL IN SOLVING MATHEMATICS PROBLEMS BASED ON COGNITIVE STYLES FIELD INDEPENDENT (FI) AND FIELD INDEPENDENT (FD) Aning Wida Yanti; Yuni Arrifadah; Adelia Ayu Mustikarini
MATEMATIKA DAN PEMBELAJARAN Vol 10, No 2 (2022): MATEMATIKA DAN PEMBELAJARAN: ETHNOMATEMATICS AND TEACHING PROCESS
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v10i2.2968

Reflective abstraction is an activity to construct mathematical concepts through similarities and combinations of existing structures and reorganized into four levels: (1) recognition, (2) representation, (3) structural abstraction, and (4) structural awareness. Each individual has different characteristics of cognitive style in processing information. Differences in cognitive style affect the individual's ability to understand the problem. This study aims to describe students' level of reflective abstraction in solving mathematical problems in terms of field-independent (FI) and field-dependent (FD) cognitive styles. This research is a qualitative descriptive study. Task-based interviews carried out the data collection technique. The results are that field-independent (FI) students can correctly perform all levels of reflective abstraction in the stages of solving mathematical problems, but field-dependent (FD) students can only do abstraction on the introduction and representation.

Co-Authors Adelia Ayu Mustikarini Aning Wida Yanti Anni Mujahidad Dina Arnindia Via Mawardi Ihda Mutimmatul Fitriyah Kusaeri Kusaeri Lubab, Ahmad Maria Ulfa Siti Asmiyah Siti Lailiyah

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