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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Pi: Mathematics Education Journal MATEMATIKA DAN PEMBELAJARAN Beta: Jurnal Tadris Matematika JPM : Jurnal Pendidikan Matematika Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam J-PiMat : Jurnal Pendidikan Matematika Proceedings of Annual Conference for Muslim Scholars Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal Ilmiah Matematika dan Pendidikan Matematika (JMP) Primatika : Jurnal Pendidikan Matematika Jurnal PEKA (Pendidikan Matematika) ELIPS: Jurnal Pendidikan Matematika Rainstek : Jurnal Terapan Sains dan Teknologi Cendikia : Media Jurnal Ilmiah Pendidikan Indonesian Journal of English Teaching Pi: Mathematics Education Journal Ummul Qura : Jurnal Ilmiah Institut Pesantren Sunan Drajat (INSUD) Lamongan Profesi Pendidikan Dasar

Lisanul Uswah Sadieda

Universitas Islam Negeri Sunan Ampel Surabaya

Author-ID : 2653808

Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Identifikasi Mental Computation Siswa Disleksia dalam Melakukan Operasi Penjumlahan dan Pengurangan Bilangan Bulat Sadieda, Lisanul Uswah; Cahyani, Agustin Eka
JURNAL REVIEW PEMBELAJARAN MATEMATIKA Vol 2 No 2 (2017)
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2017.2.2.106-119

To describe mental computation strategies of the dyslexic student in performing the addition and subtraction of 1-digit and 2-digit integer. Mental computation is a process of doing arithmetic calculations without using other tools. This strategy will help dyslexic students find more accurate and flexible solution while solving the arithmetic problem because it can minimize their weaknesses in terms of reading and writing. This research uses the qualitative approach. Data were collected by using a task-based interview for two dyslexic students. The results of this study indicate that dyslexic students use the spin-around strategy to solve the addition for the 1-digit number and the working from the right and from the left strategies to solve the addition for the 2-digit number. Meanwhile, to solve the subtraction problem, dyslexic students use think addition and counting back strategies for the 1-digit number and Working from The Right strategy for the 2-digit number.

Identifikasi Mental Computation Siswa Disleksia dalam Melakukan Operasi Penjumlahan dan Pengurangan Bilangan Bulat Lisanul Uswah Sadieda; Agustin Eka Cahyani
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 2 No. 2 (2017)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Profil Kompleksitas Soal Matematika Siswa Visualizer dan Verbalizer dalam Post Solution Problem-Posing Anisha Wahyuni Novianti; Lisanul Uswah Sadieda; Suparto Suparto
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

This research aimed to describe the question complexity of the visualizer and verbalizer students in problem posing. The question complexity on problem posing is the complexity of the questions made by students by paying attention to some aspects, which are language variable, question complexity level, and students' creativity thinking level. This is descriptive research with a qualitative approach. The subjects were two visualizer students and two verbalizer students from 11th grade of Al Falah Senior High School. Data collecting techniques are tests and interviews. Test and interview data were analyzed descriptively. In the final result, question complexity of the visualizer students tend on the language variable level is second (low), question complexity is easy, and the creative thinking level is third (creative). Whereas the verbalizer students tend on the language variable level is fourth (high), question complexity is high, and the creative thinking level is fourth (extremely creative).

Kemampuan Argumentasi Peserta Didik dalam Menyelesaikan Masalah Pembuktian Kongruensi Segitiga Ditinjau dari Perbedaan Gender Nadia Ummi Sholihah; Lisanul Uswah Sadieda; Sutini Sutini
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 6 No. 1 (2021)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2021.6.1.24-38

This research aims to describe the argumentative abilities of male and female students to solve the triangular congruence proof problems. This research is a qualitative descriptive research. The subjects used in this research were 4 students of class X-MIPA1 at MAN Sumenep consisting of 2 male students and 2 female students. Sampling was done by using purposive sampling type quota sampling. Data collection techniques used written tests and interviews, then analyzed based on the indicators of Toulmin's argumentative ability consisting of claims, evidence, warrant, backing, qualifier, and rebuttal. The results showed that there were differences in the argumentation skills possessed by male and female students, as shown in the following data: (1) Male students were at level 1 in conveying their arguments with the fulfilled indicator being a claim. Male students tend to be more careless in solving problems, but they rely more on their verbal skills in answering. (2) Female students are able to reach level 3 in conveying their arguments with the indicators that are fulfilled are claim, evidence, and warrant. Female students tend to be thorough in working on questions and rely more on their symbolic abilities in answering.

Kemampuan argumentasi mahasiswa melalui model berpikir induktif dengan metode probing-prompting learning Lisanul Uswah Sadieda
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 1: June 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan argumentasi mahasiswa sesudah mengikuti perkuliahan yang menerapkan model berpikir induktif dengan metode probing-prompting learning pada materi subgrup. Jenis penelitian ini adalah quasi eksperimen dengan pendekatan kuantitatif. Sampel penelitian adalah 38 mahasiswa angkatan 2016/2017 Prodi Pendidikan Matematika UIN Sunan Ampel Surabaya. Instrumen yang digunakan adalah lembar tes kemampuan argumentasi. Kemampuan argumentasi mahasiswa diidentifikasi berdasarkan komponen argumentasi McNeill dan Krajcik yang terdiri dari claim, evidence, reasoning, dan rebuttal. Peningkatan kemampuan argumentasi mahasiswa dianalisis dengan statistik non parametrik menggunakan uji Wilcoxon Signed-Rank pada taraf signifikan 5% (α = 0,05). Hasil analisis data menunjukkan bahwa kemampuan argumentasi mahasiswa setelah perlakuan lebih baik dibandingkan sebelum perlakuan dan terdapat perbedaan signifikan (Z = -7,397, p = 0,000) kemampuan argumentasi mahasiswa sebelum dan setelah diterapkan model berpikir induktif dengan metode probing-prompting learning pada materi subgrup. Dengan demikian, penerapan model berpikir induktif dengan metode probing-prompting learning pada materi subgrup efektif untuk meningkatkan kemampuan argumentasi mahasiswa. Students’ argumentation ability through inductive thinking model with the probing-prompting learning methodAbstractThis study aimed to describe an increase in students' argumentative abilities after attending lectures that apply inductive thinking models with probing-prompting learning methods in subgroup material. This type of research was quasi-experimental with a quantitative approach. The study sample was 38 students of Mathematics Education Department of State Islamic University Sunan Ampel Surabaya, Indonesia. The instrument used was the argumentation ability test sheet. The student's argumentation ability was identified based on McNeill and Krajcik's argumentation component consisting of claims, evidence, reasoning, and rebuttal. Improved student argumentation skills were analyzed by non-parametric statistics using the Wilcoxon Signed-Rank test. The results of data analysis showed that the students’ argumentation ability after treatment was better than before treatment and there was a significant difference (Z = -7,397, p = 0,000) the ability of students' argumentation before and after the inductive thinking model with the probing-prompting learning method was applied in the subgroup material. Thus, the implementation of inductive thinking models with probing-prompting learning methods in subgroup material was effective for improving students' argumentation abilities.

PENGEMBANGAN PEMBELAJARAN MATEMATIKA DENGAN MEMASUKKAN NILAI-NILAI ISLAMI PADA MATERI BILANGAN BULAT Lisanul Uswah Sadieda; Ainur
Jurnal Pendidikan Matematika (JPM) Vol 1, No 2 (2015): Jurnal Pendidikan Matematika (JPM)
Publisher : Universitas Islam Malang

Mathematics is a basic science that not only teaches numbers, but in the learning process also trains logical, analytical, systematic and critical thinking ability that useful to whet intellectual. Mathematics can also be a means of instilling Islamic values to students early on to whet their spiritual intelligence in amid the rapid development of the times which leaves the negative impact that is moral decadence. Therefore the aim of this study was to determine how the validity, practicality and effectiveness of the mathematics learning sets by entering the Islamic values in the subject matter of integers at fourth grade MI Mambaul Ulum Terik Krian Sidoarjo. This type of research is the development research using 4-D models of Thiagarajan which consists of four stages which are limited to the stage of develop (development). The results showed that the learning sets are valid, practical and effective. The validity of RPP at 3.93, the validity of textbooks at 3.65, and the validity of LKS at 3.73. The learning sets meets the criteria of practical learning with an average of 3. While the effectiveness criteria are met due to the activity of teachers at 3.36, active student activities as much as 63.33%, mastery learning students by 77.78%, and the positive response of students at 80.56 %.

Implementasi Model Blended Learning Pada Pembelajaran Matematika Berbasis Kurikulum Merdeka Lisanul Uswah Sadieda; Bambang Wahyudi; Rere Dwi Kirana; Syarifah Kamaliyyah; Virda Arsyavina
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 7 No. 1 (2022)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2022.7.1.55-72

This study aims to describe the planning, implementation, learning outcomes, and responses of students in the process of learning mathematics using Blended Learning based on the Merdeka Curriculum. This research is a case study research with a qualitative and quantitative approach. The research subjects were 36 of 10th-grade students at SMAN 3 Sidoarjo as one of the Sekolah Penggerak in East Java. Data collection techniques using documentation, interviews, observations, tests, and questionnaires. The results showed that the implementation of Blended Learning at the planning stage was in the very good category, the implementation stage was in the very good category, student learning outcomes were in the sufficient category, and student responses were in the high category.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) MELALUI METODE TEAM TEACHING PADA MATERI SEGIEMPAT UNTUK MELATIH KECAKAPAN HIDUP SISWA Lisanul Uswah Sadieda; Nurul Avivah
Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 3 No 1 (2011): Jurnal Ilmiah Matematika dan Pendidikan Matematika
Publisher : Jurusan Matematika FMIPA Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jmp.2011.3.1.2971

The graduates of all education level are expected to have all aspect in accordance with national education goals, one of which is life skill. Life skill development in school is influenced by learning process in the classroom, including selection of appropriate learning model. Theoretically, cooperative model STAD (Student Teams Achievement Division) type through team teaching method is suitable to train students’ life skill. Because of that, the aim of this research is to know the students’ life skill during the learning process of quadrilateral topic using this STAD learning model in the seventh grade of SMP Negeri 4 Surabaya. The research result show that students’ life skill are good. It is shown from the average score of rational thinking skill at 2,83 and social skill at 2,63.

What to Accommodate to Develop Students' Academic Writing? Need Analysis for a Research-Based Textbook Development Rizka Safriyani; Rakhmawati Rakhmawati; Lisanul Uswah Sadieda
IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

The development of research-based learning proliferates throughout the world, and it depicts the growth of an academic article's publication globally. To strengthen the paper's quality, particularly in Indonesia, the students need a guideline on writing an academic article. This qualitative and quantitative research would portray the needs analysis in developing a research-based textbook in academic writing. Fifty students and thirty lecturers were involved in the interview, documentation, and survey. The result shows that the skills needed to accommodate are referencing skills, writing the research's significance, and writing the conclusion. This study also suggested nine units of an Academic Writing Textbook needed by the students to produce a good article, namely Introduction to Academic Article Writing, Strategies in avoiding plagiarism, Writing an introduction, writing a literature review, writing a research method, Presenting Findings and Discussion, Writing a conclusion, Tips on Referencing, choosing the title, and writing an abstract. These findings strengthen the previous studies, which states writing a conclusion of an academic article is challenging, particularly in the English Language Teaching context.

Exploring student's pattern generalisation strategy in solving prism sticker problem Lisanul Uswah Sadieda; Kusaeri Kusaeri; Siti Lailiyah; Wachidatul Adaniyah
Beta: Jurnal Tadris Matematika Vol. 11 No. 2 (2018): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v11i2.174

[English]: This research aimed to describe the stages through which eighth-grade students develop pattern generalizations when solving prism sticker problem and determine the type of strategy used. Prism sticker problem is a modified task from cube sticker problem that Lannin (2003) has used in developing student’s pattern generalization. Prism Sticker problem uses triangular prism-shaped media that will be affixed with color stickers. The subjects of the research were eighth-grade students of public junior high schools in Krian City, East Java, Indonesia. The results of this research show that the subjects can go through the four stages of the pattern generalization process, i.e., direct modeling, pattern identification, proof testing of the pattern, and determining the rule for a general case. The subjects can formulate the nth pattern by using algebraic symbols and explain it verbally. The results indicate that the subjects tend to use counting and explicit strategies to solve prism sticker problem. Keywords: Pattern generalization, Strategy, Prism sticker problem, Problem-solving [Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan tahap-tahap yang dilalui siswa SMP dalam mengembangkan generalisasi pola saat menyelesaikan prism sticker problem dan menentukan jenis strategi yang digunakan. Prism sticker problem merupakan suatu tugas hasil modifikasi dari cube sticker problem yang telah digunakan Lannin (2003) dalam mengembangkan generalisasi pola siswa. Prism sticker problem menggunakan media berbentuk prisma segitiga yang akan ditempeli stiker warna. Subjek dalam penelitian ini adalah siswa kelas 8 SMPN 2 Krian. Hasil penelitian ini menunjukkan bahwa subjek mampu melalui keempat tahap proses generalisasi pola yaitu pemodelan langsung, identifikasi pola, pembuktian pola dan penentuan aturan untuk kasus yang lebih umum. Subjek mampu merumuskan pola ke-n dengan menggunakan simbol aljabar dan menjelaskannya secara verbal. Dalam penelitian ini, subjek cenderung menggunakan strategi counting dan explicit dalam menyelesaikan prism sticker problem. Kata Kunci: Pola generalisasi, Strategi, Prism sticker, Pemecahan masalah

Co-Authors A Saepul Hamdani Adjeng Alifiahaqsya, Retno Agustin Eka Cahyani Agustin Eka Cahyani, Agustin Eka Ainur Al Firhani, Zahwa Syifa Alif, Ummina Nurus Anak Agung Gede Sugianthara Anggraini, Risky Fitri Aning Wida Yanti Anisha Wahyuni Novianti Avivah, Nurul Azizah, Karimah Nuril Azmi Wanda Muryta Bahasa Indonesia, Bahasa Indonesia Bambang Wahyudi Cahyaningtiyas, Yeni Tri Dewi, Etika Chandra Fatikhasari, Dyana Febrina, Aulia Eka Hanik Yuni Alfiyah, Hanik Yuni Hanizar, Nuryanti Haq, Marisannah Millatal Hidayah, Ainisya Syifaul Inesita, Balqis Tsani Kirana, Nabilla Sasi Kusaeri Kusaeri Maghfiroh, Hanifatul Mufidah, Khurotul MUHAMMAD FAHMI Nadia Ummi Sholihah Nurul Avivah Nurul Hidayati Putri, Alfina Rifky Taftiana Rahayu, Dika Sari Rahmatussolihah, Irkhas Tri Rakhmawati Rakhmawati Rere Dwi Kirana Rizka Safriyani Rohmatul Ummah Rosyidi, Osama Jihan Salsabila Sari, Firda Mareta Siti Lailiyah Siti Lailiyah, Siti Suci Yongki Setyowati Sunarto, Sabrilian Firdausa Suparto Suparto Suparto Suparto Suprijatno, Suprijatno Sutini Sutini Sutini Sutini, Sutini Syarifah Kamaliyyah Virda Arsyavina Wachidatul Adaniyah Wilisati, Rani Septi Yulidar, Riska Yuni Arrifadah, Yuni Yunitasari, Luthfia Zahroh, Alfiatuz

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