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All Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat JURNAL EDUCATION AND DEVELOPMENT CARADDE: Jurnal Pengabdian Kepada Masyarakat JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Pengabdian Masyarakat IPTEKS Edukasia: Jurnal Pendidikan dan Pembelajaran MATHEdunesa Indonesian Journal of Mathematics Education
Endah Budi Rahaju
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Proses Berpikir Siswa dalam Memecahkan Masalah Matematika Ditinjau dari Self Efficacy Annisa Yanuarisma; Endah Budi Rahaju
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (614.27 KB) | DOI: 10.26740/mathedunesa.v12n1.p22-40

Abstract

Self efficacy siswa terbagi atas self efficacy tinggi dan rendah. Hal ini menjadi salah satu faktor yang memengaruhi perbedaan proses berpikir siswa saat memecahan masalah matematika. Penelitian deskriptif kualitatif ini bertujuan untuk menjelaskan bagaimana proses berpikir siswa self efficacy tinggi dan rendah dalam memecahkan masalah matematika. Peneliti memilih dua siswa untuk dijadikan subjek penelitian yaitu seorang siswa self efficacy tinggi dan seorang siswa self efficacy rendah dengan kriteria memiliki jenis kelamin sama, kemampuan matematikanya setara, serta lancar dan terbuka dalam berkomunikasi lisan. Instrumen yang digunakan adalah lembar angket skala self efficacy, lembar Tes Pemecahan Masalah, Pedoman Wawancara, dan lembar Tes Kemampuan Matematika. Penelitian ini memperlihatkan hasil bahwa pada setiap tahap baik siswa self efficacy tinggi maupun rendah memiliki kemiripan proses berpikir karena mampu memahami masalah, merencanakan dan melakukan pemecahan masalah serta mengecek kembali hasilnya. Namun siswa self efficacy rendah masih kurang dalam hal pengidentifikasian informasi pada masalah meskipun menghabiskan waktu baca lebih banyak, tidak mempunyai dasar yang jelas dalam hal menganalisis konsep dan rumus yang sesuai untuk memecahkan masalah, kurang teliti ketika memecahkan masalah, serta melakukan pengecekan kembali jawabannya hanya pada hasil operasi hitung yang sudah dilakukan. Sedangkan siswa self efficacy tinggi cenderung tidak memeriksa kembali jawabannya namun menyertakan pembuktian tambahan. Temuan penelitian ini memiliki beberapa implikasi, salah satunya adalah guru perlu mengetahui proses berpikir siswanya ketika memecahkan masalah matematika untuk mengidentifikasi kesulitan siswa dan menggunakannya sebagai bahan evaluasi untuk merancang pembelajaran yang lebih baik di masa mendatang. Kata kunci: Proses Berpikir, Masalah Matematika, Self Efficacy.
Thinking Process of Junior High School Students in Solving Mathematics Problems Based on Emotional Quotient Rafika Kamila Sari; Endah Budi Rahaju
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.p635-651

Abstract

Thinking process is a series of cognitive processes that occur in someone’s mental and mind including the stages of remembering, considering, making arguments, and making decisions. Differences in students' thinking processes in solving math problems can be influenced by emotional quotient. This study uses three stages of the thinking process which include (1) Forming understanding, (2) Forming opinions, and (3) Forming conclusions. The aim of this study is to describe the thinking processes of junior high school students with high and low emotional quotient in solving problems of flat side of space. This study is a qualitative descriptive study. The instruments used were the Emotional Quotient Questionnaire, Mathematical Ability Test, Problem Solving Test, and interview guides. This study was conducted on class VIII students of junior high school with the subject of one high emotional quotient student and one low emotional quotient student. The results of this study indicate that in the stage of understanding the problem, both students with high and low emotional quotient can re-explain the contents of the given problem, determine what is known and what is asked in the problem, and choose information to use and information that is not used to solve the problem. In the stage of making a problem solving plan, both students with high and low emotional quotient can determine concepts related to the problem. Students with high emotional quotient can determine more than one way of solving and choosing the method used to solve problems, while students with low quotient only know one way of solving problems. In the stage of carrying out the plan, high emotional quotient students can implement the steps according to the previously made settlement plan to obtain the final answer, while low quotient students cannot implement the steps to the end because she is unsure of the steps chosen. In the stage of re-examining the answers, students with high emotional quotient can determine the final conclusion of the results, while students with low emotional quotient cannot determine the final conclusion because she cannot solve the problem.
A Creative Thinking Process of Junior High School Students in Solving Story Problems Viewed from Field Dependent – Field Independent Cognitive Style Halliem Pangesti Ningrum; Endah Budi Rahaju
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.p611-623

Abstract

Giving math subjects is very important in life. This is in line with content standards in Permendiknas No. 22 of 2006 that mathematics subjects need to be given to train and teach thinking skills, one of which is creative thinking. The purpose of this study was to describe the creative thinking processes of junior high school students with field dependent and field independent cognitive styles in solving problems on the material surface area of geometric figures. The subjects in this study were one student each with field dependent and field independent cognitive styles who had high and equal mathematical abilities and were male. The research instruments used were GEFT sheets to classify cognitive styles, Mathematical Ability Test (MAT) sheets to classify students' mathematical abilities, Problem Solving Task sheets (PST) and interview guidelines to find out in detail the students' creative thinking processes. Based on the results of the research conducted, the creative thinking process of students with field dependent cognitive style at the preparatory stage read the questions twice to understand the questions, at the incubation stage field dependent students needed 15 minutes to get out of this stage. At the illumination stage, field dependent students were not fluent in solving problems and only had one solution idea. At the verification stage, field dependent students are unsure of their answers and have no other solution ideas. The thinking process of students with field independent cognitive styles in the preparation stage of field independent students read the questions twice to understand the questions. At the incubation stage, independent field students managed to get out of this stage and found ideas to solve questions for 5-10 minutes. In the illumination stage, field independent students smoothly solve problems and have several ideas for solving them. At the verification stage, field independent students are very confident with their answers and have other solutions.
Proses Berpikir Siswa SMP dalam Menyelesaikan Masalah Kontekstual Ditinjau dari Gaya Kognitif Reflektif-Impulsif Risalatus Sa'idah; Endah Budi Rahaju
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.p814-833

Abstract

Mathematics learning should emphasize students' thinking processes so that they can reveal the processes that take place when students solve problems so that they are by the goals of learning mathematics according to Permendikbud Number 21 of 2016. The use of contextual problems can motivate students when solving problems. Contextual problems are found in algebraic materials. Each student has a different cognitive style, including reflective and impulsive cognitive styles. When students have different cognitive styles, the way to solve problems is also different, so it will trigger differences in students' thinking processes. This research is qualitative descriptive research because it fits the purpose of this study, which is to describe the thinking processes of junior high school students with reflective and impulsive cognitive styles in solving contextual problems in algebra material. The subjects of this study were two students of class VII-E at SMPN 2 Porong with different cognitive styles and high levels of mathematical ability. The instruments used in this study were cognitive style tests (Matching Familiar Figure Test), mathematical ability tests, contextual problem-solving assignments, and interview guidelines. The results of the cognitive style test (MFFT) were analyzed by calculating the time spent working on and the correct answers, the results of the mathematics ability test were analyzed according to the scoring guidelines, and the task of solving contextual problems was analyzed according to the indicators of the thinking process in solving the problems that had been created. The results of the study show that 1) Reflective students carry out the stages of solving problems properly and thoroughly without making mistakes until they find the final answer to the problem given. 2) Impulsive students experience mistakes and are not careful in solving the problem because they cannot find answers to the problems given.
Students’ Combinatorial Thinking Error in Solving Combinatorial Problem Gusti Uripno; Tatag Yuli Eko Siswono; Endah Budi Rahaju; Arief Budi Wicaksono
Indonesian Journal of Mathematics Education Vol. 6 No. 1 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i1.589

Abstract

Combinatorial thinking errors describe students’ difficulties and obstacles in solving combinatorial problems. This study aims to describe the errors experienced by students in solving combinatorial problems in terms of combinatorial thinking processes. This research involved two subjects who were 12th grade high school students at a school in Gresik, Indonesia. The students have already taken a combinatorics course. Data collection was conducted using the think-aloud observation method and task-based interviews. Both methods of data collection were conducted to validate the data using the triangulation method. The two subjects experienced similar errors. The research shows that the filling slots method is a simple and easy way for students to understand, but problems arise when students cannot understand the meaning of the questions and input the correct numbers for the problem. The combinatorial thinking error includes the general counting process and vertical upward formulas or expressions. The general counting process error is generating a number that represents the given aspects of the problem and the vertical upward formula/expression is identifying the concept that fits the problem. This research suggests enhancing students understanding of number representation when teaching the filling slot method. The teacher should illustrate some of the multiplication rule and addition rule examples to help students distinguish between these two fundamental rules. Further research is needed to provide solutions to the constraints experienced by students in solving combinatorial problems.
Berpikir Matematis dalam Menyelesaikan Soal Barisan Dan Deret Aritmetika Ditinjau Dari Kecemasan Matematika Auliaul Haque; Masriyah; Endah Budi Rahaju
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.379

Abstract

The study aims to describe the mathematical thinking process of students who have low, medium, and high levels of math anxiety in solving arithmetic sequence and Series problems. This study is a descriptive qualitative research. The data collection method used math anxiety tests, math ability tests, thought process tests, and interviews to determine students ' thought processes. The subjects of the study consisted of three high school XI female students with equivalent mathematical ability that is medium. The ability of students is measured using a math ability test that contains questions related to Class X material. Students with low anxiety solved the problem well and were full of confidence that the answers given were correct. Students with anxiety are solving problems well despite some mistakes and a little doubt about the answers given. Students with anxiety are solving problems with some errors and are not confident that the answers given are correct
Proses Pemecahan Masalah Matematika High Order Thinking Skills Siswa SMA Materi Trigonometri Tutik Andayani; Yusuf Fuad; Endah Budi Rahaju
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1035

Abstract

This study aims to describe the problem solving process of students with high, medium and low mathematics abilities in solving trigonometry HOTS problems. This research is a descriptive research with a qualitative approach. The research subjects are students of class XI SMA Negeri 1 Driyorejo Gresik, consisting of 36 students who have been given TKM and TPM. Then 3 students with different categories with unique answers were selected. The instrument test was given to XI grade students of SMA Wijaya Putra Surabaya consisting of 30 students. Analysis of the instrument test using Pearson product moment and Cronbach alpha with SPSS 22.0, showed that both instruments were categorized as valid, reliable, significant easy and good differentiation. Data were collected by giving TKM, TPM and interviews. The results showed that the three students understood the problem by rereading the problem, separating the notes on the important points of the problem and identifying the conditions that link the two using the concept of triangle building; BMT and BMS students used the strategy of making drawings and reverse solving, while BMR students determined the wrong solution strategy; BMT and BMS students performed the necessary calculations or solution steps in detail, while BMR subjects had difficulty performing the necessary calculations or steps; BMT students wrote the answer correctly, then rechecked the answer, while BMS and BMR students made the wrong answer conclusion and did not recheck the suitability of the calculation of the length of the sides with the triangle conditions requested by the problem.
Kemampuan Berpikir Reflektif Siswa Dalam Menyelesaikan Soal Numerasi Konten Geometri Dan Pengukuran Ditinjau Dari Adversity Quotient Ika Prasetya Mukti; Endah Budi Rahaju; Budi Rahadjeng
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1304

Abstract

This study aims to describe the reflective thinking ability of students with AQ climber, camper and quitter in solving numeracy problems in geometry and measurement content. This research is descriptive research with a qualitative approach. The research subjects were six students consisting of two climber students, two camper students and two quitter students. The instruments used include numeracy questions, interview guidelines and ARP questionnaire. The results of this study showed that climber and camper students showed reflective thinking ability: description of experience based on the problem, elaboration of the experience in generating solution strategies, analysis of the experience based on solution, and evaluating the experience based on solution. In students with climber type, this ability appears optimally indicated by reflective thinking activities seen in all indicators. Meanwhile, in camper students, reflective thinking ability did not appear optimally in some components. Quitter students did not show reflective thinking ability in analysis of the experience based on solution.
Co-Authors Abdul Haris Rosyidi Ahmad Wachidul Kohar Ana Agustini Annisa Yanuarisma Arief Budi Wicaksono Auliaul Haque BUDI RAHADJENG Erfi Hannania Halliem Pangesti Ningrum Ika Kurniasari Ika Prasetya Mukti Inta Diananda Ismail, Ismail Malikatun Ngilman Nafiah Masriyah Nanda Ayu Indarasati Nicki Fabasti Asmah Nina Prihartiwi Pradnya Paramitha Solikhah Pradnyo Wijayanti Rafika Kamila Sari Risalatus Sa'idah Sherina Ayu Salsabilah Sifak Indana Siti Khabibah Siti Maghfirotun Amin Sugi Hartono Suyono Suyono Tatag Yuli Eka Siswono Tatag Yuli Eko Siswono Tatag Yuli Siswono Tutik Andayani Uripno, Gusti Wasis Yusuf Fuad