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Sri Hastuti Noer

University Of Lampung

Author-ID : 278387

Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Critical Thinking and Mathematical Problem Solving Skills of Students Through Schoology-Assisted Blended Learning Models Pradana, Kenny Candra; Noer, Sri Hastuti
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.455

Students' poor critical thinking and mathematical problem-solving abilities are caused by a variety of variables, including teacher-centered learning and an ineffective learning models. In order to increase students' critical thinking skills and mathematical problem solving abilities, it is required to use an appropriate and unique learning strategy. The purpose of this research is to determine the influence of the Blended Learning models, as aided by Schoology Media, on students' critical thinking and mathematical problem-solving abilities. This study used a quasy experimental design as a research method. The population used in this study were all class X students of SMK-SMTI Bandar Lampung. The sample technique employed in this research was cluster random sampling, so that class X KI 4 as the experimental group and class X KI 1 as the control group, each group consisting of 28 students. The instruments used in this study were tests of critical thinking skills, tests of mathematical problem solving Skills, and documentation. Data analysis techniques using descriptive data analysis and inferential analysis. The hypothesis test is in the form of a One-way Multivariate Analysis of Variance (One-way MANOVA) Test. Based on the results of the analysis, 1) There is a difference between the Skills to think critically and the Skills to solve mathematical problems between the two groups of students; 2) There is a difference in the Skills to think critically between the group that is treated with the schoology-assisted Blended Learning model and the group that is given the conventional learning model treatment; 3) There are differences in the Skills to solve mathematical problems between groups that are treated with the schoology-assisted Blended Learning model and the group that is given the conventional learning model treatment; and 4) there is an influence between the Blended Learning learning model on students' critical thinking skills and mathematical problem solving.

4C skills teaching activities for mathematics teachers: application of modified nominal group technique Zakaria, Mohamad Ikram; Hanri, Chuzairy; Noer, Sri Hastuti; Triana, Mella; Widyastuti, Widyastuti
Journal of Education and Learning (EduLearn) Vol 19, No 2: May 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i2.22337

Education 4.0 strongly promotes the development of communication, collaboration, critical thinking, and creativity (4C) skills among students. Consequently, it is crucial for mathematics teachers to integrate activities that facilitate the cultivation of these skills. However, the scarcity of resources, such as recommended instructional activities, poses a challenge for mathematics teachers striving to effectively impart 4C skills through problem-solving methods. This research aims to develop a set of teaching activities designed to enhance the delivery of 4C skills through problem-solving methods, thereby supporting mathematics teachers in improving their pedagogical strategies. Utilizing the modified nominal group technique (mNGT), the study engaged 11 experts from diverse fields, including mathematics education, pedagogy, curriculum development, and primary and secondary education. Data collection was conducted through expert discussions between January 2024 and February 2024. Descriptive statistics (percentages) were employed to analyze the data, prioritizing and ranking each teaching activity. The findings identified 19 pertinent teaching activities that emphasize 4C skills through problem-solving methods. The highest-ranked activity was motivating students to explore various learning resources, including information and communication technology (ICT) tools (98%), while guiding students through problem-solving questions received the lowest ranking (75%). In conclusion, the comprehensive list of teaching activities provides a valuable guide for mathematics teachers to effectively incorporate 4C skills into their instructional practices.

Implementation of STEM-Integrated Guided Inquiry Learning to Improve Students' Mathematical Communication Skills Erviana, Neriza Fauziah; Noer, Sri Hastuti; Triana, Mella
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 1 (2025): June 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i1.83157

Mathematical communication skills are a component of higher-order thinking skills that are important in 21st-century learning and support complex mathematical problem-solving. The purpose of the study was to determine the effect of the implementation of STEM-integrated guided inquiry learning on improving students' mathematical communication skills. his study used a pretest-posttest control group design and a quantitative, quasi-experimental methodology. All eighth-grade students from SMPN in Bandar Lampung, who were divided among eight classes for the 2024/2025 academic year, made up the study's population. Using a purposive sampling strategy, the research sample was chosen from two classes: class 8.1, which had 28 students as the experimental class, and class 8.2, which had 24 students as the control class. Based on the results of statistical analysis with the Mann-Whitney U test, it was concluded that the improvement in mathematical communication skills of students who participated in STEM-integrated guided inquiry learning was higher than the improvement in mathematical communication skills of students who participated in the traditional learning paradigm. Thus, the implementation of STEM-integrated guided inquiry learning can improve students' mathematical communication skills.

Scaffolding Based Treffinger To Improve Students' Critical Thinking Skills Triyanti, Putri Like; Noer, Sri Hastuti; Sutiarso, Sugeng
Journal of Education Reseach and Evaluation Vol 5 No 3 (2021): August
Publisher : LPPM Undiksha

Critical thinking skills can encourage and develop students' learning to observe, find, and solve problems. Critical thinking skills can encourage and develop students' learning to observe, find, and solve problems. Thinking skills can be improved to improve the learning activities provided by the teacher. It is still challenging to improve critical thinking skills in student learning. Students tend to be passive in learning, often without the same thinking skills as the teacher, resulting in less development of critical thinking skills. The purpose of this study is to identify Treffinger-based scaffolding. This type of research is a meta-analysis. This article examines several international and national journals regarding Treffinger, Scaffolding, and critical thinking. The scientific studies included in this study were selected according to the criteria. This article is a study by several researchers regarding scaffolding and its effect on students' critical thinking skills and provides several recommendations for teachers and researchers regarding scaffolding and learning models. The result of the research is that scaffolding will be reduced or even eliminated in learning after students get a sufficient and correct understanding. Thus, Treffinger-based scaffolding can benefit students in critical thinking learning. Can Key Scaffolding help students solve problems and improve students' critical thinking skills. Treffinger's learning model can make students solve problems with ID and ideas chosen by students.

Development Of Interactive Media With Edpuzzle In Improving Understanding Capability Mathematical Concepts Herwindo, Rully; Noer, Sri Hastuti; Sutiarso, Sugeng
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 1 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i1.743

Based on the research results of 31 students who experienced difficulty in understanding mathematical concepts, by using Research and Development (R&D), and developing interactive media with Edpuzzle with the ADDIE model after experimental treatment, in learning some students experienced an increase in understanding of mathematical concepts, but the results of the analysis This results in an effectiveness of 0.89 with the effective criteria. After treatment was carried out through the development of interactive learning media with edpuzzle with validity of 80.73% with valid criteria, practicality of 81.0% with very practical criteria. The results of these values indicate that the media questionnaire results are suitable for use. The results of this research state that the development of interactive media with edpuzzle can effectively improve students' understanding of mathematical concepts.

KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN PEMBELAJARAN MATEMATIKA BERBASIS MASALAH OPEN-ENDED Noer, Sri Hastuti
Mathematics Education Journal Vol. 5 No. 1 (2011): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Tujuan utama penelitian ini adalah untuk memperoleh gambaran mengenai peningkatan kemampuan berpikir kreatif siswa yang pembelajarannya dengan pembelajaran berbasis masalah open-ended (PBMO) bila dibandingkan dengan pembelajaran konvensional. Disain penelitian ini adalah disain eksperimen yang dinamakan delayed counter balanced design. Dalam penelitian ini, kelompok eksperimen memperoleh PBMO dan kelompok kontrol memperoleh pembelajaran konvensional. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan berpikir kreatif. Populasi penelitian adalah siswa SMP Negeri Kota Bandar Lampung dengan subjek sampel adalah siswa kelas VIII sebanyak dua kelas dari masing-masing sekolah peringkat tinggi (SMPN 4) dan sekolah peringkat sedang (SMPN 12) yang dipilih dengan teknik purposive sampling. Berdasarkan analisis data yang dilakukan diperoleh kesimpulam bahwa terdapat perbedaan rata-rata peningkatan kemampuan berpikir kreatif antara siswa yang mengikuti pembelajaran pada kedua kelompok sampel.DOI: 10.22342/jpm.5.1.824.

Peningkatan Kemampuan Representasi Matematis Siswa Melalui Pendekatan Pembelajaran STEM Putri, Aldelia Destiana; Noer, Sri Hastuti; Triana, Mella
Teorema: Teori dan Riset Matematika Vol 10, No 1 (2025): Maret
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/teorema.v10i1.18467

Kemampuan representasi matematis merupakan aspek penting dalam pembelajaran abad ke-21 untuk menghadapi tantangan global. Oleh karena itu, penelitian eksperimen semu ini dilakukan untuk mengetahui peningkatan kemampuan representasi matematis setelah diterapkan pembelajaran dengan pendekatan STEM. Populasi penelitian ini yaitu seluruh siswa kelas VIII SMP Negeri 44 Bandar Lampung sebanyak 185 siswa yang terdistribusi ke dalam enam kelas yaitu kelas 8.1 hingga kelas 8.6. Sampel penelitian ini adalah kelas 8.5 sebanyak 29 siswa dan kelas 8.6 sebanyak 29 siswa yang dipilih dengan teknik purposive sampling. Desain penelitian yang digunakan adalah pretest-posttest control group design dengan kelas 8.6 sebagai kelas eksperimen dan kelas 8.5 sebagai kelas kontrol. Data pada penelitian ini adalah data kuantitatif yang diperoleh melalui tes kemampuan representasi matematis. Berdasarkan hasil uji-t diperoleh bahwa peningkatan kemampuan representasi matematis siswa yang mengikuti pembelajaran dengan pendekatan STEM lebih tinggi daripada peningkatan kemampuan representasi matematis siswa yang mengikuti pembelajaran konvensional. Dengan demikian dapat disimpulkan bahwa pembelajaran dengan pendekatan STEM dapat meningkatkan kemampuan representasi matematis siswa.

Pengembangan Lembar Kerja Peserta Didik Berbasis Means-end Analysis untuk Meningkatkan Kemampuan Berpikir Kritis Erlinawati, Erlinawati; Nurhanurawati, Nurhanurawati; Noer, Sri Hastuti
Jurnal Pendidikan Matematika dan Sains Vol. 13 No. 2 (2025): December 2025
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v13i2.86659

Penelitian ini merupakan penelitian pengembangan yang bertujuan untuk mendeskripsikan proses dan menghasilkan lembar kerja peserta didik berbasis Means-end Analysis (MEA) yang memenuhi kriteria kevalidan, kepraktisan dan keefektifan dalam meningkatkan kemampuan berpikir kritis peserta didik. Desain penelitian ini menggunakan desain penelitian dan pengembangan ADDIE (Analyze, Design, Develop, Implement, dan Evaluate). Populasi dalam penelitian ini adalah peserta didik kelas XI di salah satu MAN di Pesawaran. Sampel dalam penelitian ini diambil secara acak menggunakan teknik simple random sampling. Subjek penelitian ini adalah peserta didik kelas XI MIPA, sebanyak 30 peserta didik termasuk dalam kelompok eksperimen dan 30 peserta didik termasuk dalam kelompok kontrol. LKPD berbasis MEA yang dikembangkan dalam bentuk cetak sehingga memberikan kemudahan bagi peserta didik untuk menggunakan dan mengaksesnya. MEA merupakan variasi dari pembelajaran pemecahan masalah yang membagi permasalahan menjadi current state, goal state, subgoal, dan penyelesaian. Hasil penelitian menunjukkan bahwa lembar kerja peserta didik berbasis MEA yang telah dikembangkan memenuhi kriteria valid, praktis dan efektif dalam meningkatkan kemampuan berpikir kritis.

Creative Problem-Solving Skills in Learning with STEM Approach Handayani, Nadira; Noer, Sri Hastuti; Suryadinata, Nurain
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.5117

This study aims to determine the improvement of students' creative mathematical problem-solving skills in learning with the STEM approach. The population in this study were all VIII grade students of SMP Negeri 1 Bandar Lampung in the 2024/2025 academic year, and as many as 352 students were distributed in eleven classes. The samples of this study were classes VIII.7 and VIII.9, which were selected using a purposive sampling technique, and the research design used was a non-equivalent control group design. The data in this study are quantitative data obtained through tests to measure mathematical creative problem-solving skills. The data on the improvement score (N-Gain) in the experimental class was not normally distributed, so the data analysis in this study used the Mann-Whitney U test and the proportion test. Based on the results of the Mann-Whitney U test analysis, it was found that the increase in the mathematical creative problem-solving skills of students with the STEM approach was higher than the increase in the mathematical creative problem-solving skills of students in the conventional learning and the proportion of students who had well categorized mathematical creative problem-solving skills was more than 60% of the number of students with the STEM approach. Thus, the application of learning with the STEM approach is practical regarding the creative mathematical problem-solving skills of class VIII students at SMP Negeri 1 Bandar Lampung.

ENHANCING SECONDARY STUDENTS’ MATHEMATICAL CREATIVE THINKING THROUGH STEM PROJECT-BASED LEARNING Ferdiansyah, Fiko; Sri Hastuti Noer; Widyastuti, Widyastuti
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 1 (2025): KALAMATIKA April 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no1.2025pp47-66

Studies have highlighted the persistently low levels of mathematical creative thinking skills among students, emphasizing the need for innovative learning interventions. The STEM-PjBL model, which integrates science, technology, engineering, and mathematics through project-based learning, offers a structured framework to enhance these skills by fostering innovative problem-solving. This study investigates the implementation of the STEM-PjBL model to improve students' mathematical creative thinking skills. A quantitative quasi-experimental approach with pre- and post-tests control group design was used, involving two purposively selected ninth-grade classes from a population of 298 students. Analysis using the Mann-Whitney U test showed a statistically significant improvement in mathematical creative thinking skills following the STEM-PjBL intervention (p < 0.05), with a normalized gain (g = 0.43), indicating that the results for the experimental group were higher than those of the control group. These findings suggest that the STEM-PjBL model is an effective strategy for improving creative thinking in mathematics education.

Co-Authors A.A. Ketut Agung Cahyawan W Abdurahman Abdurrahman Abdurrafi, Muhammad Faishal Agung Putra Wijaya Agung Putra Wijaya, Agung Putra Ahmad Abdul Aziz Aliza Ramadhani Amalia Listiani Ana Dianti Ana Wahyu Nurrohmah Andini, Serly Putri Andre Maulana Anggi Oktaviarini Komara Anggreini, Ratih Dwi Anika Safitri Annissawati Annissawati ARI DWI RAHMAWATI Arinta Rara Kirana Aristika, Ayu Arnelis Djalil Asep Bahrul Hayat Asmiati Asmiati Asmiati Asmiati Asri Dwita Astina Astina Astri Fitriani Aulia Eka Alzianina Ayu Devita Sari, Ayu Devita Ayu Sekar Rini Caswita Caswita Caswita Caswita Dadan Dasari Daryono Daryono, Daryono Decky Saputra Depi Puspita Arum Desi Puspica Sari Dessy Puspitasari Rusdiana Destia Ariza Putri Destia Dwi Larasati Dian Jepliawati Dian Maharani Dian Romadhoni Asngari Diana Ali Dina Cahya Fadilla Djakia Ulfah Dwi Permatasari Een Yayah Haenilah Een Yayah Haenilah Een Yayah Haenillah Eka May Widiastuti Eka Purwanti Eka Yulia Asri Elok Waspadany Elvandri Yogi Pratama Emi Rodhiyatun Emilda Mustapa Enie Augus Junaety Era Puspita Erlinawati Erlinawati, Erlinawati Erlis Wijayanti Erviana, Neriza Fauziah Esty Pramitasari Ambarwati Eti Ruziana Eva Fitriani Sari Eva Mariyati Evi Riantika Fajar Magdalena Fandy Adhiatama Fatma Niati Solekha Fauzia, Dewi Nur Ferdiansyah, Fiko Fertilia Ikashaum Ficha Diah Putri Fitri Anita Sari FITRI FATMAWATI Fitri Merdianingsih Fitri, Adhenia Fitria Lestari Fitriani Fitriani fitriyanti fitriyanti Fransisco Juliansah Simbolon Frendi Fitra Mardana Gustiara Tuah Puteri Hadi Rudiya Hamidah Hamidah Hana Marinda Hanani Muna Athifa Handayani, Nadira Hanggoro Mukti Haniffadhilah, Haniffadhilah Haninda Bharata Haninda Bharata Haninda Bharata Hanri, Chuzairy Haris Nindriansyah Herlistiyanti, Sasha Hermi Yanzi Herry Sulistiyanti Herwindo, Rully Hery Suryanovan Hesti Lestari Hidayat, Reni Astari I Wayan Agus Setiawan Ignasius Fandy Jayanto, Ignasius Fandy Iis Triyani Imam Setioso Indri cahya indri Kusuma Intan Permata Sari Istasari Syaifatunnisa Ita Oktriani Jamhari Jamhari K. A. Bernardo Satria Marsa Kartika Dwi Handayani Kartika Kurniawati Kenny Candra Pradana Khairuntika Khairuntika Kholifatul Jannah Kiki Herdiansyah Laksono Trisnantoro Lela Komala Sari Lelly Diana Leo Chandra Lilik Robi'atun Listyotami, Mega Kusuma Lita Yunida Liza Istianah Lulu Sekardini M Coesamin M. Agung Dharma Himawan M. Alkias Gifary Awabi M. Coesamin Maria Gega Mella Triana Milyati Milyati Mohamad Ghozali Monice Putri Pangestu Muhammad Jauharuddin A F Mukhayat, Ahmad Neni Hasnunidah Nia Kurniati Nonik Mega Sapitri Novi Dwi Lestari Novita Putri Widya Sari Nur Hanurawati Nurain Suryadinata Nurdiana, Ani Nurhaliza, Nurhaliza Nurhanurawati Nurhanurawati Nurhanurawati Nurhanurawati Nurhanurawati Nurhanurawati Nurul Himmah Nurwahid Juli Andrean Pelangi Mutia Windya Pentatito Gunowibowo Pentatito Gunowibowo Pentatito Gunowibowo Pentatito Gunowibowo Pentatito Gunowibowo Pitri Hermeliyati Putri Rizky Utami Putri, Aldelia Destiana Qorri Ayuni Rafifa Rohadatul Aisy Rahmadini, Sabila Rizqia Raisa Adira Syofitami Ratna Dewati RATNA LESTARI Ressa Dwi Kurnia Restu Fristadi Restu Fristady Reza Adelia Rika Meiliana Tohar Rika Ridayanti H Rinaldi, Daniel Rini Asnawati Rini Asnawati Ristika Ristika Rizka Suci Haryudita Rizki Wahyuni ro'ayatul hidayah Ronaldo Redi Caprio Ruben Andreas Junior Rusdi Setiono Sagita, Ni Kadek Desi Lia Salsabila Santy Setiawati Selvi Utami Ningsih Simbolon, Jeremi Samuel Tigor Siska Kurniawati Siska Puspita Sari Siti Khadijah Jannati Siti Kharimatul Khotimah Sovian Hakim Sri Mulyani Sri Wahyuni Suci Irawati Sugeng Sutiarso Sugeng Sutiarso Sugeng Sutiarso Sugeng Sutiarso Suharsono S Surono Surono Sutiarso, Sugeng Syawardhan, Elnando Tia Agnesa Tina Yunarti Tri Agusti Eliati Tri Fauji Triyanti, Putri Like Tukino Tukino Umi Fara Undang Rosidin Undang Rosidin Undang Rosidin Utami, Dita Dwi Utary Fathu Rahmi Verko Hadi Yusuf Vetama, Wanda Wapung Ekawati Widyastuti Widyastuti Widyastuti Widyastuti Widyastuti Widyastuti Wijaya, Agung Putra Winda Anggraini Windya, Pelangi Mutia Yanto, Bagus Yayan Andriyana Yeni Apriyani Yola Citra Luftianingtyas Yuliani, Tripatika Yulisa Dewi Zakaria, Mohamad Ikram

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