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All Journal JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Pendas : Jurnah Ilmiah Pendidikan Dasar MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Journal of Authentic Research on Mathematics Eduacation (JARME) Tirtamath : Jurnal Penelitian dan Pengajaran Matematika Jurnal Ilmiah Matematika Jurnal Ilmiah Wahana Pendidikan Pedagogy : Jurnal Pendidikan Matematika Wilangan : Jurnal Inovasi dan Riset Pendidikan Matematika
Hepsi Nindiasari
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Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Kemampuan Berpikir Kritis Matematis dan Karakter Siswa SMP dengan Pembelajaran Daring Annisa Mulia Nastiti; Hepsi Nindiasari; Novaliyosi Novaliyosi
Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika Vol 1, No 4 (2020): Desember 2020
Publisher : FKIP Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56704/jirpm.v1i4.8876

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematis siswa. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Subjek dalam penelitian ini terdiri dari 27 siswa kelas VII MTsN 1 Kota Serang. Instrumen penelitian yang digunakan adalah instrumen tes yang terdiri dari 5 butir soal dan instrumen non tes berupa wawancara. Data dianalisis berdasarkan indikator kemampuan berpikir kritis matematis yang digunakan, yaitu reduksi data dan penarikan kesimpulan.Hasil kemampuan berpikir kritis matematis siswa digolongkan dalam kategori tinggi, sedang, dan rendah.  Presentase masing-masing kategori menunjukkan 26% siswamemiliki kemampuan tinggi, 67% siswa memiliki kemampuan sedang, dan 7% siswa memiliki kemampuan rendah.
Efektivitas Flipped Classroom Diintegrasikan Model Inquiry Learning Terhadap Kemampuan Numerasi Ditinjau Dari Self-Confidence Putri Sari; Hepsi Nindiasari; Cecep Anwar Hadi Firdos Santosa
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 13 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.8160969

Abstract

This study aims to determine whether there are difference in the numeracy ability of students using flipped classroom learning integrated inquiry learning with inquiry learning models. Also to find out whether there are difference in numeracy ability between students who have high, medium, and low self-confidence. Teh type of research used was a quasi-experimental using a pretest-posttest control group design. This study involved two classes consisting of an experimental class and a control class. The research sample was students of class X MIPA 2 as the experimental class and X MIPA 5 as the control class. The results of this study conclude that there is a positive effect of flipped classroom learning integrated inquiry learning on numeracy ability and there is no difference in numeracy ability between students who have high, medium and low self-confidence.
PENGEMBANGAN INSTRUMEN TES ESAI BERBASIS KEMAMPUAN BERPIKIR KRITIS PADA MATERI GARIS DAN SUDUT DI TINGKAT SMP Kusumo, Bangun Jati; Hepsi Nindiasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09, Nomor 03, September 2024 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i03.17836

Abstract

Research and development (R&D) is the focus of this study. The purpose of this research is to develop an essay exam instrument for junior high school students based on critical thinking abilities about lines and angles. In this study, "critical thinking skills" refers to Robert Ennis's indicators. The Wilson model as well as the Oriondo and Antonio models are the research models that are employed. The first step in the research process is to identify curriculum-specific learning objectives and choose the content that will be created into an essay test. Expert validation of the product comes next, after which the required changes are made. Validation, reliability, level of difficulty, and distinguishing power tests are performed once the questions have been revised in order to provide a genuine essay exam product. Twenty students from SMPN 2 Rangkasbitung in grade VII were randomly selected to take the test. Five good essay-format questions focused on critical thinking abilities regarding lines and angles are the outcome of this study.
PENGEMBANGAN INSTRUMEN LITERASI NUMERASI PADA LEVEL PENALARAN DALAM KONTEKS PERSONAL TINGKAT SMP Kusumo, Bangun Jati; Hepsi Nindiasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09, Nomor 03, September 2024 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i03.18495

Abstract

This study consists of both research and development (R&D) components. Developing a reasoning-level numeracy literacy description test instrument with a personal context for junior high school students is the goal of this research project. Oriondo and Antonio models, as well as the Wilson model, are the research models that are employed. In order to choose the content that will be created into a description test product, the study first establishes learning objectives that are specific to the curriculum. After that, the product is validated by professionals and changed based on their feedback. To produce a legitimate description test product, tests for validity, reliability, difficulty level, and differentiating power are conducted after the questions have been revised. Ultimately, this study yielded four legitimate descriptive questions that might be applied to learning assessments or further research on the topics of mathematical literacy and numeracy skills.
MISKONSEPSI MEMBANDINGKAN PECAHAN BERPENYEBUT BERBEDA DI KELAS 5 SEKOLAH DASAR Agie Nurwati; Hepsi Nindiasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04 Desember 2024 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.21681

Abstract

Misconceptions in mathematical concepts can significantly hinder students' learning processes, especially in foundational topics such as fractions. This study aims to identify and analyze common misconceptions encountered by 5th-grade elementary school students when comparing fractions with different denominators. The research employs a qualitative descriptive method, targeting students from SD Negeri Serang 16 who experience difficulties in this area. Data collection techniques include problem-solving tests and interviews to understand students' reasoning. Findings indicate that students often assume larger denominators signify larger fractions, directly compare numerators or denominators without adjusting the fractions, or incorrectly apply methods to find equivalent fractions. Additionally, challenges in converting mixed numbers into improper fractions exacerbate these misconceptions. The study highlights the need for visual and contextual teaching aids, such as fraction bars or real-life examples, to reinforce students' conceptual understanding. Implementing innovative teaching models and emphasizing mastery of prerequisite knowledge, such as multiplication and least common multiples, are suggested as strategies to address these issues. By addressing these misconceptions, educators can enhance students' comprehension of fractions, laying a stronger foundation for future mathematical learning.
ANALISIS MISKONSEPSI MATEMATIKA MATERI PEMBULATAN DAN PENAKSIRAN BILANGAN PADA SISWA KELAS V SEKOLAH DASAR Ilah Fadillah; Hepsi Nindiasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21085

Abstract

Misconceptions often occur in students, especially in mathematics learning. Rounding and estimating number material is a basic concept in numeracy learning. This study is a qualitative descriptive study that aims to describe the types of misconceptions and causes of misconceptions of fifth grade students in rounding and estimating number material. Misconceptions are classified into 2 types, namely conceptual errors and arithmetic operation errors. The subjects of the study were 13 fifth grade students of SDN Cigandeng 1. The instruments in this study were tests, interviews and documentation. The data analysis technique used was the Miles and Huberman data model analysis consisting of data reduction, data presentation and conclusions. The results of the study showed that the results of observations and interviews conducted by the researcher said that the mistakes made by students in solving problems related to rounding and estimating material included conceptual errors and operational errors in applying rounding and estimating material. These errors occur because students do not really understand how to round a number and estimate a correct word.
ANALISIS MISKONSEPSI PADA MATERI KPK DAN FPB DI KELAS IV SEKOLAH DASAR Yuliani, Neni; Hepsi Nindiasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01, Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21306

Abstract

Mathematics needs to be taught to students from elementary school so that students have the ability to think logically, analytically, systematically, critically, creatively and collaboratively. Because mathematics is in everyday life, a teacher must be able to instill mathematical concepts and be able to provide mathematical understanding to his students. However, the mismatch between students' initial understanding and actual concepts can affect the formal learning process. This has an impact on the understanding of the knowledge conveyed by teachers and is often difficult to change. This condition causes students to believe that a false concept is true, which is known as a misconception. This research uses a qualitative descriptive approach. Data collection techniques were carried out through tests to identify student misconceptions and interviews. The instruments used in this research include test sheets designed to reveal students' misconceptions about the KPK and FPB material. interviews for students who experience misconceptions with the aim of finding out the factors causing misconceptions. In the KPK and FPB material in class IV, there are several misconceptions among students who are taught through multiples, LCM, and factor trees. In determining the KPK and FPB, they are taught in another way, namely by plotting rice fields.
ANALISIS KESULITAN BELAJAR OPERASI HITUNG PEMBAGIAN DALAM MENYELESAIKAN SOAL CERITA PADA SISWA KELAS IV SDN SUKASARI 3 Rosatria Rahmatika; Hepsi Nindiasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21652

Abstract

Tujuan penelitian ini adalah untuk mengidentifikasi kendala dalam pembelajaran membagi dan berhitung pada siswa kelas IV SDN Sukasari 3 saat menyelesaikan soal cerita matematika berdasarkan kemampuan matematika rendah, sedang, dan tinggi. Data diperoleh dengan menggunakan teknik deskriptif kualitatif, dengan observasi, wawancara, dan analisis hasil pengerjaan soal siswa. Hasil penelitian menunjukkan bahwa siswa dengan kemampuan matematika rendah mengalami kesulitan memahami konsep pembagian dan belum lancar membaca sehingga sulit mengerjakan soal. Sementara itu, siswa dengan kemampuan matematika sedang membuat kesalahan dalam keterampilan proses dan kurang percaya diri saat memecahkan masalah. Sementara itu, siswa dengan kemampuan tinggi tidak mengalami kesulitan dalam menyelesaikan soal cerita karena mereka sudah memahami konsep pembagian. faktor fisik, minat, dan motivasi merupakan beberapa faktor yang menyebabkan kesulitan belajar dalam menyelesaikan soal cerita pada mata pelajaran pembagian matematika.
ANALISIS KESULITAN BELAJAR SISWA KELAS II PADA MATERI PENGURANGAN BILANGAN Cindy Desiana; Hepsi Nindiasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10 No. 01 Maret 2025 In Process
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.21686

Abstract

The purpose of this study was to determine the difficulties experienced by grade II students in solving subtraction problems and provide alternative solutions. The research approach used is a qualitative approach. The subjects of this study were grade II students in the first semester of Nurul Hidayah Integrated Science Elementary School, Sumur Pecung Subdistrict, Serang City, Banten Province. The key informant in this study was the grade II teacher, while the next informants were grade II students who were taken based on the key informant's suggestion and the Midterm Exam I scores which were then classified into high, medium, and low academic criteria. The data collection techniques used were written tests, interviews, and documentation, while to test the validity of the data, triangulation techniques were used. Based on the results of the study, it is concluded that the form of student learning difficulties in number reduction material includes misconceptions in operations involving zero numbers, not mastering number reduction by borrowing; difficulty interpreting story problems; and lack of accuracy in working on problems. Solutions offered to anticipate student learning difficulties during the learning process include applying learning based on the principles of mathematics learning, providing constructive practice questions, and providing reinforcement for concepts that students have not understood. Meanwhile, solutions to overcome student learning difficulties after Keyword : Learning Difficulties, Subtraction of Numbers.
SYSTEMATIC LITERATURE REVIEW: PENERAPAN MEDIA, TEKNOLOGI, DAN MODEL PEMBELAJARAN DALAM MENINGKATKAN KOMUNIKASI MATEMATIS PESERTA DIDIK SEKOLAH DASAR Farmah, Elisha; Hepsi Nindiasari; Nurul Anriani; Novaliyosi
Pedagogy: Jurnal Pendidikan Matematika Vol. 10 No. 2 (2025): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v10i2.6170

Abstract

Kemampuan komunikasi matematis merupakan kompetensi penting yang harus dimiliki peserta didik sekolah dasar dalam menghadapi tantangan pembelajaran abad ke-21. Kajian ini bertujuan untuk mengidentifikasi efektivitas media, teknologi, dan model pembelajaran dalam meningkatkan kemampuan komunikasi matematis peserta didik Sekolah Dasar melalui pendekatan Systematic Literature Review (SLR). Penelitian ini menghimpun dan menganalisis 13artikel ilmiah yang terbit antara tahun 2020 hingga 2025. Hasil kajian menunjukkan bahwa penerapan media interaktif seperti video animasi, multimedia berbasis Flash, dan permainan edukatif digital (Quizizz, QuizWhizzer) mampu meningkatkan kemampuan peserta diidk dalam menyampaikan ide matematis secara lisan, tulisan, dan visual. Integrasi teknologi digital seperti GeoGebra dan Desmos memperkuat kemampuan representasi dan komunikasi matematis. Selain itu, model pembelajaran inovatif seperti Project Based Learning, Think Pair Share, Contextual Teaching and Learning, dan Teams Games Tournament terbukti efektif mendorong keterlibatan aktif dan kolaboratif peserta didik dalam proses komunikasi matematis. Temuan ini mengindikasikan bahwa sinergi antara media, teknologi, dan model pembelajaran adaptif dapat menciptakan pembelajaran yang komunikatif, kontekstual, dan bermakna di tingkat sekolah dasar. Kajian ini merekomendasikan pentingnya pengembangan pembelajaran matematika berbasis bukti ilmiah untuk meningkatkan kualitas komunikasi matematis peserta didik secara berkelanjutan.
Co-Authors Aan Subhan Pamungkas Abdul Fatah Abdul Fatah Ade Nandang Mustafa Agie Nurwati Agus Supardi Anggi Maulana Annisa Mulia Nastiti Ari Saprizal Ayu Wahyuningtyas Cecep Anwar Hadi Firdos Santosa Cindy Desiana Elsa Chaeratunnisa Etika Khaerunnisa Fachri Awami Farmah, Elisha Heni Pujiastuti Heni Pujiastuti Ida Rosita Iis Irmawati Ilah Fadillah Ilma Nurfadilah Indhira Asih Vivi Yandari Kusumo, Bangun Jati Laras Yulia Madadina Dwi Andini Maman Fathurrohman Maya Sintya Sumarna Merry Christina Natalia Pranata Neni Rifatul Afiah Novaliyosi Novaliyosi Novaliyosi Nurul Anriani Nurul Shofwah Puteri Damayanti, Sintya Putri Sari Rita Perawati Rizki Fitriani Rosyana Rosatria Rahmatika Ruri Rantau Sukirwan Sukirwan Sukirwan Sukirwan Syamsuri Syamsuri Wahyuni, Dian Wahyuni Yuliani, Neni Yuyu Yuhana