Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

8.099

P-Index

This Author published in this journals

Nining Setyaningsih

Universitas Muhammadiyah Surakarta

Author-ID : 2837923

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

Published : 74 Documents Claim Missing Document

Claim Missing Document

Articles

4 5 6 7 8

Pengaruh Minat Belajar Siswa Terhadap Hasil Belajar Statistik di SDN Wirun 3 Wibowo, Bhismo Aji; Restyowati, Eni; Ratnaningsih, Annisa; Murtiyasa, Budi; Setyaningsih, Nining
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.v5i1.806

This research aims to investigate the influence of students' interest in learning on statistics learning outcomes at SDN Wirun 3. The research uses a correlational approach to evaluate the relationship between students' interest in learning and statistics learning achievement. Data collection methods include surveys, academic records, and observations to understand students' learning interests. Data analysis uses correlation and regression techniques to assess the strength of the relationship between interest in learning and statistical learning achievement as well as other factors that influence it. The results of this work show a strong positive relationship between students' learning interest and their achievement in statistics courses, with approximately 49.8% of the variation in statistics achievement being explained by the level of learning interest. The data shows a high level of enthusiasm for learning among students, with average scores for interest in learning quite high and academic performance in moderate but strong statistics. The correlation coefficient of 0.706 between interest in learning and academic achievement indicates a significant correlation, underscoring the importance of building interest in learning to improve educational outcomes. These results confirm that increasing interest in learning can be a key strategy to advance students' academic achievement, especially in the subject of statistics.

Mathematics for Life: Community Service through Realistic Mathematics Education at SMP Muhammadiyah 1 Kartasura Santosa, Yoga Tegar; Setyaningsih, Nining; Mahmudah, Mutiara Hisda; Sukowati, Berliani Ardelia; Maulida, Dini Wardani; Wibowo, Eko Ari
Jurnal Pengabdian UNDIKMA Vol. 6 No. 3 (2025): August
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v6i3.16721

This community service program aims to implement RME in secondary school mathematics, develop RME-based worksheets, assess its impact on students' outcomes, and explore teachers' and students' responses. The participants involved were students from a combined class of Grade VIII Tahfidz and Regular tracks. The activity was carried out using a Participatory Action Research model. Data were collected through questionnaires, mathematics tests, observations, interviews, and documentation. A paired sample t-test was employed to analyze the data and determine whether there was a significant difference in students’ learning outcomes prior to and following the implementation of RME. The community service results indicated that the implementation of RME successfully enhanced student engagement and understanding in mathematics learning. Statistical analysis showed a significant difference between students’ scores before and after the RME-based instruction, with the average score increasing from 46.36 to 62.44. Questionnaire responses revealed that students positively perceived the RME-based learning, particularly in terms of engagement, conceptual clarity, and meaningful learning experiences. Teachers also expressed that the RME approach provided new perspectives for delivering mathematics more contextually and engagingly, and showed interest in applying it to other mathematical topics. These findings imply that the RME approach has the potential to be sustainably integrated into broader mathematics learning through continued collaboration and material development.

Analysis of Errors in Solving Hots Questions: A Study of Watson's Criteria Reviewed by Numerical Ability Nisa, Fauziyatun; Setyaningsih, Nining
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 2 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i2.2984

HOTS questions are designed as evaluation material to measure students' understanding and abilities in learning mathematics. However, the implementation of this concept is often hampered by the difficulties students face when solving these questions. The aim of this study is to examine the mistakes made by high school students in responding to HOTS questions, utilizing Watson's criteria and focusing on students' numerical abilities. The analysis of student mistakes involved utilizing Watson's error classifications, which encompass eight error indicators. This research includes qualitative descriptive research. Data was collected through written tests and interviews. The findings of the study reveal a notable association between errors and numerical proficiency in HOTS questions. A high numerical level has one of the eight Watson indicator errors, a medium numerical level has between two and four of the eight Watson criterion errors, and a low numerical level has more than 4 Watson criterion errors. The prevailing mistake made by students is the omitted conclusions, which is observed among students with high, moderate, and low numerical skills.The causes involve a lack of habit of writing conclusions, negligence, and rushing due to time constraints.

ANALISIS KEMAMPUAN PEMAHAMAN MATERI STATISTIKA DALAM PEMBELAJARAN MATEMATIKA SISWA SEKOLAH DASAR KELAS VI KARTIKA, SOFIA NUR; MURSITI, ESTHI; MURTIYASA, BUDI; SETYANINGSIH, NINING
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v4i4.4286

This research aims to obtain an overview of students' statistical material abilities in class VI learning at the elementary school level. The research used is qualitative descriptive research. The subjects of this research were all sixth grade elementary school students at MI Muhammadiyah Trangsan Gatak. Data will be collected using observation, interviews and documentation methods. Based on the results of data analysis, it can be seen that the understanding ability of class VI students at MI Muhammadiyah Trangsan in statistics material still needs to be improved. It is said to be low because the majority of students have mastered or not mastered certain sub-materials. It is hoped that the results of this research can be used by various parties who have an interest in the field of education so that they can become a reference for developing better curriculum and teaching methods in mathematics education in elementary schools. ABSTRAKPenelitian ini bertujuan untuk memperoleh gambaran mengenai kemampuan materi statistika siswa dalam pembelajaran kelas VI tingkat sekolah dasar. Penelitian yang digunakan yaitu dengan menggunakan penelitian deskriptif kualitatif. Subjek dari penelitian ini adalah semua siswa kelas VI tigkat sekolah dasar di MI Muhammadiyah Trangsan Gatak. Data akan dikumpulkan dengan metode observasi, wawancara, dan dokumentasi. Berdasarkan hasil analisis data dapat diperoleh bahwa kemampuan pemahaman siswa kelas VI di MI Muhammadiyah Trangsan pada materi statistika masih perlu ditingkatkan. Dikatakan rendah karena Sebagian besar siswa ada yang menguasai dan tidak menguasai pada sub materi tertentu. Hasil penelitian ini diharapkan dapat digunakan oleh berbagai pihak yang memiliki kepentingan dalam bidang pendidikan supaya menjadi acuan bagi pengembangan kurikulum dan metode pengajaran yang lebih baik dalam pendidikan matematika di sekolah dasar.

The Students' Skills in Solving Mathematics Open-Ended Problems Based on Cognitive Style Backgrounds Ulya, Putri Syarifatul; Setyaningsih, Nining
Edumatika Vol 7 No 2 (2024): November 2024, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v7i2.4200

Differences in students' cognitive styles cause differences in accepting and managing learning and connecting experiences into learning. Differences in students' cognitive styles also cause differences in mathematical problem-solving skills. This research aims to describe students' skills in solving mathematics open-ended problems in terms of differences in cognitive styles, namely Field Independent (FI) and Field Dependent (FD). This research is descriptive qualitative research that involved four eight-grade students at a private junior high school in Sukoharjo, Central Java, Indonesia as subjects who were selected based on differences in cognitive styles. Cognitive style data was collected through a cognitive style questionnaire while students' mathematical problem-solving skills were revealed through tests and interviews. The data was analyzed to identify the fulfillment of indicators of mathematical problem-solving skills according to Polya, which include understanding the problems, preparing plans, implementing plans, and looking back. The results showed that field independent subjects had better mathematical problem solving abilities than field dependent subjects. Field independent subjects fulfill all indicators of mathematical problem-solving skills, while field dependent subjects only fulfill indicators of understanding the problems. This research can be used as a reference in designing learning strategies that suit all students' cognitive styles to improve students' mathematical problem-solving skills.

Integration of Tolkama Media in the Problem Based Learning (PBL) Model to Improve Understanding of the Concept of Multiplication in Elementary Schools Zakiyah, Yumi; Setyaningsih, Nining; Qudriyati, Ari; Murtiasa, Budi
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 13, No 3 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v13i3.81543

This study aims to analyze the effect of integrating Tolkama media (mathematical multiplication bottles) into the Problem Based Learning (PBL) model on elementary school students’ understanding of multiplication concepts. A quantitative approach with a pre-experimental One-Group Pretest–Posttest design was employed to assess students’ learning improvement. The research subjects consisted of 31 third-grade students at SD Birrul Walidain Muhammadiyah Sragen. Data were collected through pretest and posttest instruments covering indicators of understanding multiplication as repeated addition, equal groups, solving simple problems, and applying concepts in contextual situations. Data analysis included the Shapiro-Wilk normality test, Paired Sample t-Test, and N-Gain calculation. The results indicated an increase in the average score from 67.74 in the pretest to 81.94 in the posttest, with t = −16.304 and Sig. (2-tailed) = 0.000, demonstrating a statistically significant improvement. The N-Gain value of 0.5082 indicates a moderate level of conceptual understanding enhancement. These findings confirm that integrating Tolkama media within the PBL model effectively supports students in constructing meaningful understanding of multiplication concepts. This study provides practical implications for teachers in designing problem-based learning with concrete media support.

Defragmentation of Students' Conceptual Understanding in Solving Non-Routine Mathematics Problems Miftakhul Djannah; Nining Setyaningsih; Muhammad Noor Kholid; Mark Angelo C Reotutar
Didaktik Matematika Vol 11, No 2 (2024): OCTOBER 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v11i2.38383

This study investigated the impact of concept fragmentation on students' understanding of mathematics and examines efforts to reduce it. Concept fragmentation hinders problem-solving abilities, often occurring when students struggle to create meaningful connections or new representations from existing ones. Limited interventions, such as cognitive conflict and scaffolding, are suggested to address this issue. This study employed a qualitative descriptive approach, focusing on two seventh-grade students in Sukoharjo, Indonesia, who exhibited concept fragmentation. Data collection involved tests, interviews, and observations, with analysis following qualitative methods. The findings indicate two main types of fragmentation: translational thinking fragmentation and meaningless connection fragmentation. These arise when students attempt to build new representations but make errors due to disconnected prior knowledge. Interventions revealed a pattern of developing schemas, where students knit together concepts to minimize problem-solving errors. Techniques such as rereading problems and substituting information into formulas improved concept comprehension. The study concludes that defragmentation aids students in connecting existing knowledge with new information, enhancing their problem-solving strategies. Future research should investigate other fragmentation types and effective interventions for reducing fragmentation in mathematics learning.

Implementasi Deep Learning Berbasis Media Interaktif Pada Pembelajran IPAS Siswa Sekolah Dasar Hana Fatimah; Nining Setyaningsih; Fajar Sri Utami; Tutik Ernawati; Budi Murtiyasa
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13691

The development of educational technology has encouraged the need for learning innovations that can improve conceptual understanding and student engagement, especially in science subjects in elementary schools. This study aims to analyze the effect of the implementation of interactive media-based deep learning on learning outcomes and student engagement in Grade IV students. The study used a quantitative approach with a one-group pretest–posttest design involving 30 students at MI Muhammadiyah Tahfidzul Qur'an. The instruments consisted of a learning outcome test and an activity observation sheet. Data analysis was carried out using a paired sample t-test and effect size calculation. The results showed a significant increase in learning outcomes, from 64.40 to 77.20 (t = -22.06; p = 0.000), and an increase in student activeness from 60.40 to 78.77 (t = -24.252; p = 0.000). The very large effect size values (d = 4.02 for learning outcomes and d = 4.24 for student activeness) indicate that the learning influence is very strong and practically meaningful. These findings confirm that interactive media-based deep learning is effective in improving academic achievement and active student participation, making it suitable for implementation as a learning strategy in the science subject in elementary schools.

Assessment of Mathematics Proof Construction: Preservice Mathematics Teacher Training and Upper Secondary School Students Waluyo, Mohamad; Sutama, S; Setyaningsih, Nining
Proceeding International Conference on Mathematics and Learning Research 2025: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

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

Constructing valid mathematical proofs is a fundamental yet persistent challenge for students. This study investigates the developmental trajectory of proof construction abilities among Indonesian students, spanning from upper secondary school (Grades 10-11) to undergraduate mathematics levels. Adopting a descriptive cross-sectional design, data were collected from 479 participants using open-ended proof construction tasks and a survey on proof perception. The results reveal a pervasive dominance of empirical proof schemes, where students rely on specific numerical examples rather than generalized logical arguments. Notably, formal proof construction was virtually non-existent at the secondary level, highlighting a significant pedagogical gap. While the frequency of formal proof attempts increased among university students, valid execution remained limited, indicating a disconnect between students' strategic knowledge and their normative understanding of "correct" proof. Furthermore, findings show a critical misalignment between perception and performance; students often recognized formal algebraic arguments as superior yet reverted to empirical methods in practice. The study concludes that the transition from inductive to deductive reasoning does not occur naturally and requires explicit instructional interventions to bridge the cognitive rupture between secondary calculation-based mathematics and tertiary formal reasoning.

THE INFLUENCE OF METACOGNITIVE AWARENESS, MATHEMATICAL DISPOSITION, AND SELF-EFFICACY ON REFLECTIVE THINKING AND MATHEMATICS ACHIEVEMENT Santosa, Yoga Tegar; Antara, Setya; Ismiyati, Ismiyati; Setyaningsih, Nining
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2707

Student learning achievement is one of the most crucial aspects of mathematicseducation. Various factors have been found to influence this achievement, suchas metacognitive awareness, mathematical disposition, self-efficacy, andreflective thinking. However, previous studies have rarely investigated thesimultaneous effect of these four factors, especially through the mediating roleof reflective thinking. This study aims to: (1) examine the direct effects ofmetacognitive awareness, mathematical disposition, and self-efficacy onreflective thinking; (2) test the direct effects of these variables on mathematicsachievement; and (3) analyze indirect effects on achievement throughreflective thinking. This study uses quantitative-correlational. The studyinvolved 200 students from grades X and XI at SMA 1 Boyolali. Data werecollected using validated questionnaires and mathematics tests, then analyzedusing path analysis. The results showed that metacognitive awareness,disposition, and self-efficacy significantly affected reflective thinking, with acontribution of 66.1%. Additionally, those three factors also had significantdirect effects on mathematics achievement, contributing 67.4%. Furthermore,reflective thinking was found to mediate the indirect effect of metacognitiveawareness, disposition, and self-efficacy on mathematics achievement. Thesefindings contribute to the development of more comprehensive models ofmathematics learning by highlighting the central role of reflective thinking asa mediator.

Co-Authors Afita Nur Mala Ainun Rahma Firdausy Amalia Shofi Kurniawati Amany, Azzah Anggoro Yugo Pamungkas Annisa Ratnaningsih Antara, Setya Ardelia, Berliani Ayuningsih, Tinaningrum Baehaqi Bella Asista Hany Bhismo Aji Wibowo Budi Murtiyasa Davi, Dian Rahmawati Dede Rohmah Yuliyani Desi Susanti Eka Siti Maullina Eni Restyowati Eva Latifah Faatin, Nisriina Amiirah Fadilatussyifa, Zahwa Fajar Sri Utami farah nisa abida Febriyani, Ajda Audita Ferdianto, Juli Firdausy, Ainun Rahma Hana Fatimah Hartanti, ⁠Riska Hastuti , Windi Hastuti, Windi Hayuni, Argenti Agung Hidayah, Refiana Hidayati Zahro, Nurul Hidayati, Miftachul Husnul Madihah, Husnul Indah Rahmasari Irmanopaliza, Ade Ismiyati, Ismiyati Jannati, Arum Afdhalishani KARTIKA, SOFIA NUR Khairunnisa, Rifda Kustiana, Mila Novita La Suha Ishabu, La Suha Luthfina Nur Azizah Mahmudah, Mutiara Hisda Mairina, Upik Mark Angelo C Reotutar Maulida, Dini Wardani Meganingrum, Ade Ayu Miftakhul Djannah Mila Novita Kustiana Mohamad Waluyo Mubarak, Muhamad Ilham Muhammad Noor Kholid Mursiti, Esthi Murtiasa, Budi Naufal Ishartono Nisa, Fauziyatun Nisita, Indriastri Nugraha, Andre Eksaputra Nugroho, Aviandri Cahya Nurjanah, Alya Rifa Osa Akthori Hafisha Nadzifa Pertiwi, Kurnia Jati Pradiptarani, Ayu Pramesti, Laorentina Fitri Bella Prasianti, Dwi Putri Putri Octaviana Qudriyati, Ari Rahmawati , Dian Davi Rahmawati, Erlina Zulva Rahmi, Agustina Ratnaningsih, Annisa Ratri, Ajeng Kusuma Restyowati, Eni Retno Megawati Rita Pramujiyanti Khotimah Rusdijanto, Titania Alya Sabekti, Milan Safitri, Anies Santosa, Yoga Tegar Santoso, Rima Melati Saputri, Elza Ifani Siti Fatimah Siti Utami, Ety Sri Rejeki Sri Sutarni Sugiman Sugiman Sukimin Sukowati, Berliani Ardelia Sutama, S Tiara Nuringtyas Titik Puji Lestari Tutik Ernawati Ulya, Putri Syarifatul Utami, Ratnawati Tri Wahyu Triningsih, Wahyu Waluyo, Mohamad Waluyo, Mohamad Wardani, Indah Kusuma Wibowo, Bhismo Aji Wibowo, Eko Ari Windasari, Fany Dania Wulandari, Tri Mitalia Endah Yudhani, Ardheila Setya Zahwa Fadilatussyifa Zakiyah, Yumi

Title

Found 74 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 74 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 74 Documents
Search