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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

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Pembelajaran Berbasis Masalah untuk Mengembangkan Kemampuan Literasi Statistika Siswa di Sekolah Dasar Wulandari, Tri Mitalia Endah; Hidayah, Refiana; Faatin, Nisriina Amiirah; Murtiyasa, Budi; Setyaningsih, Nining
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 1 (2026): Jurnal Pendidikan Matematika: Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/fja7yt95

This study aims to analyze the application of the Problem-Based Learning (PBL) model in developing elementary school students' statistical literacy skills. This study used a descriptive qualitative approach involving 16 sixth-grade students from Sanggrahan Public Elementary School in Surakarta City. Data were obtained through observation, interviews, and document analysis, then analyzed using the Miles & Huberman model. The results showed that the application of PBL was able to improve students' data interpretation skills, critical thinking, and active involvement in statistics learning. Students admitted that it was easier to understand the material because the learning activities involved real experiences and group discussions, while teachers and the principal stated that PBL had a positive impact on the quality of learning even though it required more preparation and time. Factors supporting success included teachers' mastery of PBL, adequate facilities and infrastructure, and school support; while obstacles included time constraints and the need for intensive preparation. This study confirms that PBL is an effective approach to improve elementary school students' statistical literacy and is relevant for application in contextual mathematics learning. Keyword: Problem-Based Learning, Statistical Literacy, Elementary School.

Hypothetical Learning Trajectory sebagai Jembatan dalam Pembelajaran Perbandingan Senilai di Kelas VII SMP Berdasarkan Pendekatan RME Indriastri Nisita; Ismiyati Ismiyati; Nining Setyaningsih
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 2 (2026)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i2.23745

Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis peran Hypothetical Learning Trajectory (HLT) sebagai jembatan dalam memfasilitasi proses matematisasi siswa pada materi perbandingan senilai melalui pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan metodologi Design Research yang terdiri atas tiga fase, yaitu preparing and designing, teaching experiment, dan retrospective analysis. Subjek penelitian adalah 32 siswa kelas VII.C di salah satu SMP negeri di Kabupaten Karanganyar. Data penelitian dikumpulkan melalui tes tertulis berupa soal cerita non-rutin, wawancara semi-terstruktur, observasi pembelajaran, dan dokumentasi. Data dianalisis secara kualitatif dengan membandingkan lintasan belajar yang dihipotesiskan dalam HLT dengan lintasan belajar aktual siswa selama proses pembelajaran. Hasil penelitian menunjukkan bahwa rancangan HLT berbasis RME mampu memfasilitasi perkembangan pemikiran siswa secara bertahap dari strategi informal menuju representasi formal. Hal tersebut ditunjukkan melalui: (1) pergeseran strategi siswa dari penjumlahan berulang menuju penalaran multiplikatif, (2) kemampuan siswa mengidentifikasi konstanta perbandingan melalui penggunaan tabel sebagai model perantara, dan (3) kemampuan siswa menggeneralisasikan hubungan perbandingan ke dalam bentuk representasi aljabar. Temuan ini menunjukkan bahwa HLT berbasis RME dapat menjadi kerangka pembelajaran yang efektif dalam mendukung proses matematisasi siswa pada materi perbandingan senilai serta memberikan acuan bagi guru dalam merancang pembelajaran yang berorientasi pada pengembangan pemahaman konsep. This study aims to describe and analyze the role of Hypothetical Learning Trajectory (HLT) as a bridge in facilitating students' mathematicization process on proportional relationships through the Realistic Mathematics Education (RME) approach. This study uses the Design Research methodology which consists of three phases, namely preparing and designing, teaching experiment, and retrospective analysis. The subjects of the study were 32 students of grade VII.C at one of the public junior high schools in Karanganyar Regency. The research data was collected through written tests in the form of non-routine story questions, semi-structured interviews, learning observations, and documentation. The data were analyzed qualitatively by comparing the Hypothetical Learning Trajectory (HLT) with the actual learning trajectory of students during the learning process. The results of the study show that the design of RME-based HLT is able to facilitate the gradual development of students' thinking from informal strategies to formal representations. This is shown through: (1) the shift of students' strategies from repeated addition to multiplicative reasoning, (2) students' ability to identify comparative constants through the use of tables as intermediate models, and (3) students' ability to generalize comparative relationships into algebraic representations. These findings show that RME-based HLT can be an effective learning framework in supporting students' mathematicization process on equivalent comparison materials and provide a reference for teachers in designing learning that is oriented towards developing concept understanding.

The Effectiveness of Canva Media on Data Representation Skills Mathematics Learning in Elementary School Alfina Mutiara Diaz Fernanda; Nining Setyaningsih Setyaningsih; Aulia Luthfi Dewi Pramesta; Popi Suranti Suranti; Budi Murtiyasa Murtiyasa
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 1 (2026): Maret
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i1.82179

This study aimed to determine the effectiveness of Canva digital media in improving data representation skills among elementary school students in mathematics learning. Employing a quantitative approach with a one-group pretest–posttest design, the research involved 25 fifth-grade students at SDN Wonokerto 1. Data were collected through a written test measuring students' ability to represent and interpret data in various graphical forms. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed Rank Test. The results revealed a statistically significant increase in students' scores from pretest (M = 45.20) to posttest (M = 66.00), with a significance value of 0.000 (p < 0.05). These findings confirm that the integration of Canva as a visual-digital learning medium significantly enhances students' data representation skills. Thus, Canva can be recommended as an effective alternative instructional tool to support the development of data literacy and numeracy in elementary mathematics education.

Hubungan Kecerdasan Emosional dan Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa Sekolah Dasar Kayla Hajar Zahira; Nensi Desiana Purnamasari; Dinda Kestu Anayanti; Nining Setyaningsih; Budi Murtiyasa
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6172

Students’ mathematics learning outcomes are influenced not only by academic ability but also by other factors such as emotional intelligence and learning motivation. However, these two factors are often overlooked in the mathematics learning process in schools. This study aims to investigate the relationship between emotional intelligence and learning motivation, examining both partial and simultaneous effects on students’ mathematics learning outcomes. A correlational method was used in this study, employing a quantitative approach. Data collection techniques included a questionnaire to measure emotional intelligence and learning motivation, as well as documentation to obtain data on students’ mathematics learning outcomes. The instrument consisted of a questionnaire using a 1–4 Likert scale. The results indicate that there is a relationship between emotional intelligence and mathematics learning outcomes, a relationship between learning motivation and mathematics learning outcomes, and a simultaneous relationship between both factors and students’ mathematics learning outcomes. This study implies that teachers and schools are expected to pay closer attention to students’ emotional and motivational aspects in mathematics learning to improve learning outcomes.

The Influence of Learning Media, Learning Motivation and Mathematics Communication on Mathematics Learning Outcomes Hany, Bella Asista; Setyaningsih, Nining
Journal of Mathematics and Mathematics Education Vol 12, No 1 (2022): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v12i1.58714

This study aim to determine the relationship between the influence of learning media, learning motivation, and mathematics communication on student learning outcomes. Learning outcomes play an important role in shaping the quality of education today. Qualitative-correlation research was conducted on 215 randomly student populations. The number of samples was determined using Slavin's theory. Junior High School 2 Banyodono was chosen as the research location referring to the results of observations which showed the low scores of the students' final exams. The results showed that the variables had an influence on student learning outcomes of 12.7%, while the remaining 87.3 were influenced by other factors. Learning media, learning motivation, and mathematical communication provide unexpected data, which contributes to student learning outcomes and deserves to be investigated further in this article.

The Influence of Learning Media, Learning Motivation and Mathematics Communication on Mathematics Learning Outcomes Hany, Bella Asista; Setyaningsih, Nining
Journal of Mathematics and Mathematics Education Vol 11, No 2 (2021): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v11i2.58715

Penguatan Kompetensi Guru dalam Merancang Pembelajaran Mendalam yang Berkesadaran, Bermakna, dan Menggembirakan Swastika, Annisa; Setyaningsih, Nining; Utami, Nida Sri; Listyawati, Kristina
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 17, No 2 (2026): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v17i2.25361

Pembelajaran Mendalam (PM) menuntut guru untuk merancang dan melaksanakan pembelajaran berkesadaran, bermakna, dan menggembirakan. Pengabdian masyarakat ini bertujuan untuk memperkuat kompetensi guru matematika SMA/SMK di Kabupaten Grobogan dalam merancang PM yang berkesadaran, bermakna, dan menggembirakan. Metode yang digunakan adalah pelatihan satu hari yang diikuti oleh 45 guru. Pelatihan dibagi menjadi tiga sesi: pemaparan materi, diskusi tim kecil, dan presentasi hasil diskusi. Hasil kegiatan menunjukkan bahwa peserta masih perlu pendalaman pemahaman mengenai integrasi tiga pilar PM dalam perencanaan pembelajaran, khususnya dalam merancang aktivitas memahami, mengaplikasikan, dan merefleksi. Beberapa tim kecil belum merinci prinsip pembelajaran serta media yang digunakan. Secara keseluruhan, kegiatan berjalan lancar dan partisipatif. Diperlukan pelatihan berkelanjutan untuk meningkatkan kesiapan guru dalam mengimplementasikan PM sesuai kebijakan pemerintah.

Assessment of Mathematics Proof Construction: Preservice Mathematics Teacher Training and Upper Secondary School Students Mohamad Waluyo; S Sutama; Nining Setyaningsih
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.

Eksplorasi Pemecahan Masalah Geometri Berdasarkan Gender: Studi pada Materi Garis dan Sudut Siswa SMP Ismiyati; Sutama; Nining Setyaningsih; Agus Susanto; Rukman Muslimin
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol. 14 No. 1 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v14i1.22556

Pemecahan masalah matematika merupakan kompetensi penting yang perlu dimiliki siswa untuk menghadapi tantangan dalam kehidupan nyata dan perkembangan ilmu pengetahuan. Namun, perbedaan gender sering kali memengaruhi strategi dan keberhasilan siswa dalam menyelesaikan masalah matematika. Studi ini bertujuan untuk mendeskripsikan level kemampuan siswa SMP dalam memecahkan soal cerita matematika berdasarkan jenis kelamin dengan topik garis dan sudut. Pemahaman siswa terhadap masalah yang diajukan, perencanaan pemecahan, langka-langkah yang ditempuh, dan memeriksa kembali hasil tes dieksplorasi dengan teliti secara detail menurut teori Polya. Metode deskriptif-kualitatif dipilih untuk memberikan gambaran yang komprehensif mengenai perbedaan antara kemampuan pemecahan masalah antara siswa dan siswi. Kerangka pemecahan masalah yang digunakan dalam penelitian ini mengacu pada langkah-langkah Polya, yaitu memahami masalah, merencanakan penyelesaian, melaksanakan rencana, dan meninjau kembali hasil. Subjek penelitian terdiri-dari 40 murid kelas VII SMP, tiga laki-laki dan tiga perempuan, yang dipilih berdasarkan kategori kemampuan matematika sedang. Instrumen yang digunakan adalah soal tes pemecahan masalah berbentuk uraian berbasis konteks dan pedoman wawancara semi terstruktur. Hasil menunjukkan bahwa mayoritas peserta tes berada pada level 1 dan 3 dalam memecahkan masalah dalam bentuk soal cerita matematika. Level kemampuan peserta tes dalam memecahkan masalah dalam bentuk soal cerita dengan materi sudut dan garis berdasarkan gender cukup kompleks untuk dideskripsikan. Hal ini karena diantara mereka hanya terpaut sedikit. Siswa yang berada pada 2 level terendah sebanyak 25%, sedangkan untuk siswi sebanyak 27,5%. Sebanyak 2,5 % siswa berada pada 2 level teratas, dan sebanyak 15% siswi berada pada level 4 dan 5. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah pada siswi lebih baik dari siswa. Hal ini terlihat ketika siswa perempuan telah memahami masalah dan sudah mampu mengetahui keterkaitan antar topik dan melaksanakan operasi matematis. Hal berbeda ditunjukkan oleh siswa laki-laki belum mampu memahami masalah dan kurang mengetahui keterkaitan antar topik dan melakukan operasi hitung matematis dengan tepat. Mathematical problem solving is a crucial competency for students to face real-life challenges and advances in science. However, gender differences often influence students' strategies and success in solving mathematical problems. This study aims to describe the level of junior high school students' ability in solving mathematical story problems based on gender with the topic of lines and angles. Students' understanding of the problems posed, planning solutions, steps taken, and re-checking test results are explored carefully in detail according to Polya's theory. The descriptive-qualitative method was chosen to provide a comprehensive picture of the differences in problem-solving abilities between male and female students. The problem-solving framework used in this study refers to Polya's steps: understanding the problem, planning a solution, implementing the plan, and reviewing the results. The study subjects consisted of 40 seventh-grade junior high school students, three boys and three girls, selected based on their moderate mathematical ability. The instruments used were context-based descriptive problem-solving test questions and semi-structured interview guidelines. The results show that the majority of test participants are at levels 1 and 3 in solving problems in the form of mathematical story problems. The level of test participants' ability in solving problems in the form of story problems with the material of angles and lines based on gender is quite complex to describe. This is because there is only a slight difference between them. Students who are at the 2 lowest levels are 25%, while for female students there are 27.5%. As many as 2.5% of students are at the top 2 levels, and as many as 15% of female students are at levels 4 and 5. The results of the study show that the problem-solving abilities of female students are better than male students. This can be seen when female students have understood the problem and are able to identify the relationship between topics and carry out mathematical operations. A different thing was shown by male students who were not yet able to understand the problem and were less aware of the relationship between topics and carrying out mathematical operations correctly.

PENGEMBANGAN KEMAMPUAN BERPIKIR LOGIS SISWA SEKOLAH DASAR MELALUI VIDEO PEMBELAJARAN BERBASIS KURIKULUM CINTA Joko Setiono; Nining Setyaningsih; Erwin Ardianzah; Budi Murtiyasa
JS (JURNAL SEKOLAH) Vol. 10 No. 2 (2026): MARET 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/0r0vmp96

Abstrak: Kemampuan berpikir logis merupakan fondasi penting dalam perkembangan kognitif siswa sekolah dasar dan perlu dikembangkan secara sistematis. Namun, pembelajaran di sekolah dasar masih sering berorientasi pada hafalan dan hasil akhir, sehingga ruang bagi proses berpikir siswa terbatas. Penelitian ini bertujuan memahami pengembangan kemampuan berpikir logis siswa melalui video pembelajaran berbasis Kurikulum Cinta. Menggunakan pendekatan kualitatif dengan desain studi kasus di MI Muhammadiyah IV Kasihan Tegalombo, melibatkan 25 siswa dan guru kelas. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, dianalisis interaktif. Hasil menunjukkan media pembelajaran ini menciptakan lingkungan humanis yang mendukung keterlibatan aktif siswa dalam mengamati, menalar, berdiskusi, dan menarik kesimpulan logis. Kata Kunci: Berpikir Logis, Video Pembelajaran, Kurikulum Berbasis Cinta

Co-Authors Ade Ayu Meganingrum Ade Irmanopaliza Afita Nur Mala Agus Susanto Ahmad Ahsanul Huda Susanto Ainun Rahma Firdausy Ainun Rahma Firdausy Alfina Mutiara Diaz Fernanda Amalia Shofi Kurniawati Amany, Azzah Anfa Muarif Wicaksana Anggoro Yugo Pamungkas Annisa Ratnaningsih Annisa Swastika Antara, Setya Ardelia, Berliani Arum Afdhalishani Jannati Arya Dani Rushertanto Asri Darwanti Astuti, Vitri Aulia Luthfi Dewi Pramesta Ayuningsih, Tinaningrum Azminudin Latif Baehaqi Bayu Sapto Nugroho Berliani Ardelia Sukowati Bhismo Aji Wibowo Budi Murtiyasa Budi Murtiyasa Murtiyasa Budi Murtiyasai Davi, Dian Rahmawati Dede Rohmah Yuliyani Desi Susanti Dinda Kestu Anayanti Dini Wardani Maulida Dini Wardani Maulida Dini Wardani Maulida Eka Siti Maullina Eko Ari Wibowo Eni Restyowati Erwin Ardianzah Eva Latifah Faatin, Nisriina Amiirah Fadilatussyifa, Zahwa Fajar Sri Utami farah nisa abida Febriyani, Ajda Audita Ferdianto, Juli Firdausy, Ainun Rahma Fitri Lastini Hana Fatimah Hany, Bella Asista Hartanti, ⁠Riska Hastuti , Windi Hastuti, Windi Hayuni, Argenti Agung Hidayah, Refiana Hidayati Zahro, Nurul Indah Rahmasari Indriastri Nisita Injelia Rahmawati Irmanopaliza, Ade Ismiyati Ismiyati Ismiyati Ismiyati, Ismiyati Jannati, Arum Afdhalishani Janti, Janti Murdiani Joko Setiono KARTIKA, SOFIA NUR Kayla Hajar Zahira Khairunnisa, Rifda Khoirun Nissa Febriyanti Sholikah Kustiana, Mila Novita La Suha Ishabu, La Suha Listyawati, Kristina Luthfina Nur Azizah M Farhan Ainun Ihsani M. Mahbubdin Ridha al Fasya Mahmudah, Mutiara Hisda Mark Angelo C Reotutar Maulida, Dini Wardani Mazlini Adnan Miftachul Hidayati Miftachul Hidayati Miftahudin Miftahul Atiqoh Miftakhul Djannah Mila Novita Kustiana Mohamad Waluyo Mubarak, Muhamad Ilham Muhammad Irvan Rosyadi Muhammad Noor Kholid Mursiti, Esthi Murtiasa, Budi Mutiara Hisda Mahmudah Mutiara Hisda Mahmudah Naufal Ishartono Nensi Desiana Purnamasari Nida Hanifah Nida Sri Utami Nisa, Fauziyatun Nisita, Indriastri Nugraha, Andre Eksaputra Nugroho, Aviandri Cahya Nurjanah, Alya Rifa Nurussofa Yusticia Nuryati Osa Akthori Hafisha Nadzifa Pertiwi, Kurnia Jati Pina Indah Sayekti Popi Suranti Suranti Pradiptarani, Ayu Pramesti, Laorentina Fitri Bella Prasianti, Dwi Putri Putri Octaviana Qudriyati, Ari Rahmawati , Dian Davi Rahmawati, Erlina Zulva Ratih Kusuma Wijayanti Ratnaningsih, Annisa Ratri, Ajeng Kusuma Restyowati, Eni Retno Megawati Rita Pramujiyanti Khotimah Rukman Muslimin Sabekti, Milan Safitri, Anies Santosa, Yoga Tegar Santoso, Rima Melati Saputri, Elza Ifani Siti Fatimah Siti Lestari Dwi Wahyuningsih SITI NURJANAH Siti Utami, Ety Sri Haryanti Sri Rejeki Sri Sutarni Sri Wahyuni Sugiman Sugiman Sukimin Sukowati, Berliani Ardelia Sularsih Sumardi Sumardi . Sutama Tatiana Dewi Mukodimah Tiara Nuringtyas Titania Alya Rusdijanto Titik Puji Lestari Tri Mulyani, Endang Trihtarani, Febriani Elfida Tutik Ernawati Ulfah Zulaikha Ulya, Putri Syarifatul Upik Mairina Utami, Ratnawati Tri Wahyu Triningsih, Wahyu Wahyu Warastuti Waluyo, Mohamad Wardani, Indah Kusuma Wibowo, Bhismo Aji Wibowo, Eko Ari Windasari, Fany Dania wiwin kurniyanti Wulan Fajar Setyorini Wulandari, Tri Mitalia Endah Yenny Widyawati Yoga Tegar Santosa Yudhani, Ardheila Setya Yustina Neny Hastuti Zahwa Fadilatussyifa Zakiyah, Yumi

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