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<![CDATA[ANALISIS KEMAMPUAN SISWA DALAM MENYELESAIKAN SOAL TIPE HIGHER ORDER THINKING SKILLS (HOTS) DITINJAU DARI TAHAPAN PEMECAHAN MASALAH POLYA ]]>
<![CDATA[Riya Dwi Puspa]]>;
<![CDATA[Abdur Rahman Asari]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>
<![CDATA[ Jurnal Kajian Pembelajaran Matematika Vol 3, No 2 (2019): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA ]]>
Publisher : <![CDATA[FMIPA UNIVERSITAS NEGERI MALANG ]]>
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<![CDATA[High Order Thinking Skil (HOTS) type questions have been applied to National Exams so the efforts to improve students’ thinking skills at a higher level are continued. This research is a qualitative research which aims to describe the ability of students to solve HOTS type problems in term of the stages of Polya solving. Thus research was conducted in SMK Telkom Malang in the odd semester of 2019/2020 school year. The reasearch subjects in this article were 12th grade students on statistical material. The results of this study indicate that high ability students are able to complete all stages of problem solving polya, capable students are able to understand problems, but are less able to make plans, do the plans and look at the results. The low ability students are less able to do all of the stages in problem solving polya well. ]]>
<![CDATA[Exploration on students’ understanding layers in solving arithmagon problems ]]>
<![CDATA[Cholis Sa'dijah]]>;
<![CDATA[Sri Rahayuningsih]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>;
<![CDATA[Abd. Qohar]]>
<![CDATA[ Jurnal Cakrawala Pendidikan Vol 41, No 1 (2022): Cakrawala Pendidikan (February 2022) ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v41i1.33837
<![CDATA[The research aims at exploring the characteristics of ‘don’t need’ boundaries of students in solving arithmagon problems using qualitative descriptive approach. The participants win this research are 23 eight-grader junior high school students. The research used the instruments including test questions and unstructured interviews. The data collection procedure began with giving test questions to 23 participants. All of them could make mathematical diagrams/drawings/model precisely according to the information presented from the problem. The student who used effective and clear sentences in solving problems though could not solve the problem in a structured manner is called as Subject 1 (S1). The student who did not use effective and clear structured sentences is called as Subject 2 (S2). The student who used effective and clear sentences as well as structured in solving problems is called Subject 3 (S3). This research used triangulation method by exploring data obtained from the test and interview results. According to the research result, it is concluded that S1 crossed the first ‘don’t need’ boundaries when solving the addition and multiplication arithmagon problems. S2 crossed the first and second “don’t need” boundaries when solving addition arithmagon problem and only crossed the first ‘don’t need’ boundaries in solving multiplication arithmagon problems. However, S3 crossed the second ‘don’t need’ boundaries in solving arithmagon problem of addition and multiplication. Through this research, it is hoped that further research will be able to find and explore the third ‘don’t need’ boundaries in solving mathematical problems.]]>
<![CDATA[Pendampingan Penggunaan Asesmen Portofolio Untuk Memonitor Kemajuan Mahasiswa PPL Bagi Guru Pembimbing ]]>
<![CDATA[Sukoriyanto Sukoriyanto]]>
<![CDATA[ JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 8, No 1 (2018): Juni 2018 ]]>
Publisher : <![CDATA[LPPM UNINUS ]]>
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DOI: 10.30999/jpkm.v8i1.181
<![CDATA[Tujuan dari kegiatan pendampingan penggunaan asesmen portofolio bagi guru pembimbing PPL ini adalah membantu guru untuk memiliki pengetahuan tertang asesmen portofolio dan dapat menerapkan asesmen portofolio untuk memonitor kemajuan mahasiswa yang sedang PPL di sekolah tempat guru mengajar. Kegiatan pendampingan ini melibatkan satu guru matematika dari MAN Gondanglegi Kabupaten Malang yang membimbing tiga mahasiswa jurusan Matematika yang sedang melaksanakan PPL. Kegiatan pendampingan dilakukan dengan cara membantu guru merancang tugas portofolio, menyusun rubric penilaian portofolio, mengases hasil tugas mahasiswa dan memberikan umpan balik terhadap tugas yang dikerjakan mahasiswa. Hasil dari kegiatan ini adalah guru memperoleh tambahan pengetahuan terkait dengan teori asesmen portofolio dan memperoleh tambahan kemampuan dalam pelaksanaan asesmen portofolio. Guru pembimbing PPL sudah mampu merancang tugas-tugas asesmen portofolio, mampu merancang rubrik penilaian asesmen portofolio dan memberikan asesmen berdasarkan hasil pekerjaan mahasiswa.]]>
<![CDATA[Student Representation in Solving Story Problems Using Polya Steps ]]>
<![CDATA[Mohammad Archi Maulyda]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>;
<![CDATA[Vivi Rachmatul Hidayati]]>;
<![CDATA[Muhammad Erfan]]>;
<![CDATA[Umar Umar]]>
<![CDATA[ Formatif: Jurnal Ilmiah Pendidikan MIPA Vol 10, No 1 (2020): Formatif: Jurnal Ilmiah Pendidikan MIPA ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat Universitas Indraprasta PGRI ]]>
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DOI: 10.30998/formatif.v10i1.4629
<![CDATA[The purpose of this descriptive qualitative study is to look at the representation of students in solving problems about stories. Subjects were selected based on the results of the pretest questions and short interviews conducted on 28 students in 1 class. Of the 28 students who were the subjects of the study, 2 students were chosen representing 2 categories of answers that appeared in 1 class. Each category, namely the category of students who answered correctly and students who answered incorrectly, were randomly assigned to one student for further analysis. The research location was Malang Saladin Middle School. Subjects will be given test questions and will be interviewed to gather information regarding the results of their work. The results of this study indicate that there are still students who have difficulty in solving mathematical problems in the form of story problems. This research also shows that repressance plays an important role in the success of students in solving story problems.]]>
<![CDATA[Penalaran analogi siswa tipe campers dalam menyelesaikan soal persamaan logaritma ]]>
<![CDATA[Nurul Chamisah]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>
<![CDATA[ Jurnal MIPA dan Pembelajarannya (JMIPAP) Vol. 1 No. 9 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um067v1i9p709–719
<![CDATA[The purpose of this descriptive qualitative research is to describe the analogical reasoning from 6 students with campers type in the X-grade of IPA 1 SMA Nasional Malang. Analogical reasoning id described based on encoding, inferring, mapping and applying stage. The data collected in this research are the result of the questionnaire. The research shows that analogical reasoning of the campers students are correct in the stage of encoding, inferring and mapping. It also found that the campers students made mistake on the stage of applying in doing the target problem caused by less accuracy, having wrong concept of logarithm, and the influence of perception mapping in the source problem which is directly associated to the target problem without firstly analyzing the target problem. Tujuan penelitian deskriptif kualitatif ini adalah mendeskripsikan penalaran analogi dari 6 siswa tipe campers pada kelas X IPA 1 SMA Nasional Malang. Penalaran analogi dideskripsikan berdasarkan tahapan pengkodean (encoding), penyimpulan (inferring), pemetaan (mapping), dan penerapan (applying). Data yang dikumpulkan dalam penelitian ini adalah jawaban siswa atas soal masalah analogi serta hasil wawancara. Hasil penelitian ini menunjukkan bahwa penalaran analogi subjek tipe campers pada tahap pengkodean, penyimpulan, dan pemetaan mampu melakukan dengan benar. Sedangkan pada tahap penerapan terdapat kesalahan dalam menyelesaikan masalah target yang diakibatkan karena kurang teliti, salah konsep logaritma dan pengaruh pemetaan persepsi yang ada pada masalah sumber yang langsung disesuaikan ke dalam situasi masalah target tanpa analisis pada masalah target terlebih dahulu.]]>
<![CDATA[Miskonsepsi Mahasiswa dalam Menyelesaikan Masalah Standar Deviasi Ditinjau dari Tipe Kepribadian Influence ]]>
<![CDATA[Adinda Beauty Afnenda]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>;
<![CDATA[I Nengah Parta]]>
<![CDATA[ Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 7 No 2 (2023): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 7 Nomor 2 Tahun 2023 ]]>
Publisher : <![CDATA[Mathematics Education Study Program ]]>
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DOI: 10.31004/cendekia.v7i2.2190
<![CDATA[Dibutuhkan kemampuan dan pemahaman mendalam dalam menanggapi, dan menyelesaikan masalah matematika. Perbedaan pemahaman konsep oleh siswa dengan para ahli disebut dengan miskonsepsi. Setiap individu memiliki cara tersendiri dalam menanggapi, dan memahami suatu permasalahan, hal tersebut dipengaruhi oleh adanya perbedaan tipe kepribadian masing-masing siswa. Tujuan penelitian ini adalah mendeskripsikan miskonsepsi mahasiswa matematika dalam menyelesaikan masalah standar deviasi ditinjau dari tipe kepribadian influence. Instrumen pada penelitian ini adalah angket tipe kepribadian, soal tes tulis, dan pedoman wawancara. Berdasarkan teknik purposive sampling, data hasil angket tes tipe kepribadian, dan soal tes yang diberikan kepada 35 mahasiswa matematika offering H mata kuliah metode statistika, terdapat 3 mahasiswa tipe kepribadian influence yang mengalami miskonsepsi sebagai subjek dari penelitian ini. Hasil dari penelitian ini mengungkapkan bahwa terdapat tiga miskonsepsi yang dialami mahasiswa, yakni (1) range dan variasi data mempengaruhi ukuran standar deviasi; (2) histogram dengan penyebaran paling dekat mean, memiliki standar deviasi yang besar; dan (3) histogram dengan mean tertinggi, memiliki standar deviasi yang tinggi pula. Temuan ini diharapkan dapat memperbaiki cara pendidik dalam mengajarkan statistika deskriptif, terutama konsep standar deviasi yang sedemikian hingga miskonsepsi tersebut dapat diminimalisir.]]>
<![CDATA[Analisis Representasi Matematis Siswa pada Soal HOTS Ditinjau dari Gaya Belajar ]]>
<![CDATA[Rachmat Wasqita]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>
<![CDATA[ JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 6 No. 7 (2023): JIIP (Jurnal Ilmiah Ilmu Pendidikan) ]]>
Publisher : <![CDATA[STKIP Yapis Dompu ]]>
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DOI: 10.54371/jiip.v6i7.1933
<![CDATA[Kemampuan representasi matematis siswa ialah kemampuan yang ada dalam diri siswa dalam mengelolah sekaligus mengungkapkan ide-ide matematika sepeti bagaimana menjelaskan kembali suatu masalah terkait yang dapat berupa diagram, tabel, grafik, simbol matematika, model matematika. Tujuan penelitian ini adalah untuk menganalisis kemampuan representasi siswa dalam menyelesaikan soal HOTS ditinjau dari gaya belajar. Kecendrungan gaya belajar yang akan di lihat yaitu biasa di singkat VAK (Visual Auditori Kinestetik). Sedangkan focus Representasi yang diteliti berupa visual, verbal dan simbolik. Penelitian ini menggunakan pendekatan kualitatif dengan teknik pengumpulan data berupa kuesioner, tes dan wawancara. Subyek penelitian ada 3 mewakili kecendrungan gaya belajar yang dimiliki yaitu visual, auditori, dan kinestetik. Data dianalisis melalui tahap reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan representasi siswa berdasarkan gaya belajar berbeda-beda. Siswa yang memiliki gaya belajar visual dominan pada kemampuan representasi visual, siswa yang memiliki gaya belajar auditorial dominan pada kemampuan representasi simbolik dan siswa yang memiliki gaya belajar kinestetik dominan pada kemampuan representasi Verbal dan Visual.]]>
<![CDATA[Students' Mathematical Understanding in Solving Mathematics Problems from Theory Perspective of Schemp's Understanding ]]>
<![CDATA[Rianti Hidaiyah]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>;
<![CDATA[Slamet Slamet]]>
<![CDATA[ AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023) ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/ajpm.v12i2.6510
<![CDATA[This study aims to describe students' mathematical understanding in solving mathematical problems from the perspective of Skemp's theory of understanding which consists of instrumental understanding and relational understanding. This type of research is descriptive qualitative in which students' mathematical understanding in solving exponential problems is described based on the results of mathematical understanding tests and interviews. This research was conducted in class X SMA Darul Faqih Indonesia and the research subjects were taken from students with high, medium, and low mathematical abilities, each of which was represented by two subjects from each category.The results of this study indicate that students with high mathematical abilities are able to find mathematical relationships, apply them, and explain the reasons, which include relational understanding. Students with moderate mathematical ability are able to apply memorized procedures in finding solutions to problems but are unable to explain the reasons, which include instrumental understanding. Meanwhile, students with low mathematical ability have low mathematical understanding because they are unable to meet the indicators of relational understanding and instrumental understanding. This study recommends that students with low mathematics abilities are trained to apply mathematical theory to increase their understanding into instrumental understanding while students with moderate mathematical abilities are trained to find mathematical theory to increase their understanding into relational understanding.]]>
<![CDATA[Student’s creative model in solving mathematics controversial problems ]]>
<![CDATA[Subanji Subanji]]>;
<![CDATA[Toto Nusantara]]>;
<![CDATA[Sukoriyanto Sukoriyanto]]>;
<![CDATA[Satriya Adika Arif Atmaja]]>
<![CDATA[ Jurnal Cakrawala Pendidikan Vol 42, No 2 (2023): Cakrawala Pendidikan (June 2023) ]]>
Publisher : <![CDATA[LPMPP Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/cp.v42i2.55979
<![CDATA[For students to compete with the rapid advancement in science, technology, and the arts, creativity must be more than just a necessary skill. This study of levels of creativity performed when addressing statistical issues is a follow-up to earlier studies. To create a distinctive model, a controversial aspect was used. The study revealed that there were five levels of creative models, in addition to the three levels of the earlier research: pre-imitation, imitation, modification, combination, and construction. The pre-imitation stage is defined by the subject's limited capacity for imitation. The level of imitation is determined by the act of copying methods even when one does not actually understand them. The modification level is essentially defined by the process of altering a procedure so that it can be applied to solve an issue. The process for merging several settings or problem-solving strategies also serves to define the level of combination. The construction level is determined by the process of developing new methods to handle problems.]]>
<![CDATA[Analisis Literasi Statistik Siswa SMP dalam Menyelesaikan Soal Model PISA ]]>
<![CDATA[Laurentcia Noviafta Widya]]>;
<![CDATA[Sukoriyanto]]>
<![CDATA[ Indiktika : Jurnal Inovasi Pendidikan Matematika Vol. 5 No. 2 (2023): Indiktika : Jurnal Inovasi Pendidikan Matematika ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/indiktika.v5i2.11603
<![CDATA[Pada era digitalisasi saat ini, masyarakat akan banyak disuguhkan dengan berbagai macam data statistik. Oleh karena itu, literasi statistik sangat diperlukan bagi siswa karena setiap individu dapat berperan sebagai produsen statistik ataupun konsumen statistik. Tujuan dari penelitian ini adalah untuk mengidentifikasi kemampuan literasi statistik siswa SMP dalam pembelajaran materi Statistika. Penelitian ini merupakan penelitian kualitatif yang bersifat deskriptif eksploratif. Subjek penelitian terdiri dari tiga siswa kelas VIII yang memiliki kemampuan matematika tinggi. Data dikumpulkan melalui kombinasi hasil tes literasi statistik dan wawancara. Hasil penelitian mendapati masih terdapat hambatan yang dihadapi Subjek dalam menyelesaikan permasalahan Statistika kontekstual. Penelitian selanjutnya dapat mengeksplorasi lebih jauh mengenai indikator-indikator lain seperti indikator afektif.]]>
