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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika EKUIVALEN - Pendidikan Matematika MATEMATIKA Jurnal Daya Matematis Jurnal Pendidikan Matematika RAFA Journal of Research and Advances in Mathematics Education Jurnal Dimensi Pendidikan dan Pembelajaran Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika BAREKENG: Jurnal Ilmu Matematika dan Terapan Journal of Honai Math MAJAMATH: Jurnal Matematika dan Pendidikan Matematika International Journal for Educational and Vocational Studies Transformasi : Jurnal Pendidikan Matematika dan Matematika Vygotsky: Jurnal Pendidikan Matematika dan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Ilmiah Pendidikan Matematika Al Qalasadi JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran JIIP (Jurnal Ilmiah Ilmu Pendidikan) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Ed-Humanistics : Jurnal Ilmu Pendidikan SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Amarasi : Jurnal Desain Komunikasi Visual Mazahib: Jurnal Pemikiran Hukum Islam Cendekia: Jurnal Kependidikan dan Kemasyarakatan MATHEdunesa JME (Journal of Mathematics Education) Journal of Mathematical Pedagogy (JOMP) Jurnal Pendidikan MIPA
Siti Khabibah
Program Studi Matematika, FSM UNDIP Jl. Prof. Soedarto, S.H. Semarang, 50275
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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The 10th Grade Students' Folding Back Process in Solving Decimal Problem with Field-dependent and Field-independent Cognitive Styles Nuswantoro, Ari Wahyudi; Siswono, Tatag Yuli Eko; Khabibah, Siti
Journal of Mathematical Pedagogy (JoMP) Vol. 2 No. 1: December 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v2n1.p1-7

Abstract

The purpose of this study was to describe the folding back process of 10th grade students with field-dependent (FD) and field-independent (FI) cognitive styles in solving decimal problems. This research was conducted explorative with a qualitative descriptive approach. The subjects in this study were two students grade X at SMA Al Muslim Surabaya. The subjects chosen based on a different of the FI-FD cognitive style was carried out by giving a cognitive style test, then a group of students with a cognitive style of FI and a group of students with a cognitive style of FD were selected. This results is the GFI subject can determine the definition of a decimal number when presenting a decimal number on a ruler and at that time the GFI subject experiences folding back. Folding back also occurs when the GFI subject determines the size ratio of decimals, decimal number operations and when converting decimal numbers into fractions and percentages. Then for GFD subjects must be given a stimulus first using the original numbers given commas and zeros, then the GFD subject changes his opinion on decimal numbers.Keywords: Folding back, decimal problem, field-dependent (FD), field-independent (FI), cognitive styles
The development of problem-based learning to increase problem solving ability on Social Arithmetic for class VII SMP Trianingsih, Ervina; Khabibah, Siti; Masriyah, Masriyah
International Journal for Educational and Vocational Studies Vol. 4 No. 4 (2022)
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v0i0.5900

Abstract

This study is categorized as development research. Learning tools developed in this research are Lesson Plans (RPP), Student Worksheets (LKS), and Problem Solving Ability Test (TKPM). The learning tools are developed using a 4-D development model which consists of four stages, namely the define stage, the design stage, the develop stage, and the disseminate stage. Based on the results of descriptive analysis obtained that the learning tools developed good quality because it meets the valid criteria, practical and effective. Learning tools are said to be valid because all validators provide a minimum score of 3 for each aspect of the assessment on a scale of 1 - 4 and problem solving ability test it meets validity, reliability, and sensitive criteria. Learning tools are said to be practical because the ability teacher to manage learning shows both minimal categories and student activities categorized effectively. Learning tools are said to be effective because students 'responses to positive learning tools and learning activities categorized positive, classical completeness are achieved, and problem based learning to increase students' problem solving skills is achieved. Based on the descriptive analysis in the implementation class, it was found problem based learning on social arithmetic material was effective for increase students' problem solving skills.
Deductive Reasoning of Student Teacher Candidates: A Study of Number Theory Widadah, Soffil; Juniati, Dwi; Khabibah, Siti
JME (Journal of Mathematics Education) Vol 7, No 2 (2022): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i2.1836

Abstract

Deductive reasoning which includes generalizing, justifying, exemplifying, comparing, and classifying is the main feature of studying mathematics. This study aims to describe qualitatively the deductive reasoning of second-semester mathematics teacher candidates in studying number theory. Mathematics teacher candidates who have equal mathematical abilities and are of the same sex, namely women as research subjects.  The results showed that the two subjects met the indicators of deductive reasoning, namely making general statements, making special statements, and concluding.  This could be caused by the characteristics of prospective teacher students in receiving, storing, processing, and how to solve problems or what is called cognitive style
STUDENTS' MATHEMATICAL CREATIVE THINKING: A SYSTEMATIC LITERATURE REVIEW WITH BIBLIOMETRIC ANALYSIS Farman, Farman; Juniati, Dwi; Khabibah, Siti
JME (Journal of Mathematics Education) Vol 7, No 2 (2022): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v7i2.1846

Abstract

This study aims to determine the trend of publications on creative thinking in mathematics learning published on Google Scholar in the 2017-2021 period, as well as describe opportunities and directions for research on creative thinking with themes related to future mathematics learning. This research is a systematic literature review study with bibliometric analysis. This research method uses PRISMA 2020 steps. The study results show that the most productive authors are Asikin, Mulyono and Tohir, each publishing two articles. The paper that gets the most citations is by Hasanah and Surya, which discusses students' creative thinking skills in mathematics using cooperative and problem-solving learning. Research themes such as students, creative thinking, problems and mathematics, and mathematical domains such as numbers, algebra and geometry have been widely used. This allows future research paths that can be studied, including the domain of mathematics in the material of statistics and opportunities, students' creative thinking in 7th and 9th-grade students gender, and the use of technological media to improve or measure students' mathematical creative thinking processes. However, the domains and topics that have been studied are still possible to be reviewed as an effort to maximize students' mathematical creative thinking abilities.
Kemampuan Berpikir Kritis Matematis Ditinjau dari Gaya Kognitif pada Materi Matematika Sekolah: Studi Kasus Calon Guru Matematika Dwi Rahmawati, Novia; Ramadhani, Rahma; Sa’adah, Nihayatus; Rodliyah, Iesyah; Mufarrihah, Iftitaahul; Saraswati, Sari; Khabibah, Siti
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 8 No 2 (2024): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v8i2.9541

Abstract

Abstrak Tujuan penelitian ini adalah mendeskrisikan kemampuan berpikir kritis matematis calon guru matematika ditinjau dari gaya kognitif. Metode penelitian menggunakan pendekatan kualitatif dengan subjek penelitian sebanyak 4 subjek untuk masing-masing kategori Field Dependent Lemah (FDL), Field Dependent Kuat (FDK), Field Independent Lemah (FIL) dan Field Independent Kuat (FIK). Teknik pengumpulan data menggunakan Group Embedded Figures Test (GEFT), tes kemampuan generalisasi matematis dan wawancara. Analisis tes kemampuan berpikir kritis mengacu pada indikator Facione yaitu Interpretation, Analysis, Evaluation, Inference, Explanation, Self-Regulation. Hasil Penelitian menyatakan (1) subjek FDL belum memiliki semua kecakapan indikator kemampuan berpikir kritis matematis yaitu Interpretation sudah mampu akan tetapi untuk Analysis, Evaluation Inference, Explanation, Self-Regulation belum mampu; (2) subjek FDK belum memiliki semua kecakapan indikator kemampuan berpikir kritis matematis yaitu Interpretation, Analysis, Evaluation sudah mampu akan tetapi untuk Inference, Explanation, Self-Regulation belum mampu; (3) subjek FIL sudah memiliki semua kecakapan indikator kemampuan berpikir kritis matematis yaitu Interpretation, Analysis, Evaluation, Inference, Explanation, Self-Regulation akan tetapi belum begitu sempurna; (4) subjek FIK sudah memiliki semua kecakapan indikator kemampuan berpikir kritis matematis yaitu Interpretation, Analysis, Evaluation, Inference, Explanation, Self-Regulation begitu sempurna. Untuk meningkatkan kemampuan berpikir kritis mahasiswa FD dapat diperbaiki dengan pelatihan yang melibatkan diskusi reflektif dan pemecahan masalah dapat mengurangi dampak field dependence, penggunaan alat teknologi, seperti platform pembelajaran online yang mendukung interaksi aktif, dapat meningkatkan keterlibatan peserta field dependent dan mendukung pengembangan keterampilan berpikir kritis.
Contestation of Islamic Educational Ideology in Pesantren Khabibah, Siti; Marhumah; Suhadi; bin Ahmad, Khadher
Cendekia: Kependidikan dan Kemasyarakatan Vol 22 No 2 (2024)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v22i2.9757

Abstract

This study examines life's different ideas, values, and views, which are the basis of pesantren's thinking and philosophy. It leads to the contestation of educational ideology in determining the ways, values, and methods in pesantren’s education. Influenced by the Naqsabandiyah-Kholidiyah order, it emphasises traditional salafiyyah sorogan learning methods alongside practices of spiritual discipline, or tirakat, to deepen Islamic understanding. Over time, however, this foundation was supplanted by a diniyyah educational ideology, which structured classroom learning around classical texts and adopted the missionary methods of the tabligh cong-regation. It emphasises adherence to the Sunnah and mosque-centered outreach, which became central to Al Fatah Temboro's philosophy. Data collection for this study involved direct and indirect observations, structured interviews with key informants, and analysis of pesantren documentation. Data were then reduced, categorised, and verified through triangulation to ensure accuracy. The findings reveal that ideological competition within Al Fatah Temboro eventually led to establishing a unique ideology that defines the institution today. It becomes one of the greatest pesantren in Indonesia, with the diniyyah education system: Jamaah Tabligh, called as diniyyah jamaah tabligh.
Creative Thinking Ability of Mathematics Students in Solving Geometry Problems Viewed of Adversity Quotient Yuliati, Ikha; Juniati, Dwi; Khabibah, Siti
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol 7, No 1 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i1.5056

Abstract

This study examines the creative thinking abilities of mathematics student teachers in solving geometry problems, analyzed through the lens of Adversity Quotient (AQ). The participants, categorized as climbers, campers, and quitters, displayed varying levels of creative thinking based on three indicators: fluency, flexibility, and novelty. Climber students achieved fluency and flexibility by producing multiple logos using two different methods but lacked novelty as their approaches relied on existing methods. Campers demonstrated flexibility by using two distinct approaches but failed to meet fluency and novelty criteria. Quitters only met the fluency indicator and were at the less creative level. None of the subjects fulfilled the originality indicator, highlighting a critical gap in creative thinking skills among the participants. These findings underline the importance of fostering creative thinking in mathematics education, especially for student teachers who will later nurture such skills in their students. Enhancing the quality of mathematics instruction by incorporating open-ended problems and promoting a culture of mathematical thinking is essential. This aligns with the educational aim to balance analytical and creative thinking as fundamental aspects of problem-solving in mathematics.
Pengembangan Soal Setara AKM Numerasi Domain Aljabar untuk Siswa Sekolah Menengah Pertama Wijaya, Muhammad Avicenna Wahyu; Khabibah, Siti
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p39-58

Abstract

This research uses the Tessmer (1995) development model which aims to describe the process of developing questions equivalent to AKM numeracy in the junior high school algebra domain and produce valid and reliable questions. The research instruments used include question validation sheets and student evaluation sheets. At the preliminary stage, the researcher reviewed the literature, contacted schools, determined the domain to be developed, determined the question items, and designed the questions. At stage self evaluation, The questions designed are evaluated by peers and produce results prototype 1. At the level of expert review, The assessment of 3 experts showed that the 16 questions developed were valid in terms of material, construction and language aspects. At stage one-to-one, prototype 1 tested on 3 students with moderate mathematical abilities to review the language of each question. At the small group stage, Prototype 2 tested on 6 students to review the duration of the work and found that the work duration was 80 minutes. At stage field test, prototype 3 tested on 30 students to collect data to test the validity and reliability of the question items. This research resulted in 14 valid and reliable items that can be used to assess student competencies and as practice questions for facing numeracy assessments in the AKM.
COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM wulandari, evi novita; Juniati, Dwi; Khabibah, Siti
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2291

Abstract

Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and student participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.
The Social Construction of Gender in the Experience of Vocational School Adolescents. A Critical Approach Khabibah, Siti; Mutammimah, Heppy; Fajarman, Fajarman
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13, No 1 (2025): January
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13i1.10723

Abstract

In the context of vocational high schools, gender role divisions and stereotypes are often reinforced by the educational environment and social practices, which have an impact on career choices, social interactions, and future opportunities for adolescents, so this research aims to analyze how gender norms and stereotypes are formed and maintained in vocational high schools, identifies the social dynamics that influence adolescents' experiences of gender roles, presenting a critical approach to understanding and challenging the social construction of gender in educational institutions. It is also hoped that this research can provide important insight into how vocational education institutions become dynamic spaces in shaping adolescent gender identity. These findings also open a discussion regarding the importance of educational reform that is more inclusive and gender equal, so that it can encourage students to explore their potential without the limitations of gender stereotypes.Through a qualitative approach with in-depth interviews and participant observation, this research explores how patriarchal values, traditional gender norms, and educational policies implicitly shape adolescents' gender identity. This research concludes that the education system in vocational high schools is not gender neutral, but rather reproduces gender-based social injustice. Therefore, efforts are needed to deconstruct gender norms that exist in the curriculum and educational practices, in order to create a more inclusive and fair learning environment for all teenagers, regardless of their gender identity.
Co-Authors Ainun Fitri Mughiroh Amin, Siti M ANANDA PUTRI ASYARI, DWI Ansori, Moch. Fandi Anwari . Astuti, Sriyati Dwi bin Ahmad, Khadher DEWI PURBASARI, SISKA Dhany Fachrudin, Achmad Djuwandi Djuwandi Dwi Juniati Dwi Nurhidayati, Dwi Dwi Rahmawati, Novia El Adhim, Nailul Munah Elfrida Ratnawati Erlin Dwi Endarwati, Erlin Dwi Fadilah, Siti Umi Faizah, Siti Fajarman, Fajarman Farman, Farman Fathoni Fathoni Fatimatuzzahra, Nabilla FATMAWATI BM, INDAH Firdaus, Andi Mulawakkan Florensia, Tasya Iftitaahul Mufarrihah Ivan Riyadi, Ivan Juwanda, Farikhin Khoiroh Alfiana, Khoiroh Kistatuhu, Nurul Wahidatul Lucia Ratnasari Lutfiah, Farah Conita Malayati, Robiah Marhumah Mariana, Risa MASRIYAH Mega Teguh Budiarto Mun'im, Zainul Mutammimah, Heppy Nikken Prima Puspita Ningsi, Gabariela Purnama NUR AMALIA, YUSRINA NUR KURNIA RINI, ROCHMAH NUR MILADIA, FIRLY Nurul Huda Nuswantoro, Ari Wahyudi Oktavia, Ayu Pradika, Inggar Dwi Prayogo, Prayogo PUTRI DAMAYANTI, DYAH Rahma Ramadhani RISYWANDHA, IHMAH Robertus Heri Sulistyo Utomo Rodliyah, Iesyah Sa'adah, Nihayatus SAADAH, IQLIMATUS Sa’adah, Nihayatus Santoso, Hajar Ahmad Saraswati, Sari Sa’adah, Nihayatus Siolimbona, Dedi Rahman Siti Maghfirotun Amin SIWI, HESTINING Slamet, Moh. Soeparna Darmawijaya Soffil Widadah, Soffil Solikhin Solikhin St. Suwarsono Suaidi Suaidi, Suaidi Suhadi suhendar, uki Sumaji Tatag Yuli Eko Siswono Trianingsih, Ervina Wijaya, Muhammad Avicenna Wahyu Wulandari, Evi Novita Y.D Sumanto Yosep Dwi Kristanto Yuliati, Ikha YUSUF FUAD