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All Journal Jurnal Penelitian Pendidikan Matematika dan Sains E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Matematika dan Sains Arus Jurnal Pendidikan Journal of Learning and Technology MATHEdunesa

Ika Kurniasari

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Author-ID : 301513

Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ANALISIS KEMAMPUAN DAN DISPOSISI BERPIKIR REFLEKTIF MATEMATIS SISWA DITINJAU DARI PERBEDAAN JENIS KELAMIN Nur Aini; Ika Kurniasari
MATHEdunesa Vol 10 No 2 (2021): Jurnal Mathedunesa Volume 10 Nomor 2 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk mendeskripsikan kemampuan berpikir reflektif siswa dalam matematika beserta disposisi atau sikap yang muncul, ditinjau dari perbedaan jenis kelaminnya. Subjek dalam penelitian ini yaitu siswa kelas VIII-I SMP Negeri 1 Sukorejo. Subjek dipilih 2 siswa dari masing-masing jenis kelamin dengan syarat nilai tes kemampuan berpikir reflektif matematis yang tertinggi dan jawaban yang lebih lengkap. Instrumen yang digunakan yaitu tes kemampuan berpikir reflektif matematis, skala disposisi berpikir reflektif matematis, dan pedoman wawancara. Penelitian ini diawali dengan siswa mengerjakan tes kemampuan berpikir reflektif matematis dan skala disposisi berpikir reflektif matematis. Kemudian dilakukan wawancara kepada subjek terpilih. Hasil penelitian menunjukkan bahwa siswa berjenis kelamin laki-laki memenuhi tiga fase berpikir reflektif yaitu reacting, comparing, dan contemplanting. Sedangkan siswa berjenis kelamin perempuan hanya memenuhi fase reacting dan comparing. Sehingga dalam hal ini, kemampuan berpikir reflektif matematis siswa berjenis kelamin laki-laki tergolong sudah mampu sedangkan siswa berjenis kelamin perempuan tergolong kurang mampu. Kemudian, untuk disposisi berpikir reflektif matematisnya sama-sama tergolong cukup. dari hasil tersebut, diperoleh hubungan negatif antara kemampuan berpikir reflektif matematis siswa dengan disposisi atau sikap yang muncul yang ditinjau dari perbedaan jenis kelaminnya. Dimana kemampuan siswa yang baik, tidak menjamin disposisi atau sikap yang muncul juga baik, maupun kebalikannya.

Proses Berpikir Kritis Siswa SMA dalam Mengerjakan Soal Matematika HOT Ditinjau dari Kemampuan Matematika Airna Perwitasari; Ika Kurniasari
MATHEdunesa Vol 10 No 2 (2021): Jurnal Mathedunesa Volume 10 Nomor 2 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

Abstrak Penelitian ini merupakan penelitian deskriptif kualitatif untuk mendeskripsikan proses berpikir kritis siswa SMA dalam mengerjakan soal matematika HOT ditinjau dari kemampuan matematika tinggi dan sedang. Subjek penelitian terdiri dari dua siswa kelas XI. Instrumen yang digunakan yaitu tes kemampuan matematika, tes berpikir kritis, dan pedoman wawancara. Hasil penelitian menunjukkan proses berpikir kritis siswa yaitu, (1) terdapat persamaan kedua subjek pada tahap klarifikasi yaitu siswa mengidentifikasi informasi dan perintah yang ada pada soal; (2) terdapat perbedaan kedua subjek pada tahap asesmen yaitu subjek berkemampuan matematika tinggi mengidentifikasi informasi yang dibutuhkan dengan disertai alasan sedangkan subjek berkemampuan matematika sedang tidak disertai alasan; (3) terdapat perbedaan kedua subjek pada tahap inferensi yaitu subjek berkemampuan matematika tinggi menjelaskan hubungan dari setiap informasi dan memberikan kesimpulan lengkap, sedangkan siswa berkemampuan matematika sedang tidak memberikan kesimpulan yang lengkap untuk soal analisis; (4) terdapat perbedaan kedua subjek pada tahap strategi yaitu subjek berkemampuan matematika tinggi mengerjakan soal dengan dua cara serta mengevaluasi hasil pekerjaannya sehingga memperoleh jawaban benar, sedangkan siswa berkemampuan matematika sedang mengerjakan soal dengan satu cara dan tidak mengevaluasi hasil pekerjaanya pada soal analisis. Kata Kunci: Proses Berpikir Kritis, Soal HOT, Kemampuan Matematika.

STUDENTS’ MATHEMATICAL CONNECTION PROCESSES IN PROBLEM POSING BASED ON REFLECTIVE-IMPULSIVE COGNITIVE STYLE Annisa Nurul Hidayati; Ika Kurniasari
MATHEdunesa Vol 10 No 3 (2021): Jurnal Mathedunesa Volume 10 Nomor 3 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

This study aims to describe the student’s mathematical connection processes in problem-posing reviewed by reflective-impulsive cognitive style. This research is descriptive qualitative with the chosen subjects are two female eleventh graders, one having a reflective cognitive style and one having an impulsive cognitive style, with both have a high mathematical ability. The subjects were chosen through analysis of math ability test (TKM), Matching Familiar Figure Test (MFFT), problem-posing test (TPM), and interview results. The result shows that: (1) the processes of mathematical connection of the student with reflective cognitive style in problem-posing are done consecutively. At the understanding information stage, the student identifies mathematics concepts, other science concepts, and their relationships with the real world. At the planning the problem-posing stage, the student plan to make a story problem with mathematics and other sciences concepts that have been identified. At the stage of making problems, the student does as planned and gives clear reasons for the use of information for the problem and the solution. At the re-checking stage, the student checked the completeness of the information that was used in the problem and also checked the correctness of the answer by proving it. (2) The processes of mathematical connection of the student with impulsive cognitive style in problem-posing are done dynamically and don’t up to the re-checking stage. At the stage of understanding information, the student couldn’t directly identify mathematics concepts and other sciences, and so started the processes again by reading information repeatedly, then continued to connect it with the real-world context. At the stage of planning the problem-posing, the student plans to make a story problem related to the mathematics and other sciences concepts that have been identified. At the stage of making problems, the student used all the information given and gave no apparent reason for it.

Student's Error Analysis In Solving Definite Integral Problem Based On Multiple Intelligences Fatimah Ihza Aulia; Ika Kurniasari
MATHEdunesa Vol 11 No 1 (2022): Jurnal Mathedunesa Volume 11 Nomor 1 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

One of the factors that students perform errors in solving mathematic problem is student’s intelligence. Gardner mentioned there are eight types of multiple intelligences, there are linguistic, logical mathematical, kinesthetic, musical, spatial, interpersonal, intrapersonal and naturalistic. Student’s error can be analyzed using Newman’s error analysis which contains five types of errors, there are reading error, comprehension error, transformation error, process skill error, and encoding error. This research is descriptive qualitative research which aims to describe the types of student’s error in solving definite integral based on multiple intelligences. The subjects of this research are three grade XII senior high school students in Sidoarjo whom have intelligences related to mathematic, there are logical mathematical intelligence, linguistic intelligence and spatial intelligence. Data was collected by giving multiple intelligences test, definite integral problems and interview. Data analysis technique are data reduction, data presentation and data verification. The result of this research showed that: (1) students with logical mathematical intelligence perform transformation error, process skill error and kesalahan encoding error; (2) students with linguistic intelligence perform reading error, comprehension error, transformation error, process skill error and encoding error; (3) students with spatial intelligence perform reading error, transformation error and encoding error.

IDENTIFIKASI MISKONSEPSI SISWA SMP PADA MATERI BANGUN RUANG SISI LENGKUNG MENGGUNAKAN THREE TIER-TEST M Dahlan; Ika Kurniasari
MATHEdunesa Vol 11 No 2 (2022): Jurnal Mathedunesa Volume 11 Nomor 2 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Abstrak Permasalahan yang banyak ditemui siswa SMP yaitu pada mata pelajaran matematika. Siswa SMP mengalami banyak sekali mengalami miskonsepsi terkait materi bangun ruang. Oleh karena itu penelitian ini memiliki tujuan untuk mengetahui: (1) adanya miskonsepsi yang dialami siswa SMP dalam mempelajari bangun ruang sisi lengkung, (2) miskonsepsi terbesar pada sub indikator materi bangun ruang sisi lengkung, (3) penyebab miskonsepsi siswa SMP dalam mempelajari bangun ruang sisi lengkung. Jenis penelitian yang digunakan dalam penelitian ini berupa deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini siswa kelas IX sebanyak 23 siswa yang diambil di salah satu SMP yang ada di Bangkalan, dimana siswa sebelumnya pernah memperoleh materi dasar bangun ruang sisi lengkung pada jenjang SD dan juga siswa kelas IX sudah mempelajari bangun ruang sisi datar pada semester ganjil. Teknik pengumpulan data dilakukan dengan menggunakan test dan wawancara. Data dianalisis dengan tiga tahap yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Soal tes yang digunakan adalah soal tes berbentuk three tier-test. Hasil penelitian ini menunjukan bahwa: (1) siswa mengalami miskonsepsi pada materi bangun ruang sisi lengkung dengan rerata miskonsepsi setiap sub indikator sebesar 77,34%;(2) miskonsepsi murni terbesar siswa terletak pada memahami konsep rusuk, dimana pada konsep rusuk bangun ruang sisi lengkung siswa masih saja terpaku pada konsep rusuk pada bangun ruang sisi datar, untuk miskonsepsi false negatif siswa mengalaminya pada konsep luas, sedangkan pada volume siswa banyak mengalami miskonsepsi false positif dimana pada konsep volume siswa belum paham arti dari sebuah volume itu sendiri;(3) penyebab siswa mengalami kesulitan dalam menghadapi masalah yang berhubungan dengan unsur, luas, dan volume ruang bersisi lengkung disebabkan karena guru tidak menggunakan alat bantu visual, media atau alat praga dalam menyampaikan materi bangun ruang pada saat pembelajaran tatap muka. Kata Kunci: isi, format, artikel. Abstract The problems that many junior high school students encounter is in mathematics. Junior high school students experience a lot of misconceptions related to building materials. Therefore, this study supposed to find out: (1) there are misconceptions experienced by junior high school students in studying curved side space build, (2) the biggest misconceptions in the sub-indicators of curved side space build material, (3) the causes of junior high school students' misconceptions in studying curved side space build. The type of research used in this research is descriptive with a qualitative approach. The subjects in this study were 23 students of class IX who were taken in one of the junior high schools in Bangkalan, where students had previously obtained basic material on curved side spaces at the elementary school and also class IX students had studied flat side space in odd semesters. Data collection techniques were carried out using tests and interviews. Data were analyzed in three stages, namely data reduction, data presentation, and drawing conclusions. The test questions used are test questions in the form of a three-tier-test. The results of this study show that: (1) students have misconceptions in the curved side space material with an average misconception of each sub indicator of 77,34%; (2) the biggest pure misconception of students lies in understanding the concept of ribs, where in the concept of ribs on curved sides students are still fixated on the concept of ribs on flat-sided shapes, for false negative misconceptions students experience it on the broad concept, while in volume many students experience false positive misconceptions where in the concept of volume students do not understand the meaning of a volume itself; (3) the cause of students having difficulty in dealing with problems related to the elements, area, and volume of curved-sided spaces is because the teacher does not use visual aids, media or visual aids in teaching. deliver the material of building space during face-to-face learning. Keywords: misconception, three tier-test, building curved side space.

KEMAMPUAN BERPIKIR LATERAL SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA OPEN-ENDED DITINJAU DARI GAYA BELAJAR SENSING DAN INTUITION Aulidya Annisya Putrian; Ika Kurniasari
MATHEdunesa Vol 11 No 2 (2022): Jurnal Mathedunesa Volume 11 Nomor 2 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Kemampuan berpikir lateral merupakan kemampuan untuk berpikir kreatif dengan menggunakan inspirasi untuk memecahkan suatu masalah dengan sudut pandang yang tidak terduga. Pemberian masalah matematika open ended merupakan cara yang tepat dalam mengetahui kemampuan berpikir lateral siswa karena dapat memunculkan beberapa cara penyelesaian yang berbeda. Salah satu faktor yang mempengaruhi perbedaan kemampuan berpikir siswa adalah gaya belajar, yaitu gaya belajar sensing dan intuition. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan kemampuan berpikir lateral siswa dalam memecahkan masalah matematika open ended ditinjau dari gaya belajar sensing dan intuition dengan subjek penelitian yaitu dua siswa kelas IX di salah satu SMP negeri Surabaya. Pengambilan data dilakukan dengan pemberian angket gaya belajar, tes kemampuan matematika, tes pemecahan masalah, dan pedoman wawancara. Analisis data melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa dalam memecahkan masalah matematika open-ended, siswa dengan gaya belajar sensing dan intuition keduanya dapat menyebutkan informasi yang diketahui dan informasi yang ditanyakan pada soal serta dapat membuat beberapa rencana penyelesaian masalah berdasarkan informasi yang diberikan. Namun siswa dengan gaya belajar sensing tidak dapat menyelesaian masalah sesuai yang direncanakan sebelumnya dan hanya mengecek perhitungannya saja, sehingga tidak melakukan pengecekan kebenaran jawaban. Sedangkan subjek dengan gaya belajar Intuition dapat melaksanakaan penyelesaian masalah sesuai dengan rencana yang disusun dan mengecek kebenaran jawaban. Subjek dengan gaya belajar intuition juga dapat memikirkan metode lain yang tidak umum, yaitu dengan metode grafik

Proses Pemecahan Masalah Matematika Kontekstual Open-Ended Peserta Didik SMP Ditinjau Dari Tipe Kepribadian Haulainy, Dewi Rahmah; Kurniasari, Ika
MATHEdunesa Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n2.p367-385

Every student has a different mathematical problem solving process because there are several factors that influence, one of which is personality type. The aims of the research to describe the process of junior high school students in terms of personality type in solving contextual open-ended mathematical problem. The methode of this research is qualitative with the characteristic subjects are personality type sanguine, melancholy, choleric, and phlegmatic. The instrument consisted of personality type questionnaires, test, and interviews. The results showed that at the step of understanding the problem, student with a choleric personality type are less fluent and detailed in explaining the known and asked information. While student with phlegmatic personality type did not write down the known and asked information on the answer sheet at all due to difficulties when converting the information to mathematical form. All four personality types mention the adequacy of information by looking at what is known and asked information. At the step of devising a plan, students with sanguine, melancholy, and phlegmatic personality types explain three stages in detail while student with choleric personality types only explain two stages. At the step of carrying out the plan, student with melancholy personality type can write down more possibilities than other personality types. At the step of looking back, students with sanguine, melancholy, and phlegmatic personality types rechecked the answer by recalculating, while student with choleric personality type did not do that. The four personality types explain conclusions using their own language well but in writing conclusions, student with melancholy personality type do not write them on the answer sheet.

Numerasi Siswa SMP dalam Menyelesaikan Soal AKM Ditinjau Berdasarkan Kemampuan Matematika Fajarsari, Intan Dewi; Kurniasari, Ika
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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

Numeracy is needed as a focus of learning starting from the basic education level. Mastery of numeracy is needed so that students can understand and solve problems in life. This research aims to describe junior high school students' numeracy in solving AKM questions based on high, medium and low mathematical abilities. This research is descriptive in nature with a qualitative approach. The research subjects consisted of one subject each with high, medium and low mathematical abilities. Data collection techniques include mathematics ability tests, numeracy tests, and interviews. Data analysis techniques include data condensation, data presentation, and drawing conclusions. The research results show that students with high mathematical abilities can identify, access, and develop mathematical strategies appropriately, use notation and calculations correctly, and interpret, evaluate, and communicate results appropriately. Students with moderate mathematical abilities identify and access less information but are less detailed, strategize and model less accurately in notation and calculations, and conclude and communicate results well, but are less precise in evaluating. Students with low mathematical abilities are less detailed in identifying and explaining information, use trial and error strategies incorrectly, have misconceptions in calculations, and have difficulty interpreting, evaluating and communicating results.

Pengembangan E-Modul Pembelajaran Matematika SMP Materi Kekongruenan dan Kesebangunan Bermuatan Etnomatematika Noerisahak, Tasya Puspita; Kurniasari, Ika
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

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

One of the materials of geometry that is difficult for students to understand is coherence and coherence, that is, the lack of examples that occur in real life in a cultural sphere called ethnomathematics. Efforts to overcome the difficulties of learners in the material one of which is the use of the concept of E-modules that can be an alternative in the teaching and learning process. This research aims to describe the development process of the E-Module learning media on the topics of congruence and similarity in terms of validity, practicality, and effectiveness. This study employs the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis stage, performance, students, curriculum, and media were analyzed. The Design stage involved the preparation of materials, creation of instruments (interview guidelines, media validation sheets, material validation sheets, student response questionnaires, pretest and posttest questions), and the creation of flowcharts and storyboards. The Development stage included the development of an Android-based E-Module, validation by media and material experts, media revisions, and limited trials. During the Implementation stage, the E-Module was implemented with ninth-grade students at SMP Negeri 2 Sukodono. The Evaluation stage involved analyzing the results of the conducted research. The learning media was deemed highly valid by media experts with a validation score of 60.2% in the first stage, which was subsequently revised to achieve a score of 80.8% with a highly valid criterion in the second stage. Material experts rated the media with a score of 86.8%, also within the highly valid criterion. Additionally, the validity of the pretest and posttest questions received a score of 85.7%, meeting the highly valid criterion. The learning media was considered practical with a student response questionnaire score of 83.5%, categorized as very practical. The learning media was also deemed effective, with a significant difference between the students' scores before and after using the E-Module, further evidenced by an average N-Gain score of 0.88, which falls under the high criterion.

Pengaruh Gaya Kognitif Field Dependent dan Field Independent terhadap Numerasi Matematis Siswa SMP Dua, Gilang Kerina; Kurniasari, Ika
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p753-760

This study aims to describe the influence of cognitive style on junior high school students' mathematical numeracy. The study used a quantitative approach with the ex post facto method. The subjects of the study were junior high school students classified based on Field Independent (FI) and Field Dependent (FD) cognitive styles. The instruments used included mathematical numeracy tests and the Group Embedded Figures Test (GEFT) to measure cognitive style. The population of this study was grade VIII students of SMP Negeri 2 Plandaan Jombang. Sampling was carried out using the purposive random sampling method so that 45 students from grade VIII C and VIII D were obtained as samples, where there were 21 FI students and 24 FD students. The results of the regression analysis showed that cognitive style had a significant effect on numeracy ability, with a coefficient of determination (R²) of 0.913. This shows that 91.3% of the variation in students' numeracy ability can be influenced by cognitive style. These findings indicate that students with Field Independent cognitive style have higher numeracy scores compared to Field Dependent students.

Co-Authors Abdul Haris Rosyidi Adawiyah, Irbah AFFIATI OKTAVIARINA Airna Perwitasari AISY, RAUDLOTUL AISYUL MUBAROK, MOHAMMAD Annisa Nurul Hidayati Aulidya Annisya Putrian Auni, Anggita Baehaqi Baehaqi Dermawan Dua, Gilang Kerina El Milla, Yulia Izza Evangelista Lus Windyana Palupi Fajarsari, Intan Dewi Fatimah Ihza Aulia Febrianti, Anisa Anggraini Haulainy, Dewi Rahmah Intan, Paramita Ismail Ismail Kurniawati, Iis LAELA OCTIANI, KURNIAWATI M Dahlan MASRIYAH Maulana, Dimas Avian Mega Teguh Budiarto NENY FAIZAH Noerisahak, Tasya Puspita Nur Aini NURUL ISNA, NELA Pradnyo Wijayanti PUSPITA MAYASARI, RIZQIE Puspita, Dhea Berliana Putri, Anggi Adelia RADEN SULAIMAN Ramadhani, Safira Putri RIZKA ALIFIYAH, YUSRONA Rooselyna Ekawati SERBUNIT, SIRAJ Tatag Yuli Eko Siswono Weni Handayani Yudha, Adinda Salshabilla

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