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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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Berpikir Komputasional Siswa SMA dalam Menyelesaikan Soal HOTS Berdasarkan Self-Regulated Learning Febrianti, Anisa Anggraini; 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.p846-872

Abstract

Computational thinking is crucial in the 21st century, but Indonesian students still show low proficiency. One way to improve it is through non-routine questions like HOTS questions. One of the soft skills that may affect computational thinking is self-regulated learning. This study aims to describe the computational thinking of high school students in solving HOTS problems based on self-regulated learning. This research used descriptive research method with qualitative approach at SMA Negeri 1 Krian with varying levels of self-regulated learning. Data were gathered through self-regulated learning questionnaires, math ability test, computational thinking test, and interviews. The results show that students with high and medium self-regulated learning in the general aspect of decomposition identify, determine, and decompose information into simple and complete. Whereas students with low self-regulated learning only partially decompose the information. In the general aspect of pattern recognition, all self-regulated learning levels decompose patterns and find logical ideas that are used to find solutions. In the general aspect of abstraction, students with low self-regulated learning did not present a complete plan for solving the problem. And in the general aspect of algorithm thinking, students with low self-regulated learning did not describe the logical steps and explain the reasons for choosing the steps completely. In the general aspect of generalization, students with high self-regulated learning found the solution correctly. Students with moderate self-regulated learning succeeded in finding a solution, but still not appropriate. Meanwhile, students with low self-regulated learning could not find a solution.
Literasi Matematika Siswa dalam Menyelesaikan Soal PISA Ditinjau dari Resiliensi Matematis Ramadhani, Safira Putri; 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.p805-823

Abstract

Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics in various real-world contexts. This study aims to describe the mathematical literacy of students with high, medium, and low mathematical resilience in solving PISA questions. This research is a descriptive research with a qualitative approach. The research subjects consisted of 1 subject each of high, medium, and low mathematical resilience. Data collection techniques used questionnaires, tests, and interviews. The results showed that in the process of formulating situations mathematically, the three subjects identified mathematical aspects in the problem, used mathematical symbols, made mathematical models of the problem, and mentioned mathematical concepts used. Low mathematical resilience subject mentioned the mathematical aspects in the problem incompletely and made mathematical models that were not appropriate. High and medium mathematical resilience subjects recognized the mathematical structure in the problem and mentioned limitations and assumptions in accordance with mathematical model. In the process of employing mathematical concepts, facts, procedures and reasoning, the three subjects applied strategies to find mathematical solutions to problems. All three subjects mentioned the mathematical symbols, rules and procedures used. Medium and low mathematical resilience subjects performed mathematical procedures that were not yet correct. High mathematical resilience subject reflected on mathematical arguments and explained and justified mathematical results. In the process of interpreting, applying and evaluating mathematical outcomes, high and medium mathematical resilience subjects drew conclusions according to the context of the problem and explained why the results obtained made sense or not based on the context of the problem.
Numerasi Siswa SMA dalam Menyelesaikan Soal AKM Konten Data dan Ketidakpastian Ditinjau dari Gaya Kognitif Reflektif Impulsif Putri, Anggi Adelia; 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.p824-845

Abstract

Numeracy is the ability to access, use, and interpret mathematical concepts, procedures, facts, and tools to solve problems in everyday life contexts. The indicators in this study refer to the numeracy process, which includes identifying, finding, or accessing, acting/using, interpreting, evaluating/analyzing, and communicating. This study aims to describe the numeracy of senior high school students in solving AKM problems in the context of data and uncertainty in term of reflective and impulsive cognitive styles. This research uses a qualitative descriptive method. The subjects of this study are eleventh-grade senior high school students consisting of one reflective and one impulsive student. The instruments of this research are Matching Familiar Figures Test (MFFT), a mathematics ability test, a numeracy test, and interviews. Results of the MFFT and mathematics ability test were used to determine the subjects. The numeracy test results were analyzed based on numeracy indicators. Based on the analysis, this study found that reflective students carried out all numeracy processes, including identifying, locating or accessing information, using appropriate procedures, interpreting results, evaluating or analyzing, and communicating on knowing, applying, and reasoning questions. However, they still have difficulty in communicating information verbally, especially in conveying the reasons for choosing the way to solve the problem. Impulsive students also performed all numeracy processes on the same types of questions but still have difficulty in communicating orally and in writing. Moreover, in reasoning questions, impulsive students applied inappropriate strategies during the using process, leading to incorrect answers.
Kemampuan Berpikir Aljabar Siswa SMP dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Kognitif Adaptasi dan Inovasi Puspita, Dhea Berliana; 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.p1028-1043

Abstract

Algebraic thinking ability is an individual's ability to implement six types of mathematical thinking abilities, namely generalization, abstraction, analytical thinking, dynamic thinking, modeling, and organization. Algebraic thinking ability has a close relationship with problem-solving and cognitive style. This study aims to describe the algebraic thinking ability of junior high school students with cognitive style adaptation and innovation in solving math problems. This research used a descriptive qualitative approach. The research subjects selected were one student with an adaptation cognitive style and one with an innovation cognitive style, high mathematics ability, and the same gender. Researchers collected data using a cognitive style questionnaire, math ability, and problem-solving tests. The results showed that the ability of algebraic thinking of students with cognitive styles of adaptation and innovation in understanding the problem includes explaining the meaning of the problem with their language, identifying the problem by writing the information known and asked, and simplifying the information. In making plans, students can use abstract symbols, represent information coherently, tell pattern relationships mathematically, and find the pattern in question. In implementing the plan, students can use patterns to solve the problem, use intuitive methods, and identify the relationship between white and gray paving blocks. In re-examining, students review the steps of completion, ensure the correctness of the answer, and write conclusions. Students with cognitive styles of adaptation and innovation fulfill all indicators and show differences in working, but innovative students have not displayed a creative answer.
Kemampuan Pemecahan Masalah Matematika Ditinjau dari Tingkat Kecemasan Matematika (Math Anxiety) Rachmah, Adhienda Maulidyah; Kurniasari, Ika
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p193-205

Abstract

Math problem solving ability is the achievement of a person to carry out a series of processes in solving math problems, namely understanding the problem, developing a solution plan, implementing a solution plan, and checking back. This research is descriptive qualitative research that aims to describe the math problem solving ability of junior high school students in terms of the level of math anxiety. The research subjects consisted of one learner per high, medium, and low math anxiety level. The data collection techniques used were questionnaires, tests and interviews. Data were anaplan anded on the stages of problem solving: understand the problem, devising a plan, carrying out the plan and looking back. The results of the study showed differences in students' mathematical problem-solving abilities based on their level of mathematical anxiety. Students with high mathematical anxiety used inappropriate strategies and produced incorrect answers and were not confident in checking. Students with moderate mathematical anxiety used strategy manuals and produced correct answers but were less precise in the application concept and were not confident in checking. Students with low mathematical anxiety used appropriate strategies, applied concepts correctly, performed calculations correctly, and were confident in checking.
Numerasi Siswa SMP dalam Menyelesaikan Soal Setara Asesmen Kompetensi Minimum (AKM) Ditinjau dari Self-Efficacy Asih, Nur Sa'adah; Kurniasari, Ika
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p347-363

Abstract

Numeracy plays an important role in developing problem-solving and decision-making skills in various life situations. However, the 2022 national AKM report shows that Indonesian students' numeracy achievement remains relatively low, particularly at the junior high school level. Numeracy can be influenced by psychological aspects, including self-efficacy. This study is descriptive qualitative research that aims to describe junior high school students’ numeracy in solving AKM-like problems based on their level of self-efficacy. The subjects were two eighth-grade students with high mathematical ability: one with high self-efficacy and one with low self-efficacy. The instruments used included a TKA sheet, self-efficacy questionnaire, numeracy test sheet, and interview guidelines. The data from numeracy tests and interviews were analyzed based on three numeracy indicators using the three stages of qualitative data analysis: data reduction, data presentation, and conclusion drawing. The results of the study show that both the high and low self-efficacy subjects met two numeracy indicators: using various types of numbers or mathematical symbols to solve real-life problems and analyzing information presented in different forms (graphs, tables, diagrams, charts, or others). However, unlike the high self-efficacy subject, the low self-efficacy subject did not meet the indicator of interpreting the results of the analysis to predict and make decisions. In solving problems, the student with high self-efficacy tended to be more persistent and did not give up easily, thus successfully finding solutions. In contrast, the low self-efficacy student was more likely to give up when facing difficulties, resulting in failure to solve the problems.
Co-Authors Abdul Haris Rosyidi Adawiyah, Irbah AFFIATI OKTAVIARINA Airna Perwitasari AISY, RAUDLOTUL AISYUL MUBAROK, MOHAMMAD Annisa Nurul Hidayati Asih, Nur Sa'adah 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 Rachmah, Adhienda Maulidyah RADEN SULAIMAN Ramadhani, Safira Putri RIZKA ALIFIYAH, YUSRONA Rooselyna Ekawati SERBUNIT, SIRAJ Tatag Yuli Eko Siswono Weni Handayani Yudha, Adinda Salshabilla