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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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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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (668.749 KB) | DOI: 10.26740/mathedunesa.v11n2.p513-524

Abstract

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
DEVELOPING PSYCHOLOGY MATHEMATICS LEARNING MODULE WITH VIDEO FOR PRESERVICE TEACHERS IN PEDAGOGICAL COMPETENCE Kurniasari, Ika; Milla, Yulia Izza El; Yudha, Adinda Salshabilla; Auni, Anggita; Ismail, Ismail; Ekawati, Rooselyna
Journal of Learning and Technology Vol. 2 No. 2 (2023): December 2023
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jlt.v2i2.6785

Abstract

Tujuan penelitian ini adalah mengembangkan materi ajar untuk mata kuliah Psikologi Pembelajaran Matematika (PPM) dengan menggunakan model Plomp. Fokusnya adalah penggunaan modul ajar yang melibatkan video pembelajaran untuk mengevaluasi kemampuan pedagogik mahasiswa calon guru matematika setelah menjalani materi PPM. Hasil penelitian menunjukkan bahwa modul ajar yang dikembangkan sangat valid, menandakan bahwa pendekatan ini, yang melibatkan video pembelajaran, dapat efektif digunakan dalam konteks pengajaran Psikologi Pembelajaran Matematika. Temuan ini menyoroti keberhasilan integrasi teknologi dalam meningkatkan kualitas pembelajaran mata kuliah yang bersifat pedagogis. Penerapan modul ini diharapkan dapat memperkaya pengalaman belajar mahasiswa calon guru matematika, meningkatkan pemahaman mereka terhadap konsep psikologi pembelajaran matematika, dan akhirnya meningkatkan kualitas pengajaran matematika. Kesimpulannya, hasil penelitian ini memberikan landasan yang kokoh untuk implementasi bahan ajar Psikologi Pembelajaran Matematika yang efektif, sambil menunjukkan pentingnya pengembangan lebih lanjut untuk memastikan kesesuaian dan keberlanjutan dalam konteks pembelajaran yang dinamis.
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

Abstract

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

Abstract

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

Abstract

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 Metode Diskusi Siswa terhadap Motivasi Belajar Kelas VII B SMPN 47 Bekasi Kurniasari, Ika; Kurniawan , Luluh Abdillah; Dermawan
Arus Jurnal Pendidikan Vol 5 No 2: Agustus (2025)
Publisher : Arden Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57250/ajup.v5i2.1663

Abstract

Penelitian ini dilakukan dengan maksud agar ada tidaknya pengaruh yang diterima motivasi belajar mata pelajaran IPS kelas VII B SMPN 47 Bekasi dari metode diskusi siswa bisa diketahui. Penelitian kuantitatif adalah metode yang diimplementasikan dalam studi ini, dimana seluruh siswa kelas VII B yang berjumlah 37 orang dijadikan sebagai populasi. Data dikumpulkan dengan mengimplementasikan teknik angket, dan data dianalisis dengan memanfaatkan program SPSS dan mengimplementasikan teknik regresi linear sederhana. Hasil memperlihatkan bahwa metode diskusi siswa berpengaruh positif pada motivasi belajar IPS, hasil regresi linear sederhana, didapat persamaan regresi Y=15,654+0,511X, yang memperlihatkan bahwa tiap-tiap kenaikan satu satuan pada variabel metode diskusi akan meningkatkan motivasi belajar siswa sebanyak 0,511 poin. Hal ini mengindikasikan bahwa implementasi metode diskusi berhubungan secara positif dengan motivasi belajar siswa dalam mata pelajaran IPS. Temuan uji-t memperlihatkan nilai signifikansi sebanyak 0,000 (p di bawah 0,05) dan nilai t hitung sebanyak 4,421 yang lebih besar daripada t tabel, sehingga bisa diambil kesimpulan bahwa metode diskusi berpengaruh secara signifikan pada motivasi belajar siswa. Terkait dengan hal itu, dilakukan penerimaan pada hipotesis alternatif (Ha) dan penolakan pada hipotesis nol (H₀). Temuan uji koefisien determinasi memperlihatkan nilai R Square sebesar 0,358, yang menunjukkan bahwa 35,8% variasi motivasi belajar siswa bisa dijelaskan oleh variabel metode diskusi, di lain sisi sisanya sebanyak 64,2% menerima pengaruh dari faktor lain di luar penelitian ini.
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

Abstract

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.
Cognitive Function of Junior Junior school students in Solving Geometry Problems Based On Verbalizer and Visualizer Cognitive Style Intan, Paramita; Kurniasari, Ika
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 5 No. 1 (2021): Vol. 5, No. 1 (2021)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v5n1.p1-9

Abstract

Abstrak ” Pada penelitian ini, peneliti ingin mengeksplorasi bagaimana fungsi kognitif siswa SMP dalam menyelesaikan masalah geometri ditinjau dari gaya kognitif. Tujuan dari penelitian ini adalah untuk menggambarkan fungsi kognitif siswa SMP menyelesaikan masalah geometri ditinjau dari gaya kognitif yakni gaya kognitif verbalizer dan visualizer. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian deskriptif kualitatif dan menggunakan dua siswa SMP kelas IX di Surabaya sebagai responden yang masing-masing memiliki gaya kognitif verbalizer dan visualizer. Hasil penelitian ini menunjukkan bahwa siswa PRM bergaya kognitif verbalizer berada pada level ketiga (berpikir rasional abstrak) dari fungsi kognitif rigorus mathematical thinking dan subjek telah menerapkan semua fungsi kognitif pada level pertama dengan indikator yang menonjol yaitu pembandingan dimana subjek mencari karakteristik yang sama dan berbeda antara persegi dan persegi panjang dalam menyelesaikan masalah geometri. Sedangkan siswa LDH bergaya kognitif visualizer berada pada level ketiga (berpikir rasional abstrak) dari fungsi kognitif rigorus mathematical thinking dan hanya menerapkan sebagian besar fungsi kognitif pada level pertama dalam menyelesaikan masalah geometri dengan indikator yang menonjol yaitu visualisasi dimana subjek memberikan simbol pada gambar bangun yang disajikan dalam menyelesaikan masalah geometri.Kata kunci: Fungsi kognitif, Gaya kognitif, Masalah geometri, Verbalizer, Visualizer.Abstract ” In this article, we explore how the cognitive function of junior junior school students in solving geometry problems based on cognitive style. The purpose of this study was to describe the cognitive functions of junior junior school students solving geometry problems reviewed from verbalizer and visualizer cognitive style. The research method used in this research is descriptive qualitative research. This research used two students of IX grade in Surabaya as respondents who each student have a cognitive style of verbalizer and visualizer. The results of this study indicate that PRM students with cognitive verbalizer style are at the third level (abstract rational thinking) of the cognitive function rigorous mathematical thinking and the subject has applied all cognitive functions at the first level with a prominent indicator is comparison where the subject looks for the same and different characteristics between square and rectangle in solving geometry problems. Whereas LDH students with cognitive visualizer style is at the third level (abstract rational thinking) of cognitive function rigorous mathematical thinking and apply most cognitive functionsat the first level with a prominent indicator is visualization where the subject provides symbols on the image in solving geometric problems.Keywords: Cognitive function, Cognitive style, Geometry problems, Verbalizer, Visualizer.
Mendaur Ulang Soal Lama Menjadi Soal Baru: Pelatihan untuk Guru Sekolah Menengah Pertama (SMP) Bidang Studi Matematika Rosyidi, Abdul Haris; Palupi, Evangelista Lus Windyana; Kurniasari, Ika; Masriyah, Masriyah; Siswono, Tatag Yuli Eko
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 11, No 4 (2020): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v11i4.4894

Abstract

Pentingnya mengajarkan pemecahan masalah matematika kepada siswa dan ketersediaan soal kategori masalah yang terbatas mengakibatkan perlunya penguasaan kemampuan membuat masalah matematika oleh guru. Membuat masalah matematika yang benar-benar baru bukanlah sesuatu yang mudah untuk dilakukan. Namun, dengan mengubah masalah matematika yang sudah ada menjadi soal baru akan mempermudah pembuatan soal baru tersebut. Pelatihan ini bertujuan untuk melatih guru matematika SMP di Kab. Ponorogo dalam membuat masalah matematika baru dengan mendaur ulang masalah lama. Sehingga, guru matematika SMP di Kabupaten Ponorogo dapat memfasilitasi siswanya untuk belajar pemecahan masalah matematika. Pelatihan dilakukan dalam dua tahap yang dilakukan secara tatap muka (tahap 1) dan daring (tahap 2). Tahap (1) yaitu pemaparan materi dan workshop dan tahap (2) meliputi penugasan dan evaluasi. Oleh peserta pelatihan, pelatihan dinilai bermanfaat dan menambah pengetahuan guru mengenai pembuatan soal. Selain itu, pelatihan ini berhasil meningkatkan variasi masalah matematika yang dibuat peserta.
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.
Co-Authors Abdul Haris Rosyidi Adawiyah, Irbah AFFIATI OKTAVIARINA Airna Perwitasari AISY, RAUDLOTUL AISYUL MUBAROK, MOHAMMAD Annisa Nurul Hidayati Aulidya Annisya Putrian Auni, Anggita 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 ROMDHON BAEHAQI, MOHAMMAD Rooselyna Ekawati SERBUNIT, SIRAJ Tatag Yuli Eko Siswono Weni Handayani Yudha, Adinda Salshabilla