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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Prima: Jurnal Pendidikan Matematika Unnes Journal of Mathematics Education Jurnal Pendidikan dan Pengabdian Masyarakat Indonesian Journal of Mathematics Education Unnes Journal of Mathematics Education
Ary Woro Kurniasih
Universitas Negeri Semarang
Education Mathematics Other

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The creative thinking ability in anchored instructions (AI) learning reviewed from mathematical disposition Soedjoko, Edy; Kurniati, Ika Tiara; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 8 No 1 (2019): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v8i1.27041

Abstract

The purposes of this research were to test the learning process using Anchored Instructions (AI) model to reach the learning mastery and to describe the ability of creative thinking use Anchored Instructions (AI) reviewed from Mathematical disposition. This research was mix methods research with triangulation concurrent model. The population in this research was VII grade students of SMP N 3 Ungaran academic year 2017/2018. The sample was the students of VII-I class. Particularly, the subject of this research was the students of VII-I class who have high, medium, and low mathematical disposition category. This research used quantitative data to test the average of one group and the proportion of the other group. Further, the qualitative data were analyzed by Miles and Huberman model. In the process of the interview, there were two subjects in each mathematical disposition category. Eventually, the result of this research showed that the learning process by using Anchored Instructions (AI) model reached the learning mastery and described the ability of students' creative thinking with Anchored Instructions (AI) model reviewed from mathematical disposition. It was proven through the students with high mathematical disposition who had all of the aspects of mathematical disposition ability namely fluency, flexibility, and novelty. The students with medium mathematical disposition had fluency and flexibility aspect of mathematical disposition ability. The last, the students with low mathematical disposition only had one aspect of creative thinking ability that was fluency.
The mathematical communication ability based on student's self-confidence in Problem Based Learning models with brainstorming techniques Maysaroh, Wiwit; Mulyono, Mulyono; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 10 No 3 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i3.32286

Abstract

The mathematical communication ability is an important aspect that every student must have. The Facts show that mathematical communication ability and student confidence are still not optimal. One effort to overcome that is by applying PBL models with brainstorming techniques. The purpose of this study was to test the effectiveness of the PBL model with brainstorming techniques on students' mathematical communication ability, describing mathematical communication ability on PBL models with brainstorming techniques in terms of student confidence. This research uses mix method approach with a concurrent embededded model. The population of this study was class VIII of SMP Negeri 1 Ungaran in the 2018/2019 school year. The results showed that: PBL models with effective brainstorming techniques for learning as indicated by learning outcomes in aspects of mathematical communication ability achieve mastery learning individually and classically as well as the average learning outcomes in classes using PBL models with brainstorming techniques more than average learning outcomes in the classroom using the PBL model, subjects with high self-esteem can meet all indicators of mathematical communication ability, on subjects with moderate self-confidence only able to meet indicators explaining ideas, situation and mathematical relationship at writing and indicators listening, discussing and writing about mathematics. Whereas for subjects with low levels of self confidence have not been able to meet all indicators of students' mathematical communication ability.
Student’s creative thinking ability in problem-posing activities viewed from self-efficacy Husna, Insana Akmalul; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v8i3.36593

Abstract

This study aims to determine the completeness of students' creative thinking abilities in knowing students' creative thinking processes in terms of self-efficacy, knowing students' responses to creative problem-solving learning with problem-posing activities, and knowing the obstacles experienced in learning. This research is a mixed-method with councurrent-embedded strategy. The sample of this study was one of class VIII in a Junior High School in Blora. The results showed that: (1) students' creative thinking skills with creative problem solving learning achieve mastery learning; (2) the description of the stages of students' creative thinking in terms of the level of self-efficacy that is on subjects who are in level of creative thinking ability 1 at the level of low and moderate self-efficacy is only able to pass the stage of synthesizing ideas and building ideas. Subjects at the level of creative thinking ability 2 at moderate and low levels of self-efficacy synthesize ideas and build ideas. Subjects at level of creative thinking ability 3 at moderate and high levels of self-efficacy are able to go through all stages of creative thinking, namely synthesizing ideas, building ideas, planning the application of ideas and applying ideas; (3) The use of creative problem solving learning models in which there are problem-posing activities get positive responses from students; (4) The obstacle experienced in this study is that this study when learning is used too much for group discussions.
Mathematical creative thinking skills of eight grade in terms of learning styles on learning model Means-Ends Analysis (MEA) Octaviana, Dina; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol 9 No 1 (2020): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v9i1.38104

Abstract

This study aims to test whether learning with the Means-Ends Analysis (MEA) model achieves learning completeness and knows the description of the ability to think creative with the MEA model in terms of student leraning styles. Research is a research mixed methods model of concurrent triangulation. The population of this research is students of class VIII one of Junior High School in Pekalongan in the academic year 2018/2019, a sample of students of class VIII-F. Research subjects were students of class VIII-F selected with purposive sampling technique, selected 4 students from the type of visual and auditory learning styles, and 3 students from the type of kinesthetic learning style. Quantitative data were analyzed using the one-party average test and the one-party proportion test. Whereas qualitative data were analyzed using the Miles adnd Huberman model, namely making verbal data transcripts, data reduction, data analysis, and making conclusions. The result showed that: (1) learning with the MEA model achieved mastery learning; and (2) description of creative thinking abilities of students with models of MEA in terms of students learning styles that students with visual learning style meet three indicators of creative thinking that fluency fluency, originality, and elaboration; students with learning styles of auditory almost all meet the four indicators of creative thinking that fluency, flexibility, originality, and elaboration; students with kinesthetic learning style meets the four indicators of creative thinking that fluency, flexibility, originality, and elaboration.
PEMBERDAYAAN KREATIVITAS GURU SMP DALAM PEMANFAATAN MEDIA INTERAKTIF DAN ASESMEN PADA PEMBELAJARAN BERDIFERENSIASI Susilo, Bambang Eko; Agoestanto, Arief; Masrukan, Masrukan; Kurniasih, Ary Woro; Sutarto, Hery
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 7 No. 4 (2024): November
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v7i4.7881

Abstract

Tujuan dilaksanakannya kegiatan pengabdian kepada masyarakat ini adalah untuk memberdayakan kreativitas guru SMPN 41 Semarang dalam memanfaatkan media interaktif dan asesmen pada pembelajaran berdiferensiasi. Metode yang digunakan dalam kegiatan pengabdian kepada masyarakat ini antara lain ceramah, latihan, tanya jawab, pemberian tugas, diskusi, dan juga pendampingan dalam sosialisasi dan mengenal media interaktif liveworksheets dan asesmen pada pembelajaran berdiferensiasi. Dalam kegiatan ini guru telah telah memperoleh sosialisasi dan mengenal media interaktif liveworksheets dan asesmen pada pembelajaran berdiferensiasi, dan melalui penugasan guru telah berhasil merancang media interaktif Liveworksheets dan asesmen pada pembelajaran berdiferensiasi. Berdasarkan evaluasi dan diskusi terkait hasil pengabdian yang telah dilakukan, kegiatan pengabdian memperoleh respon berupa antusias yang tinggi dari para guru dalam praktik merancang media interaktif Liveworksheets dan asesmen pada pembelajaran berdiferensiasi sesuai dengan mata pelajaran yang diampu masing-masing guru. Diperoleh sebanyak 90% responden menyatakan mendapat banyak tambahan wawasan, dan materi pengabdian yang diberikan efektif menambah kreativitas, ide atau inspirasi guru SMPN 41 Semarang. Hal ini ditunjukkan sebanyak 86,67% responden merasa mendapat banyak tambahan ide atau inspirasi. Hasil rancangan media pembelajaran interaktif dengan Liveworksheets ini dapat digunakan secara berulang, mudah diakses, dan membantu meningkatkan pemahaman peserta didik. Selain itu, penggunaan media ini juga membuat pembelajaran lebih menarik dan interaktif, sehingga diharapkan mampu meningkatkan minat dan motivasi peserta didik yang pada akhirnya berdampak positif pada hasil belajar.
Students' Mathematical Critical Thinking Reviewed from Gregorc's Thinking Style in Flipped Classroom Learning Assisted by Google Site Ramadhani, Dinda Puspa; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.24860

Abstract

Mathematical critical thinking is essential, especially for students. This study aims to describe students' mathematical critical thinking according to Facione, as reviewed from Gregorc's thinking style in Flipped Classroom learning assisted by Google Site. The research method used is qualitative descriptive. The subjects of this study were students in class X-D SMA Negeri 1 Padamara in Purbalingga who were selected using purposive sampling techniques, namely 2 students from each type of Gregorian thinking style, namely 2 Concrete Sequential (CS) students, 2 Abstract Sequential (AS) students, 2 Abstract Random (AR) students, and 2 Concrete Random (CR) students. The data collection techniques in this study are tests, questionnaires, interviews, observations, and documentation. The data analysis techniques used are data collection, data reduction, data presentation, and conclusion drawing. The results show that in Flipped Classroom learning assisted by Google Site, students' mathematical critical thinking varies based on Gregorc's thinking style. Concrete Sequential (CS) students can do interpretation and inference, not optimal in analysis and evaluation, and need to be explored in explanation. Abstract Sequential (AS) students can do interpretation, evaluation, inference, and explanation well, but they are not optimal in analysis. Abstract Random (AR) students can do interpretation and inference, but not optimally in analysis, evaluation, and explanation. Meanwhile, Concrete Random (CR) students can do interpretation and inference, which is not optimal in analysis, and need to be explored in evaluation and explanation. Flipped Classroom learning assisted by Google Site is expected to be applied in the classroom to help stimulate students' mathematical critical thinking.
Development of STEM-Nuanced Mathematics Teaching Materials to Enhance Critical Thinking in the Challenge Based Learning Model Listiani, Devi Ayu; Kurniasih, Ary Woro
Unnes Journal of Mathematics Education Vol. 14 No. 2 (2025): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v14i2.28658

Abstract

This research aims to develop STEM-based mathematics teaching materials in the Challenge-Based Learning model to enhance students' critical thinking. This research used the Research and Development method with the 4D model, but up to the development stage. The research was conducted at SMP Negeri 3 Karanganyar. The data collection techniques used were interviews, tests, and questionnaires. The purpose of this research is to produce a product that meets the feasibility, readability, effectiveness, and positive student response. The results showed that the average percentage of feasibility of the mathematics teaching materials developed was 91.34% which is very feasible. The results of the readability test, obtained Q = 6.0967, show teaching materials that are easy for students to understand. The mathematics teaching materials developed are effective in improving students' critical thinking skills because they meet the five research hypotheses. The average score of students' responses to the developed teaching materials is a very good criterion. Based on the results of the research, STEM-nuanced mathematics teaching material products were obtained to improve critical thinking in 94% the Challenge-Based Learning model, which is feasible, easy to understand, effective in improving students' critical thinking skills, and received a very good response. Similar research can be done by applying learning styles in depth and maximizing the use of Padlet media to be active in discussions to hone analysis and inference skills.
Analysis of Students’ Critical Thinking Skills Based on Mathematical Resilience Pratiwi, Mayasari Dian; Masrukan, Masrukan; Kurniasih, Ary Woro
Prima: Jurnal Pendidikan Matematika Vol 9, No 3 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i3.14523

Abstract

The purpose of this study was to determine students' critical thinking skills in terms of mathematical resilience. This study used a qualitative research design with a descriptive method. The research was conducted at SMPIT Nurul Islam Tengaran, Semarang Regency, Central Java, during the 2024/2025 academic year. The research subjects were 29 eighth-grade students. The data collection techniques used were a mathematical resilience questionnaire, a critical thinking test, and interviews. The questionnaire was used to determine the category of mathematical resilience. A written essay test was used to assess students' critical thinking skills. Interviews were conducted based on high, moderate, and low mathematical resilience categories. Two students with dominant critical thinking skills were selected from each category. There were two students in the high mathematical resilience category, two in the moderate category, and two in the low category. The results of the questionnaire, written test, and interviews revealed that (1) students in the high and moderate mathematical resilience categories possessed five critical thinking skills, namely interpretation, analysis, inference, evaluation, and explanation, which were both good and complete; (2) students in the low mathematical resilience category only possessed two critical thinking skills, namely interpretation and analysis, which were both good and complete. Based on the research findings, mathematical resilience was found to have an influence on critical thinking skills.
Bibliometric Analysis: Problem-Based Learning, Problem-Solving Skills, Self-Regulated Learning Assisted by Geogebra in Vocational High School Setyani, Arie; Masrukan; Kurniasih, Ary Woro
Indonesian Journal of Mathematics Education Vol. 8 No. 1 (2025): Indonesian Journal of Mathematics Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v8i1.2274

Abstract

This study aims to analyze the bibliometric mapping of vocational high school mathematics research from 2020 to 2024 to address the research gap on problem-solving skills in the problem-based learning model assisted by GeoGebra, with a focus on students’ self-regulated learning in vocational high school. The data collected focuses on the keywords "mathematics, problem-solving, self-regulated learning, GeoGebra" to identify journals published between 2020 and 2024, using Google Scholar as the data source through Publish or Perish to gather data and Harzing's VOSviewer for bibliometric mapping. This study identified seven articles related to the keywords. The research follows the PRISMA systematic review method. The findings indicate that publications on problem-solving skills within the problem-based learning model assisted by GeoGebra, viewed from students' self-regulated learning in vocational high school, still have the potential to grow in the coming years. Moreover, problem-based learning positively impacts students' self-regulated learning and problem-solving skills in vocational high school.
Co-Authors Ardiani, Tika Eko Arief Agoestanto Atikasari, Gias Bambang Eko Susilo Edy Soedjoko Emi Pujiastuti Endang Retno Winarti Fathiya, Rina Nurul Hery Sutarto Husna, Insana Akmalul Isti, Nur Aisyah Iwan junaedi Kurniati, Ida Wahyu Kurniati, Ika Tiara Listiani, Devi Ayu Masrukan Masrukan Masrukan Masrukan Maysaroh, Wiwit Miranti, Nawang Kusuma Mohammad Asikin Muhammad Zuhair Zahid, Muhammad Zuhair Mulyono Mulyono Nur Sholikhah Octaviana, Dina Permanawati, Fitra Inda Pratiwi, Mayasari Dian Rahmawati, Nurlalili Tri Ramadhani, Dinda Puspa Rochmad - Rofiqoh, Zeni Setyani, Arie St. Budi Waluya Suhito Suhito Wardono Wardono Yahya, Arnalis