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ANALISIS PEMAHAMAN KONSEP MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL FAKTORISASI SUKU ALJABAR BERDASARKAN KESULITAN BELAJAR FAKTOR INTELEKTUAL SISWA PADA KELAS VIII B SMP N 8 SURAKARTA TAHUN AJARAN 2016/2017 Novita Ayu Dewanti; Ponco Sujatmiko; Getut Pramesti
Phenomenon : Jurnal Pendidikan MIPA Vol 8, No 1 (2018): Jurnal Pendidikan MIPA
Publisher : Faculty of Science and Technology, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/phen.2018.8.1.2492

This study aims to describe the understanding of students' mathematical concepts in solving the factorization of algebraic tribes. The method used is descriptive qualitative. The subjects of the study were 6 students of class VIII B Surakarta State Junior High School 8 divided into 3 groups, namely the group of low, medium and high learning difficulties. Data collection techniques include tests and interviews. The results showed that (1) students who had low learning difficulties were able to master most of the indicators that were determined, only one indicator that had not been mastered, namely determining variables. (2) Students who have moderate learning difficulties have been able to master most of the indicators set, but there are indicators that have not been mastered, namely determining variables and there are several indicators that have not been smoothly mastered. (3) Students who have high learning difficulties have been able to master to determine examples of algebraic problems and students have not been able to master the indicators stating an operation, completing various algebraic forms, operating and using them.

Analisis Kemampuan Pemahaman Konsep Matematis pada Materi Distribusi Normal Ditinjau dari Self Esteem Rusyda, Sabila Fa'iz; Getut Pramesti; Triyanto
Cartesian: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2024): Cartesian Vol. 4 No. 1 November 2024
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v4i1.6982

Kemampuan pemahaman konsep matematis penting untuk membantu siswa dalam menyelesaikan permasalahan matematika. Sejalan dengan itu, self esteem menjadi salah satu aspek kognitif yang berperan dalam mengembangkan kemampuan pemahaman konsep matematis siswa. Penelitian ini bertujuan mengidentifikasi kemampuan pemahaman konsep matematis pada materi distribusi normal yang ditinjau dari self esteem siswa kelas XII SMA Negeri 1 Boyolali. Adapun penelitian ini berjenis penelitian studi kasus deskriptif yang menggunakan pendekatan kualitatif. Data penelitian ini diambil dari siswa kelas XII MIPA SMA Negeri 1 Boyolali tahun ajaran 2023/2024 yang memiliki tingkat self esteem tinggi, sedang, dan rendah. Data diperoleh melalui teknik pengumpulan data secara angket, tes, dan wawancara semi terstruktur. Kemudian data dianalisis dengan reduksi data, penyajian data, dan penarikan kesimpulan. Teknik triangulasi data yang digunakan untuk menguji keabsahan data berupa triangulasi teknik dengan membandingkan hasil tes dengan wawancara. Hasilnya memperlihatkan bahwa siswa dengan self esteem tinggi mampu memenuhi kelima indikator kemampuan pemahaman konsep matematis. Sedangkan, siswa dengan self esteem rendah dan sedang belum mampu memenuhi indikator kemampuan pemahaman konsep matematis mengaplikasikan konsep atau algoritma dalam pemecahan masalah. Ditambah lagi siswa dengan self esteem rendah tidak mampu mengklasifikasikan objek menurut sifat tertentu sesuai dengan konsepnya.

Strategies for Enhancing Students' Mathematical Reasoning and Disposition Ability in a Freedom Curriculum Getut Pramesti; Pardjijanti, Enny; Arofah Adzarori Nugraha
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i1.5267

It is crucial to have suitable learning models in the Freedom curriculum, allowing students sufficient time to delve into concepts and improve skills, particularly in mathematical reasoning and disposition. CORE learning (Connecting, Organizing, Reflecting, and Extending) is a different approach to enhancing upper school students' mathematical reasoning and disposition abilities. This quantitative study employs descriptive and two-way multivariate analysis to examine the impact of learning models and gender on students' mathematical reasoning and disposition abilities. The study focuses on grade IX students at a public senior high school in Surakarta, Indonesia. The control group is class Phase E-8, which follows a direct learning approach and is known as the Non-CORE class. In the meantime, the Phase E-10 class is an experimental class implementing the CORE learning model. The study findings show variances in mathematical thinking and attitude among high school students in CORE versus non-CORE classes. Additionally, there is no reliance on enforcing CORE learning on male and female students, suggesting that CORE learning can be suggested for enhancing mathematical reasoning skills and disposition ability of all students irrespective of gender. CORE learning has been proven to be an effective strategy for improving students' mathematical reasoning and disposition through education oriented towards a constructivist approach centered on students, where students actively construct their knowledge through a series of processes that connect, organize, reflect, and extend concepts. This study contributes to the discourse on constructivist pedagogy by providing strong evidence that the CORE learning model improves mathematical reasoning and attitudes among upper secondary students. Those taught with CORE outperform peers in traditional settings in both cognitive and attitudinal measures. The lack of gender-based differences indicates CORE supports equitable learning. Aligned with Indonesia’s Freedom Curriculum, the model promotes active, student-centered learning and shows promise as a scalable, inclusive approach to improving math proficiency and engagement.

Parental Involvement in Mathematics Achievement and Motivation: Male vs Female Students Sumantri, Astri Wiliastri; Sri Subanti; Budi Usodo; Getut Pramesti
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98619

This study seeks to evaluate how these two independent variables, both individually and interactively, influence students’ academic outcomes. This study aims to analyze the interaction between parental involvement and gender in shaping students’ mathematics achievement and learning motivation at the junior secondary level. A 2×2 factorial non-experimental design was employed involving 261 Indonesian middle school students, which was selected via proportional stratified sampling. Data were collected using three instruments: the Student-Rated Parental School Involvement Questionnaire, the Mathematics Motivation Questionnaire, and students’ midterm exam scores. The dataset was analyzed using MANOVA. The results revealed three key findings. First, a significant interaction effect was found between gender and parental involvement on mathematics achievement (F = 5.476; Sig. = 0.020), with boys receiving partial support performing the lowest. Second, gender had a significant main effect (F = 7.644; Sig. = 0.006), with girls outperforming boys. Third, parental involvement significantly improved students’ motivation (F = 27.037; Sig. = 0.000). These findings highlight the importance of responsive family engagement and suggest the need for gender-sensitive collaboration between families and schools to foster equitable and sustained learning in mathematics.

Analisis Kemampuan Pemahaman Konsep Matematis pada Materi Distribusi Normal Ditinjau dari Self Esteem Rusyda, Sabila Fa'iz; Getut Pramesti; Triyanto
Cartesian: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2024): Cartesian Vol. 4 No. 1 November 2024
Publisher : Program Studi Pendidikan Matematika FIP UNHASY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/cartesian.v4i1.6982

Kemampuan pemahaman konsep matematis penting untuk membantu siswa dalam menyelesaikan permasalahan matematika. Sejalan dengan itu, self esteem menjadi salah satu aspek kognitif yang berperan dalam mengembangkan kemampuan pemahaman konsep matematis siswa. Penelitian ini bertujuan mengidentifikasi kemampuan pemahaman konsep matematis pada materi distribusi normal yang ditinjau dari self esteem siswa kelas XII SMA Negeri 1 Boyolali. Adapun penelitian ini berjenis penelitian studi kasus deskriptif yang menggunakan pendekatan kualitatif. Data penelitian ini diambil dari siswa kelas XII MIPA SMA Negeri 1 Boyolali tahun ajaran 2023/2024 yang memiliki tingkat self esteem tinggi, sedang, dan rendah. Data diperoleh melalui teknik pengumpulan data secara angket, tes, dan wawancara semi terstruktur. Kemudian data dianalisis dengan reduksi data, penyajian data, dan penarikan kesimpulan. Teknik triangulasi data yang digunakan untuk menguji keabsahan data berupa triangulasi teknik dengan membandingkan hasil tes dengan wawancara. Hasilnya memperlihatkan bahwa siswa dengan self esteem tinggi mampu memenuhi kelima indikator kemampuan pemahaman konsep matematis. Sedangkan, siswa dengan self esteem rendah dan sedang belum mampu memenuhi indikator kemampuan pemahaman konsep matematis mengaplikasikan konsep atau algoritma dalam pemecahan masalah. Ditambah lagi siswa dengan self esteem rendah tidak mampu mengklasifikasikan objek menurut sifat tertentu sesuai dengan konsepnya.

Komisi Etik Penelitian di Perguruan Tinggi: Membangun Budaya Riset yang Bertanggung Jawab dan Berintegritas Getut Pramesti; Sri Mulyani; Yusfia Hafid Aristyagama; Dewi Gunawati
JURNAL RISET RUMPUN ILMU PENDIDIKAN Vol. 4 No. 2 (2025): Agustus : JURRIPEN : Jurnal Riset Rumpun Ilmu Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurripen.v4i2.5566

This study critically examines the pivotal role of the Research Ethics Commission (KEP) in fostering a research culture grounded in responsibility and integrity within higher education institutions. Employing a mixed-methods design, the research integrates both quantitative and qualitative approaches. The quantitative phase utilizes a pre-post experimental design to assess the impact of KEP reviewer training on the knowledge enhancement of prospective reviewers at the Faculty of Teacher Training and Education. Data were gathered via structured questionnaires administered before and after the intervention, with statistical analysis conducted using paired t-tests, revealing significant improvements in reviewer comprehension (p < 0.01). Complementing this, the qualitative component involves a comprehensive literature review that elucidates the critical function of KEP in upholding ethical standards and research quality in academia. Findings from the literature reinforce KEP’s essential status as a cornerstone in cultivating an ethical and accountable research environment. The study highlights the importance of systematic reviewer training and robust policy enforcement within KEP to ensure the integrity and transparency of scholarly research in higher education settings.

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