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All Journal Jurnal Inspirasi Pendidikan Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika Jurnal Pengabdian Pada Masyarakat Jurnal Pendidikan Matematika (Kudus) JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Jurnal PkM (Pengabdian kepada Masyarakat) Euclid Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Engagement: Jurnal Pengabdian Kepada Masyarakat
Siska Firmasari
Universitas Swadaya Gunung Jati
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Kemampuan Pembuktian Matematis Mahasiswa Menggunakan Induksi Matematika Siska Firmasari; Herri Sulaiman
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 3 No 1 (2019): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v3i1.642

Abstract

Kemampuan mahasiswa dalam melakukan pembuktian matematis tidak sama bergantung dari kategori kognitifnya. Salah satu metode pembuktian matematika adalah induksi matematika yang memerlukan pemahaman konsep secara sistematis. Tujuan penelitian adalah untuk mengetahui kemampuan pembuktian matematis mahasiswa yang memiliki kategori kognitif tinggi dan rendah menggunakan induksi matematika. Subjek penelitian ini adalah empat orang mahasiswa tingkat tiga Program Studi Pendidikan Matematika dengan klasifikasi dua orang mahasiswa memiliki kemampuan kognitif tinggi dan dua mahasiswa berkemampuan rendah. Instrumen penelitian yang digunakan adalah lembar tes materi induksi matematika dan pedoman wawancara. Penelitian ini merupakan penelitian deskriptif yang mendeskripsikan kemampuan pembuktian matematis mahasiswa dalam menyelesaikan soal terkait induksi matematika disesuaikan dengan kemampuan kognitif tinggi dan rendah. Hasil penelitian menunjukkan bahwa mahasiswa dengan kategori kognitif tinggi mampu menyelesaikan setiap langkah pembuktian secara benar namun belum sistematis, sedangkan yang berkemampuan kognitif rendah tidak memahami alur pembuktian pada langkah induksi, kekeliruan memahami sifat distributif, dan ketidakteraturan menghubungkan setiap langkah pembuktian. Melalui artikel ini, peneliti berharap dapat menganalisis perlakuan yang tepat pada mahasiswa saat mengajar berbagai materi matematika yang menggunakan prasyarat induksi matematika. Kata kunci: pembuktian matematis, induksi matematika, kemampuan kognitif. ABSTRACT The students’ ability to perform mathematical proof is different depending on their cognitive category. One of mathematical proofing is mathematical induction which requires concepts understanding systematically. The purpose of this research is to know the ability of mathematical proof using mathematical induction of high and low cognitive category students. The subjects of this study are four third graders of Mathematics Education Study Program. Two students have high cognitive ability and the others have low cognitive ability. The mathematical induction material test sheet and interview guideline are used as research instruments. This is a descriptive research which describes the mathematical proof ability of students in solving problems related to mathematical induction adjusted with high and low cognitive ability. The results show that students with high cognitive category are able to complete each step of proof correctly but not systematically. At the same time, the students with low cognitive ability are not understand the proof steps at the induction step, the misunderstood the distributive property, and the irregularity connect the proof steps. The researcher expects to analyze the appropriate treatment to the students while teaching mathematical materials using mathematical induction prerequisites. Keywords: mathematical proof, mathematical induction, cognitive ability.
Sparkol Videoscribe: Interesting Learning Video Media for Thematic Learning of Kalijaga Permai Elementary School Teachers Siska Firmasari; Tarmidzi Tarmidzi; Mudopar Mudopar; Nurul Ikhsan Karimah
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 2 (2022): November 2022
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/engagement.v6i2.504

Abstract

Sparkol Videoscribe is a software for creating exciting learning videos by inserting images and sound, as one of the media uses technology. The lack of teacher knowledge in making technology-based learning media requires solutions, especially online learning modes that require teacher creativity in delivering subject matter. For this reason, the implementation of a workshop in the form of training and mentoring in the use of Sparkol Videoscribe software to make thematic learning videos. The activity results showed that the teachers enthusiastically accepted all the activities so that they could produce various thematic learning videos. The learning videos are made by themselves according to the creativity of the teachers. The quality and quantity of learning videos made from the training and mentoring activities are very encouraging. The teachers' enthusiasm for learning from the results of the post-activity evaluation shows indicators of success and a positive response from the training participants of 97.86%.
Relationship between Literacy and Numeracy for Junior High School Students Yusida Gloriani; Setiyani Setiyani; Siska Firmasari; Turini Erawati
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3096

Abstract

The objective of the study was to examine the reading literacy and numeracy skills of Grade VII Junior High School students. This study employs a quantitative descriptive approach. The participants of this study consisted of 35 pupils. Explore methodologies for gathering research data through the utilisation of tests. The research instrument employed was a standardised assessment sheet designed to measure proficiency in reading literacy and numeracy skills. Both the reading literacy exam and the numeracy ability test encompass three cognitive levels. The employed data analysis technique involves calculating the mean value, conducting a regression test, and determining the coefficient of determination. The study findings indicate that the mean reading proficiency surpasses numeracy, however both remain suboptimal. These figures are demonstrated by the mean score of 60.46 on the reading exam and 33.71 on the numeracy test. There is a favourable association between literacy and numeracy ability, which is somewhat interpreted. The proficiency in reading and writing has a significant impact on one's capacity to perform mathematical calculations, accounting for a substantial proportion of 16.8%. The remaining portion is influenced by several other elements. The findings of this study suggest that teachers should incorporate AKM questions into their teaching practices to help students develop a habit of reading and comprehending questions. It is anticipated that this approach will lead to a substantial improvement in students' literacy and numeracy scores.
Enhancing Elementary Students’ Mathematical Problem-Solving Skills Through Mindfulness-Based Emotional Coaching and Living Values Education (LVE) Assyifa Indar Apriana; Meli Baedahsari; Mutiara Kharisma; Dina Pratiwi Dwi Santi; Siska Firmasari
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7701

Abstract

Mathematical problem-solving skills among elementary school students in Indonesia remain below expected standards according to international and national assessments. Limited emotional regulation and insufficient internalization of positive values are identified as contributing factors. Integrating social-emotional approaches into mathematics learning is therefore essential. This study examined the effectiveness of an emotional coaching program integrating mindfulness practices and Living Values Education (LVE) in enhancing students’ mathematical problem-solving abilities. A mixed-methods approach with a sequential explanatory design was employed. The quantitative phase involved a pretest–posttest design with 25 fourth-grade students selected through purposive sampling at an elementary school in Cirebon, Indonesia. Students’ mathematical problem-solving skills were measured using a structured test and analyzed using a paired sample t-test. The qualitative phase consisted of semi-structured interviews analyzed thematically to explore students’ emotional regulation, learning focus, and problem-solving strategies. The results showed a statistically significant improvement in students’ mathematical problem-solving performance following the intervention. Qualitative findings indicated enhanced emotional regulation, increased concentration, and the use of more reflective problem-solving strategies. Mindfulness practices contributed to students’ self-awareness and emotional calmness, while Living Values Education fostered responsibility, patience, and cooperation in learning. The findings indicate that emotional coaching grounded in mindfulness and Living Values Education effectively supports both cognitive and emotional development, offering a holistic approach to improving elementary students’ mathematical problem-solving skills.
Co-Authors Assyifa Indar Apriana Aulia Nadifa Cita Dwi Rosita Dadang Juandi Dede Fathonah Dina Pratiwi Dwi Santi Erawati, Turini Hapsari, Trusti Herri Sulaiman Irmawati Liliana Kusuma Dewi Jajo Firman Raharjo Jimat Susilo Meli Baedahsari Mohammad Fatchurrohman Muchamad Subali Noto Mudopar, Mudopar Mutiara Kharisma Nurul Ikhsan Karimah Pujiatna, Tri Rizki Desiana Suandi Setiyani Sri Asnawati Sri Asnawati Sri Wahyuni Surya Amami Pramuditya Tarmidzi Tatang Herman, Tatang Tri Nopriana Yusida Gloriani