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All Journal Jurnal Karya Pendidikan Matematika Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan INSPIRAMATIKA Jurnal Mitra Pendidikan Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Pendekar : Jurnal Pendidikan Berkarakter Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Cendekia : Jurnal Pendidikan Matematika JUDIKA (JURNAL PENDIDIKAN UNSIKA) JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Edunesia : jurnal Ilmiah Pendidikan Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Euler : Jurnal Ilmiah Matematika, Sains dan Teknologi NurseLine Journal Eduma : Mathematics Education Learning and Teaching
Kriswandani, Kriswandani
Universitas Kristen Satya Wacana
Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Mathematical Reasoning Skills Through Board Game Media and the Adaptive Problem-Based Learning Model Kriswandani Kriswandani; Dani Kusuma
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6340

Abstract

Mathematical reasoning is often underemphasized in basic education due to students’ difficulties in understanding mathematics. This study aims to develop and evaluate the effectiveness of board game media integrated with the Adaptive Problem-Based Learning (APBL) model in enhancing students’ mathematical reasoning skills. A mixed-methods approach was employed using a sequential exploratory design, beginning with qualitative research followed by a quantitative phase. The study was conducted at SD Kristen Satya Wacana (UKSW Laboratory) Salatiga. The developed board game, APBL model, and instructional materials underwent expert validation, yielding very high feasibility ratings of 84%, 95%, and 90%, respectively. The board game was then tested with 30 students, and data were collected through pretests, posttests, and practicality assessments. The implementation results showed a significant improvement in students' mathematical reasoning skills. The average pretest score of 62 increased to 84 in the posttest, reflecting a 35.48% achievement gain. Additionally, teacher and student responses in the practicality test yielded a 92% practicality score, categorized as very high. The findings indicate that integrating board game media with the APBL model effectively enhances mathematical reasoning. The model provides an engaging and structured learning experience that supports higher-order thinking skills while maintaining a practical and enjoyable classroom environment. The study concludes that board game media with the APBL model is highly effective and practical for improving mathematical reasoning. It is recommended for broader application across different education levels and learning contexts to enhance mathematics instruction.
ANALISIS KETERAMPILAN METAKOGNITIF SISWA DALAM MENYELESAIKAN MASALAH SPLDV DITINJAU DARI GAYA KOGNITIF Kurniawan, Alfonsus Wilangkana; Kriswandani, Kriswandani
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 2 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i2.8195

Abstract

Penelitian ini bertujuan untuk mengkaji dan mendeskripsikan keterampilan metakognitif siswa kelas IX dalam menyelesaikan masalah SPLDV berdasarkan gaya kognitif FI (Field Independent) dan FD (Field Dependent). Penelitian ini menggunakan metode penelitian kualitatif. Subjek dalam penelitian ini adalah siswa kelas IX A SMP Negeri 6 Salatiga yang berjumlah 30 siswa. Teknik pengumpulan data yang digunakan adalah tes tertulis dan wawancara. Data penelitian ini dianalisis yang mencakup tiga tahap, yaitu mereduksi data, menyajikan data, dan penarikan kesimpulan. Hasil temuan ini menunjukan bahwa siswa Field Independent dapat melalui seluruh tahapan Keterampilan Metakognitif, seperti siswa mampu mengidentifikasi informasi; merencanakan langkah penyelesaian; menerapkan strategi yang tepat; menyadari kesalahan dan meninjau proses pengerjaan; menarik kesimpulan secara mandiri. Sedangkan siswa Field Dependent belum dapat melalui tahapan Keterampilan Metakognitif secara menyeluruh, seperti siswa mampu menyajikan informasi soal; namun kesulitan menjelaskan rencana secara runtut; dapat menerapkan strategi; mampu memantau kesalahan dalam pengerjaan; memerlukan penguatan dari eksternal; kesulitan dalam membuktikan kebenaran jawaban; menarik kesimpulan tanpa meninjau kebenaran jawaban. Secara umum, individu dengan gaya kognitif FI dalam menyelesaikan masalah memiliki kemampuan memahami informasi secara akurat dan mengembangkan pemikiran secara mandiri dalam penyelesaiannya. Sebaliknya individu dengan gaya kognitif FD cenderung mengalami kesulitan dan memerlukan bimbingan dari pihak eksternal dalam menyelesaikan masalah.
PENGEMBANGAN MEDIA PEMBELAJARAN MONOMATH UNTUK KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SMA KELAS XI Pitaloka, Maharani Diah; Kriswandani, Kriswandani
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 12, No 1 (2026)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v12i1.8856

Abstract

Penelitian ini bertujuan mengembangkan media pembelajaran Monomath berbasis permainan monopoli untuk meningkatkan kemampuan pemahaman konsep matematika siswa. Penelitian menggunakan model pengembangan ADDIE melalui lima tahapan: analisis, desain, pengembangan, implementasi, dan evaluasi. Media dikembangkan berdasarkan materi fungsi komposisi dan invers, matriks, serta lingkaran. Validasi dilakukan oleh ahli materi dan media, dan uji coba dilakukan pada siswa kelas XI di SMA Negeri 1 Pabelan. Hasil validasi menunjukkan media sangat valid dengan skor 86,20% (media) dan 97,14% (materi). Uji kepraktisan menunjukkan respon positif sebesar 91,8%, dan uji efektivitas menggunakan uji Mann-Whitney menghasilkan signifikansi 0.000 0.05, menandakan adanya pengaruh signifikan terhadap kemampuan pemahaman konsep siswa. Media Monomath terbukti valid, praktis, dan efektif dalam pembelajaran matematika secara interaktif dan menyenangkan
BEYOND NUTRITION: INTEGRATING EDUCATIONAL PSYCHOLOGY, INCLUSIVE EDUCATION, AND NURSING PERSPECTIVES ON FEEDING CHALLENGES IN CHILDREN WITH AUTISM Wijayaningsih, Lanny; Widiastuti, Ajeng A; Kriswandani; Indarini, Endang; Eryani, Salwa A
NurseLine Journal Vol. 11 No. 1 (2026): May 2026
Publisher : Program Studi Ilmu Keperawatan Universitas Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/nlj.v11i1.60022

Abstract

ABSTRACT Background: Feeding difficulties are among the most prevalent challenges experienced by children with autism spectrum disorder (ASD), often manifesting in sensory sensitivities, food selectivity, rapid eating, and emotional reactivity during mealtimes. While previous studies have predominantly emphasized clinical and therapeutic approaches, the intersection of feeding behaviors with educational and nursing perspectives remains underexplored. Objectives: This study aimed to explore the patterns of feeding difficulties in children with autism and to examine their implications for educational and nursing practices. Methods: A qualitative descriptive design was employed, involving seven parents of children with autism. Data were collected through structured questionnaires and in-depth interviews, enabling the integration of observable feeding behaviors with parental experiences. Results: The findings revealed that sensory sensitivity and selective eating were the most dominant challenges, leading to restricted food repertoires and nutritional risks. Rapid eating behaviors raised concerns for digestion, nutrient absorption, and choking hazards. Emotional responses to food varied across children, ranging from minimal distress to significant tantrums, underscoring the heterogeneous nature of feeding difficulties. These challenges intersect with self-regulation, executive functioning, and socio-emotional adjustment, thereby influencing children’s readiness to learn and classroom participation. Conclusion: Feeding difficulties in children with autism are multidimensional, affecting nutritional health, learning readiness, and socio-emotional development. The study highlights the need to integrate educational psychology, inclusive education, and nursing perspectives in addressing feeding-related challenges. School nurses play a pivotal role in early detection, health education, and interdisciplinary collaboration with teachers and parents to create inclusive and supportive mealtime routines, ultimately improving both educational outcomes and quality of life for children with autism. Keywords: Autism Spectrum Disorder; Feeding Difficulties; Inclusive Education; School Nursing; Educational Psychology
Enhancing Quadratic Function Learning Outcomes with TGT Cooperative Learning, Desmos, and Quizwhizzer Khoirida Hardini Kurniani; Kriswandani Kriswandani; Anna Royyana Nikmah
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.14241

Abstract

This collaborative action research, CAR, aimed to improve the learning outcomes within the material of quadratic function with TGT typed cooperative method, assisted by desmos and quizwhizzer for X-9 graders of SMA N 3 Salatiga. The subjects were the X-9 graders, consisting of 34 participants, 14 males and 20 females. The research lasted from precycle, cycle I, and cycle II. Each cycle consisted of four stages: planning, applying, observing, and reflecting. The data collecting techniques were learning outcome test, observation, and documentation. The applied research instruments were observation sheet for the learning process and questions for each end of cycle. The researchers analyzed the data with descriptive statistics and qualitative description. The results showed the applied model with desmos and quizwhizzer assistances could improve the learning outcomes. The obtained mean scores increased, starting from the pre-cycle with 68.8, cycle II with 75.3, and cycle II with 82.6. The classical achievement was 80%. The achievement increased from the precycle with 47.1%, cycle I with 70.6%, and cycle II with 85.3%.
Co-Authors Ainiah, Fitrotul Ajeng Ayu Widiastuti Anna Royyana Nikmah Anna Royyanna Nikmah Antika Muning Dewi Cahyati Ayu, Galuh Azzahroh, Fita Fatimah Bella Binta Briliantyas Christiana Kartika Dian Damayanti, Ira Ika Dani Kusuma Desti Anisa Zoraida Deswita, Yenny Elisabeth Lanny Wijayaningsih Erika Dwi Anggraeni Erlina Prihatnani Eryani, Salwa A Febrianti, Dina Gracia, Gracia Indarini, Endang Khoirida Hardini Kurniani Kurniani, Khoirida Hardini Kurniawan, Alfonsus Wilangkana Muhammad Al Falah Kurniawan Nahar, Kamelia Nikmah, Anna Royyan Nikmah, Anna Royyana Nikmah, Anna Royyana Novisita Ratu Nur Laelatunnajah Pitaloka, Maharani Diah Robithoh, Siti Saputra, Albert Deo Sari, Rusnia Tri Prastika Siti Robithoh Titon Agung Saputro Tri Nova Hasti Yunianta Trimahesti Trimahesti Viola Vesa Novena Yenny Deswita