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All Journal Math Didactic: Jurnal Pendidikan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran MATHEdunesa
Janet Trineke Manoy
Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : mathedunesa

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PROSES BERPIKIR SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA BERDASAR LANGKAH POLYA DITINJAU DARI ADVERSITY QUOTIENT Hardina Fitri Amalia; Janet Trineke Manoy
MATHEdunesa Vol 10 No 3 (2021): Jurnal Mathedunesa Volume 10 Nomor 3 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (488.341 KB) | DOI: 10.26740/mathedunesa.v10n3.p507-513

Abstract

Abstrak Penelitian bertujuan mendeskripsikan proses berpikir siswa Adversity Quotient (AQ) tipe climber, camper, dan quitter dalam menyelesaikan masalah matematika berdasarkan langkah Polya. Penelitian merupakan penelitian deskriptif kualitatif dilakukan di kelas VIII SMP Semester Gasal Tahun Pelajaran 2019/2020, dengan tiga subjek penelitian yaitu subjek climber, camper, dan quitter yang diperoleh dari analisis hasil angket Adversity Response Profile (ARP). Peneliti sebagai instrumen utama dengan instrumen pendukung berupa angket ARP, Tes Pemecahan Masalah (TPM) serta Pedoman Wawancara (PW). Data penelitian diperoleh dari hasil TPM dan wawancara yang dianalisis menggunakan indikator proses berpikir siswa berdasarkan langkah Polya. Hasil penelitian menunjukkan bahwa proses berpikir subjek climber, camper, dan qutter berbeda, yaitu sebagai berikut: (1) Proses berpikir subjek climber melakukan seluruh indikator proses berpikir dalam setiap langkah penyelesaian Polya dengan hasil penyelesaian yang tepat serta memiliki ide penyelesaian lain dalam menyelesaian masalah matematika yang diberikan; (2) Proses berpikir subjek camper melakukan seluruh indikator proses berpikir dalam penyelesaian masalah matematika berdasarkan langkah Polya dengan hasil penyelesaian tidak tepat; (3) Proses berpikir subjek quitter melakukan beberapa indikator proses berpikir penyelesaian masalah matematika berdasar langkah Polya dan mendapatkan hasil penyelesaian yang tidak tepat. Ketiga subjek, baik climber, camper, maupun quitter telah menunjukkan bahwa proses berpikir siswa dalam menyelesaikan masalah matematika dipengaruhi oleh tingkatan AQ yang dimiliki. Kata Kunci: Proses Berpikir, Masalah Matematika, Langkah Polya, Adversity Quotient Abstract The research aims to describe the thinking process of students Adversity Quotient (AQ) types of climber, camper, and quitter in solving mathematical problems based on the steps of Polya. This research is a qualitative descriptive research conducted in class VIII Junior High School Odd Semester 2019/2020 Academics year on material patterns, with three research subjects that each one subject of climber, camper, and quitter obtained from the analysis of Adversity Response Profile (ARP) poll results. Researchers as the main instrument in research and supporting instruments are poll ARP, troubleshooting Test (TPM) and interview guidelines (PW). Research Data is obtained from TPM results and analysed interviews using student thought process indicators based on Polya's steps. The results showed that the thinking processes of the climber, camper, and qutter subjects were different, as follows: (1) The process of thinking climber subject performs all indicators of the thinking process is to receiving information, processing information, storing information, and re-calling the information in each Polya's completion steps with the right solution and having other solutions idea in complaint the mathematical problems given; (2) The process of thinking camper subject performs all indicators of the thinking process in solving mathematical problems based on the Polya steps with improper settlement result; (3) The process of thinking quitter subject performs several indicators of the thinking process in solving mathematical problems based on Polya’s steps and obtaining an improper settlement result. All of the subjects, whether climbers, campers, or quitters, have shown that the thinking processes of students in solving mathematical problems are influenced by their AQ level. Keywords: Thinking Process, Math Problems, Polya steps, Adversity Quotient
JUNIOR HIGH SCHOOL STUDENTS’ CREATIVITY IN SOLVING HOTS QUESTIONS BASED ON LEARNING CONCENTRATION Astridtia Putri Junita Sari; Janet Trineke Manoy
MATHEdunesa Vol 11 No 1 (2022): Jurnal Mathedunesa Volume 11 Nomor 1 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (985.461 KB) | DOI: 10.26740/mathedunesa.v11n1.p155-168

Abstract

Creativity is a product of someone's creative thinking. HOTS questions are questions that are used to measure students' higher order thinking skills. Learning concentration is a process of focusing the mind on learning to the exclusion of other things outside of learning. This study aims to analyze the creativity of junior high school students in solving mathematics HOTS questions based on learning concentration. This type of research includes qualitative descriptive research, with 6 research subjects as representatives of the very high, high, and moderate learning concentration groups. The instruments used in this study were a learning concentration questionnaire, mathematics HOTS questions, and interview guidelines. The data from the learning concentration questionnaire were analyzed using a Likert Scale, the data from the creative thinking ability test were analyzed based on the components of creative thinking. The data from the test and interviews were analyzed using the method of Miles, Huberman, and Sadana. The results showed that students with very high levels of learning concentration were classified as very creative, not all students with high levels of learning concentration could achieve the components of fluency and flexibility. Meanwhile, students with moderate levels of learning concentration were classified as less creative.
Kemampuan Representasi Matematis Siswa dalam Menyelesaikan Soal Open-Ended Ditinjau dari Self-Concept Putri Hidayah Yonicha Sari; Janet Trineke Manoy
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (608.87 KB) | DOI: 10.26740/mathedunesa.v11n3.p826-836

Abstract

Penelitian ini merupakan analisis deskriptif kualitatif yang bertujuan untuk menguraikan kemampuan representasi matematis siswa dalam menyelesaikan soal open-ended ditinjau dari self-concept siswa. Tiga siswa kelas XI sebagai subjek pada penelitian dipilih dengan metode pemilihan subjek secara purposive sampling. Tes self-concept berbentuk kuesioner, tes kemampuan representasi matematis berupa soal open-ended, serta pedoman wawancara digunakan sebagai instrumen pada penelitian ini. Subjek dipilih pada awal penelitian menggunakan tes self-concept, berikutnya subjek diberikan tes soal open-ended dan selanjutnya dilakukan wawancara. Perolehan data dianalisis melalui metode analisis data dengan langkah pengumpulan informasi, penyajian informasi, serta pengambilan kesimpulan dan verifikasi. Hasil analisis memperlihatkan bahwa subjek dengan kategori self-concept tinggi, yang memiliki pandangan sangat positif terhadap kemampuan yang dimilikinya, mampu memunculkan tiga bentuk representasi pada langkah menyusun rencana penyelesaian yaitu representasi visual, representasi simbolik, dan representasi verbal ketika diberikan soal berbentuk open-ended. Kemudian subjek dengan kategori self-concept sedang yang memiliki pandangan cukup positif terhadap kemampuan yang dimilikinya, mampu memunculkan dua bentuk representasi pada langkah menyusun rencana penyelesaian yaitu representasi visual dan representasi simbolik serta pada langkah melaksanakan rencana penyelesaian yaitu representasi simbolik dan representasi verbal ketika diberikan soal berbentuk open-ended. Sedangkan subjek dengan kategori self-concept rendah yang memiliki pandangan negatif terhadap kemampuan yang dimilikinya, mampu menunjukkan dua bentuk representasi pada langkah menyusun rencana penyelesaian yaitu representasi visual dan representasi simbolik ketika diberikan soal berbentuk open-ended.
Kreativitas Siswa SMA dalam Menyelesaikan Soal HOTS Materi Fungsi Komposisi Ditinjau dari Kemampuan Matematika Eka Radianti Istiqomah; Janet Trineke Manoy
MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n3.p997-1013

Abstract

ABSTRAK Manusia dalam melakukan kegiatan sehari–hari pasti tidak lepas dari aktivitas berpikir. Salah satu aktivitas berpikir adalah berpikir kreatif. Kreativitas merupakan suatu kapasitas dari seseorang ketika melakukan suatu aktivitas mental dalam pengelolaan informasi yang digunakan untuk pemecahan masalah dengan menghasilkan suatu solusi yang berbeda dan juga baru serta memenuhi indikator kefasihan, fleksibilitas, dan kebaruan. Mata pelajaran yang melatih siswa untuk berpikir kreatif salah satunya adalah mata pelajaran matematika. Jenis soal yang terdapat dalam mata pelajaran matematika salah satunya adalah soal HOTS. Dalam penelitian ini, kemampuan matematika dikelompokkan menjadi dua yaitu kemampuan matematika tinggi dan kemampuan matematika sedang. Tujuan penelitian ini yaitu untuk mendeskripsikan kreativitas siswa SMA dalam menyelesaikan soal HOTS materi fungsi komposisi ditinjau dari kemampuan matematika.Penelitian ini merupakan penelitian deskriptif kualitatif. Adapun subjek dalam penelitian ini diambil dari SMA Negeri 1 Pacitan kelas XI MIPA 7. Teknik pengumpulan data dilakukan dengan pemberian tes kemampuan matematika, tes soal HOTS, dan metode wawancara. Analisis data menggunakan indikator berpikir kreatif yaitu kefasihan, fleksibilitas, dan kebaruan.Hasil penelitian ini menunjukkan bahwa siswa dengan kemampuan matematika tinggi memiliki kreativitas yang berbeda-beda. Terdapat tiga siswa kurang kreatif, satu siswa kreatif, dan satu siswa sangat kreatif. Siswa dengan kemampuan matematika sedang memiliki kreativitas yang berbeda-beda pula. Terdapat satu siswa tidak kreatif, 2 siswa yang kurang kreatif, dan 2 siswa yang kreatif. Kata kunci: kreativitas, tingkat kemampuan berpikir kreatif, HOTS, kemampuan matematika.
Pengembangan Media Pembelajaran MONOPEKS (Monopoli Eksponen) pada Materi Eksponen Kelas X SMA Ragilita Rohmani; Janet Trineke Manoy
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p1-9

Abstract

This research aims to describe the process of developing MONOPEKS learning media on exponential material for class X SMA and the results of its development in terms of valid, practical and effective criteria. This research refers to the ADDIE development model which consists of 5 stages, namely the analysis stage focuses on defining instructional problems, learning goals and objectives, the design stage of the initial preparation of media designs and determining assessment instruments, the development stage of the process of making media and validating media, materials and pre-test and post-test by two validators, the implementation stage was tested on 18 class X students of SMA Negeri 1 Puri in Mojokerto, and the evaluation stage was based on research results, the learning media developed met valid criteria based on the results of the overall percentage validation by media experts 84 .4% and 82.5% material from the range of 0% - 100%, so that this media is included in the valid category. This learning media is said to be practical based on the results of filling in the student response questionnaire showing that the average overall score obtained is 93.56% from the range 0% - 100%, so that this media is included in the positive category. This learning media also meets the criteria for effectiveness based on the pre-test and post-test values which are analyzed using the N-gain formula and the results show an average overall score of 0.8096 with effective criteria.
Pengembangan Media Pembelajaran X-Pirate Berbasis ICT Pada Materi Persamaan Linear Satu Variabel Niken Ayu Paras Sari; Janet Trineke Manoy
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p37-56

Abstract

This research aims to develop and test the feasibility of ICT-based X-Pirate learning media on Single Variable Linear Equations (SVLE) material to increase students' interest, motivation, and learning outcomes. The development used the ADDIE model with 29 eighth-grade students as subjects. The validation results showed that the X-Pirate media was highly valid, with a score of 98% from media experts and 90% from subject matter experts. The media was also considered highly practical, as evidenced by the 86.75% implementation rate, 80% teacher response rate, and 85% student response rate. The effectiveness of the media was demonstrated through improved learning outcomes with an N-Gain score of 0.46 in the moderate category. Overall, X-Pirate was declared valid, practical, and effective as ICT-based learning media for PLSV material.
Pengembangan Game Edukasi Snake Maze Berbasis Android sebagai Inovasi Pembelajaran pada Materi Aljabar Rizka Yolanda Putri Hariyanti; Janet Trineke Manoy
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p206-222

Abstract

The rapid and significant development of technology has brought about changes in the world of education. One example of technology that is currently developing is the Android-based smartphone. Advanced features such as the Internet of Things (IoT) and Artificial Intelligence (AI) have made smartphones multifunctional tools used by people of all ages, such as students who use them in their daily lives to play games or as a source of information in the learning process. There is an educational innovation that leverages technological advancements: Android-based educational game media for mathematics learning. This study aims to describe the development process of an educational game media titled “Snake Maze” as an educational innovation for algebra content and to describe the development process's outcomes evaluated based on validity, practicality, and effectiveness criteria. This study uses the ADDIE development model, which consists of five stages: Analyze, Design, Develop, Implement, and Evaluate. In the analysis stage, needs analysis, curriculum analysis, and technology analysis were conducted. The design stage includes preparing educational game content, creating storyboards, developing teaching modules, designing pre-tests and post-tests, and research instruments. During the development stage, the educational game was created using Scratch and validated by media experts and subject matter experts. The implementation stage involved Class VII-A of MTs Raden Fatah Driyorejo. Finally, the evaluation stage was conducted to assess the educational game based on validity, practicality, and effectiveness. The results showed that the educational game met the validity criteria set by media experts and was highly valid according to subject matter experts. It also met the practicality criteria based on user response surveys and observation sheets, and achieved effectiveness criteria based on N-Gain scores from pre-test and post-test results. The educational game “Snake Maze” can be utilized as an innovative learning tool for algebra content.
Berpikir Reflektif Siswa dalam Menyelesaikan Masalah Geometri Ditinjau dari Gaya Kognitif Verbalizer-Visualizer 'Adiilah Qurratul 'Aini; Susanah Susanah; Janet Trineke Manoy
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p38-56

Abstract

Reflective thinking is plays an important role in the process of understanding, analyzing, evaluating, and improving problem-solving strategies. Meanwhile, the verbalizer-visualizer cognitive style influences the way students receive and process information, thus potentially forming differences in reflective thinking patterns when solving geometry problems. The purpose of this study is to describe students' reflective thinking in solving geometry problems in terms of verbalizer and visualizer cognitive styles. This study is a descriptive study using a qualitative approach. The subjects consisted of two ninth-grade junior high school students who have verbalizer and visualizer cognitive styles. The research data were obtained through geometry problem-solving tests and task-based interviews. The data obtained were analyzed by condensing the data, presenting the data, and drawing conclusions. The results of the study show that: (a) students with a verbalizer cognitive style in suggestion, students explain their initial idea using key words in the text; in intellectualization, they look for the meaning of confusing words by rereading the problem; in guiding ideas, they use their initial idea to write down the dimensions of geometric shapes sequentially; in reasoning, they explain the solution steps using word descriptions; in testing hypotheses by action, they test their answers by comparing calculation results and explaining the conclusions they write. (b) students with a visualizer cognitive style in suggestion, explain their initial ideas through pictures and visualizations; in intellectualization, they look for the meaning of words by looking at pictures and redrawing them; in guiding ideas, they use their initial ideas to gather information through pictures; in reasoning, they explain their solution steps by connecting calculations with visualizations and correcting miscalculations. In hypothesis testing by action, students verify their answers by comparing their calculations and explaining their final conclusions based on the revised results. Thus, reflective thinking and the verbalizer-visualizer cognitive style are useful in learning to understand students' problem-solving processes.
Analisis Kemampuan Pemecahan Masalah Siswa Disabilitas PDD-NOS Berdasarkan Tahapan Polya dalam Menyelesaikan Soal Cerita Eksponen Putri Wahdania; Janet Trineke Manoy; Sugi Hartono
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p83-97

Abstract

Problems Solving mathematic is generally a challenge for students with disabilities. However, in some cases, students with disabilities show good abilities in certain areas such as mathematics, this condition is known as twice exceptional, where individuals have two characteristics at once, namely disability and outstanding intelligence potential in certain areas. This study aims to analyze the mathematic problem-solving abilities of a student with a disability type Pervasive Developmental Disorder-Not Other Specified (PDD-NOS) with very good arithmetic (counting) abilities. However, theoretically, people with autism experience language and social interaction barriers, so that arithmetic abilities do not guarantee that the student is able to solve mathematical problems in the form of story problems. The method used is a qualitative single case study description. The instruments used ware written tests of exponential story problems aligned with the phase D, Grade VIII mathematics curriculum under the Merdeka Curriculum, semi-structured interview guidelines, and documentation. The instruments used are written tests of exponential story problems, semi-structured interview guidelines, and documentation. The research subject was selected purposively, namely a PDD-NOS student in grade VIII of SMP Muhammadiyah 18 Surabaya. The results indicate that despite experiencing language and social interaction barriers, the subject was able to solve exponential story problems with several limitations. This is shown based on the analysis of the subject's answer results according to the Polya stage, where the subject is able to demonstrate the ability to identify information in story problems, plan strategies with logical reasoning, perform mental calculations quickly and accurately, and show confidence in the answer even though he is unable to paraphrase the question, does not carry out the calculation steps sequentially, and does not recheck the answer results.
Co-Authors 'Adiilah Qurratul 'Aini Abadi Agung Lukito Ambar Kusumaningsih Ari Widayanti Arik Triarso Astridtia Putri Junita Sari Dwi Juniati Eka Radianti Istiqomah Ely Aulia Haq Eny Sulistyowati Hardina Fitri Amalia Leny Yuanita LUCKY RACHMAWATI Nabyllah Agnielia Mulyadi Niken Ayu Paras Sari Putri Hidayah Yonicha Sari Putri Wahdania Ragilita Rohmani Rajib Syahrul Hamdi Rizka Yolanda Putri Hariyanti Sugi Hartono Susanah Vega Candra Dinata Wahyu Budi Sabtiawan Winda Firdiana