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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Education and Learning Mathematics Research (JELMaR) Jurnal Pengabdian Masyarakat IPTEKS Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Matematika dan Sains Jurnal Pijar MIPA MATHEdunesa Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Ika Kurniasari
Departement Of Mathematics, Universitas Negeri Surabaya
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Numerasi Siswa SMP dalam Menyelesaikan Soal AKM Ditinjau Berdasarkan Kemampuan Matematika Intan Dewi Fajarsari; Ika Kurniasari
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p694-706

Abstract

Numeracy is needed as a focus of learning starting from the basic education level. Mastery of numeracy is needed so that students can understand and solve problems in life. This research aims to describe junior high school students' numeracy in solving AKM questions based on high, medium and low mathematical abilities. This research is descriptive in nature with a qualitative approach. The research subjects consisted of one subject each with high, medium and low mathematical abilities. Data collection techniques include mathematics ability tests, numeracy tests, and interviews. Data analysis techniques include data condensation, data presentation, and drawing conclusions. The research results show that students with high mathematical abilities can identify, access, and develop mathematical strategies appropriately, use notation and calculations correctly, and interpret, evaluate, and communicate results appropriately. Students with moderate mathematical abilities identify and access less information but are less detailed, strategize and model less accurately in notation and calculations, and conclude and communicate results well, but are less precise in evaluating. Students with low mathematical abilities are less detailed in identifying and explaining information, use trial and error strategies incorrectly, have misconceptions in calculations, and have difficulty interpreting, evaluating and communicating results.
Pengembangan E-Modul Pembelajaran Matematika SMP Materi Kekongruenan dan Kesebangunan Bermuatan Etnomatematika Tasya Puspita Noerisahak; Ika Kurniasari
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p940-958

Abstract

One of the materials of geometry that is difficult for students to understand is coherence and coherence, that is, the lack of examples that occur in real life in a cultural sphere called ethnomathematics. Efforts to overcome the difficulties of learners in the material one of which is the use of the concept of E-modules that can be an alternative in the teaching and learning process. This research aims to describe the development process of the E-Module learning media on the topics of congruence and similarity in terms of validity, practicality, and effectiveness. This study employs the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis stage, performance, students, curriculum, and media were analyzed. The Design stage involved the preparation of materials, creation of instruments (interview guidelines, media validation sheets, material validation sheets, student response questionnaires, pretest and posttest questions), and the creation of flowcharts and storyboards. The Development stage included the development of an Android-based E-Module, validation by media and material experts, media revisions, and limited trials. During the Implementation stage, the E-Module was implemented with ninth-grade students at SMP Negeri 2 Sukodono. The Evaluation stage involved analyzing the results of the conducted research. The learning media was deemed highly valid by media experts with a validation score of 60.2% in the first stage, which was subsequently revised to achieve a score of 80.8% with a highly valid criterion in the second stage. Material experts rated the media with a score of 86.8%, also within the highly valid criterion. Additionally, the validity of the pretest and posttest questions received a score of 85.7%, meeting the highly valid criterion. The learning media was considered practical with a student response questionnaire score of 83.5%, categorized as very practical. The learning media was also deemed effective, with a significant difference between the students' scores before and after using the E-Module, further evidenced by an average N-Gain score of 0.88, which falls under the high criterion.
Numerasi Siswa SMP dalam Menyelesaikan Soal Setara Asesmen Kompetensi Minimum (AKM) Ditinjau dari Self-Efficacy Nur Sa'adah Asih; Ika Kurniasari
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p347-363

Abstract

Numeracy plays an important role in developing problem-solving and decision-making skills in various life situations. However, the 2022 national AKM report shows that Indonesian students' numeracy achievement remains relatively low, particularly at the junior high school level. Numeracy can be influenced by psychological aspects, including self-efficacy. This study is descriptive qualitative research that aims to describe junior high school students’ numeracy in solving AKM-like problems based on their level of self-efficacy. The subjects were two eighth-grade students with high mathematical ability: one with high self-efficacy and one with low self-efficacy. The instruments used included a TKA sheet, self-efficacy questionnaire, numeracy test sheet, and interview guidelines. The data from numeracy tests and interviews were analyzed based on three numeracy indicators using the three stages of qualitative data analysis: data reduction, data presentation, and conclusion drawing. The results of the study show that both the high and low self-efficacy subjects met two numeracy indicators: using various types of numbers or mathematical symbols to solve real-life problems and analyzing information presented in different forms (graphs, tables, diagrams, charts, or others). However, unlike the high self-efficacy subject, the low self-efficacy subject did not meet the indicator of interpreting the results of the analysis to predict and make decisions. In solving problems, the student with high self-efficacy tended to be more persistent and did not give up easily, thus successfully finding solutions. In contrast, the low self-efficacy student was more likely to give up when facing difficulties, resulting in failure to solve the problems.
Pemecahan Masalah Matematis Siswa SMP dalam Menyelesaikan Ill-Structured Problem Ditinjau dari Math Anxiety Putri Dwi Juniyanti; Ika Kurniasari
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p670-683

Abstract

Mathematical problem solving is an important competency that students must possess to solve mathematical problems, especially ill-structured problems. However, emotional factors such as math anxiety can influence students’ problem solving processes. This study aims to describe the process of solving mathematical problems by junior high school students in solving ill-structured problems in terms of math anxiety. The study uses a qualitative approach with a descriptive research type. The subjects were eighth-grade junior high school students who had high and low math anxiety. Data were obtained from mathematics quiz, math anxiety questionnaire, ill-structured problem solving test, and interviews. The results showed that in the problem understanding stage, junior high school students with high math anxiety identified only partial information in the problem and did not plan their strategies in detail, consequently, during the strategy execution stage, they encountered obstacles and performed rechecks without basing them on the results of their solutions. Conversely, junior high school students with low math anxiety were able to identify information comprehensively, then relate it to prior knowledge and explain their solution strategy plans in detail so that they could carry out the steps according to plan, as well as review the solution steps in accordance with the context of the problem.
Kemampuan Pemecahan Masalah Matematika Ditinjau dari Tingkat Kecemasan Matematika (Math Anxiety) Adhienda Maulidyah Rachmah; Ika Kurniasari
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.p193-205

Abstract

Math problem solving ability is the achievement of a person to carry out a series of processes in solving math problems, namely understanding the problem, developing a solution plan, implementing a solution plan, and checking back. This research is descriptive qualitative research that aims to describe the math problem solving ability of junior high school students in terms of the level of math anxiety. The research subjects consisted of one learner per high, medium, and low math anxiety level. The data collection techniques used were questionnaires, tests and interviews. Data were anaplan anded on the stages of problem solving: understand the problem, devising a plan, carrying out the plan and looking back. The results of the study showed differences in students' mathematical problem-solving abilities based on their level of mathematical anxiety. Students with high mathematical anxiety used inappropriate strategies and produced incorrect answers and were not confident in checking. Students with moderate mathematical anxiety used strategy manuals and produced correct answers but were less precise in the application concept and were not confident in checking. Students with low mathematical anxiety used appropriate strategies, applied concepts correctly, performed calculations correctly, and were confident in checking.
Co-Authors Abdul Haris Rosyidi Adhienda Maulidyah Rachmah AFFIATI OKTAVIARINA Ahmad Wachidul Kohar Amalia Chamidah Anggi Atika Sari Endah Budi Rahaju Ilmus Samawati Intan Dewi Fajarsari Linda Kartikasari Lydia Lia Prayitno Maulana, Dimas Avian Moch. Alfian Nur Fadhila Nanda Mellenia Amin Putri Nur Sa'adah Asih Putri Dwi Juniyanti Ratna Sukmaningrum Siti Khabibah Sri Handayani Tasya Puspita Noerisahak