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Raden Rosnawati

Universitas Negeri Yogyakarta

Author-ID : 353421

Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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APLIKASI MATRIKS HANKEL PADA PERHITUNGAN RESULTAN DUA POLINOMIAL Rosnawati, Mrs R.
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 3, No 1 (2002): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v3i1.381

Let F be a field, f and g in F[x], with degre f is n and degre g is m. Computing resultant two polynomials with Hankel matrics give a size of matrics less than Sylvester method, that is maximum n or m.Keyword : resultan, Hankel matrics, Sylvester method

Optimizing Jigsaw Type of Cooperative Learning Model to Improve Students' Mathematical Self-Confidence Guntur, Muhamad Ikhsan Sahal; Anggraini, Seftika; Rosnawati, Raden
Mandalika Mathematics and Educations Journal Vol 2 No 2 (2020): Edisi Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v2i2.1773

This research is motivated by the low self-confidence of students in the learning process at SMAN 1 Ngemplak where the students who were respondents were 35 students consisting of 22 female students and 13 male. The solution given is using a cooperative learning model with jigsaw type. Based on the evaluation of cycle I obtained an average value of 61.71 with a percentage of mastery learning 57%. The highest score obtained by students is 80 and the lowest score is 40. Whereas for giving a confidence questionnaire in pre-cycle is 66.63 ÃÂ in the medium category and after cycle I it increases to 80.17 but still in the medium category. The results obtained in the first cycle are still quite good or have not been fulfilled. Based on the results of the second cycle evaluation, the average is obtained 75.57 and 89% completeness learning increased from 57% previously. In addition, an increase in student confidence was also seen from the comparison of the results of the assessment questionnaire in pre-cycle, cycle I and cycle II, which initially 66.63 became 80.17 and ended 86.80.ÃÂ Abstrak Penelitian ini dilatar belakangi oleh rendahnya kepercayaan diri siswa dalam proses pembelajaran di SMAN 1 Ngemplak dimana siswa yang menjadi responden adalah 35 siswa yang terdiri dari 22 siswa perempuan dan 13 laki-laki. Solusi yang diberikan adalah menggunakan model pembelajaran cooperative learning tipe jigsaw. Berdasarkan evaluasi siklus I diperoleh nilai rata-rata 61,71 dengan persentase ketuntasan belajar 57%. Skor tertinggi yang diperoleh siswa adalah 80 dan skor terendah adalah 40. Sedangkan skor kepercayaan diri pada pra siklus adalah 66,63 yang berada pada kategori sedang. Setelah dilakukan siklus I, skor kepercayaan diri meningkat menjadi 80,17 tetapi masih dalam kategori sedang. Berdasarkan hasil evaluasi siklus II, diperoleh nilai rata-rata 75,57 yang sebelumnya adalah 61,71. Ketuntasan belajar pada akhir siklus II adalah 89% yang meningkat dari 57% pada akhir siklus I. Selain itu, peningkatan kepercayaan diri siswa juga terlihat dari perbandingan hasil angket penilaian pada pra siklus, siklus I dan siklus II, yang awalnya 66,63 menjadi 80,17 dan berakhir 86,80.ÃÂ ÃÂ

APLIKASI MATRIKS HANKEL PADA PERHITUNGAN RESULTAN DUA POLINOMIAL Rosnawati, R
Jurnal Pengajaran MIPA Vol 3, No 1 (2002): JPMIPA: Volume 3, Issue 1, 2002
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v3i1.34974

Let F be a field,Â f and g in F[x], with degre f is n and degre g is m. Computing resultant two polynomialsÂ with Hankel matrics give a size of matrics less than Sylvester method, that is maximum n or m.

OPTIMIZATION OF GUIDED DISCOVERY LEARNING MODELS TO INCREASE STUDENTS' INTEREST IN MATHEMATICS Nurhayani Nurhayani; Raden Rosnawati; Tuslikhatun Amimah
Jurnal Infinity Vol 9, No 1 (2020): Volume 9, Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i1.p69-80

Student interest in learning is a very important factor in determining student success in learning mathematics. Various attempts were made by educators and educational researchers to increase student interest in learning. This research is a classroom action research model by Kemmis and Mc Taggart that aims to describe the application of Guided Discovery learning in optimizing students' interest in learning mathematics. The increase in students' interest in learning mathematics is also supported by the results of student achievement. The research data consisted of students' interest in learning mathematics, learning achievement data, and observations of learning outcomes. Data on learning interest in mathematics is obtained through a questionnaire, data on learning achievement is obtained through tests and data on the results of observations of learning achievement are obtained through observation sheets during learning. In general, the results of the study showed that the average student interest in learning mathematics at 83.93 reached the good category. The completeness of student achievement test results reached 83.87% of students achieving the minimum completeness criteria with an average student score of 85.61. The percentage of teacher and student learning outcomes respectively at 83.80% and 76.91% reached the good category. Therefore it can be concluded that the Guided Discovery learning model can be applied to optimize students' interest in mathematics learning especially by paying attention to the results of reflections from this study.

OPTIMALISASI MOTIVASI DAN PRESTASI BELAJAR MENGGUNAKAN MOODLE BERBANTUAN COMPUTER ALGEBRA SYSTEM (CAS) Kamhar Ngado; Rosnawati Rosnawati; Heri Retnawati; Sri Andayani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 1 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan dari penelitian ini adalah untuk mengetahui adakah pengaruh website eLearning Moodle berbantuan Computer Algebra System (CAS) Maxima terhadap motivasi dan prestasi belajar pada pokok bahasan matriks pada siswa Madrasah Aliyah Negeri 1 Yogyakarta. Proses pengumpulan data dilaksanakan melalui dua siklus. Hasil penelitian menunjukkan website eLearning Moodle berbantuan CAS Maxima mampu meningkatkan motivasi dan prestasi belajar siswa ditunjukkan dengan sebelum menggunakan media website eLearning Moodle berbantuan CAS Maxima menunjukkan hasil yang kurang memuaskan hanya sebesar 39% yang memenuhi KKM, siklus I ketuntasan mencapai 84,375%, siklus II ketuntasan mencapai 100%. Motivasi belajar pada tindakan pra siklus memperoleh persentase 18% atau sangat rendah pada indikator rasa ingin tahu, tekun dan ulet dalam menghadapi kesulitan memperoleh persentase 26% atau kategori rendah, tidak memerlukan dorongan dari luar untuk berprestasi memperoleh persentase 20% atau kategori sangat rendah dan senang dan rajin belajar 30% berada pada kategori rendah. Pada siklus 1 terjadi peningkatan motivasi belajar yaitu semua indikator berada pada kategori sedang. Sedangkan pada siklus 2 terjadi peningkatan motivasi belajar semua indikator berada pada kategori tinggi. AbstractThe purpose of this study was to determine whether the influence of Maxima's Computer Algebra System (CAS) eLearning Moodle website on motivation and learning achievement on the subject matter of the matrix on students of Madrasah Aliyah Negeri 1 Yogyakarta. The data collection process is carried out through two cycles. The results showed the Moodle eLearning website assisted by CAS Maxima able to improve students' motivation and learning achievement indicated by using the CAS Maxima-assisted eLearning website media showed unsatisfactory results of only 39% that met the KKM, the first cycle of completeness reached 84.375%, the second cycle of completeness reached 100% Motivation to learn in pre-cycle actions get a percentage of 18% or very low on indicators of curiosity, perseverance and resilience in the face of difficulty obtaining a percentage of 26% or low category, does not require outside encouragement to achieve achievement percentage of 20% or very low and happy categories and 30% study diligently in the low category. In cycle 1 an increase in motivation to learn that all indicators are in the medium category. Whereas in cycle 2 an increase in motivation to learn all the indicators are in the high category.

OPTIMALISASI GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN SELF-CONFIDENCE SISWA DALAM PEMBELAJARAN MATEMATIKA Cinta Adi Kusumadewi; Raden Rosnawati
Jurnal Kependidikan Vol 4, No 2 (2020)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v4i2.30182

Penelitian ini dilakukan untuk mengetahui upaya optimalisasi pendekatan guided discovery learning untuk meningkatkan self-confidence siswa. Jenis penelitian ini merupakan penelitian tindakan berdasarkan model Kemmis dan McTaggart. Penelitian ini dilaksanakan terhadap 28 siswa kelas VII di level sekolah menengah pertama. Pengambilan data dilakukan dengan angket self-confidence dengan pengisian skala likert 1-5 sebelum dan setelah tindakan. Butir pernyataan pada angket merupakan penjabaran dari lima aspek self-confidence, yaitu keyakinan terhadap kemampuan matematis, keyakinan terhadap matematika, sikap optimis, rasional dan realistik, serta ketegasan dalam tindakan. Untuk mengetahui tingkat self-confidence siswa melalui pendekatan guided discovery learning. Teknik analisis data menggunakan persentase dari rata-rata hasil skor kumulatif pada setiap siklus. Tindakan dengan pendekatan guided discovery learning dilakukan secara bersiklus hingga mencapai peningkatkan self-confidence siswa kelas VII. Hasil penelitian menunjukkan bahwa pendekatan guided discovery learning dapat meningkatkan self-confidence siswa kelas VII dengan optimalisasi pada setiap langkah pembelajaran. Di samping itu, adanya peran guru sangat penting dalam meyakinkan siswa terhadap langkah-langkah penyelesaian melalui cross-check/evaluation sesuai kaidah penyelesaian.OPTIMIZATION GUIDED DISCOVERY LEARNING TO IMPROVE STUDENTS’ SELF-CONFIDENCE IN MATHEMATICS LEARNINGThis study was conducted to optimize the guided discovery learning approach to increase students' self-confidence. This study is an action research based on the Kemmis and McTaggart model. This study was conducted on 28 grade VII students at the junior high school level. The data were collected using a self-confidence questionnaire in a Likert scale of 1-5 before and after the implementation. The statement items in the questionnaire describe five aspects of self-confidence, namely belief in mathematical abilities, belief in mathematics, optimism, rational and realistic attitudes, and assertiveness in action. Then, to determine the level of student self-confidence, the guided discovery learning approach was used. The data analysis technique used a percentage of the average cumulative score in each cycle. The action with the guided discovery learning approach was carried out on a cycle basis to achieve an increase in self-confidence of class VII students. The results show that the guided discovery learning approach could increase the self-confidence of class VII students by optimizing each step of the learning. In addition, teacher's role is crucial in convincing students of the steps for completion through cross-check/evaluation according to the rules of completion.

UPAYA PENINGKATAN KUALITAS PEMBELAJARAN KALKULUS DIFERENSIAL DENGAN MENGGUNAKAN PROGRAM MAPLE PADA MAHASISWA PRODI MATEMATIKA FMIPA UNY Atmini Dhoruri; Endang Listyani; Raden Rosnawati; Sri Andayani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 3, No 1: Juni 2007
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Penelitian ini bertujuan untuk meningkatkan prestasi belajar dan minat mahasiswa dalam matakuliah Kalkulus Diferensial dengan menggunakan program Maple .Pendekatan penelitian yang digunakan adalah penelitian tindakan kelas, dengan mengambil langkah-langkah : observasi awal, perencanaan, implementasi tindakan, observasi dan refleksi. Kegiatan ini berulang dalam 3 siklus, dengan tindakan perkuliahan yang disertai dengan praktikum komputer dengan program Maple. Instrumen penelitian terdiri dari tes prestasi belajar, lembar observasi dan angket minat.Hasil penelitian menunjukkan bahwa (1) Pada siklus I dosen telah mengupayakan terlaksananya pembelajaran yang baik, namun keberanian mahasiswa untuk mengemukakan pendapat dan pertanyaan, diskusi untuk menyelesaikan masalah masih dalam taraf cukup. Dalam pelaksanaan praktikum keterampilan mahasiswa mengoperasikan komputer dengan Maple, menggambar grafik, keberanian bereksplorasi masih dalam taraf cukup, karena mengoperasikan komputer dengan program Maple masih relatif baru bagi mahasiswa.(2) Pada siklus II dan III dosen telah mengupayakan terlaksananya pembelajaran yang baik, keberanian mahasiswa untuk mengemukakan pendapat, pertanyaan, dan diskusi untuk menyelesaikan masalah sudah mencapai taraf baik. Dalam pelaksanaan praktikum keterampilan mahasiswa mengoperasikan komputer dengan Maple, keberanian bereksplorasi juga pada taraf yang baik. (3) Pembelajaran Kalkulus Diferensial dengan program Maple dapat meningkatkan prestasi belajar mahasiswa, dengan tercapainya pembelajaran tuntas pada kelas Kalkulus Diferensial dan hasil akhir yang memuaskan, yakni 89,28% mahasiswa yang mencapai nilai minimal B+. (4) Mahasiswa berminat terhadap pembelajaran Kalkulus Diferensial dengan menggunakan program Maple.Kata kunci: Peningkatan Prestasi, Kalkulus Diferensial, Program Maple

Kualitas Butir dan Estimasi Kemampuan Matematika Siswa SMP pada Soal Ujian Sekolah Novi Indriyani Kones; Raden Rosnawati
Jurnal Elemen Vol 7, No 2 (2021): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v7i2.3054

Mathematics school exams as summative assessments are expected to have good quality, so the description of students' abilities is under the actual conditions. However, due to COVID-19, math school exams are carried out online, which results in bad quality of instruments, so analysis of math exam questions is needed for information about the quality of questions, and an overview of students' abilities is obtained. This study aimed to analyze the quality of the questions, which included analyzing the characteristics items seen from the level of difficulty, differences, distractions, and estimation of students' abilities with the item response theory approach. This study employs a quantitative research method with an exploratory, descriptive approach. The subjects of this study were 758 grade 9 students of State Junior High School who took mathematics school exams in Gunung Jati Sub-district, Cirebon Regency. Data from student's responses or answers from mathematics exam questions in the form of multiple-choice with 40 items for the 1st school, 35 for the 2nd school, and 20 for the 3rd school. The research data fulfills the IRT's assumptions first. Then, the researchers found that from the online assessment analysis with SPSS software, the R and Ms. Excel program, it showed that the level of difficulty there were still some items that needed to be revised or removed if not needed. The difference between the items in the three schools could be said to be good even though the distribution was not evenly distributed. The effectiveness of the distractor is more dominant in having a bad distractor with a percentage of 100% and 65.7% and the ability of students to answer math exam questions by obtaining the highest ability information from different students from the three schools.

Efektivitas model pembelajaran creative problem solving ditinjau dari kemampuan penalaran, komunikasi, dan self esteem Abdillah Rachman; Raden Rosnawati
Jurnal Riset Pendidikan Matematika Vol 8, No 2: November 2021
Publisher : Program Studi Pendidikan Matematika Program Pascasarjan Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v8i2.34420

Tujuan penelitian ini adalah mendeskripsikan perbedaan efektifitas model pembelajaran creative problem solving dan model pembelajaran konvensional ditinjau dari kemampuan penalaran, komunikasi, dan self-esteem. Penelitian ini adalah penelitian quasi-experiment dengan desain penelitian nonequivalent comparison group design. Subjek penelitian merupakan peserta didik di salah satu MAN di Purbalingga, Jawa Tengah, Indonesia, pada materi transformasi geometri. Sampel terdiri dari 60 siswa dari dua kelas IPA yang masing-masing mengikuti model pembelajaran konvensional dan model pembelajaran creative problem solving. Instrumen penelitian ini terdiri dari tes kemampuan penalaran, tes kemampuan komunikasi serta angket self-esteem. Teknik analisis menggunakan analisis deskriptif dan Hotteling’s Trace. Hasil penelitian pada taraf signifikansi 5% menunjukkan bahwa: (1) model pembelajaran creative problem solving efektif ditinjau dari kemampuan penalaran, komunikasi, dan self-esteem; (2) model pembelajaran konvensional efektif ditinjau dari kemampuan penalaran, komunikasi, dan self-esteem; dan (3) terdapat perbedaan keefektifan antara model pembelajaran creative problem solving dan konvensional ditinjau dari kemampuan penalaran, komunikasi, dan self-esteem.Abstract This study aims to reveal the differences in the effectiveness of creative problem solving and conventional learning models in terms of reasoning ability, communication, and self-esteem. This research was a quasi-experimental research with a nonequivalent comparison group design. The research subjects were students of a state Islamic senior high school in Purbalingga, Central Java, Indonesia on geometry transformation material. The sample was 60 students from two science classes who learn with conventional learning model and creative problem solving learning model. The research instrument consists of a reasoning ability test, a communication skill test, and a self-esteem questionnaire. The analysis used the descriptive analysis and Hotteling's Trace. The results of the study at the significance level of 5% indicated that: (1) the creative problem solving learning model was effective in terms of reasoning ability, communication, and self-esteem; (2) the conventional learning model was effective in terms of reasoning ability, communication, and self-esteem; (3) there were differences in effectiveness between creative problem solving and conventional learning models in terms of reasoning ability, communication, and self-esteem.

A formative assessment model of critical thinking in mathematics learning in junior high school R Rosnawati; Badrun Kartowagiran; Jailani Jailani
REID (Research and Evaluation in Education) Vol 1, No 2 (2015): December
Publisher : Program Pascasarjana Universitas Negeri Yogyakarta & HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v1i2.6472

This study aims to obtain a valid and reliable formative evaluation model of critical thinking. The method used in this research was the research and development by integrating Borg Gall's model and Plomp's development model. The ten steps Borg Gall’s model were modified into five stages as the stages in the Plomp's model. The subjects in this study were 1,446 students of junior high schools in DIY, 14 mathematics teacher, and six experts. The content validity employed was expert judgment, the empirical validity and reliability used were loading factor, item analysis used PCM 1PL, and the relationship between disposition and critical thinking skill used was structural equation modeling (SEM). The developed formative evaluation model is the procedural model. There are five aspects of critical thinking skill: mathematic reasoning, interpretation, analysis, evaluation, and inference, which entirely composed of 42 items. The validity of the critical thinking skill instruments achieves a significance degree as indicated by the lowest and the highest loading factors of 0.38 and 0.74 subsequently, the reliability of every aspect in a good category. The average level of difficulty is 0.00 with the standard deviation of 0.45 which is in a good category. The peer assessment questionnaire of critical thinking disposition consists of seven aspects: truth-seeking, open-minded, analysis, systematic, self-confidence, inquisitiveness, and maturity with 23 items. The critical thinking disposition validity achieves the significance degree as indicated by the lowest and the high factor loading of 0.66 and 0.76 subsequently, and the reliability of every aspect in a good category. Based on the analysis of the structural equation model, the model fits the data.

Co-Authors A Sardjana, A Abada, Rofia Abdillah Rachman Abdul Rahim Abdul Rahim Ali Mahmudi Anarato, Antonius Umbu Anggraini, Seftika Ansyari, Rizli Ariyadi Wijaya Astuti, Furintasari Atika Anifarka Atmini Dhoruri Badrun Kartowagiran Caturiyati Caturiyati Christianto, Heru Cinta Adi Kusumadewi Djamilah Bondan Widjajanti Endang Listyani Endang Mulyatiningsih Erik Suharyono Fauzan, Muh. Ikhwan Futri, Vegi Intan Hayuningrat, Silfia Hendaryaningsih, Adhiskha Heri Retnawati Herianto Himmatul Ulya Jailani Jailani Jusmiana, Andi Kamhar Ngado Kartika Pramudita Lalang, Adrian R. Lalang, Arvinda C. Lestarani, Dewi Mabanja, Ashiraf Maria Ulfah Marlina Marlina Marlina Marlina Mathilda Susanti Muhamad Ikhsan Sahal Guntur Muhammad Iqbal Nabilla, Hanif Alyaa Novi Indriyani Kones Nur Fadila, Riza Nurhayani Nurhayani Pratiwi, Yunilia Nur Putu Diah Ari Kusumadewi Rachma, Nur Ayuni Maulidya Rohi Bire, Winioliski L.O. Safitri, Islamiani Salsabila, Azkiya SAMSUL HADI Sani, Dyah Nirmala Santos, Mariano Dos Socheath Mam Sri Andayani Sugiman Sugiman Suharyono, Erik Sutrimo, Moh. Slamet Tuharto, Tuharto Tuslikhatun Amimah Ulwiyah, Sa'adatul Vegi Intan Futri Wahyu Hartono Yudha, Adinda Salshabilla

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