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Raden Rosnawati

Universitas Negeri Yogyakarta

Author-ID : 353421

Religion Agriculture, Biological Sciences & Forestry 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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Microteaching Frequency and the Development of Teaching Skills and Pedagogical Content Knowledge among Prospective Mathematics Teachers Rosnawati, Raden; Wijaya, Ariyadi; Tuharto, Tuharto; Caturiyati, Caturiyati; Santos, Mariano Dos
Jurnal Pendidikan MIPA Vol 26, No 4 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i4.pp2124-2138

The teaching skills developed by prospective teachers are often repeated in different situations. Therefore, the optimal frequency of microteaching practices may influence both teaching skills and pedagogical content knowledge. This study used a cross-sectional design to compare teaching skills and pedagogical content knowledge among groups based on the frequency of microteaching practices conducted by prospective mathematics teachers. A total of 79 students were randomly selected from three universities in Yogyakarta that implemented microteaching with varying frequencies. These frequencies were classified into four categories: once, twice, three times, and more than three times. Teaching skills were assessed using observation sheets that outlined aspects such as explaining skills, asking questions, providing guidance, providing reinforcement, managing whiteboard use, and regulating body movement (non-verbal cues). Pedagogical content knowledge was measured using a test instrument. Data were analyzed using descriptive statistics and a one-way ANOVA test. The results showed that the frequency of practice has a different impact on teaching skills and pedagogical content knowledge. Prospective teachers who practiced microteaching more than three times significantly differed in their explaining skills, while their providing reinforcement differed significantly from those who practiced at least three times. Conversely, prospective teachers who practiced twice performed similar levels of skill in asking questions, whiteboard management, and regulating body movement compared to those who practiced more frequently. Pedagogical content knowledge of prospective teachers who practiced more than three times was significantly higher than that of those who practiced three or fewer times. These findings suggest that universities should carefully regulate the frequency of microteaching practices to optimize students' teaching skills and pedagogical content knowledge in mathematics education for those who aspire to become effective mathematics teachers. These findings suggest that universities should carefully regulate the frequency of microteaching practices to optimize students' teaching skills and pedagogical content knowledge in mathematics education students who aspire to become effective mathematics teachers. Keywords: teaching skills, microteaching, mathematics.

A thematic mapping study of mathematical creativity: Bridging creative thinking and attitude toward mathematics Yudha, Adinda Salshabilla; Rosnawati, Raden
Jurnal Elemen Vol 11 No 4 (2025): October
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i4.30727

Creativity is a key 21st-century competence, especially vital in mathematics education. This study presents a systematic literature review and thematic mapping analysis of mathematical creativity from 2016 to 2025, using data from the Scopus database analyzed via RStudio Biblioshiny and the PRISMA framework. It explores three core questions: the evolution of research themes in mathematical creativity, the thematic linkage between creative thinking and attitudes toward mathematics, and pedagogical approaches that connect both constructs. Bibliometric analysis reveals mathematical creativity as a central and evolving theme, prominently positioned in co-occurrence networks and thematic quadrants. Creative thinking and attitudes toward mathematics appear within the same thematic cluster, indicating a strong cognitive-affective connection. Emerging research also identifies ethnic factors and environmental literacy as potential mediators in this relationship. These findings suggest that Realistic Mathematics Education (RME), particularly models incorporating ethnic contexts and environmental themes, may serve as effective pedagogical strategies. Such approaches have the potential to enhance both creative thinking and positive attitudes toward mathematics, contributing meaningfully to the broader discourse on mathematical creativity.

Analisis Buku Teks Pelajaran Matematika SMP ditinjau dari Literasi Matematika Suharyono, Erik; Rosnawati, R.
Mosharafa: Jurnal Pendidikan Matematika Vol. 9 No. 3 (2020): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v9i3.628

Literasi matematika merupakan salah satu tujuan pembelajaran matematika sehingga perlu termuat dalam buku teks matematika sebagai sumber utama belajar. Penelitian ini bertujuan untuk mendeskripsikan hasil analisis soal-soal pada buku teks pelajaran matematika SMP kelas VII semester II kurikulum 2013 ditinjau dari literasi matematika. Jenis penelitian yang digunakan adalah penelitian deskriptif. Data dikumpulkan melalui teknik pengkodean, dan teknik analisis data menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa dari 408 soal yang dianalisis, terdapat 49,26% soal serupa dengan soal-soal pada PISA. Proporsi konteks didominasi oleh konteks umum dengan persentase 42,29%. Aspek proses didominasi oleh proses menggunakan konsep, fakta, prosedur, dan penalaran dengan persentase 66,17%. Selanjutnya, Level kompetensi matematika PISA didominasi oleh level 2 dengan persentase 52,74% dan level 1 dengan persentase 39,80%. Kurang dari 10% untuk level 3 sampai 6. Hal tersebut berarti bahwa soal-soal pada buku teks hanya mampu melatih peserta didik di level 2 kompetensi matematika PISA. Diperlukan sumber belajar lainnya yang dapat melengkapi kekurangan tersebut.

Estimasi Kesalahan Pengukuran dalam Penilaian Sidang Skripsi: Generalizability Theory Analysis Safitri, Islamiani; Rosnawati, Raden; Ansyari, Rizli; Abada, Rofia
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol 5, No 1 (2024)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35672/afeksi.v5i1.220

Tujuan dari penelitian ini adalah untuk mengestimasi kesalahan pengukuran dalam penilaian siding skripsi mahasiswa Prodi Pendidikan Matematika, Universitas Labuhanbatu. Penelitian ini menggunakan pendekatan kuantitatif deskriptif untuk mengurai kesalahan pengukuran pada penilaian siding skripsi mahasiswa. Populasi Populasi dalam penelitian ini adalah lembar penilaian sidang skripsi mahasiswa dan sampel yang digunakan adalah respon jawaban pada lembar penilaian sidang skripsi dari tiga dosen penguji yang menilai sebanyak 10 mahasiswa. Pengambilan sampel dilakukan dengan menggunakan teknik proportionate stratified random sampling. Setiap dosen penguji diberikan lembar penilaian dengan 8 item yang mengukur 8 aspek. Penilaian dari ketiga dosen penguji sidang skripsi akan dianalisis menggunakan Generalizability Theory Two Facet dengan desain i x r x s. Setelah dilakukan analisis, maka hasil dari penelitian ini yaitu varians terbesar berdasarkan G-study adalah pada aspek residual sebesar 75,1%, aspek interaksi student-rater sebesar 13,1%, dan aspek student sebesar 11,6%. Sedangkan ratio of varians-N yang paling besar adalah pada aspek student sebesar 5,12, lalu diikuti oleh aspek student-rater sebesar 0,96, aspek residual sebesar 0,23, dan aspek student-item sebesar 0,0045. Pada penelitian ini juga diperoleh generalizability coefficient awal sebesar 0.5096671, lalu dimodifikasi sehingga menghasilkan dependability coefficient sebesar 0.810694.

Skema Pencapaian Kompetensi Matematika SMK Ekonomi berdasarkan Kurikulum 2013 Hendaryaningsih, Adhiskha; R. Rosnawati
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 4 No. 1 (2022): Jurnal Pengembangan Pembelajaran Matematika: Volume 4 Nomor 1 Februari 2022
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2022.41.74-86

Pembelajaran matematika akan lebih efektif apabila mengaplikasikan proses asimilasi dan akomodasi. Pengetahuan dan keterampilan baru terbentuk berdasar pengalaman dan pembelajaran sebelumnya, oleh sebab itu diperlukan pemetaan terhadap sejumlah kompetensi serta keterkaitan antara satu kompetensi dan kompetensi lain yang akan digunakan untuk mencapai kompetensi yang lebih tinggi. Penelitian ini berkaitan dengan penyusunan skema pencapaian kompetensi matematika SMK keahlian yaitu ekonomi. Jenis penelitian ini adalah penelitian deskriptif. Subjek penelitian ini adalah adalah guru mata pelajaran matematika yang berjumlah 4 orang di 2 SMK Ekonomi pada wilayah Kota Yogyakarta dan 2 ahli pada bidang pendidikan matematika. Instrumen yang digunakan dalam penelitian ini adalah lembar penilaian yang berupa angket penilaian mengenai skema pencapaian kompetensi. Analisis data yang digunakan adalah analisis data kualitatif dan data kuantitatif. Data kualitatif yang berisi mengenai kritik, saran dan perbaikan dianalisis menggunakan analisis deskriptif sebagai bahan revisi produk. Data kuantitatif berupa hasil penilaian angket dianalisis menggunakan Aiken’V untuk diketahui kelayakan dari rancangan skema pencapaian kompetensi. Hasil penelitian pengembangan skema menggunakan 34 kompetensi dasar pengetahuan dan keterampilan. Kompetensi dasar tersebut mengandung 19 materi matematika yang terbagi pada 8 materi pada kelas X, 8 materi pada kelas XI, dan 3 materi pada kelas XII. Berdasarkan hasil penilaian skema pencapaian kompetensi matematika SMK ekonomi yang dikembangkan menunjukan skema berada pada rentang 0,818 - 0,862 dengan kriteria sangat tinggi sehingga skema dinyatakan layak.

Mapping research trends in ethnomathematics within mathematics education: A bibliometric study Fauzan, Muh. Ikhwan; Rosnawati, Raden; Salsabila, Azkiya; Sutrimo, Moh. Slamet; Ulwiyah, Sa'adatul; Iqbal, Muhammad
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.215-232

Ethnomathematics integrates cultural values and local knowledge into mathematics education, fostering contextual and inclusive learning. However, a comprehensive mapping of its scholarly development is still lacking, prompting the need for a bibliometric analysis to explore its contributions and future directions. This study analyses the development of ethnomathematics studies in education using a bibliometric approach based on data from Scopus during the period 2009–2024. This study aims to identify publication trends, authors, publishers, and influential journals, including patterns of relationships between keywords, collaboration between authors, and geographical distribution of publications. The identification results are used to see an overview of the contribution and implications of ethnomathematics in mathematics education. A total of 254 selected articles were analysed using the PRISMA model, R software with the biblioshiny package, and the VOSviewer application. The analysis results show growth with Indonesia as the most significant contributor. The dominant keyword is Ethnomathematics, which focuses on cultural integration in mathematics teaching. This study emphasises the importance of the ethnomathematics approach in improving students' understanding and learning outcomes, enriching cultural insights, and strengthening international collaboration in educational research. The results also show that ethnomathematics has received growing attention in mathematics education research, as reflected in the increasing number of publications and thematic focus in recent years. Recommendations for further research include a deeper exploration of the values of ethnomathematics and its effectiveness in learning.

Improving Students' Interest in Mathematics Learning through Problem-Based Learning with Worked Examples and Interactive Quizzes on SPLDV Nur Fadila, Riza; Mahmudi, Ali; Rosnawati, Raden
Jurnal Inovasi Matematika Vol 8 No 1 (2026): Inovasi Matematika (Inomatika)
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v8i1.551

Low student interest in SPLDV remains a challenge in mathematics education, primarily due to the limited integration of ICT-based learning media, inadequate learning resources, and the predominance of conventional teaching approaches that minimize active student participation. This study aims to examine how the PBL model, supported by worked examples and interactive quizzes, enhances students' learning interest in SPLDV instruction. Employing a classroom action Research design, the study involved 31 eighth-grade students from one of MTs Negeri in Bantul during the 2024/2025 academic year. Data were collected using questionnaires and observation sheets measuring students’ learning interest. Descriptive statistical analysis was conducted to determine the percentage increase in learning interest across cycles, both overall and for each indicator. The findings reveal a significant improvement in students’ learning interest following the implementation of the PBL model supported by worked examples and interactive quizzes. This increase is derived from the average scores for learning interest, observation sheets, and positive student responses. Students demonstrated greater enthusiasm, attention, motivation, and improved learning outcomes. These results suggest that integrating interactive digital components and structured worked examples within the PBL framework provides an effective pedagogical innovation to foster students' mathematics learning interest and learning outcomes.

MATHEMATICAL LITERACY-BASED LEARNING: WH AT ARE THE CHALLENGES? Astuti, Furintasari; Mulyatiningsih, Endang; Rosnawati, Raden; Retnawati, Heri
MATEMATIKA DAN PEMBELAJARAN Vol. 13 No. 2 (2025): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v13i2.11995

In the educational context, success in the 21st century increasingly depends on students’ mathematical literacy, as it equips them with the ability to reason, solve problems, and make informed decisions based on quantitative information. According to PISA 2018, Indonesian students’ performance in mathematical literacy is significantly below the OECD average, indicating persistent gaps in students’ ability to apply mathematical concepts in real-world contexts. In response, the Indonesian government launched the National Assessment program, which includes the Minimum Competency Assessment consisting of reading literacy and mathematical literacy (numeracy) subtests. This study aims to analyze how middle school mathematics teachers in Indonesia implement numeracy literacy in their classroom practices, with a focus on identifying the challenges they encounter and the practical solutions they employ. This research adopts a phenomenological approach to explore teachers’ lived experiences in implementing numeracy-based learning. This research is phenomenology research. This study involved 42 mathematics teachers from junior and senior high schools, selected to represent the regions of West Indonesia, Central Indonesia, and East Indonesia. Data was collected using a questionnaire and interviews were conducted through online media. The data were analyzed using Bogdan and Biklen. The results indicate that teachers face several challenges in implementing mathematical literacy–based learning. These include limited socialization and training related to mathematical literacy, insufficient teacher competence, low student interest, restricted instructional time, the need for pedagogical adjustments during the COVID-19 pandemic, and a lack of adequate resources, books, and references on literacy.

EFEKTIVITAS MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT DITINJAU DARI PEMECAHAN MASALAH DAN MOTIVASI BELAJAR SISWA SMP Nada Fajar Pertiwi; Rosnawati Rosnawati
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i2.16480

Penelitian ini bertujuan untuk mengetahui 1) efektivitas model pembelajaran missouri mathematics project pada materi bangun ruang sisi datar ditinjau dari kemampuan pemecahan masalah dan motivasi belajar siswa; 2) efektivitas model pembelajaran konvensional pada materi bangun ruang sisi datar ditinjau dari kemampuan pemecahan masalah dan motivasi belajar siswa; 3) model pembelajaran yang lebih efektif diantara model pembelajaran missouri mathematics project dan model pembelajaran konvensional pada materi bangun ruang sisi datar ditinjau terhadap kemampuan pemecahan masalah dan motivasi belajar siswa. Jenis penelitian ini kuasi eksperimen yang didesain dalam bentuk pre-post test control group design, dilakukan pada siswa kelas VIII A dan VIII DSMPN 1 Berbah. Terdapat 3 hipotesis pada penelitian ini, uji hipotesis menggunakan uji manova dengan taraf signifikansi 0,05. Hasil penelitian ini yaitu 1) model pembelajaran missouri mathematics project efektif pada materi bangun ruang sisi datar ditinjau dari kemampuan pemecahan masalah dan motivasi belajar siswa; 2) model pembelajaran konvensional efektif pada materi bangun ruang sisi datar ditinjau dari kemampuan pemecahan masalah dan motivasi belajar siswa; 3) model pembelajaran missouri mathematics project lebih efektif daripada model pembelajaran konvensional pada materi bangun ruang sisi datar ditinjau terhadap kemampuan pemecahan masalah dan motivasi belajar siswa. Kata kunci: missouri mathematics project, pemecahan masalah, motivasi belajar Abstract: This study aimed to determine: 1) the effectiveness of the missouri mathematics project learning model on polyhedron material of the problem solving abilities and student learning motivation; 2) the effectiveness of the conventional learning model on polyhedron material of the problem solving abilities and student learning motivation; 3) a more effective learning model between the missouri mathematics project learning model and the conventional learning model on polyhedron material of problem solving abilities and student learning motivation. This type of research is a quasi-experimental design in the form of pre-postest control group design, carried out on class VIII A and VIII D SMPN 1 Berbah students. There are 3 hypotheses in this study, hypothesis testing using manova with a significance level of 0,05. The results of this study is 1) the missouri mathematics project learning model is effective on polyhedron material of the problem solving abilities and student learning motivation; 2) the conventional learning model is effective on polyhedron material of the problem solving abilities and student learning motivation; 3) the missouri mathematics project learning model is more effective than the conventional learning model on polyhedron material of the problem solving abilities and student learning motivation. Keywords: missouri mathematics project, problem solving, learning motivation.

Pelatihan Implementasi Pembelajaran Mendalam (Deep Learning) Berbantuan Teknologi Digital pada Pembelajaran Matematika: Upaya Peningkatan Kompetensi Guru Sekolah Indonesia Cairo Wijaya, Ariyadi; Setyaningrum, Wahyu; Rosnawati, Raden; Caturiyati; Nugroho, Hery
Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Vol. 10 No. 1 (2026): Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA
Publisher : Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Pembelajaran mendalam merupakan salah satu kebijakan baru Kementerian Pendidikan Dasar dan Menengah. Pembelajaran mendalam menekankan pada proses belajar yang bermakna, berkesadaran, dan menggembirakan bagi murid. Untuk mencapai tujuan tersebut proses belajar meliputi aktivitas memahami, mengaplikas, dan merefleksi. Selain itu proses pembelajaran perlu didukung beberapa aspek penunjang, salah satunya adalah pemanfaatan teknologi digital. Sebagai kebijakan baru, sebagian guru masih belum sepenuhnya memahami pembelajaran mendalam apalagi bagi guru di sekolah yang berada di luar negeri, salah satunya adalah Sekolah Indonesia Cairo. Oleh karena itu, pada artikel ini dibahas tentang pelatihan mengenai apa pembelajaran mendalam dan bagaimana implementasinya bagi guru Sekolah Indonesia Cairo. Lebih lanjut lagi ditekankan pula bagaimana pemanfaatan teknologi digital untuk mendukung pembelajaran mendalam. Hasil pelatihan menunjukkan bukan hanya animo tinggi dari peserta tetapi juga pemahaman peserta tentang pembelajaran mendalam yang semakin bagus. Kata kunci: pembelajaran matematika, pembelajaran mendalam, Sekolah Indonesia Cairo, teknologi digital

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 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 Hery Nugroho, Hery 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 Nada Fajar Pertiwi Novi Indriyani Kones Nur Fadila, Riza Nurhayani Nurhayani Pratiwi, Yunilia Nur Putu Diah Ari Kusumadewi Rachma, Nur Ayuni Maulidya Rezkilaturahmi Rezkilaturahmi Rohi Bire, Winioliski L.O. Safitri, Islamiani Salsabila, Azkiya SAMSUL HADI Sani, Dyah Nirmala Santos, Mariano Dos Sarwo Edi Socheath Mam Sri Andayani Sugiman Sugiman Suharyono, Erik Sutrimo, Moh. Slamet Tuharto Tuharto Tuslikhatun Amimah Ulwiyah, Sa'adatul Vegi Intan Futri Wahyu Hartono Wahyu Setyaningrum Yudha, Adinda Salshabilla

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