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All Journal Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA JIPM (Jurnal Ilmiah Pendidikan Matematika) Journal of Research and Advances in Mathematics Education ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Journal of Honai Math JURNAL ILMIAH PETERNAKAN TERPADU JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya Lingua Litteria Journal Abdimasku : Jurnal Pengabdian Masyarakat Journal of Didactic Mathematics jurnal dikdas bantara Edumatica: Jurnal Pendidikan Matematika International Journal of Educational Research Excellence (IJERE) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Infinity Babakti : Journal of Community Engangement Jurnal Pendidikan MIPA Jurnal Pintar Pengabdian dan Pemberdayaan Masyarakat
Setiyani Setiyani
Chemistry Study Program, Faculty of Educations, Sebelas Maret University, Jl. Ir. Sutami 36A Surakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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KORELASI MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR IPS KELAS VI DI SEKOLAH DASAR NEGERI Mahendra, Moefty; Setiyani, Setiyani
Jurnal Dikdas Bantara Vol 2 No 1 (2019)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jdb.v2i1.184

Abstract

Tujuan penelitian ini adalah untuk mengetahui korelasi antara motivasi belajar dengan prestasi belajar ilmu pengetahuan sosial pada siswa kelas VI Semester II Sekolah Dasar Negeri Bugel 02 Kecamatan Polokarto Kabupaten Sukoharjo Tahun Pelajaran 2017/2018. Populasi dalam penelitian ini adalah siswa kelas VI Sekolah Dasar Negeri Bugel 02 Kecamatan Polokarto Kabupaten Sukoharjo yang berjumlah 21 siawa, dan sekaligus sebagai sampel penelitian. Metode pengumpulan data menggunakan angket dan dokumentasi. Metode analisis data yang digunakan adalah dengan statistik korelasi product moment. Hasil penelitian ini menunjukkan bahwa, ada korelasi positif antara motivasi belajar dengan prestasi belajar hipotesis antara X dengan Y diketahui nilai rhit > rtabel dengan nilai 0,874 > 0.602 dan taraf signifikan kurang dari 0.05, maka dapat disimpulkan bahwa adanya korelasi signifikan antara motivasi belajar dengan nilai prestasi belajar Ilmu Pengetahuan Sosial. Namun masih banyak variabel-variabel lain yang dapat mempengaruhi nilai prestasi belajar.Kata kunci: Motivasi Belajar, Prestasi Belajar, IPS
Analisis Self Confidence Pada Siswa Kelas XI Sekolah Kejuruan (SMK) Dalam Pembelajaran Matematika Daring Santi, Dina Pratiwi Dwi; Setiyani, Setiyani; Suhena, Ena; Dwiyanti, Fasha; Suryana, Nana
JIPM (Jurnal Ilmiah Pendidikan Matematika) Vol 10, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jipm.v10i1.8338

Abstract

Tujuan penelitian ini untuk menganalisis self convidence pada Siswa Sekolah Menengah Kejuruan (SMK) di Cirebon dalam mengikuti pembelajaran online. metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif deskriptif, penelitian ini mengambil informasi self convidence pada Siswa Sekolah Menengah Kejuruan dicirebon. Sampel dalam penelitian ini adalah Siswa Sekolah Menengah Kejuruan di Cirebon yang terdiri dari 30 siswa oleh 29 laki – laki dan 1 perempuan dari jurusan Teknik Kendaraan Ringan Otomotif. instrumen yang digunakan adalah angket kepercayaan diri siswa, yang dibentuk dari 7 indikator kepercayaan diri  atau self convidence terdiri dari 1.)Percaya pada kemampuan diri sendiri I sebesar 55,3%, kemudian 2.).Percaya.pada kemampuan.diri.sendiri.II sebesar 59%, 3.) Bertindak.mandiri.dalam mengambil keputusan sebesar 61,5%,4.)Menghargai diri dan usaha sendiri sebesar 55,6%, 5.)Bersemangat Ketika menggemukakan pendapat dalam diskusi sebesar 65,1%, 6.) Berani menghadapi tantangan I sebesar 58,6%, 7.)Berani menghadapi tantangan II sebesar 46,9%. Dari hasil perhitungan rata-rata berdasarkan indikator kemampuan self convidence diperoleh hasil dengan pencapaian 6 indikator bernilai sedang dan 1 indikator bernilai rendah. siswa yang tergolong rendah disebabkan karena kurangnya percaya diri dengan cenderung menghindari kegagalan dan enggan berubah atau atau mencoba sesuatu yang baru, sedangkan siswa yang tergolong sedang siswa yang cenderung berani dan percaya diri saat kegiatan.
PROSES ABSTRAKSI REFLEKTIF MATEMATIS SISWA BERDASARKAN PIAGET Sutrisna, Nia; Pramuditya, Surya Amami; Raharjo, Jajo Firman; Setiyani, Setiyani
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 6, No 2 (2021): Desember
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v6i2.3152

Abstract

Kemampuan abstraksi reflektif siswa merupakan suatu kemampuan yang menjelaskan alur berfikir siswa dalam menyelesaikan suatu masalah. Selain itu, abstraksi reflektif sangat penting untuk mengembangkan kognitif seseorang saat mempelajari suatu konsep. Berdasarkan Piaget dalam mempelajari matematika yang bersifat abstrak, siswa melalui beberapa tahapan yaitu tahap konkret, semi konkret, dan abstrak. Tujuan penelitian ini adalah untuk mengetahui proses abstraksi siswa dalam menyelesaikan materi bangun ruang pada sub materi jarak titik ke titik, titik ke garis, dan titik ke bidang. Pendekatan yang digunakan yaitu dengan kualitatif dan subjek dalam penelitian ini peneliti mengambil satu orang siswa kelas X MIPA tahun pelajaran 2019/2020. Metode yang digunakan untuk mengumpulkan data yaitu dengan memberikan soal tes dan wawancara. Hasil penelitian menunjukkan bahwa siswa melewati tahapan proses abstraksi yang dinyatakan oleh Piaget
Designing Cultural-Based Worksheets (LKPD) in Osing Village Culture for Elementary School Geometry Learning Septohadi, Theo; Desinta, Shabilla; Udhmiyah, Soraya Himmah; Setiyani, Setiyani; Santi, Dina Pratiwi Dwi
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.974

Abstract

The aim of this research is to be able to use it as a learning resource for elementary school mathematics using the Osing traditional house, and also to introduce the Osing traditional house to the community. This research is qualitative research that uses an ethnographic approach, and also collects data by surveying students while building rooms in Osing traditional houses and also interviews with teachers. The school sample was selected based on student ability, namely students with high, medium and low ability. A sample of 8 grade 5 students were involved in this research. After the data was collected, the survey data was analyzed descriptively, and the interview data was analyzed by data collection and drawing conclusions. Based on the results of student perceptions, with the largest percentage, almost all students were able to work on the LKPD questions given by the author.
Mathematics Learning Revolution: Implementation of Geogebra in Spldv Material Cartini, Nining; Cita Dwi Rosita; Setiyani, Setiyani
International Journal of Educational Research Excellence (IJERE) Vol. 3 No. 2 (2024): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v3i2.1177

Abstract

This article discusses the use of GeoGebra as a tool in learning Systems of Linear Equations in Two Variables (SPLDV). GeoGebra, created by Markus Hohenwarter in 2001, has grown to become one of the most popular educational tools worldwide, allowing students and teachers to explore mathematical concepts visually and interactively. With features such as graph generation, mathematical object manipulation, and intersection analysis, GeoGebra facilitates a deeper understanding of SPLDV. The purpose of this article is to explain how using GeoGebra can simplify the learning process for Systems of Linear Equations in Two Variables (SPLDV). The research methodology used includes qualitative and quantitative approaches, by measuring student understanding before and after using GeoGebra. The research results show that GeoGebra not only improves understanding of mathematical concepts, but also develops students' problem solving and critical thinking skills. Thus, GeoGebra contributes significantly to improving the quality of mathematics teaching and learning.
Analisa Kesalahan Konsep Materi Pecahan pada Mahasiswa Calon Guru SD Universitas Swadaya Gunung Jati Cirebon Santi, Dina Pratiwi Dwi; Maharani, Anggita; Setiyani, Setiyani
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 4 No 1 (2020): FEBRUARI
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (470.631 KB) | DOI: 10.30651/else.v4i1.4381

Abstract

Abstrak: Studi ini bertujuan untuk mengetahui kesalahan konsep pecahan pada mahasiswa dengan menganalisa lebih dalam kesalahan yang mahasiswa lakukan saat mengerjakan beberapa soal cerita dalam bentuk pecahan yang diberikan. Penelitian  ini merupakan penelitian deskriptif, dengan mengambil subjek penelitian mahasiswa calon guru SD yang sedang menempuh mata kuliah materi matematika lanjut sebanyak 45 orang. Instrumen yang digunakan adalah tes. Tes yang digunakan merupakan tes uraian pemecahan masalah yang berjumlah lima soal dengan indikator soal yang berbeda-beda. Sedangkan instrumen wawancara digunakan untuk membantu peneliti mengetahui lebih dalam  cara berfikir mahasiswa saat mengerjakan tes. Setelah dilakukan analisa ditemukan bahwa kesalahan-kesalahan yang dilakukan mahasiswa dalam menyelesaikan soal bentuk cerita pada pecahan diantaranya: (1) mahasiswa tidak mampu menotasikan bilangan pecahan saat diberikan gambar, (2) tidak mengetahui makna pecahan, (3) tidak bisa menjumlahkan pecahan campuran dengan penyebut berbeda, (4) tidak bisa melakukan operasi pengurangan pecahan campuran, (5) tidak mampu melakukan pembagian bilangan asli dengan pecahan, dan (6) tidak bisa mengubah bentuk pecahan campuran ke pecahan biasa Kata Kunci: Analisis Kesalahan, Pecahan, Mahasiswa Calon Guru SD Abstract: This study discusses the concept of fractions to students through error analysis when working on multiple story problems in the form of fractions. This research is descriptive, by taking the research subject of prospective elementary school teacher students who are taking advanced mathematics courses as many as 45 people. The instruments used were tests. The test used is a problem-solving description test which consists of five questions with different question indicators. While the interview instrument is used to help researchers find out more about the way students think when taking tests. After analyzing it was found that the mistakes made by students in solving questions in the form of stories in fractions of them : (1) students are not able to denote fractions when given a picture, (2) don't know the meaning of fractions, (3) cannot add mixed shards with different denominators, (4) cannot do mixed fraction reduction operations, (5) unable to do the division of natural numbers with fractions, and (6) cannot change the form of mixed fractions to ordinary fractions. Keywords: Error Analysis, Fraction, Students of Prospective Teacher of Elementary
ANALISIS KESULITAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BENTUK ALJABAR DENGAN PROSEDUR NEWMAN Nurikawai, Dian; Sagita, Laela; Setiyani, Setiyani
Journal of Honai Math Vol. 4 No. 1 (2021): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v4i1.157

Abstract

Algebra is essential to learning mathematics and as a basis to support another mathematical concept. On the other hand, students have not fully mastered the concept of algebra which causes errors in solving problems. This qualitative research aims to describe students' misconceptions in solving algebraic questions based on the Newman method to understand mathematical concepts. The data were taken from six eighth-grade students at SMP N 1 Turi consisting of high, medium, and low abilities. The results of the analysis showed that the students did not make reading errors. Meanwhile, the misunderstanding of the question's students did not write down the information in the questions. It was because students were not used to writing what was known and asked in the questions. Students do not write down the strategies used, so that transformation errors are found. Errors in student process skills do not complete. The cause of this is an error in determining information on the questions and difficulties in solving them. The mistakes made by students in writing the final answer were not reporting the units and conclusions from the results of the solutions.
Pelatihan Penguatan Numerasi Bagi Guru SMK AS-SALAM Untuk Meningkatkan Kompetensi Pembelajaran Setiyani, Setiyani; Noto, Muchamad Subali; Nurul Ikhsan Karimah; Laelasari; Yusida Gloriani; Turini Erawati; Sri Sumarwati
Babakti: Journal of Community Engangement Vol. 2 No. 1 (2025): April
Publisher : Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/babakti.v2i1.88

Abstract

Kemampuan numerasi merupakan keterampilan dasar yang penting untuk dimiliki oleh siswa guna menghadapi tantangan dunia kerja dan kehidupan sehari-hari. Namun, hasil observasi awal menunjukkan bahwa guru di SMK As-Salam masih memiliki keterbatasan dalam memahami konsep numerasi secara mendalam dan mengintegrasikannya ke dalam pembelajaran lintas mata pelajaran. Untuk itu, kegiatan pengabdian ini bertujuan memberikan pelatihan penguatan numerasi kepada guru-guru di SMK As-Salam guna meningkatkan kompetensi mereka dalam merancang dan melaksanakan pembelajaran berbasis numerasi. Metode pelaksanaan kegiatan meliputi tahap identifikasi kebutuhan, Pelaksanaan Pelatihan, evaluasi dan refleksi, serta tindak lanjut. Materi pelatihan dirancang untuk memberikan pemahaman yang komprehensif tentang numerasi, mulai dari konsep dasar hingga penerapannya dalam konteks pembelajaran SMK. Berdasarkan hasil pengabdian diperoleh temuan bahwa Sebagian besar guru menanggap numerasi adalah matematika, selalu HOTS, dan selalu berhubungan dengan angka. Setelah penyampaian materi, terdapat peningkatan signifikan dalam pemahaman dan keterampilan guru dalam mengintegrasikan numerasi ke dalam proses pembelajaran. Kegiatan ini diharapkan tidak hanya meningkatkan kompetensi guru tetapi juga memberikan dampak positif pada kualitas pembelajaran di SMK As-Salam, sehingga siswa dapat lebih siap menghadapi kebutuhan dunia kerja yang semakin kompleks. Adapun keberlanjutan program ini akan difokuskan pada penguatan komunitas belajar antar guru untuk berbagi praktik terbaik dalam pembelajaran berbasis numerasi.
Pierre Kieren's theory: the folding back process in mathematical problem solving Utami, Rini; Setiyani, Setiyani; Sundawan, Mohammad Dadan; Sumarwati, Sri; Ferdianto, Ferry
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.21708

Abstract

The learning of mathematics generally undergoes a less effective and less appealing learning process, resulting in students’ perceived lack of mastery of the material. Consequently, students’ insufficient understanding of the concepts leads to a lack of folding back. In the process of understanding, it influences individual characteristics, where two characteristics are cognitive styles: field-dependent and field-independent. The researcher aims to understand how the folding back process occurs in students with field-dependent and field-independent cognitive styles when solving story problems. This research is a descriptive qualitative study, with 2 students selected from a total of 28 students in class VII-A as subjects. The selected subjects have high mathematical abilities and are classified into the categories of field-dependent and field-independent cognitive styles. Data collection involves comprehension tests, group embedded figure test (GEFT), and interviews. Data analysis consists of stages such as data reduction, data presentation, and verification. Each subject is interviewed to verify their process of solving the given problems. The results of the research conclude that students with the field-independent cognitive style category have a better understanding of the material, concepts, and problem-solving compared to students in the field-dependent category.
The role of scaffolding in shaping reflective mathematical thinking of dependent field students in numeracy problems Setiyani, Setiyani; Gunawan, Gunawan; Waluya, Stevanus Budi; Sukestiyarno, Yohanes Leonardus; Cahyono, Adi Nur; Mutia, Mutia; Yunianto, Wahid
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p531-550

Abstract

In learning mathematics, reflective thinking is often overlooked due to an excessive emphasis on final results, which causes students to struggle in evaluating and reconstructing their problem-solving processes. Reflective thinking skills are necessary for students to solve problems, including numeracy. This study adopts a qualitative approach, focusing on the problem-solving process of two seventh-grade students with a Dependent Field (DF) cognitive style and similar initial mathematical abilities. Data were collected through the Group Embedded Figures Test, in-depth interviews, and initial mathematical and reflective thinking ability tests. Based on the research results, DF students couldn't analyze arguments from various perspectives and see if there were deeper implications. This finding reflects the characteristics of DF, who don't perform the 'result in context' process, leading to a lack of ability to understand, interpret, and use numerical results in concrete/situational contexts. This also includes the ability to relate numbers to real-world situations, make appropriate interpretations, and take suitable actions based on those numerical results. The results of this study can serve as a foundation for designing differentiated instruction that emphasizes the development of reflective thinking skills, particularly in numeracy, through approaches involving technology, models, pedagogy, or other learning strategies.
Co-Authors Adi Nur Cahyono Anggita Maharani B. Wahyudi Joko Santoso Betty Herlina, Betty Cartini, Nining Cita Dwi Rosita Cita Dwi Rosita Desinta, Shabilla Dina Pratiwi Dwi Santi Dwiyanti, Fasha Erawati, Turini Fauji, Sandi Hermana Ferry Ferdianto Fuad Nasir Gunawan Gunawan Hapsari, Trusti Herdian, Herdian Irawanti, Ade Citra Jajo Firman Raharjo Kurniawan, Verina Deawany Laela Sagita Laelasari Lukmanul Akhsani Moefty Mahendra, Moefty Mohammad Dadan Sundawan, Mohammad Dadan Muchamad Subali Noto Mutia Mutia, Mutia Nana Suryana Nining Suningsih Nur Fitriyani Nurfitriani, Anita Rahayu Nurikawai, Dian Nurul Ikhsan Karimah Praja, Ena Suhena Putri, Dian Permana RINI UTAMI Septohadi, Theo Setiawan, Arief Maulana Sri Rejeki Urip Sri Sumarwati St. Budi Waluya Suhena, Ena Sukestiyarno Sukestiyarno Sumarwati, Sri Sundawan, Moh. Dadan Surya Amami Pramuditya Sutrisna, Nia Udhmiyah, Soraya Himmah Widiyastuti, Erni Yunianto, Wahid Yusida Gloriani