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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 Social, Humanities, and Educational Studies (SHEs): Conference Series Abdimasku : Jurnal Pengabdian Masyarakat Journal of Didactic Mathematics jurnal dikdas bantara Mosharafa: Jurnal Pendidikan Matematika 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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Improving student’s mathematical problem solving skills through Quizizz Setiyani, Setiyani; Fitriyani, Nur; Sagita, Laela
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.10696

Abstract

The Industrial Revolution 4.0 on Education in Indonesia affects school activities rapidly. Teachers are no longer educated in classrooms only, but they can also utilize technology to conduct distance learning. One interactive application that can be used as a form of question exercise is Quizizz. Therefore, this research aims to: first, examine the effectiveness of students' activities by using Quizizz on mathematical problem-solving skills; second, investigate the differences in the increase in students' ability to solve mathematical problems between the class with and without the Quizizz-aided learning method; third, describe the activities of students who used the Quizizz-aided drill learning method; and fourth, describe the students' responses in using Quizizz. The research was quasi-experiment with a pretest-posttest non-equivalent control group design. The participants in this study are 67 of 10th students divided into experimental and control classes. Data collection techniques used were tests for students' mathematical problem-solving skills and questionnaires. The instruments were validated using Pearson correlation, while the reliability was tested using Cronbach's Alpha. Then, the N-gain test was used to analyze the data. The results showed that there was an effect on students’ learning activities by using Quizizz on their problem-solving skills. Besides, there was a difference in the improvement of problem-solving skills between the class with and without Quizizz-aided. Furthermore, students’ activities in three meetings have increased. Moreover, students provided a positive response in learning using Quizizz. Thus, it can be concluded that Quizizz is effective in improving mathematical problem-solving skills.
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.
Pengembangan Aplikasi Animasi Berbasis Kartun untuk Meningkatkan Pemahaman Geometri pada Siswa Sekolah Dasar Kurniawan, Verina Deawany; Nurfitriani, Anita Rahayu; Setiyani, setiyani; Santi, Dina Pratiwi Dwi
Edumatica : Jurnal Pendidikan Matematika Vol 15 No 1 (2025): Edumatica: Jurnal Pendidikan Matematika (April 2025)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v15i1.43073

Abstract

The conventional learning approach, which is less relevant to technological advancements, causes students to find it difficult to engage actively in the learning process, thereby limiting their understanding of the material. Sixth-grade students at a public elementary school in Cirebon City experience difficulties in comprehending spatial geometry concepts, such as the properties of three-dimensional shapes, volume calculation, and surface area. To address this issue, an animated cartoon-based spatial geometry learning application was developed to enhance students’ understanding interactively and enjoyably. The visually appealing element in the form of cartoon animation is expected to facilitate more concrete visualization of geometric concepts as well as increase students’ motivation to learn. This study employed a Research and Development (R&D) model using the ADDIE approach, which includes analysis, design, development, implementation, and evaluation stages. The material validation results obtained a score of 90.00%, while media validation scored 91.12%, both categorized as “highly feasible” for implementation. Testing with small and large groups also demonstrated very high results with percentages of 88.4% for small-scale testing and 90.1% for large-scale testing. This cartoon animation-based application can serve as an innovative alternative to support mathematics learning processes, particularly on spatial geometry topics, at the elementary school level.
Development of Culturally Responsive Teaching Approach Teaching Module Based on Ethnomathematics of The Kasepuhan Cirebon Palace Karimah, Nurul Ikhsan; Erawati, Turini; Setiyani, Setiyani; Nasir, Fuad; Sundawan, Moh. Dadan; Setiawan, Arief Maulana; Sumarwati, Sri
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i2.1391

Abstract

Teaching modules are one of the important aspects for teachers to design learning that supports students in achieving learning outcomes and learning objectives based on student characteristics. Mathematics learning is one of the most important subjects in elementary school education. Learning carried out by teachers is currently still monotonous by relying on textbooks and LKS, so that students do not know the relevance of learning, especially the culture of the Kasepuhan Palace. The type of research model used in this research method is using the ADDIE development model (Analysis, Design, Development, Implement, and Evaluate). The research was conducted at SDN Kesenden in the 2024/2025 academic year with research subjects of 21 grade IV students on the material of flat shape decomposition. Data collection techniques in the research on the development of teaching modules with the Culturally Responsive Teaching (CRT) approach. Data collection techniques in the research on the development of teaching modules with the Culturally Responsive Teaching (CRT) approach, researchers used Observation, Questionnaires, and Tests based on the ethnomathematics of the Kasepuhan Palace. The results of the validation of the teaching module showed very satisfactory results with a percentage of 90%, so this module was considered very valid. The results of the practicality test involving student responses produced a percentage of 88%, which was categorized as very practical. The effectiveness test of the module based on the learning completion of 21 students reached a percentage of 64.38%, which met the effective criteria. These findings indicate that the developed teaching module is able to support learning in a valid, very practical, and effective manner.
Computational Thinking Process of Prospective Mathematics Teachers in Solving PISA Model Problems Gunawan, Gunawan; Setiyani, Setiyani; Widiyastuti, Erni; Akhsani, Lukmanul; Herdian, Herdian
Jurnal Pendidikan MIPA Vol 25, No 2 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

The research outlines the computational thinking process that prospective mathematics teachers use to solve PISA model problems. The Department of Mathematics Education conducted the research on 32 students in the Basic Mathematics course. This qualitative approach research used research instrument such as a computational thinking skill test and interview guidelines. The researchers grouped students into low, medium, and high ability categories based on previous tests. The researchers took as many informants as possible from each category using purposive sampling techniques. The applied technical data analysis included data reduction, presentation, and conclusions. The computational thinking process consisted of orientation, abstraction, decomposition, algorithms, and evaluation. The study provided several results, including high- and medium-category students being able to write information at the orientation and algorithm stages. The difference between the computational thinking processes of low- and medium-category students lies in the orientation stage and algorithms. Low-category students had to be more detailed in recording every step of the problem-solving process, as they could not write down all the primary information and problems. Those three lied in the orientation stage, the process of identifying information, and the key problems at the orientation stage as an early and important aspect of the computational thinking process. This research facilitates teachers improve students' computational thinking in solving high-level problems.         Keywords: computational thinking process, PISA model problems, problem-solving DOI: http://dx.doi.org/10.23960/jpmipa/v25i2.pp961-971
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 | 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
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
Transformasi Pendidikan: Pemberdayaan Guru SMK Melalui Pelatihan Literasi, Numerasi, dan Inovasi Alat Peraga Setiyani, Setiyani
Jurnal Pintar Abdimas Vol 1 No 2 (2021): Volume 1 Nomor 2 Tahun 2021
Publisher : Lembaga Pengabdian Masyarakat Universitas Swadaya Gunung Jati

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

Abstract

Tujuan kegiatan ini adalah untuk meningkatkan kapasitas guru numerasi sesuai kerangka kompetensi literasi dan numerasi guru Sekolah Dasar. Dengan meningkatkan kemampuan berhitung, guru diharapkan dapat memberikan dampak terhadap siswa sehingga menghasilkan generasi yang mahir berhitung. Metode dalam pelaksanaan kegiatan ini adalah persiapan, pelaksanaan, dan pelaporan. Peserta pelatihan pada kegiatan ini adalah seluruh guru di SDN Majasem II Cirebon. Ada dua kegiatan utama dalam pelatihan ini, yaitu pelatihan berhitung yang bertujuan agar guru memahami pentingnya berhitung dalam kehidupan sehari- hari, dan pentingnya berhitung dimasukkan sebagai konten dalam pembelajaran lainnya. Kegiatan pokok yang kedua adalah pelatihan pembuatan alat peraga numerasi sederhana sehingga dapat memudahkan siswa dalam memahami numerasi sehingga dapat diimplementasikan dalam kehidupan sehari-hari. Hasil menunjukkan peningkatan signifikan dalam pemahaman guru terhadap konsep numerasi, dengan 86% menunjukkan kemampuan yang meningkat dalam membedakan numerasi dan matematika serta mengintegrasikan pendekatan lintas mata pelajaran. Pelatihan berhasil mengubah perspektif guru tentang numerasi sebagai keterampilan universal yang dapat diterapkan di semua mata pelajaran. Guru mengembangkan alat peraga praktis yang meningkatkan keterlibatan dan pemahaman siswa. Penelitian ini berkontribusi pada pengembangan pengetahuan tentang pengembangan profesional dalam pendidikan numerasi, menyediakan strategi berbasis bukti untuk peningkatan kapasitas guru di negara berkembang.
Mathematical Thinking Processes of Junior High School Students in Solving Contextual Problems Based on Learning Styles Setiyani, Setiyani; Bakar, Marwia Tamrin; Karimah, Nurul Ikhsan; Sumarwati, Sri
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3626

Abstract

Masalah kontekstual menuntut proses berpikir matematis yang runtut, logis, dan reflektif. Penelitian ini bertujuan menganalisis proses berpikir matematis siswa dalam menyelesaikan masalah kontekstual berdasarkan kerangka Mason (tahap entry, attack, dan review) ditinjau dari gaya belajar. Menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan siswa kelas VII SMP Negeri di Kota Cirebon. Tiga subjek dipilih secara purposif untuk mewakili gaya belajar visual, auditori, dan kinestetik. Data dikumpulkan melalui tes, angket gaya belajar, dan wawancara mendalam. Hasil menunjukkan perbedaan karakteristik berpikir: siswa visual memenuhi seluruh indikator pada semua tahapan; siswa auditori mampu pada tahap entry dan attack namun terbatas dalam mengembangkan solusi pada tahap review; sedangkan siswa kinestetik hanya memenuhi sebagian indikator dan kesulitan dalam justifikasi serta refleksi. Temuan ini menegaskan pengaruh gaya belajar terhadap kualitas proses berpikir matematis. Implikasinya, pembelajaran matematika perlu dirancang secara adaptif untuk memperkuat penalaran dan refleksi siswa sesuai karakteristik belajarnya. Contextual problems in mathematics require a mathematical thinking process that is coherent, logical, and reflective. This study aims to analyze students' mathematical thinking processes in solving contextual problems based on Mason’s framework—comprising the entry, attack, and review phases—viewed through learning styles. Utilizing a descriptive qualitative approach, the study involved seventh-grade students at a state junior high school in Cirebon. Three subjects were purposively selected to represent visual, auditory, and kinesthetic learning styles. Data were gathered through mathematical thinking tests, learning style questionnaires, and in-depth interviews. The results reveal distinct characteristics: visual learners met all indicators across all phases; auditory learners succeeded in the entry and attack phases but struggled with developing alternative solutions during the review phase; while kinesthetic learners only met partial indicators and faced difficulties in providing justification and reflection. These findings underscore the influence of learning styles on the quality of mathematical thinking. Consequently, mathematics instruction should be adaptively designed to strengthen student reasoning and reflection according to their learning characteristics.
Model Pembelajaran Kooperatif Dalam Pembelajaran IPS Setiyani, Setiyani
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 3, No 4 (2020): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (348.517 KB) | DOI: 10.20961/shes.v3i4.55765

Abstract

This research is motivated by an interest in seeing the application of cooperative learning models in social studies learning with the formulation: 1) Achievement  of the application of cooperative learning models in social studies learning ?, and 2) Factors - what factors are constraints in applying cooperative learning models to social studies learning ?. The data analyzed in the research comes from the publication of scientific works that have been studied first. Data search is done by using the keyword "key cooperative learning model in social studies learning". Based on the search results, 9 journals were found that met the research criteria. The nine journals were then analyzed and yielded conclusions. 1) The application of cooperative learning models especially in social studies learning must be accustomed to daily learning activities, 2) There needs to be an effort to increase understanding related to cooperative learning models especially for teachers in the form of seminars, comparative studies, or DIKLAT, and 3) Facilities and infrastructure to support cooperative learning especially in social studies learning need to be improved.
Co-Authors Adi Nur Cahyono Anggita Maharani B. Wahyudi Joko Santoso Betty Herlina, Betty Cartini, Nining Cita Dwi Rosita Desinta, Shabilla Dian Permana Putri Dina Pratiwi Dwi Santi Dwiyanti, Fasha Erawati, Turini Erni Widiyastuti Fauji, Sandi Hermana Ferry Ferdianto Fuad Nasir Gunawan Gunawan Herdian Herdian Irawanti, Ade Citra Jajo Firman Raharjo Kurniawan, Verina Deawany Laela Sagita Laelasari Lukmanul Akhsani Marwia Tamrin Bakar 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 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 Trusti Hapsari Udhmiyah, Soraya Himmah Yunianto, Wahid Yusida Gloriani