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Tatag Yuli Eko Siswono

Department Of Mathematics Education, Universitas Negeri Surabaya, Indonesia

Author-ID : 382372

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Kemampuan Siswa SMP Dalam Memecahkan Masalah Numerasi Ditinjau Berdasarkan Gender Khotimah, Khusnul; Siswono, Tatag Yuli Eko
MATHEdunesa Vol. 14 No. 2 (2025): Jurnal Mathedunesa Volume 14 Nomor 2 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n2.p600-610

Problem-solving is a very important part of mathematics learning because, in both the learning process and its application, students have the opportunity to use the knowledge they already possess. One method of problem-solving is using Polya's problem-solving method. At the secondary school level, students consist of both male and female students who inherently have different characteristics and traits. Based on this, a study was conducted with the aim of identifying and describing whether there are differences between male and female junior high school students in solving numeracy problems. This research used a descriptive qualitative method with the subjects being male and female students who have a high level of mathematical ability. The results of the study showed that female students demonstrated a more systematic process in solving numeracy problems, as they were able to write the steps accurately and accompany them with correct results. On the other hand, male students showed a less systematic approach in the problem-solving process, as they tended to skip writing what was known and directly proceeded to the solution steps. Although they sometimes achieved correct results, there were several instances where their answers were inaccurate

Deductive or inductive? Prospective teachers’ preference of proof method on an intermediate proof task Siswono, Tatag Yuli Eko; Hartono, Sugi; Kohar, Ahmad Wachidul
Journal on Mathematics Education Vol. 11 No. 3 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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The emerging of formal mathematical proof is an essential component in advanced undergraduate mathematics courses. Several colleges have transformed mathematics courses by facilitating undergraduate students to understand formal mathematical language and axiomatic structure. Nevertheless, college students face difficulties when they transition to proof construction in mathematics courses. Therefore, this descriptive-explorative study explores prospective teachers' mathematical proof in the second semester of their studies. There were 240 pre-service mathematics teachers at a state university in Surabaya, Indonesia, determined using the conventional method. Their responses were analyzed using a combination of Miyazaki and Moore methods. This method classified reasoning types (i.e., deductive and inductive) and types of difficulties experienced during the proving. The results conveyed that 62.5% of prospective teachers tended to prefer deductive reasoning, while the rest used inductive reasoning. Only 15.83% of the responses were identified as correct answers, while the other answers included errors on a proof construction. Another result portrayed that most prospective teachers (27.5%) experienced difficulties in using definitions for constructing proofs. This study suggested that the analytical framework of the Miyazaki-Moore method can be employed as a tool to help teachers identify students' proof reasoning types and difficulties in constructing the mathematical proof.

EFIKASI DIRI SISWA LAKI-LAKI SMP ETNIK BUGIS DALAM MENYELESAIKAN MASALAH MATEMATIKA Alam, Syamsu; Budiarto, Mega Teguh; Siswono, Tatag Yuli Eko
Pedagogy: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2022): Pedagogy : Jurnal Pendidikan Matematika
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/pedagogy.v7i1.1796

Self efficacy merupakan keyakinan seseorang mengenai kemampuannya untuk berhasil mencapai harapan tertentu dalam penyelesaian tugas dan tujuan. Siswa yang memiliki efikasi diri tinggi akan mampu mencapai tujuan tertentu. Tujuan penelitian ini adalah untuk mengeksplorasi efikasi diri siswa laki-laki etnik Bugis dalam menyelesaikan masalah matematika. Penelitian ini menggunakan masalah aljabar yang berbentuk kontekstual dari budaya etnik bugis. Data diperoleh dari 25 siswa kelas VII SMP Negeri 1 Mare, Kabupaten Bone, Sulawesi-Selatan, Indonesia, dipilih 1 siswa untuk diwawancarai berdasarkan etnik dan jenis kelamin. Kredibilitas data diperiksa melalui triagulasi waktu, pengecekan teman sejawat, dan kecukupan referensial. Selanjutnya, analisis data dilakukan melalui tahap reduksi data, penyajian data, penarikan kesimpulan, dan verifikasi data. Efikasi diri siswa laki-laki yaitu memiliki keyakinan terhadap kemampuanya dapat menyelesaikan tugas matematika yang sulit; memiliki kekuatan keyakinan yang kuat, karena memiliki kesiapan, pengalaman yang mendukung disertai dengan komitmen untuk menyelesaikan tugas pemecahan masalah; dan memiliki keyakinan terhadap kemampuannya dalam menyelesaikan tugas pemecahan masalah matematika dengan konteks serupa ataupun berbeda. Selain itu, efikasi diri pada siswa laki-laki relevan dengan aspek budaya etnik bugis yaitu manyameng kininnawa, mappasitinaja, malempu, magetteng, macca, dan warani.

Modul Berbasis Numerasi untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas III SD Nurul Ulum pada Materi Perkalian dan Pembagian Noerdiana, Azizah Firdha; Siswono, Tatag Yuli Eko; Wiryanto, Wiryanto
Juring (Journal for Research in Mathematics Learning) Vol 8, No 2 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i2.37261

Kemampuan berpikir kritis merupakan kompetensi esensial dalam pembelajaran matematika, namun masih rendah terutama pada siswa sekolah dasar. Salah satu faktor penyebabnya adalah kurang tersedianya bahan atau media pembelajaran yang kontekstual dan belum terintegrasi pada literasi numerasi. Penelitian ini bertujuan mengembangkan dan menguji validitas, praktikalitas dan efektivitas modul berbasis numerasi terhadap kemampuan berpikir kritis siswa pada materi perkalian dan pembagian. Penelitian dan pengembangan dilakukan mengikuti tahapan model ADDIE, yang mencakup lima tahapan; analisis, desain, pengembangan, implementasi dan evaluasi. Subjek penelitian adalah 24 siswa kelas III A SD Nurul Ulum Surabaya. Angket digunakan untuk mengumpulkan data kevalidan dan kepraktisan modul. Tes digunakan untuk mengumpulkan data kemampuan berpikir kritis siswa. Teknik analisis data menggunakan persentase kevalidan dan kepraktisan, serta uji statistik t-test one sample untuk efektivitas. Hasil penelitian menunjukkan bahwa modul berbasis numerasi tergolong sangat valid, sangat praktis dan efektif dengan peningkatan kemampuan berpikir kritis yang signifikan. Penelitian ini merekomendasikan penggunaan modul berbasis numerasi sebagai alternatif bahan ajar inovatif dalam mendukung pembelajaran matematika kontekstual dan pengembangan kemampuan berpikir tingkat tinggi di sekolah dasar.

Examining prospective teachers’ belief and pedagogical content knowledge towards teaching practice in mathematics class: A case study Muhtarom; Juniati, Dwi; Siswono, Tatag Yuli Eko
Journal on Mathematics Education Vol. 10 No. 2 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Beliefs and pedagogical content knowledge (PCK) are two factors influencing teaching practice in the classroom. This research aims to describe the beliefs and PCK of the prospective mathematics teachers and the relationship between the two factors on the teaching practices in the mathematics classroom. Participant in this research includes a prospective teacher who has taken a micro teaching subject and has good communication skill. Data were collected through interview and video analysis on the teaching practice in the classroom. The data obtained were coded, simplified, presented, and triangulated for the credibility and concluded. The result of the research shows that the prospective teachers who hold a constructivist belief view mathematics as a dynamic knowledge which evolves and is regarded as the space of creation for humans. Their beliefs on the nature of mathematics support the belief in the teaching-learning process in mathematics classrooms. Furthermore, a good understanding of the prospective teachers have on the components of the PCK has been sufficient, which can be identified in every step of practical activities in the classroom. More elaboration on the relationship between the belief and PCK is presented in this research.

Climber Prospective Teacher: Relationship Beliefs and Mathematics Teaching Practice Muhtarom, Muhtarom; Siswono, Tatag Yuli Eko; Juniati, Dwi
Al-Jabar: Jurnal Pendidikan Matematika Vol 11 No 1 (2020): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v11i1.6103

This research explained the description of the beliefs of prospective teacher who had an adversity quotient type climber and the relationship between beliefs and mathematics teaching practices in the classroom. One student of climber prospective teacher who had taken an internship course and had good communication skill was willing to become a research subject. Semi-structured interview and observation of learning in class were used to obtain the research data. The data that had been obtained were coded, reduced, presented, triangulated to obtain credible data, and then conclusions were drawn. The results show that the climber math prospective teacher believes that mathematics is as something dynamic, namely the space of creation, human invention that develops continuously. Teaching mathematics is student-centered through problem providing or problem solving, and learning is as a construction of student’s active understanding to build knowledge. A more detailed explanation of beliefs description and the relationship with the mathematics teaching practice is described in this research.

Ethnomathematics in Sidoarjo Batik Motifs: An Ethnographic Study of Mathematical Concepts in Local Cultural Artifacts Fitriyah, Nur; Wiryanto; Ekawati , Rooselyna; Mariana, Neni; Siswono, Tatag Yuli Eko
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1531

This study explores the integration of mathematical concepts within the traditional batik motifs of Sidoarjo, Indonesia, through a qualitative ethnographic approach. Focusing on three selected motifs—Beras Wutah, Kembang Tebu, and Udang Bandeng—the research aims to identify and describe inherent mathematical elements such as symmetry, geometry, patterns, and proportional reasoning embedded in the design and production process. Data were collected through direct observation, semi-structured interviews with local batik artisan Ir. Nurul Huda, and documentation analysis at the Batik Tulis Al-Huda Gallery in Sidokare, Sidoarjo. The data were analyzed using Spradley’s ethnographic method, which includes domain, taxonomic, and componential analysis. Findings reveal that Sidoarjo batik motifs are rich in mathematical structures. The Beras Wutah motif displays tessellation and reflective symmetry; Kembang Tebu illustrates rotational symmetry and repetitive geometric patterns; while the Udang Bandeng motif incorporates proportional scaling and spatial reasoning. These mathematical ideas, though traditionally unformalized, demonstrate deep-rooted local knowledge that aligns with formal mathematical principles. The integration of ethnomathematical perspectives into classroom instruction has the potential to contextualize learning, enhance students’ engagement, and foster cultural appreciation. This study concludes that batik, as a cultural artifact, holds significant educational value in mathematics education. Incorporating local cultural resources like batik into curriculum design not only supports culturally responsive teaching but also bridges abstract mathematical concepts with tangible real-world experiences. The findings advocate for the inclusion of ethnomathematics in primary education as a strategy to make mathematics more accessible, meaningful, and inclusive for diverse learners.

Perancangan Pembelajaran Pengajuan dan Pemecahan Masalah Matematika Bagi Guru SMP Kabupaten Magetan Siswono, Tatag Yuli Eko; Rahaju, Endah Budi; Ismail, Ismail; Hartono, Sugi; Indarasati, Nanda Ayu
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 6 No 4 (2022): November
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v6i4.6619

Pengajuan dan pemecahan masalah merupakan pemicu keterampilan berpikir kritis maupun berpikir kreatif yang sesuai dengan tujuan kurikulum saat ini. Â Kedua konsep tersebut perlu diimplementasikan dalam pembelajaran, sehingga para guru perlu dibekali keterampilan merancang pembelajaran tersebut sekaligus memahami konsep masalah, pemecahan dan pengajuan masalah. Untuk mencapai tujuan tersebut, diperlukan program pelatihan guru untuk memantapkan pemahaman guru tentang pemahaman konten dan desain pembelajaran berbasis pengajuan dan pemecahan masalah matematika. Guru yang terlibat adalah 22 guru SMP yang ditugaskan oleh Dinas Pendidikan Kabupaten Magetan. Metode pelaksanaan terdiri dari tahap persiapan dengan melakukan koordinasi dengan mitra dan tim pelatih untuk merancang instrumen dan materi pelatihan. Tahap pelaksanaan terdiri dari kegiatan tatap muka dan kegiatan mandiri dengan diawali pemberian angket untuk analisis awal (pra-tes), pemberian materi pelatihan, praktik penyusunan soal, presentasi, dan kegiatan mandiri merancang perangkat pembelajaran.Â Tahap selanjutnya evaluasi dan tindak lanjut dilakukan dengan pemberian angket akhir pelatihan (pasca-tes) dan angket refleksi kegiatan. Hasil pelatihan menunjukkan 81,8% guru mampu memahami konsep dan mendesain pembelajaran berbasis pengajuan dan pemecahan masalah. Hasil evaluasi kegiatan guru menunjukkan 95,45% guru cenderung mengatakan baik dan menyarankan kegiatan perlu ditindaklanjuti.

USING THE MOORE'S THEORY TO EXPLAIN PRESERVICE TEACHERS’ DIFFICULTIES IN PROVING OF THE TRIANGLE SUM THEOREM Sugi Hartono; Tatag Yuli Eko Siswono; Rooselyna Ekawati; Ebenezer Bonyah
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 1 (2025): Volume 9, Nomor 1, March 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i1.36349

This study aims to analyze the difficulties of preservice teachers’ in proving the triangle sum theorem. The method of this study is used a qualitative method with 58 of preservice mathematics teacher studying for a Bachelor of Education degree in Universitas Negeri Surabaya, Indonesia. The authors analysed the written responses to a 1 item worksheet and also conducted interviews with seven of the participants. The analysis of the data was guided by Moore’s theory which was used to identify difficulties of preservice teachers’ in proving of the triangle sum theorem. The results showed that still many of preservice teachers still difficulties in proving of the triangle sum theorem. There were 38% of preservice teachers who answered correctly and 62% of preservice teachers answered incorrectly in compiling proof. It was found that several preservice teachers had difficulties in compiling proofs, namely 30 preservice teachers had difficulty understanding the concept, 2 preservice teacher's did not understand the language and mathematical notation and 4 preservice teacher's had difficulty starting the proof. The novelty of this research is introducing a new theoretical analysis related to the difficulty in proving the fundamental theorem of geometry, namely Moore's theory. This study recommends that preservice teacher’s should be given solution through scaffolding to help preservice teacher's understand the concept of proof so that students can compiling proofs with correct.

Penggunaan Bahan Ajar Berbasis RME untuk Meningkatkan Penalaran dan Numerasi Matematis Materi Pecahan di Sekolah Dasar Tri Rezeki, Irma Setiawati; Wiryanto, Wiryanto; Siswono, Tatag Yuli Eko
Jurnal Pendidikan Matematika : Judika Education Vol. 8 No. 4 (2025): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/q78dhk45

This study aims to look at the use of RME teaching materials on fraction materials to improve mathematical reasoning and numeracy of elementary school students. The method in preparing this article uses the literature review method, this research presents the results of a search for articles on the use of RME teaching materials in elementary schools. The results of this study indicate that ten articles have been reviewed that RME-based teaching materials are a very effective tool for improving mathematics learning, especially in fraction materials in elementary schools. By combining contextual approaches, concrete media, and technology, RME provides a deeper and more meaningful learning experience for students. Conclusion, Through the RME approach, students can relate mathematical concepts to their daily experiences, thus making learning more relevant and interesting. Keywords: Teaching Materials, RME, Mathematics

Co-Authors ABADI Abadi Abadi Abadi Abdul Haris Rosyidi Abdul Haris Rosyidi Abdul Haris Rosyidi ADINDA SURYA PUTRI, NOVIEA AGUNG LUKITO Agung Lukito Ahmad Wachidul Kohar Ain Putri Rustini Ainurrohmah, Indah Ajeng Rara Veronica Alfiati Oktaaviarina Alista Hariyanti Amalina, Ijtihadi Kamilia Amalina, Ijtihadi Kamilia Aminah Ekawati Amirudin, Mochammad Amirudin, Mochammad Anis Shobikhah Aniskurnia Rahmadhani Fajerin Ardiansyah, Dicky Ari Mawanto Arief Budi Wicaksono Armeria Wijaya, Armeria Aryo Andri Nugroho Asma Johan Atik Wintarti Aulia Kholifatul Khasanah Auliya, Ahmad Sulthan AYU SEPTYANI, DWI Ayu Wulandari, Hilaria Yesieka Bahrudin, Eko Rahmad Cahyati, Vania Idelia Ching, Ong Khye Chusnul Fadlilah Defi Imamatus Sholikha Deka Anjariyah Devya, Lenthera Mega Dewi Setianingsih Dini Kinati Fardah Dita, Farah Dovina Meilisa Nur Fadilla Dwi Juniati Dwi Juniati Dwi Juniati Dwi Nur Yunianti DWI SISWANTORO, MAHMUD Ebenezer Bonyah Ekawati , Rooselyna Elvita Novia Dinawati Ely Susanti Endah Budi Rahaju Endang Suprapti Endri Puji Lestari Evangelista Lus Windyana Palupi Evy Novia Nanda Artama Fachry Abda El Rahman FARIHATUS SADIYAH, IHDA Farman FATIMA AZZAHRO, ELOK Fatimatul Khikmiyah Fauzi, Habibillah Achmad Putra Fiangga, Shofan FILLAH FR, ASHDAQ Fitmawati, Entya Esa FITRIYAH, NUR Fitriyani Hali, Fitriyani Fran Susanto Galih Kurniadi Galih Kurniadi HABIB MANAN, MUHAMMAD Hanifah, Mifthaqul Harini, Novita Vindri Heng, Limalin Hikmah, Nur Hidayatul I Ketut Budayasa Ida Dwijayanti Ihsani, Ulynnuha Aulia Ijtihadi Kamilia Amalina Ika Dwi Retnowati Ika Kurniasari Ika Kurniasari Imelda Imelda Imelda Imelda Imelda Imelda Indarasati, Nanda Ayu Ismail Ismail Ismail, Ismail Jamhari Jamhari Jayanti Putri Purwaningrum Julia Ayu Wulandari Kai-Lin Yang Karomah, Syarifatul Kartikawati, Wahyu Khoirun Nisa khusnul khotimah kiki ratnaning arimbi Kurnia Widyaningsih Laikha Sari Lenthera Mega Devya M. Fauzan Asy'ari M. Ulul Albab M. Zaenal Muttaqin MACHMUDAH, AMIROTUL Manuharawati Marpaung, Dian Wahyu Masriyah Masriyah MASRIYAH Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Maulida Aulia Mega Teguh Budiarto Meryansumayeka Meryansumayeka Mochammad Amirudin Moh. Hafiyusholeh Mudinillah, Adam Muh. Rizal Muhamad Alfian Efendi Muhammad Arif Fathoni muhtarom Muhtarom Muhtarom Muhtarom Murwaningsih, Wuri Indah Nabilah Kartika Sukmawati Nanda Ayu Indarasati Nanik Kurnia Sugiarti Ndayizeye, Oscar Neni Mariana Noerdiana, Azizah Firdha Nurdin Nurdin Nurul Laili Nuswantoro, Ari Wahyudi Nyimas Aisyah Oktaviana Ainun Ratnawati Oktaviana Ainun Ratnawati Oktaviana, Dwi Livia Pertiwi, Rizky Dian Pradnyo Wijayanti Putra, Misel Rajasyah Hadi Putri Dwi Naryaningsih Rachma Mufidah, Latifah Nuryah Rahaju, Endah Budi Rahman, Fatchiyah Rahmatika, Ismi Ramlah Ramlah Ramlah Ramlah Ratna Sari Dewi Ria Pusvita Sari Rini Setianingsih Rita Lefrida Rooselyna Ekawati ROYHAN, MUHAMMAD Rusydah Kamilah SANDI SETIAWAN, ARI Savirra Tazkia Sendi Ramdhani Setia Putri Ayu Ramadani Setianingsih, Rini Sipayung, Tetty Natalia Siti Khabibah Siti Khoiriyah Siti Maghfirotun Amin Siti Mistima Maat Siti Munawaroh Sri Wahyuni Sugi Hartono Sugi Hartono Sugi Hartono, Sugi Suhendra Panca Wardhana Susanto, Fran Sutinah Syafiul Muzid SYAMSU ALAM Syamsu Alam Syarifatul Maf’ulah Syifa'uliyah, Syifa’uliyah Syifa’uliyah Syifa'uliyah tazkia, savirra Tri Dyah Prastiti Tri Rezeki, Irma Setiawati Tria Bitara Ucu Rahayu Ulul Azmi Uripno, Gusti Uswatun Hasanah Uzlifatul Hasanah Uzlifatul Hasanah Vania Idelia Cahyati Wahyuni, Anik Sri Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiwik Andriani Wulan Puspitasari Wulandari, Hilaria Yesieka Ayu Wuri Indah Murwaningsih Yatim Riyanto Yulia Puji Astuti Yumiati YUSUF FUAD Zahri, Mohammad Zulnaidi, Hutkemri

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