Articles
<![CDATA[Students' Mathematical Creative Thinking: A Systematic Literature Review with Bibliometric Analysis ]]>
<![CDATA[Farman Farman]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Siti Khabibah]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 7 No. 2 (2022): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v7i2.1846
<![CDATA[This study aims to determine the trend of publications on creative thinking in mathematics learning published on Google Scholar in the 2017-2021 period, as well as describe opportunities and directions for research on creative thinking with themes related to future mathematics learning. This research is a systematic literature review study with bibliometric analysis. This research method uses PRISMA 2020 steps. The study results show that the most productive authors are Asikin, Mulyono and Tohir, each publishing two articles. The paper that gets the most citations is by Hasanah and Surya, which discusses students' creative thinking skills in mathematics using cooperative and problem-solving learning. Research themes such as students, creative thinking, problems and mathematics, and mathematical domains such as numbers, algebra and geometry have been widely used. This allows future research paths that can be studied, including the domain of mathematics in the material of statistics and opportunities, students' creative thinking in 7th and 9th-grade students gender, and the use of technological media to improve or measure students' mathematical creative thinking processes. However, the domains and topics that have been studied are still possible to be reviewed as an effort to maximize students' mathematical creative thinking abilities.]]>
<![CDATA[COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM ]]>
<![CDATA[Evi Novita Wulandari]]>;
<![CDATA[Dwi Juniati]]>;
<![CDATA[Siti Khabibah]]>
<![CDATA[ JME (Journal of Mathematics Education) Vol. 9 No. 2 (2024): JME ]]>
Publisher : <![CDATA[USN Kolaka ]]>
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DOI: 10.31327/jme.v9i2.2291
<![CDATA[Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and teacher and students participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.]]>
<![CDATA[Analisis Beban Kerja Kognitif Siswa Sekolah Menengah Pertama pada Tugas Aritmetika Mental ]]>
<![CDATA[Rifa Firdah Awanis]]>;
<![CDATA[Siti Khabibah]]>;
<![CDATA[Elly Matul Imah]]>
<![CDATA[ EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[LP. Ma'arif Janggan Magetan ]]>
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DOI: 10.62775/edukasia.v4i1.290
<![CDATA[This study aims to describe the cognitive workload of students on mental arithmetic tasks. This study is a qualitative descriptive research. Data collection was conducted on students of Class VIII-C SMPN 1 Situbondo consisting of 32 students and taken 10 students as research subjects. Data collection techniques of this study were mental arithmetic tasks, NASA-TLX questionnaires, and interviews. The data collection instruments used were mental arithmetic task questions, NASA-TLX questionnaire rating sheets, and interview guidelines. 10 research subjects were selected based on the cognitive workload and mental arithmetic of students. The results of this study showed that 6.25% were in the category of very low cognitive workload, 12.5% were in the category of low cognitive workload, 25% were in the category of moderate cognitive workload, 43.75% were in the category of high cognitive workload, and 12.5% were in the category of very high cognitive workload. Subjects with very low cognitive workload did not experience stress or difficulty when solving mental arithmetic tasks. Subjects with low cognitive workload did not experience stress or difficulty when solving mental arithmetic tasks. Subjects with moderate cognitive workload experience slight difficulties when solving mental arithmetic tasks. Subjects with a high cognitive workload experience stress to the point of making the subject feel irritated when solving mental arithmetic tasks. Subjects with very high cognitive workload experienced stress to the point of making the subject feel irritated when solving mental arithmetic tasks.]]>
<![CDATA[Proses Siswa SMP Feminin dan Maskulin dalam Memahami Bentuk Aljabar ]]>
<![CDATA[Putu Windayanti]]>;
<![CDATA[Siti Khabibah]]>;
<![CDATA[Budi Rahadjeng]]>
<![CDATA[ EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[LP. Ma'arif Janggan Magetan ]]>
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DOI: 10.62775/edukasia.v4i2.394
<![CDATA[The aim of the study is to describe students’ procesess on understanding algebraic expression. This research was descriptive study with qualitative approach. Two students with the higher rank in mathematics’ test were selected as the research subject. The data were collected by giving algebraic forms problem based on Anderson’s cognitive processes of understand and interviews. The results shows that on: interpreting, feminin & masculine student transforms the given information into variables to determine the algebraic forms of the problem, the difference is the letters that used to represent variables; exemplying, both student gives appropriate specific examples, the difference is masculine student gives examples of algebraic forms which terms contain single variable; classifying, both student classifies the algebraic forms that has three terms and explains why an algebraic form called as three-terms of algebraic form; inferring, both student use the information in the problem to conclude the solution; summarizing, both student generalize the general form of three-variables of algebraic form; comparing, feminin student compare the simmiliarities to determine algebraic forms that have the same characteristics as the algebraic form given, while masculline student can not find the simmiliarities. It causes a bias in masculline student on exemplying.]]>
<![CDATA[KEEFEKTIFAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK PADA MATERI LINGKARAN SISWA KELAS VIII MTs NURUL IMAN ]]>
<![CDATA[Laila Aisyah]]>;
<![CDATA[Siti Khabibah]]>;
<![CDATA[Nihayatus Sa’adah]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 6 No 2 (2021): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v6i2.2085
<![CDATA[Penelitian ini di latarbelakangi oleh fakta bahwa guru di MTs Nurul Iman masih menggunakan ceramah sebagai satu-satunya metode pembelajaran. Pembelajaran tersebut dapat mengakibatkan siswa kurang antusias ketika pembelajaran, banyak siswa yang kurang memahami materi serta banyak siswa yang diam dan malu bertanya. Hal tersebut mengakibatkan hasil belajar siswa rendah. Dengan menggunakan pembelajaran kooperatif tipe talking stick diharapkan dapat membuat siswa aktif dalam pembelajaran. Tujuan penelitian ini adalah untuk mendeskripsikan keefektifan model pembelajaran kooperatif tipe talking stick pada materi lingkaran yang ditinjau dari aktivitas belajar siswa, hasil belajar siswa dan respon siswa. Rancangan penelitian ini menggunakan One-Shot Case Study. Jenis penelitian ini yaitu analisis deskriptif dengan pendekatan kuantitatif. Subjek penelitian ini adalah 14 siswa. Teknik pengumpulan data menggunakan metode observasi, tes dan angket dengan menggunakan instrumen lembar observasi aktivitas siswa, lembar tes hasil belajar dan lembar angket respon siswa. Hasil penelitian menunjukkan bahwa: (1) Aktivitas belajar siswa tergolong aktif dengan hasil persentase 64,3%. (2) Hasil belajar siswa tidak tuntas dengan hasil persentase 42,9%. (3) Respon siswa yaitu positif dengan hasil persentase secara klasikal yaitu 77,8%. Kata Kunci: pembelajaran, kooperatif, talking stick, lingkaran]]>
<![CDATA[KEEFEKTIFAN MODEL PEMBELAJARAN COOPERATIVE SCRIPT PADA MATERI BANGUN RUANG SISI LENGKUNG KELAS IX MTS DARUL ULUM SUMBER PENGANTIN JOGOROTO ]]>
<![CDATA[Husnun Nadzifah]]>;
<![CDATA[Siti Khabibah]]>;
<![CDATA[Nihayatus Sa’adah]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 6 No 2 (2021): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v6i2.2088
<![CDATA[Penelitian ini dilatarbelakangi oleh pembelajaran di MTs Darul Ulum Sumber Pengantin Jogoroto yang masih berpusat pada guru seperti ceramah, dan tanya jawab. Pembelajaran tersebut menyebabkan peserta didik mudah bosan sehingga tidak tertarik untuk mengikuti proses pembelajaran dengan sungguh-sungguh. Hal ini juga menjadikan peserta didik kurang antusias dalam pembelajaran sehingga hasil belajar peserta didik masih belum mencapai standar yang ditentukan. Tujuan dari penelitian ini untuk mendeskripsikan keefektifan model pembelajaran cooperative script pada materi bangun ruang sisi lengkung yang ditinjau dari respon dan hasil belajar peserta didik. Rancangan penelitian ini menggunakan Pre-Experimental dengan desain One-Shot Case Study sedangkan metode penelitian menggunakan analisis deskriptif dengan pendekatan kuantitatif. Hasil penelitian ini menunjukkan bahwa pada penerapan model pembelajaran cooperative script menghasilkan data: (1) Hasil belajar peserta didik yang tuntas ada 9 peserta didik, sedangkan yang tidak tuntas 13 peserta didik, maka persentase secara klasikal nilainya 40.9%. (2) Respon peserta didik terhadap model pembelajaran cooperative script adalah positif yang ditunjukkan bahwa terdapat 6 pernyataan yang memperoleh tanggapan positif, dan persentase respon positif tersebut adalah 60%. Dari uraian tersebut dapat disimpulkan bahwa penerapan model pembelajaran cooperative script pada materi bangun ruang sisi lengkung tidak efektif. Kata Kunci: Keefektifan, Cooperative Script, Bangun Ruang Sisi Lengkung.]]>
<![CDATA[IMPLEMENTASI PENDEKATAN CULTURALLY RESPONSIVE TEACHING DAN MEDIA INTERAKTIF DALAM MENINGKATKAN HASIL BELAJAR SISWA ]]>
<![CDATA[Purnomo]]>;
<![CDATA[Siti Khabibah]]>;
<![CDATA[Yunita Rochmawati]]>
<![CDATA[ Edumath : Jurnal Program Studi Pendidikan Matematika Vol 17 No 2 (2025): Edumath Volume 17 Nomor 2 Mei 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika Universitas PGRI Jombang ]]>
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DOI: 10.32682/c6j2km87
<![CDATA[Penelitian ini merupakan penelitian tindakan kelas yang bertujuan untuk meningkatkan hasil belajar siswa menggunakan pendekatan culturally responsive teaching (CRT) dan media interaktif Ispring suite. Penelitian ini terdiri dari dua siklus yang terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian yakni siswa kelas IX-H SMP Negeri 29 Surabaya yang berjumlah 35 anak. Pengumpulan data diperoleh dengan observasi guru dan siswa, tes evaluasi dan kajian dokumen. Teknik analisis data menggunakan analisis deskriptif kualtitatif. Hasil penelitian menunjukkan bahwa siswa mengalami peningkatan hasil belajar yang efektif ketika mendapatkan tindakan implementasi pendekatan culturally responsive teaching (CRT) dan media interaktif Ispring suite. Hasil penilitian menunjukkan adanya peningkatan hasil belajar siswa pada setiap siklusnya. Secara utuh hasil belajar 35 siswa sebelum diberikan tindakan (pra tindakan) 48%, siklus 1 sebesar 77%, siklus 2 sebesar 88%. Penelitian tindakan kelas dengan implementasi pendekatan culturally responsive teaching (CRT) dan media interaktif Ispring suite dapat dikatakan berhasil dalam meningkatkan hasil belajar siswa karena telah mencapai indikator keberhasilan yang telah ditetapkan yaitu lebih dari 75% siswa mencapai batas KKM ≥75]]>
<![CDATA[Pemikiran Ruang Siswa Sekolah Menengah Pertama dalam Memecahkan Masalah Ruang Berdasarkan Perbedaan Gaya Kognitif ]]>
<![CDATA[Wila, Putra Nazrani]]>;
<![CDATA[Dwi , Juniati]]>;
<![CDATA[Siti, Khabibah]]>
<![CDATA[ JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13 No 2 (2025): Juli ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Ponorogo ]]>
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DOI: 10.24269/dpp.v13i2.12146
<![CDATA[Spatial reasoning is a crucial component in mathematics education, particularly in solving geometry problems that require visualization and mental manipulation of objects in space. This study aims to describe the spatial reasoning of junior high school students based on their cognitive styles, namely field independent (FI) and field dependent (FD). The study employed a qualitative approach with a descriptive method. Data were collected through students’ solutions to geometry tasks involving three-dimensional shapes and in-depth interviews with two selected subjects representing each cognitive style. The findings indicate that the field independent subject demonstrated a comprehensive visual representation of geometric objects, formulated problem-solving steps systematically, and exhibited flexibility in positioning objects from various perspectives. However, their ability to mentally rotate objects and evaluate alternative strategies remained underdeveloped. On the other hand, the field dependent subject showed an initial understanding of object structure and was able to construct general problem-solving strategies but struggled with spatial manipulation, maintaining proportions between parts, and engaging in critical reflection of visual representations and solutions. These findings suggest that cognitive style significantly influences students’ spatial reasoning in solving geometry problems.]]>
<![CDATA[Pewarnaan Total pada Graf Bintang Sierpinski ]]>
<![CDATA[Siti Khabibah]]>;
<![CDATA[Dita Anies Munawwaroh]]>
<![CDATA[ Limits: Journal of Mathematics and Its Applications Vol. 18 No. 2 (2021): Limits: Journal of Mathematics and Its Applications Volume 18 Nomor 2 Edisi No ]]>
Publisher : <![CDATA[Pusat Publikasi Ilmiah LPPM Institut Teknologi Sepuluh Nopember ]]>
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<![CDATA[Bilangan kromatik total graf G adalah bilangan bulat terkecil k dimana titik-titik dan sisi-sisi graf G dapat diwarnai dengan k warna sedemikian hingga dua titik yang adjecent dan sisi yang insiden dengan titik-titik tersebut diberikan warna yang berbeda. Dalam paper ini dibahas mengenai pewarnaan total pada Graf Bintang Sierpinski, . Bilangan kromatik untuk pewarnaan total pada Graf ssn adalah 1 untuk n=1 dan 1+3.2n-2 untuk n>=2]]>
<![CDATA[Analisis Beban Kerja Kognitif Siswa Sekolah Menengah Pertama pada Tugas Aritmetika Mental ]]>
<![CDATA[Rifa Firdah Awanis]]>;
<![CDATA[Siti Khabibah]]>;
<![CDATA[Elly Matul Imah]]>
<![CDATA[ EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[LP. Ma'arif Janggan Magetan ]]>
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DOI: 10.62775/edukasia.v4i1.290
<![CDATA[This study aims to describe the cognitive workload of students on mental arithmetic tasks. This study is a qualitative descriptive research. Data collection was conducted on students of Class VIII-C SMPN 1 Situbondo consisting of 32 students and taken 10 students as research subjects. Data collection techniques of this study were mental arithmetic tasks, NASA-TLX questionnaires, and interviews. The data collection instruments used were mental arithmetic task questions, NASA-TLX questionnaire rating sheets, and interview guidelines. 10 research subjects were selected based on the cognitive workload and mental arithmetic of students. The results of this study showed that 6.25% were in the category of very low cognitive workload, 12.5% were in the category of low cognitive workload, 25% were in the category of moderate cognitive workload, 43.75% were in the category of high cognitive workload, and 12.5% were in the category of very high cognitive workload. Subjects with very low cognitive workload did not experience stress or difficulty when solving mental arithmetic tasks. Subjects with low cognitive workload did not experience stress or difficulty when solving mental arithmetic tasks. Subjects with moderate cognitive workload experience slight difficulties when solving mental arithmetic tasks. Subjects with a high cognitive workload experience stress to the point of making the subject feel irritated when solving mental arithmetic tasks. Subjects with very high cognitive workload experienced stress to the point of making the subject feel irritated when solving mental arithmetic tasks.]]>
