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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Publikasi Pendidikan Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal S2 Pendidikan Matematika Journal of Mathematics and Mathematics Education Journal of Mathematics and Mathematics Education (JMME) Jurnal Pembelajaran Matematika Journal of Educational Research and Evaluation Surya Abdimas Journal of Educational Management and Instruction (JEMIn) International Journal on Education Insight Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pedagogy Review
Imam Sujadi
Sebelas Maret University
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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PROSES BERPIKIR KREATIF DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN DIMENSI MYER-BRIGGS SISWA KELAS VIII MTs NW SURALAGA LOMBOK TIMUR TAHUN PELAJARAN 2013/2014 Aziz, Abdul; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract

Abstract: This study aimed at describing the process of creative thinking of the eight grade students of MTs NW Suralaga East Lombok  in the academic year of 2013/2014, who had personality type based on the Myer-Briggs personality dimensions, namely rational personality type (STR) and guardian personality type (STG) in the mathematics problems solving on Wallas steps, namely preparation, incubation, illumination, and verification. The approach used descriptive qualitative approach in a case study. The data collection technique was conducted by using task based interview. The result showed that the procces of creative thingking on: (1) the STR students, namely: (a) the preparation, the students read APS (assignment problem solving) silently, observed the instructions and information carefully, and mentioned the known and the asked things in  reading once APS; (b) incubation, the students tend to be silent for a moment, the students do a contemplation activities, planned the problem solving, and took a long time to bring up the idea; (c) illumination, the students started by identifying the contained information in the APS, wrote how to solve the problem and continued by explaining the procedure of problem solving, the students established the steps to resolve the problem and got the idea by developing the idea of the previous answers; (d) verification, the students expressed orally the re-examination procedure of the answer, wrote the re-examination procedure, explained the re-examination procedure and explained the procedure again orally. (2) The STG students, namely: (a) the preparation, the students read the APS silently, and in a loud voice, mentioned the current issues in the APS, wrote the problems on the answer sheet, mentioned the known and the asked things of APS after a given follow-up questions; (b) incubation, the students tend to be silent, the students do a contemplation activities and arranged the plan of problem-solving when they were calm; (c) illumination, the students identified the information on APS and determined the attributes that were used to solve the problem, established the steps to resolve the problem, described the problem solving procedures, solved the problems by developing the idea from the previous idea; (d) verification, the students revealed and explained the re-examine procedure of the answer orally, wrote the re-examination procedure of the answer, observed and re-checked the problem solving that had been done.Keywords: Creative Thinking, Problem Solving, and Personality Type
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN OPEN-ENDED PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI DISPOSISI MATEMATIS SISWA KELAS VIII SMP NEGERI DI KABUPATEN PURWOREJO Wijayaanto, Zainnur; Budiyono, Budiyono; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 2, No 10 (2014): Pembelajaran Matematika
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Abstract: The study aimed to know: 1) which one of the learning models gave a better achievement between Think Pair Share (TPS) cooperative learning model with Open-Ended Approach, TPS, or direct learning model, 2) which one of the students with mathematical disposition category had a better achievement between students with high, moderate or low mathematical disposition, 3) in each student’s mathematical disposition category, which learning model gave a better student’s achievement in mathematics, 4) in each learning models, which one of the students with mathematical disposition category had a better student’s achievement in mathematics. This was quasi-experimental study with 3x3 factorial design. The study population was all eighth grade students of state junior high school in Purworejo District. Instruments used to collect data were mathematics achievement test and the student’s mathematical disposition questionnaire. The data were analyzed using unbalanced two ways ANOVA. Based on the data analysis, it was concluded that: 1) TPS with Open-Ended Approach gave better achievement than TPS and direct learning model while TPS and direct learning model gave same achievement, 2) the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, and the students with moderate mathematical disposition had better achievement than the students with low mathematical disposition, 3) at all categories of students’ mathematical disposition, TPS with Open-Ended Approach, TPS, and direct learning model gave the same achievement, 4) in the TPS with Open-Ended Approach and TPS, the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, and the students with moderate mathematical disposition had better achievement than the students with low mathematical disposition. In the direct learning model, the students with high mathematical disposition had better achievement than the students with moderate and low mathematical disposition, while the students with moderate and low mathematical disposition had the same achievement.Keywords: Think Pair Share (TPS), Open-Ended Approach, Direct Instruction, Mathematical Disposition, Learning Achievement in Mathematics.
KARAKTERISTIK BERPIKIR KREATIF SISWA KELAS VII SMP N 1 KRAGAN DALAM MEMECAHKAN DAN MENGAJUKAN MASALAH MATEMATIKA MATERI PERBANDINGAN DITINJAU DARI GAYA KOGNITIF Argarini, Dian Fitri; Budiyono, Budiyono; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

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Abstract: The research objectives were to determine and to describe creative thinking characteristic of 7th grade students of SMP N 1 Kragan in solving and proposing problem at comparative case seen from the cognitive style. This research belonged to descriptive research by qualitative-explorative approach. The sample was taken by purposive sampling technique. The subjects being used in this research were 4, those were 2 students with field dependent cognitive style and 2 students with field independent cognitive style. The subject grouping based on cognitive style was taken by group embedded figures test. There were two instruments that were used to collect the data of this research. The first instrument was solving and proposing problem test instrument. The second was interview guidance. They were validated by using the time triangulation test and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion.. The results of this research show as follows, (1) Creative thinking characteristics of students who had field dependent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems appeared when the students gave the other alternative answer, whereas this aspect was not fulfilled in proposing the problems.  The originality aspect was not fulfilled in solving and proposing problems. (2) Creative thinking characteristics of students who had field independent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems was shown when the students gave the other alternative answer, while in proposing the problem this aspect was not completed because students were able to make only one question. The originality aspect in solving the problem could be seen when the students gave a new way solution and this  was different from the previous one. Meanwhile in proposing the problems, aspet of originality was not fulfilled.Keywords:   creative thinking characteristics, solving  problems, proposing problems, cognitive style
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL Negara, Habib Ratu Perwira; Kusmayadi, Tri Atmojo; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 4, No 2 (2014): Journal of Mathematics and Mathematics Education
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Abstract: The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.Keywords: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect. 
EKSPERIMENTASI MODEL PEMBELAJARAN TWO STAY TWO STRAY (TSTS) DAN LEARNING CYCLE 5E (LC5E) PADA MATERI TRIGONOMETRI DITINJAU DARI AKTIVITAS BELAJAR SISWA SMA/MA NEGERI DI KABUPATEN KARANGANYAR Nurcahyo, Andriawan; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 4 (2015): Pembelajaran Matematika
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Abstract: The objectives of research was to determine the effect of learning models on  learning achievement viewed from the students learning activities. The learning models compared were two stray two stay (TSTS), learning cycle 5E (LC5E) and direct learning. This research method was quasi – experimental using the factorial design 3x3. The Population of this research was all students in the tenth grade of High School / MA in Karanganyar in the academic year of 2013/2014. The Sampling was done by stratified cluster random sampling. The total samples in this research were 340 students (113 students for TSTS class, 113 students for LC5E class and 114 students for direct learning model). The proposed hypothesis of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follow: (1) cooperative learning model TSTS, LC5E and direct learning model have the same achievement in  trigonometry. (2) students having high learning activities of mathematics study have the same achievement with those having medium learning activities, students having high learning activities of mathematics have better achievement than those having low learning activities, and students having medium learning activities have the same achievement with those having low learning activities in the trigonometry. (3) In the category of learning activities, students having high, medium and low, learning model TSTS, LC5E and direct learning model, have the same achievement in trigonometry. (4) In the learning model  TSTS and LC5E, students having high, medium and low learning activities have the same achievement trigonometry. For direct learning model, students having high learning activities have the same achievement with those having low learning actvities, students having high learning activities have better achievement than those having low learning activities, and students having medium learning activities have the same achievement with those having low learning activities.Keywords: TSTS, LC5E, Students Learning Activities and Learning Achievement  
KATEGORI BERPIKIR KREATIF SISWA KELAS VII SMP NEGERI 1 SURAKARTA DALAM MENYELESAIKAN MASALAH MATEMATIKA PADA MATERI POKOK HIMPUNAN Masruroh, Rahmawati; Sujadi, Imam; Sari S, Dewi Retno
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract: The purpose of this research was to describe the fluency, flexibility, and novelty of seventh grade students of SMP Negeri 1 Surakarta who have the high, moderate, and low mathematics ability to solve the mathematics problem on the topic of union. This research was qualitative research. The subjects were taken from seventh grade student of SMP Negeri 1 Surakarta. The subjects were 9 students; 3 students with high ability, 3 students with moderate ability, and 3 students with low ability. Data were collected through think aloud method in which students were asked to express what he thought orally. The main data sources were the words and actions of students while being interviewed. Data was validated using data triangulation where data collection was conducted at two different time. The research results showed that  the students with the high, moderate, and low mathematics ability had different characteristics in fluency, flexibility and novelty.Keywords: fluency, flexibility, novelty, problems solving.
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN GUIDED DISCOVERY LEARNING PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI LOCUS OF CONTROL Widodo, Widodo; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pembelajaran Matematika Vol 3, No 3 (2015): Pembelajaran Matematika
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Abstract: The aims of the research were to determine the effect of learning models on learning achievement viewed from the students locus of control (LOC). The learning models compared were Jigsaw by using Guided Discovery Learning (GDL), jigsaw and direct learning. The type of this research were aquasi-experimental research with the factorial design 3x3. The population were the students of the VIII class of SMP Negeri Ponorogo Regency in the academic year of 2013/2014. The samples of the research consisted of 263 students and were taken through stratified cluster random sampling. The proposed hypothesis of the research were tested by using the two-way analysis of variance with unbalanced cells. The conclusions of this research were as follows. (1) Jigsaw-GDL provided better learning achievement than jigsaw and direct instruction, while jigsaw provided better learning achievement than direct instruction, (2) the students with high LOC had better learning achievement than medium and low LOC, students with medium LOC had better learning achievement than low LOC, (3) in students with high LOC, the use of jigsaw-GDL provided learning achievement as good as jigsaw, the use of Jigsaw provided learning achievement as good as direct instruction, the use of Jigsaw-GDL provided the better learning achievement than direct instruction, in students with medium and low LOC, there were no difference in learning achievement in each learning model, (4) in Jigsaw-GDL learning model, there were no difference in learning achievement between students with high LOC and medium LOC, and both of them had better learning achievement than students with low LOC, in Jigsaw and direct learning model, there were no difference in learning achievement in each level of LOC.Keywords:  Jigsaw-GDL, Jigsaw,  Locus of Control, and Learning Achievement
PROSES METAKOGNISI DALAM PEMECAHAN MASALAH MATEMATIKA PADA SISWA KELAS XI DI SMA NEGERI BANYUMAS Kartika, Dwiani Listya; Riyadi, Riyadi; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 9 (2015): Pembelajaran Matematika
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Abstract : The purposes of this research were to describe: (1) metacognition process in mathematical problem solving linear programming subject matter of grade XI students with high academic ability in Banyumas State Senior High School, (2) metacognition process in mathematical problem solving linear programming subject of grade XI students with medium academic ability in Banyumas State Senior High School, and (3) metacognition process in mathematical problem solving linear programming subject matter of grade XI students with low academic ability in Banyumas State Senior High School. This research was a qualitative descriptive research and the subjects were grade XI students of Banyumas State Senior High School in academic year 2014/2015.  The subjects were selected based on specific criteria by using  snowball sampling technique. Data was collected by using interview based on problem solving tasks  and validity of the data was done by using time triangulation. Data validity was used to determine the metacognition process in mathematical problem solving from each research subject in each component metacognition process. The components were arranging the  strategy or action plan, controlling or monitoring the actions, and evaluating  the action. Results showed that students with high, medium, and low academic ability realized their thinking process by identifying the information of the problem when arranged the action plan. However, there are students with low academic ability can not recall their prior knowledge previously required. They also can not make the  plan solutions are used. The plans solution are knowing the concepts that will be used and estimating the time required to complete it. Furthermore, when monitored the actions, all of subjects from high, medium, and low academic ability had tried to realize their thinking process when explained the problem solving procedures by verifying and clarifying the results of their written work and identifying the  strategies while expressing the reason of the strategies are used. The students with high and  medium academic ability developed their plan action solutions prepared in accordance with the plan. However, there are students with low academic ability  who have not been able to develop all plans prepared solution according to their plans. Furthermore, only students with high academic ability who are able to evaluate or assess the results of their written work properly despite there are some  students with low academic ability  who can do it too.Keywords: Metacognition Process, Mathematical Problem Solving, Academic Ability
EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION, THINK-PAIR-SHARE, DAN PROBLEM BASED LEARNING DENGAN PENDEKATAN SAINTIFIK PADA MATERI EKSPONEN DAN LOGARITMA DITINJAU DARI KREATIVITAS SISWA KELAS X SMA NEGERI KABUPATEN PACITAN Suprapto, Suprapto; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 5 (2015): Pembelajaran Matematika
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Abstract: The aim of this research was to know the influence of teaching and learning models with the scientific approach toward the students’ achievement in learning mathematics considered from the creativity of the students. Teaching and learning models to be compared were GI, TPS, and PBL. This research was chategorized as a quasi experimental research. The population was all students of grade X MIA public SMAs in Pacitan regency in the year 2014/2015. The sampling technique used was stratified cluster random sampling. The method of data collection were documentation, questionaire, and test. Hypothesis testing was performed using two-way analysis of variance with unequal cells. The conclusions of this research were as follows. 1. The students’ achievement in mathematics given GI-S model was better than those who were given TPS-S model, while the students’ achievement given GI-S was the same as those who were given PBL-S model, and the students’ achievement given TPS-S model was the same as those who were given  PBL-S model;  2. The mathematics achievement of the students who had high level creativity was the same as those who had  medium level creativity, while those who had  high level creativity was better than those who had  low level creativity, and the students with medium level gave the same achievement as those with low level creativity; 3. In high level creativity, the students’ achievement in learning mathematics using GI-S model was the same as those using TPS-S and PBL-S models. In medium level creativity, the students using GI-S model gave the same achievement as those using TPS-S and PBL-S models, but the students’ achievement using  PBL-S model was better than using TPS-S model. In low level creativity, the students who learned mathematics using GI-S model gave the same achievement as those who used TPS-S and PBL-S models, and the students’ achievement using TPS-S model was the same as those using PBL-S model; 4. In learning mathematics using GI-S model, the students with high, medium, and low level creativity gave the same achivement. In using TPS-S model, the students with high, medium, and low level creativity gave the same achievement. In using PBL-S, the students with high level creativity had the same achievement as those who had medium and low level creativity, but the students with medium level creativity gave better achievement than those who had low level creativity.Keywords: Group Investigation (GI), Think Pair Share (TPS), Problem Based Learning (PBL), Scientific approach, Creativity
PROSES BERPIKIR KREATIF SISWA CLIMBER DALAM PEMECAHAN MASALAH MATEMATIKA PADA MATERI PELUANG Kurniawan, Indra; Kusmayadi, Tri Atmojo; Sujadi, Imam
Jurnal Pembelajaran Matematika Vol 3, No 6 (2015): Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

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Abstract: This study aimed to describe the process of creative thinking of students in XI grade IPA-2 SMA Negeri 1 Polanharjo that have AQ climber characteristic in the mathematics problem solving in quiet materials based on Wallas steps, they are: preparation, incubation, illumination and verification.  The approach t used in this study is qualitative approach. The collecting data in this study used task based on interview method. The process of creative thinking of the climber student in the mathematics problem solving in probability materials, are: (1) in the preparation step, students were enthusiastically when they were given problem solving task. The students explain the case that they knowed and asked in complete and correct with some way, that were: (a) writing the steps and changing into examples, (b) just writing the steps, (c) just changing the case that known in examples; (2) in the incubation step, when the students are understanding probability of event, they: (a)are practising that probability, (b) focus to understand on the problem, (c) less focus to understand on the problem. Then students get an idea by making a complete diagram then multiply the possibilities of occuring on the first and second taking; (3) in the illumination step, student counts probability values are based on complete diagram to sum possibillity of the relevant probability. Students get the new way, that: (a) are the uncomplete diagram and probability formulas, (b) the uncomplete diagram, (c) probability formulas. Students explain the origin of the new way found. Students finish the problem with the new way; (4) in the verification step, students retest all the cases having done befound and corrected the obtained probability values using the old and new way, both of them get the same and correct result.Keywords: creative thinking, problem solving, and climber.
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Aziz Agus Darmawan Agus Margono Aji Permana Putra Anak Agung Istri Sri Wiadnyani Andriawan Nurcahyo, Andriawan Asip Cakra Buana, Asip Cakra Bambang Sugaiarto Budi Usodo BUDIYONO Budiyono Budiyono Burhan Mustaqim Dalud Daeka Dewi Retno Sari S Dian Fitri Argarini, Dian Fitri Diari Indriati Dona Dinda Pratiwi Dwi Retnowati Dwiani Listya Kartika, Dwiani Listya Elywati Elywati Endah Asmarawati, Endah Eva Tri Wahyuni Exacta, Annisa Prima Fauzi Mulyatna Fitri Andika Nurussafa’at, Fitri Andika Fransiskus Xaverius Agus Siswanto, Fransiskus Xaverius Frasetyana, Anita Diah Habib Ratu Perwira Negara Hartono Hartono Hasan S Negara Hirtanto Hirtanto, Hirtanto Ikrar Pramudya, Ikrar Indra Kurniawan Ira Kurniawati Juwita Rini Kharisma Ardhy W KOMARUDIN Laksono Trisnantoro Luthfiana Mirati, Luthfiana Mania Roswitha Mardiyana Mardiyana Mardodo Mardodo Muh. Zuhair Zahid Muhammad Zuhair Zahid, Muhammad Zuhair Muhtarom Ningsih, Maya Kristina Nugroho Arif Sudibyo Nuraini Muhassanah Nurmalitasari Nurmalitasari Nursanti, Yuli Bangun Nurul Amalia K W Nurul Hidayati Shaliha, Nurul Hidayati Pangadi Pangadi Priyogo, Adi Puspitasari, Norma Puteri, Hanifa Alifia Rahmadiansyah, Fatkhunur Fariza Rahmawati Masruroh, Rahmawati Retno Sari Riki Andriatna Rima Aksen Cahdriyana Rina Agustina Riyadi Riyadi Rofiah, Faizatur Salsabila, Unik Hanifah Selvi Marcellia Siswanto Siti Khoiriyah Siti Komsatun Siti Suprihatiningsih Soeyono Soeyono Sri Subanti Sukowiyono Sukowiyono Sulaiman Sulaiman Tika Karlina R Tri Atmojo Kusmayadi Tri Yuliana Triana Harmini Tunggu Biyarti Ulfa Masamah, Ulfa Vera Dewi Susanti Wahyu Nofiansyah, Wahyu Wahyuni, Fina Tri Widodo Widodo Wulandari, Arum Nur Zainnur Wijayaanto Zamroni Zamroni