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All Journal Jurnal Vidya Karya Vidya Karya Math Didactic: Jurnal Pendidikan Matematika Jurnal Ilmiah Universitas Batanghari Jambi Jurnal Pendidikan Matematika (Kudus) International Journal on Emerging Mathematics Education International Journal of Language Teaching and Education JURNAL EKSAKTA PENDIDIKAN (JEP) Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Jurnal Pendidikan Matematika (Jupitek) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan, dan Hukum Islam Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Inteligensi : Jurnal Ilmu Pendidikan Rainstek : Jurnal Terapan Sains dan Teknologi HEALTHY: Jurnal Inovasi Riset Ilmu Kesehatan Public Administration Journal (PAJ) Jurnal Karya Abdi Masyarakat JELT (Jambi-English Language Teaching) JURNAL KESEHATAN, SAINS, DAN TEKNOLOGI (JAKASAKTI) MATHEdunesa Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Jurnal Pengabdian Masyarakat Jajama (JPMJ)
Susanah Susanah
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Berpikir Reflektif Siswa SMP dalam Menyelesaikan Soal AKM Numerasi Ditinjau dari Gaya Kognitif Sistematis-Intuitif 'Aini, 'Adiilah Qurratul; Susanah, Susanah
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p283-299

Abstract

Berpikir Kritis Matematis Siswa dalam Menyelesaikan Soal AKM Numerasi Konten Geometri dan Pengukuran Ditinjau dari Gaya Kognitif Suwito, Gita Ramdani; Susanah, Susanah
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p166-183

Abstract

This study aims to describe students' critical thinking in solving AKM Numeracy Geometry Content and Measurement problems based on Field Independent and field dependent cognitive styles. The subjects of this study were one field-independent cognitive-style student and one field-dependent cognitive-style student who had the same sex and an equivalent level of mathematical ability. The instruments used are cognitive style tests, AKM question assignments and interview guidelines. The results of this study show that field independent cognitive style students meet all critical thinking indicators in solving AKM numeracy geometry content and measurement problems which are divided into six aspects of skills, namely interpretation, analysis, evaluation, inference, explanation and self-regulation, while field dependent cognitive style students only meet some critical thinking indicators contained in the evaluation aspect, inference and explanation.
Keterampilan Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah Kesebangunan Berdasarkan Kemampuan Matematika Intan, Nuril; Ismail, Ismail; Susanah, Susanah
MATHEdunesa Vol. 13 No. 2 (2024): Jurnal Mathedunesa Volume 13 Nomor 2 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n2.p350-366

Abstract

The aim of this research is to describe junior high school students' critical thinking skills in solving congruence problems based on mathematical abilities. Critical thinking skills are a person's cognitive process in interpreting, analyzing, evaluating, inferring, explaining and self-regulating in the process of making reflective and focused judgments. This research is a qualitative descriptive study. The research took place at As - Syafiah Loceret Islamic Middle School, Nganjuk. Subjects were selected based on their level of mathematical ability, namely one student each with high, medium and low mathematical ability. Researchers act as the main instrument and data collector. Data collection techniques using mathematics ability tests, mathematics assignments, and semi-structured interviews. The research results showed that junior high school students in solving congruence problems demonstrated interpretation skills: categorization and decoding; analytical skills: examination of ideas, identification of arguments and analysis of arguments; evaluation skills : claim assessment and argument assessment; inference skills: questioning claims, alternative thinking and drawing conclusions, explanation skills: presentation of problems, justification of procedures and articulation of arguments, self-regulation skills: self-research. Students' critical thinking skills appear optimally in students with high mathematical abilities as evidenced by the emergence of all sub-indicators of critical thinking skills, less so in students with moderate mathematical abilities as evidenced by less than optimal identification of arguments for certain questions and the absence of alternative thinking for the mathematical tasks presented. Meanwhile, students with low mathematical abilities find it difficult so that their analysis, evaluation, inference, explanation and self-regulation skills are not perfect.
Embodied Cognition Profile of Junior High School Students in Solving Math Problems Based On Different Learning Styles Ma'allaili, Serlly Hindun; Budayasa, I Ketut; Susanah, Susanah
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 8 No 3 (2024): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v8i3.3252

Abstract

The purpose of this study is to describe the embodied cognition profile of junior high school students in solving math problems based on different learning styles (including visual, audio, and kinesthetic learning styles). Embodied cognition is a cognitive process resulting from a person's sensorimotor activities, involving interaction with the surrounding environment to obtain and represent their knowledge, in gesture and utterance. The instruments used include a learning style questionnaire, math problem-solving tasks, interview guidelines, and observation sheets. The results of this study are: (1) students with visual learning styles bring up gestures, namely pointing, representational, and writing gestures, and bring up utterances such as clear speech and tone of voice, calm facial expressions, focused gaze and eye movements, body calmness; (2) students with audio learning styles bring up two gestures, namely pointing gestures and writing gestures, and bring up utterances such as clear speech and tone of voice sometimes soft, calm facial expressions sometimes hesitant, focused gaze and eye movements, hands moving when explaining something; (3) students with kinesthetic learning styles bring up gestures, namely pointing, writing, and representational gestures, and bring up utterances such as clear speech and tone of voice, calm facial expressions, focused gaze and eye movements, hands moving when explaining something. Keywords: embodied cognition, problem-solving, learning style
Mathematics Literacy of Middle School Students with Socio-Cultural Context Viewed from Learning Style Fernanda, Betita Nadia; Shodikin, Ali; Susanah, Susanah
JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 8 No 1 (2024): JEP (Jurnal Eksakta Pendidikan)
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jep/vol8-iss1/847

Abstract

The capacity to comprehend, reason, create, recognize, and compute to solve any mathematical problem about day-to-day living is known as mathematical literacy. Learning style is each individual's method of receiving and understanding all the information they get. One aspect that influences students' mathematical literacy is the learning style aspect. This research goal is to find out how junior high school students' mathematical literacy relates to the socio-cultural context in terms of learning styles. This research uses a qualitative method with a descriptive approach. This research involved three students in class eight at SMP Negeri 1 Perak with different learning styles with equal abilities as subjects. The results of this research indicate that student’s learning styles influence students' mathematical literacy processes. The mathematical literacy of students who have an auditory learning style is better than the mathematical literacy of students who have a visual and kinesthetic learning style. Students' mathematical literacy has not been achieved using existing indicators.
PEMECAHAN MASALAH NUMERASI KONTEN GEOMETRI DAN PENGUKURAN LEVEL PENALARAN SISWA SMA DITINJAU DARI GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT Masrurroh, Aidatul; Rahaju, Endah Budi; Susanah, Susanah
Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Vol. 5 No. 3 (2024): Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistik
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/lb.v5i3.775

Abstract

Minimum Competency Assessment (AKM) of numeracy is one part of the National Examination held by the government today as a replacement for the National Examination. Grønmo (2015) explains the importance of numeracy for students' lives, namely that it can help students solve contextual problems both in the scope of mathematics learning in schools and contexts outside of school. The results of Indonesia's participation in the TIMSS (2015) event were that Indonesia ranked 44th out of 49 countries with a mean numeracy score of 397 from an overall average of 505. It can be said that the numeracy score obtained by Indonesia is far below the overall average. The purpose of this study was to describe the problem solving of geometry content numeracy and measurement of high school students' reasoning levels in terms of the Field Independent (FI) and Field Dependent (FD) cognitive styles of grade XI 8 students at SMAN 1 Krian. The type of research used in this study is descriptive research with a qualitative approach. The sampling technique used a purposive sampling technique with a criterion sampling type in order to select subjects. The instruments for collecting data in this study were cognitive style tests or Group Embedded Figures Test (GEFT) and numeracy problem solving tests (TPMN). All grade XI 8 students were identified for their cognitive style types using GEFT, then one student was taken each representing each type of cognitive style to be given TPMN. Furthermore, the results of TPMN were analyzed and interviews were conducted. The results of the study showed that: 1) students with Field Independent (FI) cognitive style were able to meet the indicators at the stage of understanding the problem, making a plan, and implementing the plan; but were less able to meet the indicators at the stage of re-checking the results, and overall the analytical reasoning level indicators dominated the solving of numeracy problems, 2) students with Field Dependent (FD) cognitive style met the indicators at the stage of understanding the problem and making a plan but were unable to meet the stage of implementing the plan and re-checking the results so that only a few analytical indicators were seen in solving numeracy problems
Penguatan Kompetensi Guru SMP Kabupaten Pasuruan Melalui Pendampingan Penyusunan Modul Ajar Berbasis Kearifan Lokal Shodikin, Ali; Lukito, Agung; Susanah, Susanah; Manoy, Janet Trineke
RAINSTEK: Jurnal Terapan Sains dan Teknologi Vol. 6 No. 4 (2024): Desember
Publisher : Fakultas Sains dan Teknologi Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jtst.v6i4.10952

Abstract

Penelitian ini bertujuan untuk mengembangkan kompetensi guru Sekolah Menengah Pertama (SMP) di Kabupaten Pasuruan dalam menyusun modul ajar berbasis kearifan lokal. Pelatihan ini dilakukan sebagai upaya untuk meningkatkan kualitas pembelajaran yang relevan dengan konteks budaya setempat dan mendukung pelestarian kearifan lokal. Metode yang digunakan dalam penelitian ini adalah pelatihan partisipatif dengan pendekatan kolaboratif, melibatkan 21 guru Matematika SMP di Kabupaten Pasuruan. Hasil penelitian ini menunjukkan adanya peningkatan kemampuan guru dalam mengidentifikasi dan mengintegrasikan unsur-unsur kearifan lokal ke dalam modul ajar yang merupakan bagian dari kompetensi professional guru. Selain itu, modul ajar yang dihasilkan diharapkan dapat meningkatkan motivasi belajar siswa dengan materi yang lebih dekat dengan kehidupan sehari-hari mereka. Hasil penelitian ini juga menunjukkan bahwa melalui pelatihan partisipatif dengan pendekatan kolaboratif, para guru merasa lebih percaya diri dan terampil dalam menyusun modul ajar berbasis kearifan lokal. Temuan ini memberikan implikasi penting bagi pengembangan kurikulum yang lebih kontekstual dan relevan di tingkat pendidikan dasar dan menengah di Indonesia.
Teacher Readiness in Developing Teaching Modules Based on Local Wisdom: A Case Study of Junior High School Teachers in Magetan District Shodikin, Ali; Susanah, Susanah; Masriyah, Masriyah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 9 No. 1 (2024): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v9i1.546

Abstract

Teacher readiness in planning learning is an important element of teacher success in achieving learning goals. In the Merdeka Curriculum, this learning plan is realized in the form of teaching modules, one of the approaches of which can be directed at local wisdom. The purpose of this article is to describe teachers' readiness in developing mathematics teaching modules based on local wisdom. A case study of teacher readiness was conducted on 21 junior high school mathematics teachers in Magetan Regency who came from different schools during teacher training which was measured through understanding before and after training as well as the resulting teaching module products. The research results show that the level of teacher readiness in developing teaching modules has reached the criteria of proficient to proficient after receiving training and there has been an increase compared to the previous situation. However, some teachers still have difficulty in developing learning objectives and developing problems based on local wisdom. Several challenges in developing this teaching module have also been identified and several alternative solutions have been explained.
Mathematical Communication Skills Of Senior High School Student In Solving Mathematical Problem Based On Adversity Quotient Cahyadi, Hasbiansyah; Susanah, Susanah
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p85-103

Abstract

Mathematical communication skills are useful for students to understand mathematical language. This research aims to describe student’s mathematical communication skills with type AQ climber, camper, and quitter in solving mathematical problems. This research is a descriptive study. Data collection techniques include questionnaires, assignments, and interviews. Data analysis techniques include data reduction, data display, and conclusions. The results of this study show that: a) At the stage of understanding the problem, climber and camper students wrote of all the necessary mathematical information, while quitter students wrote of some the necessary mathematical information. Climber and quitter students use mathematical language in the form of precise numbers and symbols, while camper students don’t use precise mathematical symbols. b) At the stage of devising a plan three of them make mathematical models and write down calculation operations that correspond to the question. Climber and camper students present and explain their ideas with clear reasons, while quitter students give less clear reasons. c) At the stage of carrying out the plan climber and camper students use mathematical language in the form of numbers, variables, symbols and logical connections appropriately, while quitter students uses a symbol that is not properly used. d) At the stage of looking back climber and camper students use mathematical language in the form of appropriate numbers and symbols, while quitter students don’t use mathematical language.
KNOWLEDGE MAPPING OF THREE READING COURSES FOR UNDERGRADUATE EFLTEP STUDENTS AT ONE INDONESIAN UNIVERSITY Susanah, Susanah
JELT (Jambi-English Language Teaching) Vol. 8 No. 2 (2024): Vol. 8 No. 2 (2024)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jelt.v8i2.36746

Abstract

This study aimed to identify how reading knowledge is constructed in three reading courses for EFLTEP students at one state university in Jambi and to investigate the degree of alignment between course content with the learning outcomes stipulated in the 2017 ELT curriculum implemented in that university and the 2013 ELT curriculum for secondary education. This study employed a content analysis by extracting information from the course syllabi. Data were gained solely from three sets of syllabi for Reading for General Purposes, Reading for Academic Purposes, and Critical Reading and Writing courses. The study showed that course content catered to the expected learning outcomes, although knowledge discrepancies and genres were overlapping among those three courses. It was also noticed that the contents were aligned with reading knowledge stipulated in the 2013 ELT curriculum as the courses continue to develop reading skills in terms of text structure, types, and comprehension level.
Co-Authors 'Aini, 'Adiilah Qurratul AGUNG LUKITO Agustriyani, Feri Ali Shodikin amelia suryaningsih Aryani, Bhakti Astrie Pratiwi Damayanti AYU LESTARI Azzahro, Elok Fatima Bachrudin, Faizal Cahyadi, Hasbiansyah Cintia, Ummi Dayat Hidayat Dewi Rahmawati, Fitria Dwi Juniati Fahilan Nur Bachtiar Fernanda, Betita Nadia Fiangga, Shofan Gatot Herry Djatmika Harijanto, Slamet Haryanto, Yanto Hendri Hendri Hustarna . I Ketut Budayasa Intan, Nuril Intanalisa Hariyono Irawan Irawan Irsulin, Adhina Elda Ismail Ismail Janet Trineke Manoy Jihan Nurilla Kusdianah, Kusdianah Larastika, Inggit Lukman Jakfar Shodiq Ma'allaili, Serlly Hindun MASRIYAH Masrurroh, Aidatul Melati Melati Nabilah Syadza Mahdiyyah nahdliyah fajriyah Nikmatus Savira Aprilianda Palupi, Evangelista L W Pradnyo Wijayanti Pratiwi, Widya Chandra Prawoto, Budi P. Prayoga, Ari Rahaju, Endah Budi Rahmasari, Indri Aninda Ramadhani, Sapta Ari Reny Heryanti, Reny Rini Setianingsih Riza Umami Rohmania, Ainnur Safitriani, Lilis Sancoko, Candra Suwito, Gita Ramdani Syiska Atik Maryanti Thabran, Yulhenli yasef firmansyah Yuliani Puji Astuti, Yuliani Puji Yundari, Yundari