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All Journal Journal of the Medical Sciences (Berkala Ilmu Kedokteran) Jurnal Infinity Jurnal Riset Pendidikan Matematika Kontinu: Jurnal Penelitian Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Varidika Jurnal Terapan Abdimas HISTOGRAM: Jurnal Pendidikan Matematika AL ISHLAH Jurnal Pendidikan Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Prima: Jurnal Pendidikan Matematika Indonesian Journal on Learning and Advanced Education (IJOLAE) Symmetry: Pasundan Journal of Research in Mathematics Learning and Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Vygotsky: Jurnal Pendidikan Matematika dan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Proceeding ISETH (International Summit on Science, Technology, and Humanity) Jurnal Basicedu Jurnal Keilmuan dan Keislaman Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Pelita: Jurnal Pengabdian kepada Masyarakat Academic Hospital Journal Sanus Medical Journal Jurnal Infinity
Sri Sutarni
Universitas Muhammadiyah Surakarta
Religion Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Engineering Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Gambaran Quantitative Electroencephalography (QEEG) Anak Laki-laki Penderita Attention-Deficit Disorder (ADD) Pandhita S, Gea; Sutarni, Sri
Sanus Medical Journal Vol. 2 No. 1 (2021)
Publisher : Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/sanus.v1i1.6610

Abstract

Background. The Diagnostic and Statistical Manual of Mental Disorders (DSM) grouping the types of ADD is based on the clinical symptoms of neurobehavioral disorders, regardless of the possible underlying etiology. This means that the same ADD type group may have a different etiology of functional brain disorders. Meanwhile, QEEG has been known to describe the possible etiology that underlies an ADD event. This study aims to identify differences in QEEG features in the same ADD type group. Methods. Subjects consisted of 40 boys with ADD. QEEG was recorded from 21 sites, and Fourier transformed to provide estimates for relative power in the delta, theta, alpha, and beta bands in the frontotemporal and central regions. These data were converted to Z-scores based on the normal value data; afterward, they were subjected to cluster analysis. Independent sample t-tests were used to determine how the total ADD group and the ADD cluster subgroups differed from the normal value. Results. The total ADD group had increased relative delta (Z-score-frontotemporal region = 3,26 ± 1,59; Z-score-central region = 4,04 ± 1,71), decreased relative alpha (Z-score-frontotemporal region = -2,78 ± 1,29; Z-score-central region = -2,86 ± 1,36), decreased relative beta (Z-score-frontotemporal region = -5,33 ± 1,61; Z-score-central region = -6,19 ± 1,86), increased rasio teta/alpha (Z-score-frontotemporal region = 2,806 ± 1,41; Z-score-central region = 2,59 ± 1,26), and increased rasio teta/beta (Z-score-frontotemporal region = 4,36 ± 1,69; Z-score-central region = 4,94 ± 1,46). Two distinct QEEG clusters subgroups were found. The first cluster was characterized by increased central relative delta (Z-score-central region = 3,02 ± 1,17), decreased relative beta (Z-score-frontotemporal region = -4,29 ± 0,73; Z-score-central region = -5,06 ± 1,19) and increased rasio teta/beta (Z-score-frontotemporal region = 3,83 ± 1,91; Z-score-central region = 4,94 ± 1,96). The second cluster was characterized by increased relative delta (Z-score-frontotemporal region = 4,71 ± 1,02; Z-score-central region = 5,72 ± 0,98), decreased relative alpha (Z-score-frontotemporal region = -3,92 ± 1,12; Z-score-central region = -4,24 ± 0,69), decreased relative beta (Z-score-frontotemporal region = -7,08 ± 1,06; Z-score-central region = -8,09 ± 0,99), increased rasio teta/alpha (Z-score-frontotemporal region = 3,08 ± 1,04; Z-score-central region = 2,86 ± 1,02), and increased rasio teta/beta (Z-score-frontotemporal region = 5,23 ± 1,16; Z-score-central region = 5,71 ± 1,35) Conclusions. These results indicate that boys with ADD do not constitute a homogenous group in QEEG profile terms. Two distinct QEEG clusters were found. The first cluster was typified by a cortically hypoaroused, while the second cluster was typified by a maturational-lag in central nervous system development. This difference in possible etiology may have implications for studies of the utility of QEEG in the diagnosis of ADD and the differences in therapeutic response between the two groups.
Peningkatan Kemampuan Berpikir Kritis dengan Pembelajaran Matematika Berbasis Realistic Mathematic Education (RME) pada Siswa Sekolah Dasar Aprilianto, Muhamad Farhan; Sutarni, Sri
Jurnal Basicedu Vol. 7 No. 1 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4643

Abstract

Latar belakang dilakukannya penelitian yakni kurangnya hasil keterampilan bernalar kritis yang diperoleh peserta didik dalam pembelajaran matematika. Adapun solusi alternatif yang ditawarkan, yakni Realistic Mathematic Education (RME). Tujuan dalam penelitian yaitu sebagai upaya untuk melakukan peningkatan keterampilan siswa dalam bernalar kritis pada pembelajaran matematika melalui RME pada peserta didik kelas V SDN Kabupaten Temanggung, Indonesia. Metode yang digunakan dalam penelitian yaitu Action Research. Teknik pengumpulan melalui teknik pengamatan, catatan lapangan, metode test serta dokumen pendukung. Untuk mengetahui keabsahannya menggunakan triangulasi teknik. Peneliti menggunakan observasi dan tes untuk mendapatkan informasi dari sumber yang sama. Alat dalam penelitian yaitu pengujian keterampilan bernalar kritis, formulir observasi, serta saran untuk menganalisis data dengan menggunakan indikator berpikir kritis. Dari hasil analisis data dapat ditarik simpulan penggunaan RME dapat mengahsilkan peningkatan keterampilan bernalar kritis siswa dalam pembelajaran matematika. Hal tersebut terlihat dari tujuan yang mengukur keberhasilan setiap aspek solusi.
Peningkatan Aktivitas Belajar Siswa Melalui Pembelajaran Realistic Mathematics Education (RME) Erlina, Diah Ayu; Sutarni, Sri
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 1 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i1.2409

Abstract

Aktivitas merupakan bagian penting dari proses pembelajaran matematika. Aktivitas belajar siswa sangat berpengaruh terhadap keberhasilan belajarnya. Aktivitas diperlukan untuk terjadinya proses pembelajaran. Tujuan dari dilakukannya penelitian ini adalah untuk meningkatkan aktivitas belajar siswa melalui pembelajaran realistic mathematics education (RME). Jenis penelitian ini ialah penelitian tindakan kelas yang dilaksanakan dengan dua siklus. Berdasarkan hasil penelitian siklus pertama dan kedua menunjukkan bahwasanya terdapat peningkatan aktivitas belajar siswa. Kenaikan aktivitas siswa diantaranya aktivitas menjawab pertanyaan pada siklus pertama dengan persentase 33,33% pada siklus kedua mengalami kenaikan menjadi 60%, aktivitas mengajukan pertanyaan pada siklus pertama 46,67% menjadi 63,33% pada siklus kedua, aktivitas menyampaikan pendapat pada siklus pertama 33,33% menjadi 56,67% pada siklus kedua, serta untuk aktivitas mengerjakan tugas pada siklus pertama sebesar 83,33% dan mengalami kenaikan menjadi 96,67% pada siklus kedua. Penerapan pembelajaran Realistic Mathematics Education (RME) mampu meningkatkan aktivitas belajar siswa kelas VII.5 SMP Negeri 3 Surakarta, hal ini dapat diketahui dengan melihat proses pembelajaran dan hasil evaluasi.
Penerapan Pembelajaran Problem Based Learning Guna Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas VII SMP Muh 2 Jatinom Cahyaningtyas, Putri; Sutarni, Sri
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 1 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i1.2586

Abstract

Ketika siswa mengembangkan kemampuan berpikir kritisnya, siswa akan memperoleh berbagai manfaat, termasuk peningkatan kemampuan belajar dan kepedulian terhadap perspektif orang lain. Seseorang dengan pemikiran kritis yang kuat memiliki pengetahuan yang luas, berpikir kritis mendatangkan banyak manfaat kepada siswa. Penelitian tindakan ini memiliki tujuan untuk menjelaskan bagaimana pembelajaran problem based learning mampu meningkatkan kemampuan berpikir kritis siswa. Kelas VII A SMP Muhammadiyah 2 Jatinom merupakan subjek dalam penelitian dengan siswa perempuan 11 orang dan siswa laki-laki 13 orang. Lembar observasi serta tes proyek kelompok merupakan instrumen untuk mengumpulkan data pada penelitian tindakan ini. Metode analisis yang diterapkan untuk menganalisis data menggunkan deskriptif kuantitatif, dengan deskriptif presentase digunakan dalam pengolahan data. Rata-rata presentase pada pengamatan indikaator kemampuan berpikir kritis dari dua siklus bertambah dari 66% menjadi 82%, menunjukkan siswa mengalami peningkatan dalam berpikir kritis. Selama dua siklus yang telah berlangsung, peningkatan signifikan juga terjadi pada hasil belajar.
Advancing Collaborative Competence: Instrumentation Development and Integration Strategies for Effective Learning Peni Suharti; Lina Listiana; Ruspeni Daesusi; Sri Sutarni; Rita Rahmaniati; Yusuf Zakaria; Emese Kovácsné Nagy
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 1, January 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i1.23214

Abstract

Collaboration skills are one of the 21st-century skills that are important to develop for stu-dents because they are life tools needed when continuing their studies in school, engaging in society, and in the world of work. As a result, teachers must facilitate students' collaboration skills and measure them. Valid, reliable, and effective instruments are needed to measure students' collaboration skills. This study aims to develop an instrument to measure students' collaboration skills. This research uses a 4-D development model of defining, designing, developing, and Disseminating. At the define stage, it was found that many teachers still needed instruments to measure collaboration skills and determine indicators of collaboration skills. The design results obtained are collaboration instruments in learning. These consist of 9 indicators: contribution, time management, problem-solving, working with others, investi-gative techniques, quality of work, focus on tasks, readiness, and monitoring group effecti-veness. Next, scoring is determined. The instrument was validated by experts and tested in 2 trials. The first trial was conducted at SMAM 7 and SMAM 3 Surabaya in class XI. Vali-dity results stated that the instrument was very valid. The results of trials using the IBSC learning model show that the instrument is reliable and considerably effective in measuring collaboration skills. The novelty of this study resulted in a collaborative instrument worthy of use both theoretically and empirically.
The development of realistic mathematics education-based student worksheets to enhance higher-order thinking skills and mathematical ability Sri Sutarni; Sutama Sutama; Harun Joko Prayitno; Anam Sutopo; Pasttita Ayu Laksmiwati
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p285-300

Abstract

This study aims to provide educational resources in the form of worksheets based on Realistic Mathematics Education (RME) principles and focus on the topic of equal fractions. The main criteria for these resources are validity, feasibility, and effectiveness. The development methodology employed in this study is the ADDIE model, which encompasses the Analysis, Design, Development, Implementation, and Evaluation stages. The participants of this study consisted of 14 pupils enrolled in class IV at SDM Alam Surakarta. The assessment tools employed consisted of assessments on student learning outcomes about equivalent fractions and supplementary materials in the form of questionnaires, interview guides, and observation sheets. The examination of the data reveals that the learning tools have achieved a high level of validity, falling inside the extremely valid category, with an average score of 4.26. The feasibility test for the LKS, conducted by the assisting instructor, yielded an average score of 4.4. The pupils' performance on the LKS assessment yielded an average score of 4.89, placing them in the "very feasible" category. The classical student learning outcomes achieved a completeness of 85.71%, as evidenced by an average score of 80.35. Notably, 12 students attained a complete score. There is a noticeable upward trend in student engagement during each learning session. The findings from the data analysis conducted on instructors' competencies in managing RME-based learning revealed an average score of 92, indicating a high level of proficiency. Students who were qualitatively integrated into the eligibility questionnaire also expressed positive responses. Therefore, learning tools based on Realistic Mathematics Education (RME) exhibit high validity, feasibility, and effectiveness in educational settings, as they have been empirically demonstrated to enhance students' mathematical proficiency.
bahasa inggris Ardelia, Berliani; Irmanopaliza, Ade; Hastuti , Windi; Setyaningsih, Nining; Sutarni, Sri
Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Vol. 9 No. 2 (2024): Symmetry: Pasundan Journal of Research in Mathematics Learning and Education
Publisher : Mathematics Education Study Program, FKIP, Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/symmetry.v9i2.20952

Abstract

Good learning design is a learning design that is adjusted to the needs of students in order to achieve the learning objectives that have been set. This study aims to analyze students' understanding of mathematical concepts in Realistic Mathematic Education learning with students who do not apply hypothetical learning trajectory to trigonometric comparison material. Quantitative research method with phonomology design. The subjects of this study were 28 students of class X IPA at SMA 1 Boyolali. The data and data sources in this study consisted of the results of observations of test answers, and interview results. Data collection techniques from written test results (diagnostic tests), interviews and observations. The results of the study obtained the results of the Mann-Whitney test on the post-test value data showed a significance value of 0.000 on students' conceptual understanding. This significance value is smaller than the significance level of α = 0.05 so that there is a significant difference in the average value of conceptual understanding between the experimental and control classes. So it can be concluded that students in the experimental class who were given mathematics learning treatment using RME-based HLT had a better conceptual understanding than students in the control class who were not given treatment.
Analysis of Creative Thinking Skills In Solving Story Problems In Solid Figure Hasnawati, Zakiyah; Sutarni, Sri
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.v9i1.554

Abstract

This study aims to describe the creative thinking ability of students in solving story problems of solid figure. The method used is descriptive qualitative. The subjects of this study were 3 students of class VII SMP Negeri 1 Batu Sopang who were selected based on the test results and categorization of high, medium, and low levels of creative thinking. The results indicated that students with a high level of creative thinking ability achieved the fluency, originality, and elaboration indicators very well. While for the flexibility indicator the subject is still classified as good. Students whose level of creative thinking ability is moderate can achieve fluency and originality indicators well while for flexibility and elaboration indicators are still not good. Students whose level of creative thinking ability is low do not achieve all indicators of creative thinking. 
Kemampuan Pemecahan Masalah Matematika Model Timss Konten Bilangan pada Siswa dengan Kecerdasan Logis-Matematis Rendah dan Sedang Rohman, Nur; Toyib, Muhamad; Sutarni, Sri
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2020: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (374.272 KB)

Abstract

Tujuan penelitian ini adalah mendeskripsikan kemampuan pemecahan masalah matematika model TIMSS pada konten bilangan ditinjau dari kecerdasan logis-matematis. Subjek dalam penelitian ini adalah 7 siswa kelas VIII yang memiliki kecerdasan logis-matematis rendah, sedang, dan tinggi yang diambil menggunakan teknik snowball. Artikel ini khusus menyajikan profil kemampuan pemecahan masalah bagi siswa dengan kecerdasan logis-matematis rendah dan sedang yaitu 2 siswa dengan kecerdasan logis-matematis rendah dan 3 siswa dengan kecerdasan logis-matematis sedang. Metode pengumpulan data menggunakan metode tes dan metode wawancara. Pemeriksaan keabsahan data dilakukan dengan triangulasi yang membandingkan kedua metode tersebut. Teknik analisis data dilakukan dengan cara mereduksi data, menyajikan data, dan menarik kesimpulan. Hasil penelitian disimpulkan bahwa kemampuan pemecahan masalah siswa berkecerdasan logis-matematis rendah tidak semua mampu memahami masalahdengan tepat, dalam merencanakan masalah tidak semua mampu membuat rencana yang tepat, mampu melakukan operasi perhitungan matematika sesuai rencana yang disusun, dan tidak melakukan tahapan memeriksa kembali jawaban. Kemampuan pemecahan masalah siswa berkecerdasan logis-matematis sedang mampu memahami masalah, dalam merencanakan masalah tidak semua mampu membuat rencana yang tepat, mampu melakukan perhitungan sesuai rencana yang disusun, dan sebagian melakukan tahapan memeriksa kembali jawaban.
Kontribusi Strategi Pembelajaran terhadap Prestasi Belajar Matematika Ditinjau berdasarkan Kemandirian Belajar Damastuti, Ayun Siwi; Sutarni, Sri
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2020: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.249 KB)

Abstract

Penelitian ini dilakukan dengan tujuan: (1) Mengetahui dampak penggunaan strategi pembelajaran Course Review Horay dan Make a Match terhadap prestasi belajar matematika, (2) Mengetahui dampak kemandirian belajar terhadap prestasi belajar matematika, dan (3) Mengetahui interaksi antara strategi pembelajaran dan kemandirian belajar terhadap prestasi belajar matematika. Penelitian ini menggunakan pendektan kuantitif dengan desain quasi experiment. Seluruh siswa kelas VII SMP Negeri 1 Selogiri Tahun Pelajaran 2019/2020 digunakan sebagai populasi, dengan sampel penelitian kelas VII D dan VII E. Data penelitian diperoleh menggunakan instrumen tes, angket, dan dokumentasi. Data yang terkumpul kemudian dianalisis dengan analisis variansi dua jalan sel tak sama pada taraf signifikansi 5%. Setelah dianalisis, dapat disimpulkan bahwa: (1) Strategi Course Review Horay dan Make a Match berdampak terhadap prestasi belajar matematika. Strategi Course Review Horay lebih baik dibanding Make a Match dikarenakan rerata marginal prestasi belajar pada Course Review Horay lebih tinggi dibanding Make a Match, (2) Prestasi belajar matematika terdampak oleh level kemadirian belajar, dan (3) Tidak terdapat interaksi antara strategi pembelajaran dan kemandirian belajar terhadap prestasi belajar matematika.
Co-Authors Abdul Gofir Abidah Rohmatillah Ahmad Syafi'i Ma'arif Amelia Nur Vidyanti Anam Sutopo Anis Mahmudah Anis Mahmudah, Anis Antok Aryuana Aprilianto, Muhamad Farhan Ardelia, Berliani Aulia, Syafira Nur Azmi Cahyaningtyas, Putri Charomah Sri Setianing Rahayu Damastuti, Ayun Siwi Dina Maulita Efi Maysaroh Emese Kovácsné Nagy Erlina, Diah Ayu Fafria Fari Hastuti Gatiniggsih, Rustiwi Harun Joko Prayitno Hasan, Titis Rohmat Hasnawati, Zakiyah Hastuti , Windi Hayati, Hanifah Fajarisna Hermawati Hermawati, Hermawati Hidayati, Miftachul Indarwati Indarwati Irmanopaliza, Ade Ismail Setyopranoto Khairunnisaa', Danik Martha Kurniawan Budi Santoso, Kurniawan Budi Laksmiwati, Pasttita Ayu Lestari, Enur Rara Lina Listiana Mahmudah, Mutiara Hisda Mairina, Upik Masduki Masduki Masduki Maulida, Dini Wardani Muhamad Arief Rahman Muhamad Farhan Aprilianto Muhamad Toyib Muhammad Kholid Muhammad Noor Kholid Muhammad Toyib, Muhammad Nathania, Caroline Evanthe Nida Sri Utami Nining Setyaningsih Nuqthy Faiziyah Nur Rohman Nur Rohman Pandhita S, Gea Paryono Pasttita Ayu Laksmiwati Peni Suharti Prabandari, Radha Sita Pratama, Muhammad Alif Prodjohardjono, Astuti Puteri, Mei Yunika Putri, Reni Widya Qhadhavy Putri, Iqlima Khartini Radha Sita Prabandari Rania, Nadhifa Rita P Khotimah, Rita P Rita Pramujiyanti Khotimah Rita Rahmaniati Rusdijanto, Titania Alya Ruspeni Daesusi Salsabila Nur Faizzah Satiti, Sekar Setyaningrum, Cempaka Thursina Srie Setyaningsih, Indarwati Silalahi, Lothar Matheus Manson Vanende Sri Rejeki Subagya Subagya, Subagya Subagya, Nanang Legawa Susianti, Noor Alia Sutama Toyib, Muhamad Trihapsari, Nadia Trisni, Rizka Umi S. Intansari Ida Savitri Laksanawati Wibowo, Eko Ari Yolanda Ika Damayati Yusuf Zakaria