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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Pendidikan Journal of Instructional Mathematics
Emy Artuti
Universitas Palangka Raya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pemahaman Mahasiswa Program Studi Pendidikan Matematika tentang Grup Berdasarkan Teori APOS Emy Artuti
JURNAL PENDIDIKAN Vol 20 No 2 (2019): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v20i2.888

Abstract

Penelitian ini bertujuan mendeskripsikan pemahaman mahasiswatentang grup ditinjau dari perbedaan jenis kelamin dan kemampuanmatematika dengan menggunakan analisis dekomposisi genetik berdasarkanteori APOS (Action, Process, Object and schema).Subjek dalam penelitian ini adalah 4 orang yang terdiri dari 2mahasiswa laki-laki dan 2 mahasiswa perempuan yang berkemampuan tinggidan rendah.. Adapun data yang dikumpulkan dalam penelitian ini diperolehdari tes tertulis serta hasil wawancara yang lebih mendalam dankomprehensip terhadap 4 subjek penelitian mengenai pemahamannya tentanggrup menurut kerangka teori APOS.Selanjutnya data divalidasi sebelum dianalisis dengan menggunakananalisis dekomposisi genetik berdasarkan teori APOS. Selanjutnyapemahaman setiap subjek penelitian dipetakan ke salah satu level dari triadperkembangan skema . Hasil penelitian menunjukkan mahasiswa laki-laki danmahasiswa perempuan dengan kemampuan tinggi masuk pada level trans(level 2). Mahasiswa laki-laki dengan kemampuan rendah masuk pada levelintra (level 0), sedangkan mahasiswa perempuan dengan kemampuan rendahhanya berada pada tahap aksi dan tidak masuk pada level manapun daritriad.
Penerapan Problem-Based Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Emy Artuti; A’an Syahputra
JURNAL PENDIDIKAN Vol 19 No 1 (2018): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v19i1.929

Abstract

Pemecahan masalah berhubungan erat dengan berpikir kritis, dimana untuk dapat belajar matematika melalui pemecahan masalah, siswajuga harus belajar bagaimana berpikir kritis. Penelitian ini bertujuan untukmengetahui apakah problem-based learning dapat meningkatkan kemampuanberpikir kritis siswa.Penelitian ini dilaksanakan di SMPS Golden Christian School yangberlokasi di Jalan Pangrango no. 30 – 34, Palangka Raya, KalimantanTengah. Subjek penelitian adalah siswa-siswi kelas VII tahun ajaran2017/2018. Sumber data utama dalam penelitian ini adalah kata-kata dantindakan yang diperoleh dari hasil observasi, catatan lapangan, angket, danhasil belajar siswa. Jenis penelitian yang digunakan adalah PenelitianTindakan Kelas (PTK), karena PTK adalah penelitian yang dilakukan guru dikelasnya sendiri dengan cara: 1) merencakan, 2) melaksanakan, dan 3)merefleksikan tindakan. Penelitian ini hanya diadakan sebanyak 1 sikluskarena hasil yang diinginkan telah diperoleh pada siklus 1.Berdasarkan hasil penelitian diperoleh hasil bahwa aktivitas siswamasuk ke dalam kategori baik , sebanyak siswadinyatakan tuntas, sebanyak siswa memiliki kemampuanberpikir kritis yang meningkat, dan respon siswa positif . Hasiltersebut mengindikasikan seluruh indikator yang ditetapkan sebelumnyaterpenuhi. Hal ini berarti model pembelajaran problem-based learning dapatmeningkatkan kemampuan berpikir kritis siswa.
STUDENTS 'ABILITY TO SOLVE RANDOM CHANGE PROBLEMS AND DISTRIBUTION OF OPPORTUNITIES IN THE ERA OF COVID-19 Emy Artuti; Uminastuti; Pantur Pandiangan; Muhammad Hamdani
JURNAL PENDIDIKAN Vol 22 No 1 (2021): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v22i1.2688

Abstract

The ability to solve problems is one of the abilities that mathematics students must have in order to become a capable problem solver. This study aims to describe the ability of the fifth semester students of the Mathematics Education Study Program, Mathematics and Natural Sciences Education Department, Faculty of Mathematics and Natural Sciences, University of Palangka Raya in solving problems on the random variable material and the distribution of opportunities. The research instrument consisted of 2 questions consisting of one routine question and one non-routine question. The subjects in this study were students of the Mathematics Education Department of Mathematics and Natural Sciences Education, Faculty of Teacher Training and Education, University of Palangka Raya, who programmed the Mathematics Statistics I course in the fifth semester of class B academic year 2020/2021 as many as 26 students. The results showed that only 8 people (30.8%) were able to complete routine questions perfectly and 18 people (69.2%) were less than perfect. Meanwhile, for non-routine questions, only 1 person or 3.8% were able to answer correctly and 96.2% were unable to complete the questions given. This shows that the ability of students to solve random variable problems and the distribution of opportunities in the Covid-19 era in general for routine questions is still low and non-routine is very low, which indicates that students' lack of understanding and mastery of the concepts that have been conveyed through online learning
Development of an RME-Based Teaching E-Module in the Peatlands Context for Grade VIII SMP Pythagorean Theorem Material Loy Cindy Br Milala; Setri Oktavia; Putri Sasalia S.; Emy Artuti
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2602

Abstract

This study aims to develop a mathematics teaching e-module based on the Realistic Mathematics Education (RME) approach within the peatlands context for Grade VIII students on the Pythagorean Theorem. The research applies nine stages of the Dick and Carey instructional design model: identifying instructional goals, conducting instructional analysis, analyzing learners and contexts, writing performance objectives, developing assessment instruments, designing instructional strategies, developing instructional materials, conducting formative evaluation, and revising instruction. The study involved 31 students and one mathematics teacher. Data were collected through expert validation sheets and response questionnaires for teachers and students. Expert validation results showed that all aspects of the e-module and student worksheet (LKPD) including content, context, evaluation, media, language, format, and layout achieved high validity. Teachers and students rated the product in the Good to Very Good category, which means the e-module and LKPD are feasible for classroom use. Revisions based on expert and user feedback made the Final Prototype clearer and more engaging. Overall, the study indicates that the RME-based e-module with a peatland context is valid, practical, and effective in improving students’ understanding of the Pythagorean Theorem throught contextual learning.
Development of Educational Statistics Course Worksheets Integrating Mathematics and Chemistry to Enhance Students’ Understanding of Quantitative Concepts Agtri Wulandari; Emy Artuti; Anggi Ristiyana Puspita Sari; Oktaviana Ainun Ratnawati; Istiqomah Yusuf Sholehatun; Ana Yustiana
JURNAL PENDIDIKAN Vol 26 No 2 (2025): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v26i2.24236

Abstract

Students in teacher education programs often experience difficulties in understanding statistical concepts due to their abstract nature and limited connection to real-world contexts. Nevertheless, statistics serves as a fundamental foundation for developing quantitative thinking skills in science education. This study aimed to develop the KIMATIKA Student Worksheet (Lembar Kerja Mahasiswa/LKM), which integrates mathematics and chemistry concepts in the Educational Statistics course to enhance students’ quantitative understanding. The study employed a Research and Development (R&D) method by adapting the ADDIE model and was conducted up to the development stage. The results of expert judgment validation indicated that the KIMATIKA worksheet demonstrated a very high level of feasibility. The material experts’ evaluation yielded an average score of 4.74 with an ideality percentage of 94.71% (Very Good), while the media experts’ evaluation resulted in an average score of 4.81 with an ideality percentage of 96.25% (Very Good). In addition, students’ evaluations produced an overall average score of 4.58 with an ideality percentage of 91.51%. These findings indicate that the KIMATIKA worksheet is substantively sound, well-structured in its presentation, linguistically appropriate, and visually effective, and it received very positive responses from students in its implementation.
Students’ Perspectives on the Teaching Profession and Their Interest in Enrolling in the Pre-Service Teacher Professional Education Program (PPG) Emy Artuti; Abdul Rahman Azhari; Bejo Basuki; Ichyatul Afrom; Roso Sugiyanto
JURNAL PENDIDIKAN Vol 26 No 2 (2025): Jurnal Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52850/jpn.v26i2.24560

Abstract

Understanding students' perspectives on the teaching profession and their interest in participating in the PPG program for prospective teachers is very important for improving teacher competence. Therefore, it is necessary to conduct a study on students' perspectives on the teaching profession and their interest in participating in the PPG program for prospective teachers. The objectives of this study are to determine: (1) students' perspectives on the teaching profession; (2) students' interest in participating in the PPG program; and (3) the influence of students' perspectives on the teaching profession on their interest in participating in the PPG program. The population in this study were students of the Faculty of Teacher Training and Education, University of Palangka Raya, class of 2022. The data collection technique used in this study was a survey method. The results of the study showed that students' perspectives on the teaching profession were in the moderate or sufficient category. This indicates that students' perspectives on the teaching profession are quite good and can foster their interest in participating in the PPG program for prospective teachers. Meanwhile, students' interest in participating in the PPG program for prospective teachers falls into the moderate or sufficient category. This indicates that students' interest in participating in the PPG program for prospective teachers is quite high. The results of the regression analysis show that there is an influence of students' perspectives on the teaching profession on their interest in participating in the PPG program for prospective teachers.-
The Effect of Peer Tutoring with Project-Based Learning Model on Educational Statistics Course Oktaviana Ainun Ratnawati; Wahyu Nugroho; Emy Artuti
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 11 No. 1 (2026): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v11i1.1005

Abstract

This study investigates the effect of combining peer tutoring with a project-based learning (PjBL) model on the academic performance of students enrolled in an Educational Statistics course within an elementary teacher education program. A quasi-experimental design was employed with two intact classes (n = 42) from a state university in Indonesia. The experimental group received peer-assisted PjBL instruction, while the control group experienced conventional PjBL without peer tutors. Both groups followed the same syllabus, instructor, and assessment structure. Data were collected through standardized Midterm (UTS) and Final (UAS) exams validated by subject-matter experts. The findings revealed that students in the experimental group achieved significantly higher academic performance and demonstrated greater improvement from midterm to final exams compared to the control group, with a moderate effect size (Cohen’s d = 0.59). The integration of peer tutoring within project-based activities effectively reduced anxiety, encouraged collaboration, and deepened conceptual understanding of statistical principles. These results confirm that peer-supported, project-based instruction offers a practical and contextually relevant approach to improving statistical learning outcomes among pre-service teachers. The study underscores the importance of active, student-centered pedagogies in preparing future educators to navigate data-rich educational environments. Future research is recommended to examine the long-term retention, scalability, and adaptation of this model across different subjects and institutional settings.
Co-Authors Abdul Rahman Azhari Agtri Wulandari Ana Yustiana Anggi Ristiyana Puspita Sari A’an Syahputra Bejo Basuki Ichyatul Afrom Istiqomah Yusuf Sholehatun Loy Cindy Br Milala Muhammad Hamdani Oktaviana Ainun Ratnawati Pantur Pandiangan Putri Sasalia S. Roso Sugiyanto Setri Oktavia Uminastuti Wahyu Nugroho