Article Per Year (5 Year)
p-Index From 2021 - 2026
5.203
P-Index
This Author published in this journals
All Journal Cakrawala Pendidikan Publikasi Pendidikan PERMANA Jurnal Infinity Abdimas Kreano, Jurnal Matematika Kreatif-Inovatif AlphaMath: Journal of Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika CARADDE: Jurnal Pengabdian Kepada Masyarakat Jurnal Cendekia : Jurnal Pendidikan Matematika Symmetry: Pasundan Journal of Research in Mathematics Learning and Education M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Studi Guru dan Pembelajaran Imajiner: Jurnal Matematika dan Pendidikan Matematika Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika Society : Jurnal Pengabdian dan Pemberdayaan Masyarakat Unnes Journal of Mathematics Education Unnes Journal of Mathematics International Journal of Ethno-Sciences and Education Research Edumatica: Jurnal Pendidikan Matematika Bookchapter Pendidikan Universitas Negeri Semarang Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JNPM (Jurnal Nasional Pendidikan Matematika) Jurnal Inovasi Pembelajaran Matematika Jurnal Infinity Journal on Mathematics Education Unnes Journal of Mathematics
Kristina Wijayanti
Department Of Mathematics, Faculty Of Mathematics And Natural Sciences Semarang State University
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Transportation Other

Published : 52 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 52 Documents
Search

 2   3   4   5   6 
Analisis Kemampuan Pemecahan Masalah Matematis Ditinjau dari Self Confidence Siswa Kelas VIII Zukhriya, Rohmatin; Kartono , Kartono; Wijayanti, Kristina
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 3 (2024): Edumatica: Jurnal Pendidikan matematika (Desember 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i3.38204

Abstract

Mathematical problem-solving ability is one of the basic skills that helps students solve mathematical problems. This study aims to describe mathematical problem-solving skills based on the level of self-confidence. The research method is descriptive and qualitative. In this study, testing instruments and questionnaires were used for data collection. The study participants were six students which students representing high, medium, and low self-confidence categories with the sampling technique using a purposive sampling technique. The data analysis techniques in this study are data reduction, data presentation, and conclusion. The study findings show that students in the high confidence category could meet all the indicators of mathematical problem-solving ability. Students in the medium confidence category can meet three indicators of mathematical problem-solving ability, namely, constructing new knowledge through problem-solving, implementing and adapting appropriate plans/strategies to solve problems, and solving problems that arise in mathematics and other situations. Meanwhile, students in the low confidence category can meet the indicator of the mathematical problem-solving ability to construct new knowledge through problem-solving. Therefore, this research is expected to provide input for teachers to design lessons that can help students develop their mathematical problem-solving skills.
Keefektifan Model Pembelajaran PACE Berbantuan Google Classroom terhadap Kemampuan Penalaran Matematis Siswa pada Materi Phytagoras Rahmi, Miftah Fathur; Dewi, Nuriana Rachmani; Wijayanti, Kristina
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 2 (2024): Mei - Agustus 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.2.2024.4355

Abstract

Reasoning is a very important aspect of mathematical ability in learning mathematics. Mathematical reasoning ability is not optimal, one of which is learning that does not involve students enough. One of the learning models that encourages students to be active in the learning process is the PACE model. The aim of this research is to determine the effectiveness of PACE learning assisted by Google Classroom on students' mathematical reasoning abilities. This research uses a quantitative approach with a quasiexperimental research design and the form used is the nonequivalent pretest-posttest control group design. In this design there are two groups selected randomly (cluster random sampling).The data collection techniques used are test techniques and observation techniques. Based on research results, PACE learning assisted by Google Classroom is effective for mathematical reasoning abilities. This can be seen from the obtained which is greater than , so is rejected. This means that the results of the mathematical reasoning ability test of students using Pythagorean material who used PACE learning assisted by Google Classroom completed classical learning. Then we get so is rejected. This means that the proportion of students who complete learning with PACE learning assisted by Google Classroom is more than the proportion of students who complete learning with Problem Based Learning (PBL). Apart from that, we get then is rejected. This means that the average mathematical reasoning ability of students using PACE learning assisted by Google Classroom is more than the average mathematical reasoning ability using PBL. And obtained then is rejected. This means that the average mathematical reasoning ability after being subjected to PACE learning assisted by Google Classroom is better than the mathematical reasoning ability of students before being subjected to PACE learning assisted by Google Classroom.
Meningkatkan Kemampuan Menyusun Perangkat Pembelajaran Inovatif Berbasis PTK sebagai Pengembangan Profesi Pendidik Wijayanti, Kristina; Waluya, Stevanus Budi; Sukestiyarno, Sukestiyarno; Kartono, Kartono; Hendikawati, Putriaji
Publikasi Pendidikan Vol 14, No 1 (2024)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v14i1.58752

Abstract

Peningkatan mutu pendidikan salah satunya dapat dilakukan dengan meningkatkan kompetensi pendidik. Upaya untuk meningkatkan kompetensi pendidik dapat dilakukan dengan meningkatkan pengetahuan dan pemahaman mengenai berbagai metode, pendekatan, serta strategi yang dapat diterapkan dalam pembelajaran di kelas terkait juga dengan mencari solusi dari berbagai masalah pembelajaran di kelas. Penelitian Tindakan Kelas (PTK) merupakan salah satu upaya yang dapat dilakukan untuk mengatasi masalah pendidikan dan pembelajaran. Permasalahan yang ditemui dalam pembelajaran di kelas dapat dikaji dan dituntaskan, melalui proses pembelajaran yang inovatif sehingga hasil belajar yang lebih baik dapat diwujudkan. Upaya PTK diharapkan dapat menciptakan sebuah budaya belajar (learning culture) di kalangan pendidik di sekolah. Untuk memfasilitasi hal tersebut maka dilaksanakan pelatihan dan pendampingan kepada para pendidik di Sekolah Dasar Kebon Dalem Semarang untuk dapat menyusun perangkat pembelajaran inovatif berbasis PTK sesuai dengan permasalahan yang dihadapi pendidik pada kelas yang diampunya. Target luaran kegiatan ini adalah meningkatnya pengetahuan mengenai PTK dan kemampuan mengembangkan perangkat pembelajaran yang inovatif para pendidik peserta pelatihan.
Kemampuan Pemecahan Masalah Matematis ditinjau dari Self-Efficacy pada Project-based Learning berbasis APOS berbantuan E-modul Sa'diyah, Riska Nur; Dwijanto, Dwijanto; Wijayanti, Kristina
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 2 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 2 Tahun 2024
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i2.3186

Abstract

This research aims to analyze the effectiveness of Project-based learning based on APOS assisted by e-modules on students' mathematical problem-solving abilities, analyze the influence of self-efficacy on students' mathematical problem-solving abilities, and describe mathematical problem-solving abilities, a review of students' self-efficacy in Project-based learning based on APOS assisted by e-modules. The method used was a mixed method. The population came from 10th-grade students of the TKR Department of SMK Negeri 10 Semarang. The sample was selected using a simple random sampling technique. The subjects in this study were 2 students selected for each self-efficacy classification. Data collection techniques used mathematical problem-solving ability tests, self-efficacy questionnaires, and interviews. The quantitative data were analyzed by the t-test, z-test, two-sample mean test, n-gain test, and regression test. The qualitative data were analyzed by data collection, data presentation, data reduction, and conclusion. The research results show (1) Project-based learning based on APOS assisted by e-modules is effective learning on students' mathematical problem-solving abilities, (2) there is an influence between self-efficacy and students' mathematical problem-solving abilities of 68%, and (3) the results obtained from the analysis of mathematical problem-solving in terms of self-efficacy where 4 students with high self-efficacy were able to complete four indicators which had high category mathematical problem-solving abilities, 20 students with low self-efficacy tended to be able to complete three indicators which had medium category mathematical problem-solving abilities, and 5 students with low self-efficacy tend to only be able to complete two indicators of which 2 students have moderate category mathematical problem-solving abilities and 3 students have a low category.
Integrating technology, Javanese ethnomathematics, and realistic mathematics education in supporting prospective mathematics teachers' numeracy skills: A learning trajectory Nursyahidah, Farida; Wardono; Mariani, Scolastika; Wijayanti, Kristina
Journal on Mathematics Education Vol. 16 No. 2 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i2.pp671-688

Abstract

In the era of the 21st century and Industrial Revolution 4.0, prospective mathematics teachers (PMTs) are expected not only to possess strong mathematical content knowledge but also to develop pedagogical approaches that promote students’ numeracy skills in meaningful and contextually relevant ways. However, despite growing global attention to numeracy, there remains a gap in instructional models that effectively integrate local cultural contexts and technological tools in the preparation of PMTs. Addressing this gap, this study introduces a novel learning trajectory that embeds technology, Javanese ethnomathematics, and Realistic Mathematics Education into a coherent instructional design framework, namely TE-RME aimed at enhancing PMTs' numeracy competencies. The research employed a design research methodology encompassing three iterative stages: preliminary design, design experiments consisting of a pilot and teaching experiment, and retrospective analysis. The participants were 25 fifth-semester PMTs enrolled at a private university in Semarang, Indonesia. The resulting trajectory comprises five learning activities, such as orientation to cultural contexts, exploration and problem-solving of numeracy tasks, task design involving numeracy elements, communication and interpretation of mathematical solutions, and instructional design involving the integration of numeracy tasks. Findings revealed that the TE-RME approach effectively supported PMTs in making meaningful connections between culturally embedded practices and everyday mathematical reasoning. By engaging with authentic local contexts, students demonstrated increased fluency in solving numeracy problems and designing contextually relevant learning activities. This research contributes a culturally responsive instructional model for mathematics teacher education and underscores the pedagogical potential of integrating local wisdom with contemporary mathematics education approaches. Implications point to further research exploring other ethnomathematical contexts to enrich mathematics instruction and promote equitable and culturally grounded mathematics learning.
Etnomathematic Analysis: Implementation Of The Ecentric Digraph In Determining The Ka'ba As Center Of The Earth Wijayanti, Marwah Daud; Munahefi, Detalia Noriza; Wijayanti, Kristina; Prabowo, Agung
International Journal of Ethno-Sciences and Education Research Vol. 2 No. 1 (2022): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v2i1.233

Abstract

The Rajaban tradition is a tradition of religious rituals as an expression of gratitude and moments to commemorate historical events, one of which is the change in the direction of Qibla from Baitul Maqdis to the Kaaba in Mecca. Based on these problems, in this article, it is shown by using the study of Graph Theory, namely the eccentric digraph to determine the center of the earth's region. Data processing is done by making the Kaaba and the seven continents on the earth's surface as a point on graph G and the side connecting the points is the distance (in km) with physical boundaries between them being considered non-existent. The results of the discussion show that the Kaaba in Mecca is the center of the earth's area with ec(v1) = 12,039 = rad(G).
Ethnomathematical Exploration in the Geulis Group Tasikmalaya West Java Azahra, Astrid Sulistya; Munahefi, Detalia Noriza; Wijayanti, Kristina; Prabowo, Agung
International Journal of Ethno-Sciences and Education Research Vol. 2 No. 1 (2022): International Journal of Ethno-Sciences and Education Research (IJEER)
Publisher : Research Collaboration Community (Rescollacom)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v2i1.237

Abstract

In this study, mathematical concepts are used to explore the existence of mathematics in culture, especially in the Tasikmalaya group of geulis. By observing the current conditions, the activity of making kelom geulis is seen as a "mathematical-free" activity. It is still rare and there is still a lack of public knowledge about ethnomathematics which colors the activities of making kelom geulis as a motivation to investigate the mathematical knowledge contained in it. In addition, with the decreasing number of kelom geulis craftsmen as a result of the use of kelom geulis left by the original community producing these products. This study aims to determine and describe the ethnomathematics of the geulis group. The method used is qualitative with ethnographic methods. The subjects in this study were selected using a purposive sampling method with the research subject being a kelom geulis craftsman in the Tamansari (Gobras) area, Mulyasari, Tasikmalaya. Data collection techniques used are interviews, observation and documentation. The data analysis technique used in the research is data reduction, data presentation and drawing conclusions. Based on the results of data analysis, it can be concluded that there are mathematical concepts in the geulis group, especially in the discussion of flat shapes such as rectangles, circles and triangles. This research also produces a linear equation that relates the length of the foot to the size of the geulis group. 
Pelatihan Penyusunan Modul Ajar Pembelajaran Inovatif untuk Mengembangkan Profesi Pendidik di Sekolah Dasar Wijayanti, Kristina; Waluya, St Budi; Sukestiyarno; Kartono; Putriaji Hendikawati
Society : Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 7 No. 1 (2026): Vol. 7 No. 1, April 2026
Publisher : Universitas Dinamika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37802/society.v7i1.1064

Abstract

Teaching modules are one of the important educational tools that support the success of the learning process. This training and mentoring activity is conducted with the aim of providing knowledge and equipping elementary school educators to be able to develop Innovative Learning Teaching Modules. The mentoring and training activities for the preparation of innovative learning teaching modules were conducted at Kebon Dalem Elementary School in Semarang and were attended by 32 teachers. The activities were carried out in the form of training and mentoring divided into two stages. The first stage uses lecture, demonstration, and question-and-answer methods. In the second stage, assignments were given and the results of the teaching module products were presented. This activity provides a lot for the participating teachers because, in addition to imparting knowledge about innovative learning modules, it also offers assistance in the preparation of teaching modules for the teachers of Kebon Dalem Elementary School Semarang. The teaching module products generated in this activity can subsequently serve as a resource for teachers to carry out follow-up actions such as conducting classroom action research. The teachers hope that similar training activities can be conducted periodically and continuously, addressing topics relevant to the professional development of educators in elementary schools.
Analisis Kesulitan Siswa SMP dalam Memecahkan Masalah Statistika Berdasarkan Tahapan Polya Nursyahidah, Farida; Wardono, Wardono; Mariani, Scolastika; Wijayanti, Kristina
Imajiner: Jurnal Matematika dan Pendidikan Matematika Vol 8, No 3 (2026): Imajiner: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/imajiner.v8i3.27503

Abstract

Mathematical problem-solving skills are essential competencies in 21st-century education, particularly in statistics, where students must interpret data, analyze variability, and make informed decisions. However, many students experience significant difficulties when solving statistical problems. This study aims to analyze students' difficulties in solving statistical problems based on Polya's four stages of problem-solving: understanding the problem, developing a plan, implementing the plan, and looking back. This study uses a descriptive qualitative approach with 70 junior high school students in Semarang as subjects selected using a purposive sampling technique. Data were collected through written tests and semi-structured interviews. The findings revealed that students experienced difficulties in solving statistical problems based on Polya's stages were 45% of students were unable to complete the understanding stage, especially in identifying known information and organizing important information needed; 55% of students had difficulties at the planning stage, especially in selecting appropriate statistical procedures; 61% of students still had difficulties at the implementing stage of the plan; and 66% of students still had difficulties at the re-examination stage. This study provides implications for the development of integrated learning designs with real-world contexts and technology that emphasize structured problem-solving processes, thereby improving students' problem-solving abilities.
Enhancing mathematical creative thinking through the ADIRE learning model based on learning styles Medyasari, Larasati Tiara; Zaenuri, Zaenuri; Dewi, Nuriana Rachmani; Wijayanti, Kristina
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29619

Abstract

Purpose: This study responds to the persistent issue of low mathematical creative thinking among students by exploring its underlying causes and examining the effectiveness of the ADIRE (Auditory, Intellectual, Repetition with Ethnomathematics) learning model when viewed from different learning styles. Method: A mixed-methods approach with a sequential exploratory design was applied. The participants were seventh-grade students. In the qualitative phase, subjects representing visual, auditory, and kinesthetic learning styles were selected purposively. The quantitative phase employed cluster random sampling to assign students into experimental and control groups. Data were gathered through tests, questionnaires, interviews, observations, and documentation, and analyzed using descriptive statistics, t-tests, and N-gain analysis. Findings: The findings reveal that students’ creative thinking ability remains uneven across learning styles. Visual learners tend to demonstrate more complete achievement of creative thinking indicators, while auditory learners generally require guidance, and kinesthetic learners show limited attainment, mainly at the basic level. The implementation of the ADIRE learning model leads to a noticeable improvement in students’ performance, reflected in higher average scores, fulfillment of minimum mastery criteria, and a moderate level of gain. Significance: These results suggest that learning models which consider students’ learning styles and incorporate ethnomathematical contexts can provide more meaningful learning experiences and contribute to the development of mathematical creative thinking in a more holistic way.
Co-Authors Agung Prabowo Agung Prabowo ANDI WIBOWO Arief Agoestanto Astrid Sulistya Azahra Azahra, Astrid Sulistya Dary, Novia Wulan Detalia Noriza Munahefi Dewi Indriasih Dewi, Nuriana Rachmani Dwijanto Dwijanto, Dwijanto Dyarko Emi Pujiastuti Endang Retno Winarti Erina Nurhalisha Farida Nursyahidah Farida Nursyahidah Faza, Safana Aulia Inayah Adi Sari Intan Wahyuningsih Isnaini Rosyida Isnaini Rosyida, Isnaini Isnarto, Isnarto Isti Hidayah Iwan Junaedi Kartono Kartono , Khoerunnisa, Ema Larasati Tiara Medyasari Manah, Nila Kumoro Marwah Daud Wijayanti Mashuri Mashuri Maulana, Mukhamad Riziq Maydilla Fadiarahma Vistara Medyasari, Larasati Tiara Miftah Fathur Rahmi Muhammad Marzuqi Mulyono Mulyono Munahefi, Detalia Noriza Nikmah, Aizzatun Noriza Munahefi, Detalia Nugraheni, Fenti Nuriana Rachmani Dewi Priscilia, Priscilia Monica Praneswari Putriaji Hendikawati Rachmani Dewi, Nuriana Rahayu Budhiati Veronika Rahmi, Miftah Fathur Riyanto Riyanto Rochmad - Rochmad Rochmad RR. Ella Evrita Hestiandari Sa'diyah, Riska Nur Saodah, Nursaodah Scolastika Mariani Silviani, Siti Aminah St. Budi Waluya Sukestiyarno Sukestiyarno Sukestiyarno Sukestiyarno Sukestiyarno Sunarmi Sunarmi Supono, Lilik Tunisa, Kholipah Veronica, Rahayu Budhiati Veronica, Rahayu Budhiati Wardono Wardono Wardono WIDYANINGRUM, PRIMA SEKAR Wijayanti, Marwah Daud Woro Alma Manfaati Yeni Heryani Zaenuri Mastur Zainnur Wijayanto Zainnur Wijayanto Zukhriya, Rohmatin