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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Pembelajaran Matematika Unnes Journal of Mathematics Education Unnes Journal of Mathematics Education Journal of the Indonesian Mathematics Education Society
Endang Retno Winarti
Jurusan Matematika Unnes
Education Mathematics Social Sciences Other

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Students’ problem solving ability in thinking aloud pair problem solving learning assisted by schoology viewed from mathematical disposition Winarti, Endang Retno; Haryanti, Monika Dwi; Asih, Tri Sri Noor
Unnes Journal of Mathematics Education Vol 8 No 1 (2019): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v8i1.26344

Abstract

This research aimed to determine whether Thinking Aloud Pair Problem Solving learning assisted by Schoology was effective to problem solving ability. The method of this research was quantitative-assisted interviews. This research involved 63 selected students of 252 of 8th grade students in one of junior high schools in Kudus. The results showed that: (1) students' problem solving ability in Thinking Aloud Pair Problem Solving learning assisted by Schoology achieved the mastery learning; (2) students’ problem solving ability who received Thinking Aloud Pair Problem Solving learning assisted by Schoology was better than students who received Problem Based Learning; and (3) mathematical disposition possitively affected to the students’ problem solving ability.
Analysis of student’s mathematical problem solving ability based on responsibility learning with themed problem based learning model Dary, Novia Wulan; Wijayanti, Kristina; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol 10 No 2 (2021): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v10i2.26516

Abstract

The purposes of this research are to examine the differences in problem-solving abilities of seventh-grade students in quadrilateral material with the Themed Problem Based Learning and Problem Based Learning model and to examine the effect of students' responsibility towards the students' problem-solving abilities in quadrilateral material with Themed Problem Based Learning. This research uses a quantitative method. The population is the seventh-grade students in one of Junior High School in Bekasi in amount of 198 students. The selected samples are students grade VII-9 as an experimental group and students grade VII-8 as a control group. The methods of collecting data in this study are the method of test and questionnaire. Data analysis uses t-test and regression analysis test. The results of this research show that the average problem-solving abilities of students on Themed Problem Based Learning is over than the model of Problem Based Learning and the responsibility of the students' learning give an impact to the problem-solving abilities of students on Themed Problem Based Learning model.
Students' creative thinking ability in solving problems with double loop problem solving model Dewi, Octia Ayu Shinta; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol 8 No 2 (2019): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v8i2.31718

Abstract

This study aims to test the completeness students' creative thinking abilities of Double Loop Problem Solving for, whether students' creative thinking skills in Double Loop Problem Solving learning are better than Problem Based Learning, the effect of learning independence on students' creative thinking abilities with Double Loop Problem Solving, and describing creative thinking abilities students in terms of learning independence. This research used mixed methods with sequential explanatory design. The quantitative research design used was Quasi-Experimental Design in the form of Posttest-Only Control Group Design The subjects of this study were six students of VIII C Class in SMPN 35 Semarang in the even semester of academic year 2018/2019. The data collection techniques used were: tests, questionnaires, and interviews. The results showed that: (1) students 'creative thinking ability in Double Loop Problem Solving learning achieves classical completeness, (2) students' creative thinking ability with the Double Loop Problem Solving model is better than Problem Based Learning, (3) learning independence has a positive effect on students' creative thinking ability in Double Loop Problem Solving learning, (4) students' creative thinking skills in terms of learning independence in Double Loop Problem Solving learning model as follows (a) Subjects with low group learning independence are less able to solve problems correctly and smoothly, with the different ways or answers, with their own thoughts, and with details; (b) Subjects of medium group learning independence are able to solve problems correctly and smoothly, less able to solve problems in different ways or answers, able to solve problems with their own thoughts, and less able to solve problems in detail; (c) Subjects of high group independent learning above are able to solve problems correctly and smoothly, with different ways or answers, with their own thoughts, and with details
Student's Problem-Solving Ability through the Realistic Mathematics Education with Fun Card Windari, Puput; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol 8 No 3 (2019): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v8i3.36596

Abstract

The purpose of this study is to test: (1) classical mastery of problem-solving abilities in Realistic Mathematics Education Learning assisted with fun cards, (2) whether problem-solving abilities in Realistic Mathematics Education Learning Approach is better than learning with PBL, (3) the influence of students' learning responsibility towards problem-solving skills with the Realistic Mathematics Education approach, and (4) describe students' problem-solving abilities in terms of learning responsibility. This study uses a mixed method of sequential explanatory design, the population in this study was the seventh-grade students of one of Junior High School 36 Semarang the academic year of 2018/2019. The results showed that (1) students' problem-solving abilities through the Realistic Mathematics Education Learning Approach assisted with fun cards met classical learning completeness criteria, (2) problem-solving abilities of students who obtained Realistic Mathematics Education Learning assisted with fun cards are better than students who learn with Problem-Based Models Learning, (3) learning responsibilities have a positive effect on students' problem-solving skills in Realistic Mathematics Education Learning assisted with fun cards, (4) students' problem-solving abilities in terms of responsibility through the RME learning approach assisted with fun cards.
The analysis of mathematical connections ability reviewed from student’s curiosity in themed problem based learning Asmuransah, Ayu Irania; hidayah, Isti; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol 9 No 3 (2020): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v9i3.44330

Abstract

The purpose of this study was to determine the types of errors and causes of student errors in terms of the Newman procedure in solving open-ended questions on geometry and to determine the quality of learning using the contextual-based Treffinger model and achieving classical completeness. This research is a mix methods research. The design used in quantitative research is the Pre-Experimental Design with the type of One-Shot Case Study Design.The population in this study was 8th grade of JHS Muhammadiyah 8 Semarang with a sample of 8th U1 grade. Six students were selected as research subject. The data were taken by observation, interview, test and analyzed by using classical and descriptive qualitative learning mastery test. The results showed that an error in understanding the problem was carried out by one subject in the medium group and all subjects in the lower group, a transformation error was carried out by one subject in each group, an error in processing ability was carried out by all subjects in the upper group and one subject in the medium or medium group, then writing errors were made by all subjects in the upper group and one subject in the medium group. The cause of misunderstanding the problem is that students do not understand the problems listed on the questions. The cause of the transformation error is that students do not know the strategy used. The cause of processing ability errors is that students cannot determine the calculation correctly. Writing errors were caused by students not being careful in writing answers. The quality of learning in the contextual-based Treffinger model and the students' ability to solve open-ended questions on geometry using the contextual-based Treffinger model achieve classical learning completeness.
MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MELALUI PROBLEM BASED LEARNING DENGAN PEER FEEDBACK ACTIVITY Endang Retno Winarti; Budi Waluya; Rochmad Rochmad
Jurnal Pembelajaran Matematika Vol 5, No 2 (2018): Jurnal Pembelajaran Matematika
Publisher : Jurnal Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (199.425 KB)

Abstract

Abstract: The study aims to improve students' critical thinking skill in solving problems and examine their attitudes in learning through problem-based learning with peer feedback activities in an online discussion forum. This study uses a group post-test pre-test design. Pre-test and post-test are employed to measure critical thinking skill based on cognitive levels from Bloom. In measuring students’ attitudes in learning, questionnaires are applied. The findings show that there is an increase in critical thinking skill and students’ attitudes towards the application of problem based learning model with peer feedback activities in an online discussion forum.Keywords:Critical Thinking, Peer Feedback Activity, Problem Based Learning.
Students’ Mathematical Problem Solving Ability Reviewed from Learning Motivation through Problem Based Learning Model Assisted by Nearpod Wakhidah, Lina Zahrotul; Winarti, Endang Retno
Unnes Journal of Mathematics Education Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v13i2.12690

Abstract

This research aims to determine whether students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod achieve classical learning completeness and are better than students' mathematical problem solving abilities through Problem Based Learning model, determine the effect of learning motivation on the students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod, and describe the students' mathematical problem solving abilities reviewed from learning motivation through Problem Based Learning model assisted by Nearpod. The research method used was mixed methods with sequential explanatory design. The population of this research was students of class XI SMA Negeri 3 Demak in the academic year 2022/2023. The research subjects were taken from the experimental group, two students each from the high, moderate, and low learning motivation categories. The research results showed that the students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod achieved classical learning completeness, students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod better than the students' mathematical problem solving abilities through Problem Based Learning model, and there is the effect of learning motivation on students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod. Description of the mathematical problem solving abilities of subjects with high learning motivation tend to meet all indicators of mathematical problem solving abilities, subjects with moderate learning motivation tend to meet three indicators of mathematical problem solving abilities, and subjects with low learning motivation tend to meet two indicators of mathematical problem solving abilities.
Mathematical Critical Thinking Ability Viewed from Students' Habits of Mind in Problem Based Learning Assisted Sevima Edlink Zuliyanti, Ita; Winarti, Endang Retno; Permatasari, Gilang Anjar
Unnes Journal of Mathematics Education Vol 12 No 3 (2023): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v12i3.78957

Abstract

The purposes of carrying out this research were to determine the role of the model Problem Based Learning assisted Sevima Edlink and influence Habits of Mind on the mathematical critical thinking skills of class XI students at SMA Negeri 1 Karanganyar on the basic material of indeterminate integrals. Problem Based Learning assisted Sevima Edlink applied in the learning process in the classroom and integrated into learning resources in the form of student worksheets developed by researchers. Student worksheets developed by researchers have also integrated with contextual approaches and learning models Problem Based Learning with the content of the material and the problems associated with the daily life of students. The research method used in this research was a Mixed Method with models Sequential Explanatory (derivative combination). Activities in this study included learning in class three times for the experimental and control groups, tests of mathematical critical thinking skills for the experimental and control groups, filling out questionnaires for the experimental group, and interviews for the experimental group. The results of this research are Problem Based Learning assisted Sevima Edlink can play a positive role in improving students' mathematical critical thinking skills as shown from the test results and students' mathematical critical thinking skills are also influenced by Habits of Mind. From the research results obtained the learning model Problem Based Learning assisted Sevima Edlink can be one way to improve students' mathematical critical thinking skills. Besides that, it also needs to improve Habits of Mind students, because the higher Habits of Mind students can think critically mathematically will be higher.
ACITYA: Augmented reality class design integrated Indonesian culture as a media to improve spatial ability Munahefi, Detalia Noriza; Wulandari, Hesty Ummi; Azzahra, Nailin Nafiah; Winarti, Endang Retno
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 12 No 2 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v12i2.16978

Abstract

One of the abilities to face the challenges of the Society 5.0 era is spatial ability. However, the spatial abilities of Indonesian students are still low. This research aims to develop augmented reality-based classroom learning media integrated with Indonesian culture that is feasible, practical, and improves students' spatial abilities. The method used is the R&D method at the define, design, develop, and disseminate stages. Data collection techniques used were interviews, questionnaires, and tests. The research results showed that the application developed obtained an average percentage of feasibility from experts of 96.77% with very feasible criteria and from practitioners of 90.43% with very practical criteria. The results of the limited trial also showed an average increase in student learning outcomes of 667%. The ACITYA application is very feasible, very practical, and improves students' spatial abilities. Therefore, the ACITYA application has been distributed widely for use by students and teachers to improve spatial abilities.
Scratch-Assisted Issue, Discussion, Establish, and Apply (IDEA) Learning Model to Improve Students’ Problem-Solving Skills Evaluated from Their Curiosity Sumarno, Wahyu Septiadhi; Winarti, Endang Retno
Journal of the Indonesian Mathematics Education Society Vol. 3 No. 1 (2025): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v3n1.p1-11

Abstract

The purpose of this study was to test the effectiveness of scratch-assisted Issue, Discussion, Establish, and Apply (IDEA) learning in improving problem-solving skills and to describe problem-solving skills in terms of curiosity. The research method used was a mixed method with a sequential explanatory design. Subjects were taken as many as 6 research subjects based on the level of curiosity using purposive sampling techniques in class VII students of SMP Negeri 1 Toroh in the 2024/2025 academic year. Quantitative data analysis includes normality and homogeneity tests, actual completeness limit completeness tests, classical completeness tests, proportion difference tests, significant increase tests. Qualitative data analysis includes data reduction, data presentation, and drawing conclusions. The results of this study indicate that (1) mathematics learning using the scratch-assisted Issue, Discussion, Establish, and Apply (IDEA) model is effective in improving problem-solving skills, (2) there is an influence between curiosity and students' mathematical problem-solving skills of 63.2%, (3) subjects with a high curiosity category are able to meet all indicators of problem-solving skills; Subjects with a moderate curiosity category were only able to meet three indicators of problem-solving ability; subjects with a low curiosity category were only able to meet two indicators of problem-solving ability.
Co-Authors Arief Agoestanto Ary Woro Kurniasih Asih, Tri Sri Noor Asmuransah, Ayu Irania Azzahra, Nailin Nafiah Budi Waluya Dary, Novia Wulan Dewi, Octia Ayu Shinta Haryanti, Monika Dwi Hermawan, Feri Isti Hidayah Istikomah, Fajar Kartono - Ketut Tirtayasa Kristina Wijayanti Kusuma, Bagus Jati Muhammad Kharis Munahefi, Detalia Noriza Nur Sholikhah Permatasari, Gilang Anjar Rahayuningsih, Rista Tri Rochmad - Scolastika Mariani Sopyyev, Ylyas Sumarno, Wahyu Septiadhi Umi Masturoh Wakhidah, Lina Zahrotul Wangi, Sulistyaningsih Ratu Wardono Wardono Windari, Puput Wulandari, Hesty Ummi Zuliyanti, Ita