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Pradnyo Wijayanti

Universitas Negeri Surabaya

Author-ID : 4337556

Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Analisis Profil Berpikir Relasional Peserta Didik dalam Pemecahan Masalah Kontekstual Ditinjau dari Gaya Kognitif Nikmarocha; Dwi Juniati; Pradnyo Wijayanti
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 9 No. 2 (2024)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2024.9.2.94-109

This study aims to describe the relational thinking profile of students with field independent and field dependent cognitive styles in solving contextual problems. There are seven study groups in class VII MTsN 1 Surabaya City and two male students from class VIIA totaling 40 students were selected as subjects based on the results of the GEFT cognitive style test and equivalent mathematical ability. Students who got a GEFT score ≤ 9 were classified as field dependent (SFD) and field independent (SFI) got a score > 9. Subjects with field independent cognitive style (SFI) were selected with a score of 11, subjects with field dependent cognitive style (SFD) with a score of 7 with TKM results, namely 77 and 82. Data collection techniques in this study used TPM and interviews. Data analysis was carried out by means of data reduction, presentation and conclusion drawing. Valid data obtained through time triangulation. The results showed that in understanding the problem, (1) SFI and FFD students found important elements in a given problem. Learners SFI describes the relationship between the elements in the problem while students SFD can not explain. Learners FI and FD build relationships in determining the completion planning strategy and checking again using arithmetic operations and carrying out the plan made. Learners FI solves the problem using another method while learners FD uses the usual way. Learners FI do the recalculation while students SFD counts back by way of substitution.

Beliefs, Actual Practices, and Perceptions on the Implementation of 4C Skills Integrated STEM Curriculum in Online Mathematics and Science Learning Abadi, Abadi; Rahayu, Yuni Sri; Susantini, Endang; Wijayanti, Pradnyo; Hidayah, Rusly
Jurnal Pendidikan MIPA Vol 23, No 4 (2022): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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This study tried to find out about beliefs, actual practices, and perceptions of educators and students of the Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia on online education they experienced. The study focused on 4C skills being embedded in STEM curriculum implemented to some courses. The samples were 17 courses including corresponding educators and students who enrolled the courses. Data were collected by observing activities in LMS and synchronous web meeting and by giving questionnaires to the educators and the students. The results informed that educators and students were able to adjust and adapt to online learning with some shortcomings. Educators’ belief that good online courses with 4C skills-integrated STEM curriculum is possible to conduct with some refinements. Students were able to follow courses which include 4C skills with the context of basic STEM knowledge. However, they did not prefer the use of LMS in their learning.Keywords: 4C skills, STEM, online education, mathematics and scienceDOI: http://dx.doi.org/10.23960/jpmipa/v23i4.pp1751-1758

Beban Kognitif Intrinsik Siswa Kepribadian Guardian dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Belajar Falah, Bintari Nur; Wijayanti, Pradnyo; Masriyah, Masriyah
Edumatica : Jurnal Pendidikan Matematika Vol 12 No 2 (2022): Edumatica: Jurnal Pendidikan Matematika
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

The intrinsic cognitive load of each student is different in solving math problems. This study aims to describe the intrinsic cognitive load of students with guardian personality in solving math problems at SMK PGRI 1 Tulungagung with learning styles. This research uses qualitative research with a case study approach. Collecting data using tests, questionnaires to classify personality types and learning styles, and interviews. Tests and questionnaires were carried out in class XI, then 6 research subjects were selected to represent the guardian personality with visual, kinesthetic, and auditory learning styles. Data analysis techniques are carried out through the data reduction stage, data presentation, and drawing conclusions. The results showed that the thinking process of guardian personality students with learning styles was: (1) visual. Students do not know what concepts are used to solve the questions, students do not know the formulas used to solve the questions, and students cannot solve the questions until the end correctly because they do not know how to do them; (2) kinesthetic. Students do not know what concepts are used to solve the questions and students know the formulas used to solve the questions, and students cannot solve the questions until the end correctly because students do not understand correctly what is being asked in the problem; (3) auditory. Students understand what is known and asked about the problem so that they are able to solve the problem correctly.

Numerasi Peserta Didik SMP Ditinjau Dari Kecerdasan Majemuk Dalam Menyelesaikan Soal AKM Putri, Alifia Rachma; Wijayanti, Pradnyo
Journal of the Indonesian Mathematics Education Society Vol. 2 No. 2 (2024): 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.v2n2.p41-63

This study aims to describe the numeracy skills of middle school students from the perspective of multiple intelligences in solving AKM (Asesmen Kompetensi Minimum) problems. The research subjects consist of three eighth-grade students from class VIII-C at SMPN 14 Surabaya, who possess linguistic, logical-mathematical, and visual-spatial intelligences. Data collection was conducted through the examination of multiple intelligence questionnaires, mathematics ability tests, AKM problems, and interviews. These interviews were conducted to gain deeper insights into the students' numeracy skills based on their work results. The data analysis was carried out using numeracy indicators, including communication, mathematization, representation, reasoning and argumentation, problem-solving strategy selection, and the use of symbolic, formal, and technical language and operations. The results of the study indicate that students with linguistic intelligence write down the process of reaching solutions, summarize mathematical results both in written and oral forms, convert contextual problems into mathematical forms using difference, percentage, and average formulas, and transform data presented in bar charts into written form. They also use the provided data to solve problems, create patterns and relationships to address issues logically and correctly, determine the appropriate formulas for solving problems, and write down steps or strategies, although not in detail, while using mathematical symbols in calculations. Students with logical-mathematical intelligence demonstrated similar abilities but with more detailed and clearer steps and the use of more symbols. Meanwhile, students with visual-spatial intelligence showed similar abilities but only summarized results orally and did not write down the solution steps in detail.

Profil Pemahaman Konsep Siswa pada Materi Sistem Persamaan Linier Tiga Variabel Ditinjau dari Gaya Kognitif Didik Suliswanto; Dwi Juniati; Pradnyo Wijayanti
Didaktik Matematika Vol 7, No 2 (2020): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v7i2.17341

Understanding of the concept is needed in studying mathematics, including the topic of the Three Variable Linear Equation System (SPLTV). In fact, there are still many students who don't understand the basic concepts well. The research subjects were students in grade 10 high school, each consisting of one student with field independent and field dependent cognitive style. The research instrument which were used consisted of a concept understanding test and interview guidelines. Data analysis was done through data reduction procedures, data exposure, and making conclusions. The resulting research showed that the field independent students understanding to the concept of SPLTV, namely students stated that the meaning of SPLTV used their own language without being stuck with the notation from SPLTV and students gave examples and non-examples of SPLTV. In addition, in solving problems students are able to use the SPLTV concept well. As the results of the research, the students' understanding of field dependent on the concept of SPLTV is that students explained that the notion of SPLTV was still stuck with the notation of the existing SPLTV and students give examples and non-examples of SPLTV. Moreover, in solving problems, students are less able to use the SPLTV concept well.

EXPLORING JUNIOR HIGH SCHOOL STUDENTS’ CRITICAL THINKING PROCESSES IN SOLVING SYSTEMS OF LINEAR EQUATIONS USING GEOGEBRA: A QUALITATIVE CASE STUDY kuirinus iventri; Agung Lukito; Pradnyo Wijayanti
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7291

Critical thinking is an essential cognitive skill in mathematics learning, particularly in solving contextual and non-routine problems. However, many junior high school students still experience difficulties in applying critical thinking when solving systems of linear equations. This study aims to explore the critical thinking processes of students in solving systems of linear equations in two variables (SPLDV) using GeoGebra. A qualitative descriptive approach with a case study design was employed. The participants were 25 ninth-grade students from a junior high school in Surabaya, Indonesia. Based on the results of a critical thinking test, three students were purposively selected to represent successful, less successful, and unsuccessful problem solvers. Data were collected through GeoGebra-assisted problem-solving tasks and semi-structured interviews, and analyzed using Facione’s critical thinking framework: interpretation, analysis, inference, evaluation, explanation, and self-regulation. The findings reveal that successful students demonstrated all six critical thinking processes consistently, while less successful students showed partial fulfillment of the indicators. Unsuccessful students failed to demonstrate most critical thinking processes due to weak conceptual understanding and poor problem interpretation. GeoGebra supported visualization and verification of solutions but did not replace conceptual reasoning. These findings highlight the importance of integrating technology with explicit instruction on critical thinking processes in mathematics learning.

ANALISIS BERPIKIR KRITIS PESERTA DIDIK DALAM MENYELESAIKAN SOAL SETARA ASESMEN KOMPETENSI MINIMUM (AKM) ALJABAR DITINJAU DARI KECERDASAN MAJEMUK Aliyah Yasmin Rahmah Dillah; Pradnyo Wijayanti
Madrasah: Journal on Education and Teacher Professionalism Vol. 4 No. 1 (2026): Januari-Maret
Publisher : Al-Shobar Publisher, Yayasan Islam Al-Shobar Rawaurip

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Penelitian ini bertujuan untuk mendeskripsikan berpikir kritis peserta didik dalam menyelesaikan soal setara AKM ditinjau dari jenis kecerdasan majemuk. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Subjek penelitian terdiri atas tiga peserta didik kelas VII dengan kecerdasan dominan berbeda, yaitu linguistik, logis matematis, dan ruang visual. Instrumen penelitian berupa soal setara AKM dan pedoman wawancara, yang dianalisis berdasarkan indikator berpikir kritis Facione, yaitu interpretasi, analisis, evaluasi, inferensi, eksplanasi, regulasi diri. Hasil penelitian menunjukkan bahwa peserta didik dengan kecerdasan linguistik dapat memahami stimulus dengan menuliskan informasi penting, merumuskan model matematika, menarik kesimpulan dari hasil pekerjannya, menjelaskan istilah matematika dengan bahasa yang jelas, serta dapat mengendalikan proses berpikir. Peserta didik dengan kecerdasan logis matematis dapat memahami stimulus dengan menuliskan informasi penting, merumuskan model matematika yang tepat dan menyusun langkah yang sistematis, melakukan perhitungan tepat dan melakukan evaluasi secara menyeluruh, dapat menarik kesimpulan sesuai dengan konteks pertanyaan, dan dapat menjelaskan istilah matematika yang terdapat pada soal serta dapat mengendalikan proses berpikir. Sementara itu, peserta didik dengan kecerdasan ruang visual dapat memahami stimulus melalui visualisasi tabel, merumuskan model matematika, melakukan perhitungan tepat, serta menjelaskan dan mengendalikan proses berpikir.

Meta-Analysis of the Impact of Ethnomathematics-Based Digital Learning on Students' Mathematical Understanding Ratu Mauladaniyati; Sumarni Sumarni; Heri Purnomo; Pradnyo Wijayanti
Journal of Emerging Technologies in Ethnomathematics Vol. 1 No. 1 (2025): Journal of Emerging Technologies in Ethnomathematics
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jetie.v1i1.41039

This research addresses the growing urgency to contextualize mathematics education by integrating local cultural elements through digital learning. In increasingly diverse classrooms, traditional teaching methods often fail to connect with students' cultural backgrounds, which may hinder engagement and conceptual understanding. This study aims to conduct a meta-analysis to evaluate the influence of ethnomathematics-based digital learning on students' mathematical understanding. A total of 15 peer-reviewed articles published between 2015 and 2024 were systematically selected using inclusion criteria focused on empirical studies involving digital platforms and cultural content in mathematics education. The meta-analysis procedure involved coding of effect sizes and statistical synthesis using a random-effects model. The results show that integrating ethnomathematical content into digital learning significantly improves students’ conceptual understanding, mathematical connections, and critical thinking skills. Effect sizes ranged from moderate to high, indicating a meaningful impact. The novelty of this study lies in quantifying the pedagogical value of combining ethnomathematics and technology, which has not been thoroughly addressed in previous meta-analyses. These findings recommend that educators, curriculum developers, and education policymakers adopt culturally contextualized digital learning designs to enhance mathematics learning outcomes in diverse educational settings.

From computation to justification: Prospective mathematics teachers’ conceptions of proof in learning limits Purnomo, Heri; Rosyidi, Abdul Haris; Wijayanti, Pradnyo; Abdullah, Abdul Halim
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (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.v17i2.30888

Purpose: This study investigated the conceptions of proof of prospective mathematics teachers’ learning limits, with a particular focus on how these conceptions were manifested in representational activity. Method: A qualitative teaching-research design was used to collect data from 82 first-year prospective mathematics teachers enrolled in a Calculus I course at a public university in Indonesia. The main data were prospective mathematics teachers’ written responses to an ε–δ limit proof task, classroom discussions, and reflective teaching notes. Data was analysed using iterative, thematic coding and constant comparative analysis, following a representational-epistemic framework. Findings: Four qualitatively different conceptions of proof were identified: proof as computation, proof as algebraic procedure, proof as formal display, and proof as logical argument. Most participants used computational or procedural approaches and a small proportion of participants constructed logically coherent deductive arguments. The results indicate that prospective mathematics teachers’ difficulties are not only related to algebraic manipulation but also to understanding the epistemic function of proof in university mathematics. Specifically, ε–δ notation was often taken as a formality of notation rather than as a relational structure for reasoning. Significance: The study adds to research on the secondary–tertiary transition in mathematics education by demonstrating the relationship between prospective mathematics teachers' representational practices and different conceptions of proof. The findings are also relevant to designing introductory calculus instruction to support prospective mathematics teachers’ transition from verifying procedures to deductive justification.

Literasi Matematika Siswa SMP dalam Menyelesaikan Soal Kontekstual Ditinjau dari Self-Efficacy Ditasari Putri Andini; Pradnyo Wijayanti
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p364-376

The low mathematics literacy scores of Indonesian students in the PISA international survey indicate their weak ability to understand and solve mathematics problems. One contributing factor is self-efficacy, which is students' belief in their own ability to solve problems. This study aims to describe the mathematics literacy of junior high school students with high and low self-efficacy in solving contextual problems. This study employed a descriptive qualitative approach involving two student subjects selected based on the results of a self-efficacy questionnaire and a mathematics ability test. The research instruments included contextual problems based on personal, social, and scientific contexts with first-order context and second-order context levels, with PISA competency levels 4–6, and semi-structured interview guidelines. The results showed that students with high self-efficacy formulated problems mathematics, by identifying problem information and representing information in mathematics form. Students applied problem-solving strategies appropriate to the problem context and interpreted and evaluated the results by linking them to the problem, although some information in the scientific context had not been considered. Meanwhile, students with low self-efficacy formulate problems, use incomplete solution strategies, and provide answers based on intuition or guesswork without using calculations. Evaluation of results is also often not linked to the context of the problem. These findings reinforce the important role of self-efficacy as an affective factor influencing students' mathematics literacy in solving contextual problems.

Co-Authors ABADI Abadi Abadi Abdul Haris Rosyidi Abdullah, Abdul Halim Aditama, Fauziyah Kartika Agung Lukito Agung Lukito Ahmad Junaidi Hutama Putera Aina Saidah Aini, Rahmawati Nur Aliyah Yasmin Rahmah Dillah Alvinaria Alvinaria Andriani, Danica Patricia ANGGI VATMIKE PUTRI, FEBBRYOLLA Anisa'a Faradilla Anwari, Nabilah Chairunisa Ardianzah, Mochamad Andy Atik Winarti Atik Wintarti, Atik Aulia Putri Marwah Bias Nadilia Burhanudin Sugiyono, Aswin Cahyati, Vania Idelia Candra Ainur Rofiq Choirunisa Firda Haryanti Chyntia Dewi Puspita Rini Didik Suliswanto Dinda Putri Rubiyanti Ditasari Putri Andini Dwi Juniati Dwi Juniati Dwi Juniati DWI VIDIA NINGSIH, SISKA Eka Ramadhani, Firda Elgiyan, Naili Fauziyah Endah Budi Rahaju Endang Susantini Faiq, Wang Achmad Althof FAJRIATI, MIRA Falah, Bintari Nur Faradilla, Anisa'a fathikhin, nurul Fiangga, Shofan Firdausa Yanuar GIGIH MAHARGA, YESAYAKA Gurit Wulan Jagadianti Halizah, Tsania Rahmah Heri Purnomo Heri Purnomo Ika Kurniasari Ika Kurniasari Ikka Ananda Hakiki Indan Afifah Rahmawati Indri Rohmatul Fakhri Febriani Irma Zahrotul Jamilah Ismail Ismail Ismail, Ismail Jagadianti, Gurit Wulan Khumairoh, Binta kuirinus iventri KUSUMA ANGGRAINI, RINI Manuharawati Maria Ulfa MASRIYAH Mawardi, Arnindia Via MAY MAHARENI, DINA Ma’rifah, Ummi Mega Fatimah Rosana Mega Teguh Budiarto Mirza Geraldine Mohamad Gufron Muchammad Khafith Octafian Purnomo Nikmarocha Nina Prihartiwi Nur Hanifah NUR HIDAYANTI, ALFI Nur Izzatul Isslamiyah Oktaviana Ainun Ratnawati Oktaviana Ainun Ratnawati Pakpahan, Milka Rosabella Marito Prasetyo Kurniawan PRIANGKA TANJUNG, MEYRNI Proboretno, Setyaning Purwadhani, Dea Annice Putera, Ahmad Junaidi Hutama Putri, Alifia Rachma Putri, Anggi Adelia Putri, Astrie Karina Putri, Cika Noviana Raden Sulaiman Rahmawati Nur Aini Rahmawati Nur Aini Rahmawati Nur Aini Ramadhani, Safira Putri Ratih Puspasari Ratu Mauladaniyati Renata Nurlaily Rowdlotul Jannah Reny Wahyuni Riky Prasetia Wijaya Rini Setianingsih Rini Setianingsih Rusly Hidayah Setyo Hartanto Shofan Fiangga Siti Maghfirotun Amin Sugi Hartono Sumarni Susanah Susanah Susanah Tatag Yuli Eko Siswono Tatag Yuli Siswono Toni Phibeta Wadhon Eka Shabrina YUNI SRI RAHAYU Yusril Rahmat Hidayat Yusrina, Siti Laiyinun Zhalsadilah Yuniar Kristanti

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