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All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan JURNAL PENELITIAN ILMU PENDIDIKAN COPE Mimbar PGSD Undiksha Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Journal of Research and Advances in Mathematics Education JOIV : International Journal on Informatics Visualization Al Ishlah Jurnal Pendidikan Scholaria: Jurnal Pendidikan dan Kebudayaan Pendas : Jurnah Ilmiah Pendidikan Dasar JMM (Jurnal Masyarakat Mandiri) International Journal on Emerging Mathematics Education Beta: Jurnal Tadris Matematika Jurnal Inovasi Pendidikan Dasar Jurnal Didaktika Dwija Indria Jurnal Paedagogy Southeast Asian Mathematics Education Journal Jurnal Pengabdian UNDIKMA IJPD (International Journal Of Public Devotion) Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Infinity Jurnal Pendidikan Progresif Mathematics Education Journal Journal on Mathematics Education
Yoppy Wahyu Purnomo
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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STUDENTS MATHEMATICAL CRITICAL THINKING ABILITY THROUGH THE APPLICATION OF CREATIVE PROBLEM SOLVING MODEL ASSISTED OPEN-ENDED APPROACH Jumar Jumar; Yoppy Wahyu Purnomo; Viscal Oktari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i3.7729

Abstract

This study aims to see the improvement of students' mathematical critical thinking skills by using the Creative Problem Solving (CPS) model with an Open-Ended (OE) approach. This research is motivated by the low ability to find problem solving solutions to problems that cause students' mathematical critical thinking skills to be low. Learning innovation needs to be done, one of which is through the implementation of the CPS model. The Creative Problem Solving (CPS) model emphasizes problem solving skills that must be possessed by students through 4 stages: problem clarification, expression of opinions, evaluation and selection, and implementation. This research is accompanied by an open-ended approach that helps students solve problems in detail. This research uses a type of quasi experiment with a pretest-postest control group design on the volume of cubes and beams. This research was conducted in two classes, namely VA and VB classes with a sample size of 19 students from a total population of 58 students selected randomly. The research instrument used is through essay test items as many as 5 questions. Based on the results of the T test, the value of Sig. 0.000 > ? (0.05) with an average pretest of 47.42 and an average posttest of 86 with an increase of 38.58. This indicates that the CPS model with the OE approach succeeded in improving the mathematical critical thinking skills of fifth grade students.
MODEL PROBLEM BASED LEARNING BERBANTUAN AUGMENTED REALITY TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA Ika Rihayati; Yoppy Wahyu Purnomo; Meta Salma Pamenan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 3 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i3.7027

Abstract

Salah satu tantangan yang terus menerus dalam pembelajaran matematika adalah adanya masalah seperti keterlibatan siswa yang minim, motivasi belajar yang rendah, kemampuan visualisasi gambar geometri yang kurang, dan keterbatasan dalam kemampuan pemecahan masalah matematika. Tujuan dari penelitian ini untuk mengetahui pengaruh model Problem Based Learning berbantuan Augmented Reality terhadap kemampuan pemecahan masalah matematika siswa kelas V SD pada materi kecepatan. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian kuasi eksperimen. Teknik pengumpulan data penelitian ini menggunakan soal pilihan ganda 10 butir.  Subjek penelitian ini adalah siswa kelas V SDN 1 Keputran. Dengan teknik purpose sampling diperoleh kelas VA sebagai kelas eksperimen dan kelas VB sebagai kelas kontrol. Analisis Data menggunakan Uji paired sample t-test. Berdasarkan perhitungan hipotesis pada uji validitas diketahui nilai = 0,710>α (0,05) sehingga semua item soal menunjukkan hasil valid. Uji realibilitas diketahui nilai α > 0,728 maka nilai bersifat reliabel. Hasil dari uji normalitas = > α (0,05) melebihi nilai signifikan, maka nilai variabel berdistribusi normal, dilanjutkan menggunakan uji-t satu sampel, hasil uji-t tersebut hasil belajar pada nilai statistik-t sebesar 0.00 < α (0,05) maka tolak H0. Jadi dapat disimpulkan bahwa ada pengaruh model Problem Based Learning berbantuan Augmented Reality terhadap kemampuan pemecahan masalah matematika.One of the continuous challenges in mathematics education is the presence of issues such as low student engagement, low motivation to learn, limited ability to visualize geometric images, and difficulties in mathematical problem-solving skills. The purpose of this study is to investigate the influence of the Problem-Based Learning model with Augmented Reality assistance on the mathematical problem-solving abilities of fifth-grade students at SDN 1 Keputran in the topic of speed. This research employs a quantitative approach with a quasi-experimental research design. Data collection is done using a set of ten multiple-choice questions. The subjects of this study are fifth-grade students, with Class VA selected as the experimental group and Class VB as the control group using purposive sampling technique. Data analysis utilizes the paired sample t-test. Based on the hypothesis testing, the validity test results show that the value is = 0.710, which is greater than α (0.05), indicating that all test items yield valid results. The reliability test, if α > 0.728, suggests that the data is reliable. Furthermore, the results of the normality test indicate that the learning outcomes are distributed normally. Subsequently, the one-sample t-test results show that the learning outcomes, with a t-statistic value of 0.00 < α (0.05), reject the null hypothesis. Therefore, it can be concluded that there is an influence of the Problem-Based Learning model with Augmented Reality assistance on the mathematical problem-solving abilities
Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education Purnomo, Yoppy Wahyu; Nabillah, Rokhmatun; Aziz, Tian Abdul; Widodo, Sri Adi
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.p333-348

Abstract

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.
Skills in Preparing Mathematics Teaching Modules and Their Correlation with Skills in Providing Learning Variations for Prospective Elementary School Teachers Wibowo, Sigit; Yuniawatika; Murti, Rahayu Condro; Wuryandani, Wuri; Purnomo, Yoppy Wahyu
MIMBAR PGSD Undiksha Vol. 12 No. 1 (2024): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v12i1.62475

Abstract

The many demands in designing mathematics learning mean that some teachers and prospective mathematics teachers are unable to carry it out well. This research aims to analyze the relationship between students' skills in compiling mathematics teaching modules and their skills in carrying out learning variations. This research uses quantitative methods. A total of 3 classes with a total of 106 students were the subjects of this research, namely students. Researchers used purposive sampling technique. The data collection techniques used were observation, interviews and documentation. The quantitative data analysis technique uses the Pearson Product Moment correlation test. Based on the research results, it was found that as many as 23% of students were able to compose the teaching module as a whole well. The skill of preparing teaching modules has a positive correlation with the skill of carrying out learning variations. Based on the Pearson Product Moment correlation test, the significance value (2-tailed) is 0.000 < 0.05, with a Pearson Correlation value of 0.840. This shows that there is a very strong correlation between the skills in preparing teaching modules and the skills in creating variations. Students who prepare teaching modules, especially the core components of good learning, have a fairly calm demeanor when carrying out learning simulations. When performance is calm, variations in learning can be seen. Practicing students will be able to make learning more interactive.
Development of CBT Testlet Model for minimum competency assessment of numeracy literacy at elementary school level Hamdi, Syukrul; Purnomo, Yoppy Wahyu; Hidayati, Kana; Mu'minin, Nurul
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 27 No. 2 (2023)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v27i2.67473

Abstract

The application and development of accurate and reliable technology-based test instruments to assess aspects of knowledge and attitudes is an innovation teachers need to meet the demands of the National Assessment Policy. This research aims to apply the Computer-Based Test (CBT) Testlet Model with Local Wisdom Context as a New Form of Innovation in Supporting the Implementation of Minimum Competency Assessment and Integrated Character Survey. In addition, this research is a new solution for teachers in learning assessment. This research is development research. This research involved 11 experts, each from media and computer experts, material experts from mathematics education study programs, and measurement experts. The test instrument that has been developed has been proven to be valid using content validity and analyzed using the Aiken formula. In contrast, validity has been proven for the character survey using confirmatory factor analysis and reliability estimation using Cronbach alpha. This research produced a testlet model of CBT and test instruments in the form of a minimum competency assessment and an integrated character survey, which have proven valid and reliable.
INCOMPREHENSION OF THE INDONESIAN ELEMENTARY SCHOOL STUDENTS ON FRACTION DIVISION PROBLEM Yoppy Wahyu Purnomo; Chairunnisa Widowati; Syafika Ulfah
Jurnal Infinity Vol 8 No 1 (2019): Volume 8 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v8i1.p57-74

Abstract

The purpose of the study is to investigate the Indonesian students’ performance in solving fraction division case including the difficulties, relations, and implications for classroom instruction. This study employed a descriptive case study to achieve it. The procedures of data collecting were initiated by giving a context-based problem to 40 elementary school students and it then according to the test result was selected three students for semi- structure interviewed. The findings of the study showed that the tendency of students’ procedural knowledge dominated to their conceptual knowledge in solving the fraction  division problem. Furthermore, it  was  found  several mistakes. First, the students were not accurate when solving the problem and unsuccessful to figure out the problem. Second, students’ conceptual knowledge was incomplete. The last was is to apply the laws and strategies of fraction division irrelevant. These findings emphasized other sub-construct of fractions instead of part-to-whole in the teaching and learning process. Teaching and learning of fraction in the mathematics classroom should take both conceptual and procedural knowledge into account as an attempt to prevent  faults  and  misconceptions.  In  conclusion,  it  was  substantial  to present context-based problems at the beginning of the lesson in order for students to be able to learn fraction division meaningfully.
Fostering mathematical connections and habits of mind: A problem-based learning module for elementary education Yoppy Wahyu Purnomo; Rokhmatun Nabillah; Tian Abdul Aziz; Sri Adi Widodo
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.p333-348

Abstract

Previous research has highlighted the challenges of improving students' mathematical skills, particularly in connecting mathematical concepts to everyday life and developing strong mathematical habits of mind. This research aims to integrate problem-based learning (PBL) into a mathematics module to enhance mathematical connection abilities and mathematical habits of mind. The ADDIE method was employed to achieve this goal, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. The findings indicate that media, material, and language experts deemed the module highly suitable. Furthermore, the product was rated as highly practical based on teacher assessments, student responses, and observations during implementation. Effectiveness tests of the product, conducted through MANOVA, t-tests, and N-gain tests, revealed that the module is highly effective in enhancing students' mathematical connection abilities and moderately effective in improving their mathematical habits of mind. These findings underscore the importance of integrating digital learning technologies to increase the module's engagement and accessibility.
Exploring Higher Education Students' Self-Efficacy: How Self-Efficacy Dimensions Influence Numeracy Herra Aprillia Sabrina; Yoppy Wahyu Purnomo; Fery Muhamad Firdaus; Danuri
Al-Bidayah : Jurnal Pendidikan Dasar Islam Vol. 16 No. 2 (2024): Al-Bidayah : jurnal pendidikan dasar Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-bidayah.v16i2.10166

Abstract

Numeracy is associated with students' self-efficacy, and it is crucial to examine the elements affecting numeracy proficiency, particularly behavior, including self-efficacy. A lack of research amalgamates both dimensions, encompassing the reciprocal impacts and the impact of contextual factors like gender and educational background. This study seeks to ascertain the influence of mathematics self-efficacy aspects on numeracy among elementary school teacher education students in the Yogyakarta region. The sampling method employed was non-probability sampling, specifically utilizing a convenience sampling methodology with a sample size of 215. The data analysis employed Structural Equation Modeling – Partial Least Squares (SEM–PLS). This study identifies the "strength" dimension of self-efficacy in numeracy as the most influential factor affecting an individual's numeracy skills. Frequent exposure to consistent and relevant learning experiences enhances students' confidence in decision-making when confronted with numeracy challenges. The "strength" of students' mathematics self-efficacy can be affected by various aspects, such as pleasant learning experiences, social support, and achievements in solving mathematical obstacles. Students who frequently confront and successfully resolve mathematical issues experience increased confidence as they trust in their capacity to tackle analogous tasks in the future. If this conduct is consistently exhibited during the student's study period, the numeracy component may enhance and serve as a valuable resource for future teachers.
When math meet culture: Exploring ethnomathematics in red mosque’s design Nabilla Namira Permata Putri; Yoppy Wahyu Purnomo
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.28578

Abstract

Mathematics can be found in cultural aspects. Moreover, Indonesia has a variety of cultures that can be explored and used as mathematics learning resources. Existing mathematics learning has yet to integrate cultural elements that are close to students. The aim of this study is to examine the findings of geometric objects and mathematics activities in the Moekhlas Sidik Red Mosque. The research method used was an ethnographic study and data collection techniques in the form of observations, documentation, and interviews. The obtained data were analyzed using an interactive model: data reduction, data presentation, data interpretation, and conclusion. This study found that the geometric objects include 2D shapes, 3D shapes, and geometric transformations. The 2D shapes observed are triangles, trapeziums, squares, rectangles, rhombuses, and semicircles. The 3D shapes that can be observed are rectangular prisms. Geometric transformation is the use of the principles of translation, reflection, and rotation. The mathematical activities that can be explored include creating tile patterns, finding the purpose of tile patterns, and drawing 2D shapes using geometric transformation principles. In addition, the existence of the Moekhlas Sidik Mosque provides socioeconomic value that has an impact on the surrounding community.
TPACK Skills of Pre-service Teachers in Technology Integration: A Study in Microteaching Class Firmanti, Pipit; Yuberta, Fauzi; Purnomo, Yoppy Wahyu; Firdaus, Fery Muhamad
Southeast Asian Mathematics Education Journal Vol 14, No 2 (2024)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v14i2.417

Abstract

The integration of technology in mathematics education is a tangible manifestation of the rapid development of the times. Therefore, teachers must use technological devices to ensure students stay competitive in the global arena. This study aims to describe the distribution of TPACK skills among pre-service mathematics teachers and monitor their development during their microteaching experiences. This research is a qualitative descriptive study. The participants in the study were eleven students at UIN Sjech M Djamil Djambek Bukittinggi who were taking a microteaching course in the even semester of 2023/2024. The instruments used were the TPACK questionnaire and observation sheets. Based on the observation, in the first session, some subjects were unable to use or operate the software they had downloaded, and many quiz applications encountered problems because they could not be opened. The challenges faced included paid software and issues operating the software on different laptops. It is suspected that one student did not attend because she was not prepared to present. Additionally, the development of skills for each TPACK aspect generally showed improvement in subsequent sessions. The subjects generally used presentation slide applications such as Microsoft PowerPointTM and CanvaTM to explain the material and conducted evaluations by giving quizzes through applications such as QuizizzTM, KahootTM, WordwallTM, and BamboozleTM. The results show that the students' skills based on the TPACK Questionnare were at a moderate level with an average score of 3.38. However, there are differences between the results of the questionnaire and the observations carried out. For instance, in the aspect of Technological Pedagogical Knowledge especially for item "I can utilize available technologies as a learning aid". The questionnaire showed a high rating 3.63. On the other hand, observations indicate that students' abilities are still lacking, indicating that students have much to learn, especially in the use of technology in the learning process to enhance the learning environment in mathematics.
Co-Authors Adinda Fuadillah Oktafiani Ainun Nafisah Albi Anggito Ali Mustadi Amrita Kaur Anwar Novianto, Anwar Aprilia Tina Lidyasari Ardiyana Hartanti Augusto da Comte Chairunnisa Widowati Danuri Devi Cyndiyana Putri Didi Suryadi Dionisius Okky Pratama Putra Edi Purwanta Farida Agus Setiawati Faturrohman Faturrohman Fauzi Yuberta Fidariya Mawaddah Firdaus, Fery Muhamad Firmanti, Pipit Hanipah, Iip Ripati Herning Tyas Sarwastuti Herra Aprillia Sabrina iip Ripati Hanipah ika rihayati Irfan Wahyu Prananto Jihan Luthfi Salsabila Jumar Jumar Kadir Kadir Kadir Kafi Sahara Tri Nanda Kana Hidayati Kinanti Pangestu Lailatussyifa, Lailatussyifa Lucia Ambarwati Masitah Shahrill Masitah Shahrill, Masitah Meta Salma Pamenan Mohd Norakmar Omar Mu'minin, Nurul Muhamad Dzahir Kasa Muhammad Supian Sauri Nabilla Namira Permata Putri Nabillah, Rokhmatun Nawang Sulistyani Nurlaela Rahmawati Octavian Muning Sayekti Oktafiani, Adinda Fuadillah Olivia Pandansari Pasri Poh Wanyi Pramudiani, Puri Puji Lestari Puri Pramudiani Puri Pramudiani Puri Pramudiani Puri Pramudiani Purwanti Purwanti Puspitaningrum, Rifky Putrawangsa, Susilahudin Putri Anggoro Kasih Putri Anggoro Kasih, Putri Anggoro Putriani, Fini May Rahayu Condro Murti Rahayu Condro Murti Rahmawati, Nurlaela Rika Susanti Rizki Dwi Rahmawati Rokhmatun Nabillah rosella aranda ayu wibowo Sahnas Amalia Rosita Sekar Purbarini Kawuryan Serafin Wisni Septiarti Setiawan Edi Wibowo Sigit Wibowo Siti Noor Binti Ismail Siti Noor Ismail Sri Adi Widodo Sri Adi Widodo Sri Rochadi Suparjan . Sutawanir Darwis Syafika Ulfah Syukrul Hamdi Tian Abdul Aziz Unik Ambarwati Uswatun Hasanah Veny Wulan Suci Viscal Oktari Widianingsih, Diah Winarni Winarni Wuri Wuryandani Yahya Don Yeni Rakhmawati, Yeni Yuniawatika