Article Per Year (5 Year)
p-Index From 2021 - 2026
6.513
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Cakrawala Pendidikan Pythagoras: Jurnal Matematika dan Pendidikan Matematika MATEMATIKA Publikasi Pendidikan Journal on Mathematics Education (JME) Jurnal Infinity Jurnal Pendidikan IPA Indonesia Abdimas Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Karya Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Scientific Journal of Informatics JURNAL PROFESI KEGURUAN Manajemen Pendidikan Al-Jabar : Jurnal Pendidikan Matematika Educational Management Innovative Journal of Curriculum and Educational Technology Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini JMM (Jurnal Masyarakat Mandiri) International Journal on Emerging Mathematics Education Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika Unnes Journal of Mathematics Education Research Journal of Primary Education ANARGYA: Jurnal Ilmiah Pendidikan Matematika JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) JIIP (Jurnal Ilmiah Ilmu Pendidikan) Edunesia : jurnal Ilmiah Pendidikan Dawuh Guru: Jurnal Pendidikan MI/SD Unnes Journal of Mathematics Education Unnes Journal of Mathematics Edukasia: Jurnal Pendidikan dan Pembelajaran Edumatica: Jurnal Pendidikan Matematika JURNAL MUARA PENDIDIKAN Proceeding of International Conference on Science, Education, and Technology International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Ilmiah Multidisiplin Indonesia Polyhedron International Journal in Mathematics Education Jurnal Infinity Jurnal Abdimas Jurnal Pendidikan MIPA Journal on Mathematics Education
Sukestiyarno Sukestiyarno
Jurusan Matematika FMIPA Universitas Negeri Semarang
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 89 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 89 Documents
Search

 5   6   7   8   9 
Analisis Kemampuan Literasi Matematika Berbasis HOTS Ditinjau dari Kemandirian Belajar pada Pembelajaran PBL Berbantuan E-Modul Suhengrin, Suhengrin; Sukestiyarno, YL
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 8 No 3 (2024): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 8 Nomor 3 Tahun 2024
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v8i3.3559

Abstract

Survei PISA 2022 menunjukkan kemampuan literasi matematika berbasis HOTS Indonesia cukup rendah, oleh karena itu diperlukan inovasi pembelajaran yang berkualitas yaitu model PBL bebantuan e-modul. Penelitian ini bertujuan untuk: (1) menganalisis kualitas pembelajaran PBL berbantuan e-modul; (2) mendeskripsikan kemampuan literasi matematika siswa pada pembelajaran PBL berbantuan e-modul ditinjau dari kemandirian belajarnya. Penelitian ini menggunakan mixed methods model sequential explanatory. Hasil analisis kuantitatif menunjukkan bahwa pembelajaran PBL berbantuan e-modul memenuhi kriteria pembelajaran berkualitas, ditunjukkan dengan: (1) perencanaan pembelajaran valid dengan nilai 95,1 kiteria sangat baik; (2) pelaksanaan pembelajaran PBL berbantuan e-modul praktis, terlihat dari nilai hasil observasi keterlaksanaan pembelajaran sebesar 91,63 dengan kategori sangat baik dan nilai respon siswa terhadap pembelajaran sebesar 83,82 dengan kategori sangat baik; (3) penilain pembelajaran efektif, terlihat dari: (a) rata-rata kelas eksperimen sebesar 75,32 lebih dari KKM; (b) proporsi ketuntasan kelas eksperimen lebih dari 75%; (c) Rata-rata kelas eksperimen sebesar 75,32 lebih baik dari kelas kontrol sebesar 64,82; (d) kemandirian belajar berpengaruh positif terhadap kemampuan literasi matematika berbasis HOTS. Hasil analisis kualitatif menunjukkan bahwa subjek penelitian kemandirian belajar tinggi mampu menguasi enam indikator kemampuan literasi matematika. Subjek penelitian kemandirian belajar sedang mampu menguasi lima indikator kemampuan literasi matematika. Sedangkan siswa kemandirian belajar rendah hanya mampu menguasi dua indikator kemampuan literasi matematika.
Level of critical thinking of junior high school students in solving mathematical problems Mellawaty, Mellawaty; Sukestiyarno, YL; Zaenuri, Zaenuri; Isnarto, Isnarto
Polyhedron International Journal in Mathematics Education Vol. 1 No. 1 (2023): pijme
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pijme.v1i1.1

Abstract

Critical thinking ability is a crucial ability in mathematics, both at the elementary, secondary, or college level. However, this critical thinking ability is still low. Therefore, the researchers want to study the problem at what level the students are doing in solving mathematical critical thinking problems. The research method used a qualitative method, with the implementation analyzing students who deal with mathematical critical thinking ability problems. The study was conducted at one of the State Junior High Schools in Kroya District, Indramayu, West Java. As a result of the study, information was obtained about students who could not solve the problems presented in mathematical critical thinking ability problems, so they did not understand which strategies should be used to solve problems that could be solved.
SYSTEMATIC LITERATURE REVIEW: PROBLEM SOLVING ABILITY REVIEWED FROM STUDENTS' LEARNING INDEPENDENCE Ditasari, Dwi Dian; Sukestiyarno, Sukestiyarno; Kharisudin, Iqbal
Prima: Jurnal Pendidikan Matematika Vol 9, No 1 (2025): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v9i1.13267

Abstract

Mathematical problem solving ability is a process carried out by students to solve problems given by using their knowledge and understanding. From several facts obtained, mathematical problem solving ability in Indonesia is included in the low category. One of the factors causing the lack of students' problem solving ability is the lack of student learning independence so that students are not trained when they get non-routine questions given by the teacher. The purpose of this study was to determine the mathematical problem solving ability in terms of student learning independence. The research method used is the Systematic Literature Review (SLR) which is carried out by reviewing, evaluating, and interpreting various relevant studies. The results of the study stated that there is a very strong influence of learning independence on students' mathematics KPM. The higher the student's learning independence, the higher the student's mathematical problem solving ability.
A reflective analysis of the Losarang-Indonesian Dayak community’s thinking culture in selecting a life partner Mellawaty, Mellawaty; Sukestiyarno, Yohanes Leonardus; Isnarto, Isnarto; Zaenuri, Zaenuri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.27779

Abstract

This research uses a realistic ethnographic design to examine the culture of mathematical thinking in determining the match between partners for marriage in the Losarang-Indonesian Dayak community. Data were collected through field notes, in-depth interviews, and observation. Ethnomathematics as a research genre reveals important universal elements of mathematical activity, while ethnomodelling reflects ideas and the practice of community mathematics through ethical, emic, and dialectical approaches. The findings of this research indicate that ethnomathematically, the Losarang-Indonesian Dayak community have used formal language on mathematical principles to develop a knowledge system capable of sorting, pairing, calculating, and comparing the suitability of partners based on birth. Ethnomodelling is a relevant mathematical idea and concept related to arithmetic operations, sets, relations, functions, and number comparisons. Furthermore, the implication of this research is to produce didactic situations to teach the concepts of arithmetic operations, sets, relations as well as functions, and number comparisons. The didactic situation of the customary patterns of the Losarang-Dayak community can also be presented in mathematics teaching materials based on local culture. Therefore, the successful conduction of this research can enrich the repertoire of developing school mathematics learning that focuses on local culture.
The role of scaffolding in shaping reflective mathematical thinking of dependent field students in numeracy problems Setiyani, Setiyani; Gunawan, Gunawan; Waluya, Stevanus Budi; Sukestiyarno, Yohanes Leonardus; Cahyono, Adi Nur; Mutia, Mutia; Yunianto, Wahid
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p531-550

Abstract

In learning mathematics, reflective thinking is often overlooked due to an excessive emphasis on final results, which causes students to struggle in evaluating and reconstructing their problem-solving processes. Reflective thinking skills are necessary for students to solve problems, including numeracy. This study adopts a qualitative approach, focusing on the problem-solving process of two seventh-grade students with a Dependent Field (DF) cognitive style and similar initial mathematical abilities. Data were collected through the Group Embedded Figures Test, in-depth interviews, and initial mathematical and reflective thinking ability tests. Based on the research results, DF students couldn't analyze arguments from various perspectives and see if there were deeper implications. This finding reflects the characteristics of DF, who don't perform the 'result in context' process, leading to a lack of ability to understand, interpret, and use numerical results in concrete/situational contexts. This also includes the ability to relate numbers to real-world situations, make appropriate interpretations, and take suitable actions based on those numerical results. The results of this study can serve as a foundation for designing differentiated instruction that emphasizes the development of reflective thinking skills, particularly in numeracy, through approaches involving technology, models, pedagogy, or other learning strategies.
The role of scaffolding in shaping reflective mathematical thinking of dependent field students in numeracy problems Setiyani, Setiyani; Gunawan, Gunawan; Waluya, Stevanus Budi; Sukestiyarno, Yohanes Leonardus; Cahyono, Adi Nur; Mutia, Mutia; Yunianto, Wahid
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p531-550

Abstract

In learning mathematics, reflective thinking is often overlooked due to an excessive emphasis on final results, which causes students to struggle in evaluating and reconstructing their problem-solving processes. Reflective thinking skills are necessary for students to solve problems, including numeracy. This study adopts a qualitative approach, focusing on the problem-solving process of two seventh-grade students with a Dependent Field (DF) cognitive style and similar initial mathematical abilities. Data were collected through the Group Embedded Figures Test, in-depth interviews, and initial mathematical and reflective thinking ability tests. Based on the research results, DF students couldn't analyze arguments from various perspectives and see if there were deeper implications. This finding reflects the characteristics of DF, who don't perform the 'result in context' process, leading to a lack of ability to understand, interpret, and use numerical results in concrete/situational contexts. This also includes the ability to relate numbers to real-world situations, make appropriate interpretations, and take suitable actions based on those numerical results. The results of this study can serve as a foundation for designing differentiated instruction that emphasizes the development of reflective thinking skills, particularly in numeracy, through approaches involving technology, models, pedagogy, or other learning strategies.
Construction of reflective thinking: A field independent student in numerical problems Setiyani; Waluya, Stevanus Budi; Sukestiyarno, Yohanes Leonardus; Cahyono, Adi Nur
Journal on Mathematics Education Vol. 15 No. 1 (2024): 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.v15i1.pp151-172

Abstract

In educational settings, reflective thinking is often overlooked, with an excessive emphasis on final answers, resulting in students needing more ability to evaluate and reconstruct their problem-solving processes. The ability for reflective thinking is required by students in solving problems, including numerical problems. This study uses a qualitative approach to focus on field-independent students' numerical problem-solving processes. The data collection technique begins by administering the Group Embedded Figures Test (GEFT), a valid and reliable numeracy problem instrument, and conducting in-depth interviews. Two students with similar initial mathematical abilities and field-independent cognitive styles were selected as research subjects. Findings reveal that these students face challenges such as lengthy problem descriptions and a lack of confidence but gradually develop strategies, emphasizing repeated problem analysis, concept interconnections, and error awareness. Researcher-provided scaffolding facilitates critical reflection, enabling the construction of new ideas. These results have practical implications for teachers, suggesting the need to design lessons that cater to diverse cognitive styles, providing more complex problems to field-independent students to enhance their problem-solving skills.
Learning mathematical modelling with augmented reality mobile math trails program: How can it work? Cahyono, Adi Nur; Sukestiyarno, Yohanes Leonardus; Asikin, Mohammad; Miftahudin; Ahsan, Muhammadi Ghozian Kafi; Ludwig, Matthias
Journal on Mathematics Education Vol. 11 No. 2 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between real-world situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study.
Krulik and Rudnik Model Heuristic Strategy in Mathematics Problem Solving Kusdinar, Uus; Sukestiyarno, Sukestiyarno; Isnarto, Isnarto; Istiandaru, Afit
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.5708

Abstract

Heuristic strategy is one of the mathematics problem solving strategies to gain effective results. This research aimed to analyze the use of the heuristic strategies based on the modification of the Krulik and Rudnik model. This research discovered and classified the students' heuristic strategies which can be used as a basis to provide assistance in the learning. This research was a qualitative research involving 32 students of SMP Muhammadiyah 4 Yogyakarta as its subjects. The research variables are the indicators of the Krulik and Rudnik heuristic models which the students performed including: read and think, explore and plan, select a strategy, find and answer, as well as reflect and extend. The data was taken through questionnaire and interview methods. The result suggested that: 2 students (6.25%) were in the good category as they did all of the heuristic strategies more often; 21 students (65.62%) were in the fair category since they implemented some indicators of the heuristic strategies; and 9 students (28.13%) were in the poor category since they were lack in implementing the heuristic strategies. In all categories, indicator of find and answer was more oftenly done by the students while the indicator of explore and plan was less done.
Creative Thinking Process Based on Wallas Model in Solving Mathematics Problem Maharani, Hevy Risqi; Sukestiyarno, Sukestiyarno; Waluya, Budi
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 2, September 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i2.5783

Abstract

It’s difficult for junior high school’s teacher to get position and foster their students who’re still in transition in creative thinking. This study evaluated creative thinking process based on a model of Wallas (2014). Subjects were categorized into upper, middle, and low category after doing creative thinking ability test. The variable is an existence of junior high school’s students in solving a mathematics problem. Data were analyzed through classification, data representation, and conclusions. The results showed 1) 23,33% of students only reached preparation stage, called low category, 2) 60% of students reached illumination stage though students take a long time, called middle category, and 3) 16,67% of students have completed up to verification stage, called upper category. By deepening triangulation interview, right students in that category. Students in low and middle category still need assistance when experiencing obstacle in the creative thinking process, while upper category needs of enrichment materials.
Co-Authors A. Suyitno A.A. Ketut Agung Cahyawan W Adi Nur Cahyono aditya, Resa Afit Istiandaru Afit Istiandaru, Afit agung setiawan Agus Yuwono Ahmad Faridh Ricky Fahmy Ahsan, Muhammadi Ghozian Kafi Aji Purwinarko, Aji Akhmad Nayazik Ali Djamhuri Amaliyah, Fitriyah Amin Suyitno Amin, Ihdi Andreas Priyono Budi Prasetyo Antariksa, Kasih Ayu Dian Antariksa Ardana, Grandis Belva Arief Agoestanto Arofah, Lailatul Asih, Kartika Sari Astuti, Andarweni Athif, Rona Najma Azmi, Septiana Ulul Bambang Eko Susilo Cahyaningrum, Nugraheni Ditasari, Dwi Dian Djoko Widodo Dryandi, Rayyan Akmal Eko Andy Purnomo Emi Pujiastuti Emyu, Dalnius Endang Sugiharti, Endang Enjelita, Anggun Fajariyah, Nurul Inayah Fathonah, Ika Ariwanti Faujiyah, Siti Florentinus, T. S. Gunawan Gunawan Hardi Suyitno Harsasi, Maya Harsasi Hartutik (Hartutik) Hendra Dedi Kriswanto, Hendra Dedi Ibad, Zainul Iman Subekti, Iman Intan Permata, Jeliana Iqbal Kharisudin Isdaryanti, B. Isnarto, Isnarto Isnarto, Isnarto Isti Hidayah Iwan junaedi Jay, Dewi Ratna Kartika Ariesanti Kartika Yuni Purwanti Kartono , Khumairoh, Herlina Milatina Kristina Wijayanti KURNIAWAN, OKTA Kusuma, Dani Lina Warlina Lisa Virdinarti Putra Ludwig, Matthias M. Rahman M.D. Septiani Maharani, Hevy Risqi Maliya, Nur Martyana Prihaswati Mashuri Mashuri masriah masriah, masriah Masrukan Masrukan Maulana, Ivan Maulida Zakia Mellawaty, Mellawaty Miftahudin Mohammad Asikin Muhammad Iqbal Harisuddin Mujib Mujib, Mujib Mulyono Mulyono Munawaroh, Siti Badriatul Mutia Mutia, Mutia Nafisa, Dian Nathan Hindarto Nugroho, Khathibul Umam Z Nurhayati, Khomsatun Dwi Nurkaromah Dwidayati, Nurkaromah Paruntu, Patrice Ester Pradnya, Irene Nindita Pradnya, Matilda Stella Pratiwi, Restyanna Yanu Puspitasari, Kristanti Ambar Putri Rizki Amalia, Putri Rizki Putriaji Hendikawati Rahayu, Rr. Sri Ratna Rahmawati, luthfiana Rahmayanti, Erli Rifky Ardhana Kisno Saputra Riyan Hidayat Rochmad - Saironi, Moh Saputra, Vito Ardino sari, atmira qurnia Sari, Elok Fariha Scholastika, Mariani Scolastika Mariani Setiyani Setiyani Setiyani Setyaningsih, Mayang Setyawan, Arif Budi Setyoningrum, Andi Sigiro, Asrida Soraya, Dita Ayu St. Budi Waluya Sugeng Priyanto, Sugeng Sugiman Sugiman Suhengrin, Suhengrin Sunyoto Eko Nugroho, Sunyoto Eko Suryani, Arie Susanti, Eka Lia Suyanti Suyanti Syafruddin Syafruddin Taulia Damayanti Tiara, Tiara Tri Joko Raharjo Tutik Wijayanti, Tutik Ulya, Siti Faiqotul Uus Kusdinar Vera Dewi Susanti Vita Istihapsari, Vita W. Widodo Wahyudi, Rachmat Satrio Waluya, Budi Wardono Wardono Widi Astuti Winayus, Riyan Fikri Wiwi Isnaeni Wulandari, Arum Nur Wulandari, Enika Wuryanto Wuryanto Yunianto, Wahid Zaenuri Mastur Zainnur Wijayanto