Article Per Year (5 Year)
p-Index From 2021 - 2026
2.583
P-Index
This Author published in this journals
All Journal Al-Jabar : Jurnal Pendidikan Matematika International Journal of Science and Applied Science: Conference Series Journal of Mathematics and Mathematics Education (JMME) Journal of Honai Math International Journal on Emerging Mathematics Education International Journal of Pedagogy and Teacher Education Jurnal Cendekia : Jurnal Pendidikan Matematika EDUKATIF : JURNAL ILMU PENDIDIKAN Transformasi : Jurnal Pendidikan Matematika dan Matematika DEDIKASI: Community Service Reports International Journal on Education Insight Jurnal Pendidikan Progresif
Yemi Kuswardi, Yemi
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Other

Published : 20 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 20 Documents
Search

 1   2 
Experimentation of Learning Cycle 7E Assisted by Labyrinth Board Game and Putar Bawah Game on Mathematical Reasoning Ability in View of Students' Self-Regulated Learning Sutopo, Sutopo; Oktavia, Linda; Kuswardi, Yemi
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 1, March 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i1.28458

Abstract

This research aims to find out: 1) The learning model that produces better mathematical reasoning ability of students, between the Learning Cycle 7E assisted by labyrinth board game and putar bawah game or direct instruction; 2) The level of students' Self-Regulated Learning that produces bettermathematical reasoning skills, between high, moderate, or low levels of Self-Regulated Learning, ; 3) The interaction learning models and students' Self-Regulated Learning. This research is a quasi experimental research with the subject were VIII grade students of JHS 5 Surakarta in the academicyear 2022/2023 school year. The samples use two classes taken by cluster random sampling. Data collection technique were used documentation, tests, and questionnaires. The data analysis technique used a two-way variance analysis 2×3 unequal cells. The results of the analysis showed that: 1) Learning Cycle 7E learning model assisted by labyrinth board game and putar bawah game resulted is better mathematical reasoning ability than direct instruction; 2) Students with high self-regulated learning had better mathematical reasoning ability than low self-regulated learning; 3) There is no interaction between the learning model and students self-regulated learning.
Meningkatkan Konsentrasi Belajar Matematika dan Hasil Belajar Peserta Didik Melalui Pendekatan CRT (Culturally Responsive Teaching) Sya'bani, Anisa Aulia Nur; Primadani, Aisyah Ilmi; Aini, Alfia Budi Nur; Kuswardi, Yemi; Hastuti, Dwi
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i4.7493

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya konsentrasi belajar matematika dan hasil belajar peserta didik. Penelitian ini bertujuan untuk mengetahui peningkatan konsentrasi dan hasil belajar peserta didik pada mata pelajaran matematika di SMP Negeri 1 Kebakkramat melalui pendekatan CRT (Culturally Responsive Teaching). Subjek dalam penelitian ini adalah adalah peserta didik kelas VIII C yang berjumlah 34 peserta didik. Metode penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari 2 siklus, dengan setiap siklus terdapat 4 tahapan, yaitu perencanaan, tindakan, pengamatan, dan refleksi, Teknik pengumpulan data dalam penelitian ini menggunakan observasi dan tes. Berdasarkan hasil penelitian, bahwa pada pada siklus 1 proses pembelajaran matematika dikatakan belum cukup baik, karena konsentrasi dan hasil belajar peserta didik belum mencapai indikator keberhasilan yang diharapkan. Sedangkan pada siklus 2 konsentrasi dan hasil belajar peserta didik mengalami peningkatan dari siklus 1. Peserta didik dapat berkonsentrasi dengan baik dan memenuhi persentase 50% ke atas pada setiap indikatornya. Rata-rata nilai hasil belajar peserta didik pada siklus 1 yaitu 77,79 meningkat menjadi 84,94 pada siklus 2. Disimpulkan bahwa melalui pendekatan CRT pada pembelajaran matematika dapat meningkatkan konsentrasi belajar dan hasil belajar peserta didik
Penerapan Problem Based Learning untuk Meningkatkan Kepercayaan Diri dan Hasil Belajar Peserta Didik Afifah, Fauziyah Nur'aini; Setiowati, Lakshita; Audry, Twigy Eva; Kuswardi, Yemi; Sumarni, Sumarni
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 5 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i5.7615

Abstract

PPenelitian ini merupakan salah satu bentuk penelitian tindakan kelas yang bertujuan untuk meningkatkan rasa percaya diri dan prestasi belajar matematika siswa kelas VII SMP Negeri 1 Kebakkramat melalui penerapan model pembelajaran berbasis masalah (PBL). Penelitian terdiri atas 4 tahap meliputi perencanaan, pelaksanaan, pengamatan dan refleksi. Hasil dari pelaksanaan 4 siklus yaitu rata-rata persentase hasil belajar pada siklus 1 sebesar 41.17% dan hasil kepercayaan diri dari indikator berani bertanya sebesar 58.82%, berani berpendapat 58,08%, berani menjawab 58,08%, dan berani membuat kesimpulan 56,61%, siklus 2 rata-rata persentase hasil belajar sebesar 64.70% dan hasil kepercayaan diri dari indikator berani bertanya sebesar 67,64%, berani berpendapat 66,17%, berani menjawab pertanyaan 66,17%, dan berani membuat kesimpulan 65,44%., siklus 3 rata-rata persentase hasil belajar sebesar 70.58% dan hasil kepercayaan diri dari indikator berani bertanya sebesar 77,20%, berani berpendapat 75,00%, berani menjawab pertanyaan 76,47%, dan berani membuat kesimpulan 75,00% dan siklus 4 rata-rata persentase hasil belajar sebesar 76.47% dan hasil kepercayaan diri dari indikator berani bertanya sebesar 84,55%, berani berpendapat 82,35%, berani menjawab pertanyaan 80,88%, dan berani membuat kesimpulan 80,88%. Temuan penelitian menunjukkan bahwa penerapan metode pembelajaran berbasis masalah (PBL) meningkatkan kinerja akademik dan kepercayaan diri siswa dalam memanfaatkan data di kelas VII D
PENGARUH MAKE A MATCH PUZZLE TERHADAP KETERAMPILAN BERPIKIR KRITIS TINJAUAN SELF EFFICACY Upik Tria; Kuswardi, Yemi; Sutopo, Sutopo
TRANSFORMASI Vol 8 No 2 (2024): TRANSFORMASI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tr.v8i2.4244

Abstract

The purpose of this study was to determine the effect of applying the Make a Match learning model with and without puzzles on critical thinking skills by reviewing self-efficacy. All students of SMP Negeri 4 Karanganyar 2023/2024 class VIII became the research population, and students in class VIIIA, B, and F were selected using a cluster random sampling technique as samples. Learning models, puzzle media, and self-efficacy are determined as independent variables, while thinking skills are determined as dependent variables. Data was collected using documentation, tests, and questionnaire techniques. The hypothesis was tested by two-way ANOVA on different cells. This research can show that the application of the Make a Match learning model with and without puzzles has a positive effect on critical thinking skills in the Pythagorean theorem material with an increase in average scores of 90.078 and 87.344. The level of self-efficacy has a positive effect on critical thinking skills with an increase in the average score of 87.765 for high self-efficacy students. Apart from that it can also be seen that the effect of providing a learning model on critical thinking skills does not depend on self-efficacy, and vice versa. The Make a Match learning model can be applied to other material with modifications according to student needs, or carried out using technology to improve critical thinking skills.
The Effect of RME-Learning Trajectory on Mathematical Reasoning Ability and Self-Efficacy in Learning Statistics Using Congklak Games Al Firdaus, Nabila Uristu; Usodo, Budi; Kuswardi, Yemi
International Journal on Emerging Mathematics Education IJEME, Vol. 8 No. 1, March 2024
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v8i1.28459

Abstract

This research aims to determine whether there is an effect of learning trajectory with the traditional congklak game context on mathematical reasoning ability in terms of self-efficacy. This study adopts a quasi-experimental approach using a 2 × 3 factorial design. The target population included all eighth-grade students at SMP Negeri 2 Wonogiri. The research employed cluster random sampling, selecting learners from two classes. The data collection techniques used were documentation, self-efficacy questionnaire, and mathematical reasoning abilities test. This study employed a data analysis approach that involved a two-way analysis of variance. The results of the hypothesis testing concluded that (1) learners who were taught using an RME-based learning trajectory with the traditional congklak game context showed better mathematical reasoning abilities compared to those taught through direct learning in statistics; (2) learners with high self-efficacy have better mathematical reasoning abilities than those with moderate or low self-efficacy, while learners with moderate self-efficacy showed better mathematical reasoning abilities than those with low self-efficacy; (3) there was no significant interaction observed between the treatment and self-efficacy regarding learners' mathematical reasoning abilities.
Experimenting CORE learning model on the students’ problem-solving skills based on their emotional intelligence Sutopo, Sutopo; Yumna, Janika Salma; Kuswardi, Yemi
International Journal on Education Insight Vol. 5 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v5i1.13618

Abstract

In this study, we aim: (1) to find out which learning model resulted in the better problem-solving skills—the CORE learning model with putar bawah game and labyrinth board game or the direct teaching; (2) to find out which levels of emotional intelligence resulted in better problem-solving skills—high, intermediate, or low emotional intelligence; (3) to find out the interaction between the learning models and the students’ emotional intelligence. This research was a quasi-experimental research which involved the VIII-grade students of SMP Negeri 5 Surakarta in the 2022/2023 academic year. The samples used were two classes taken by cluster random sampling. The data collection techniques used were documentation, tests, and questionaires. The data analysis technique used two-way analysis of variance with unequal sample sizes. Based on the results of the analysis, we conclude that: (1) the CORE model with putar bawah game and labyrinth board game media resulted in the better problem-solving skills than the direct teaching; (2) students with higher emotional intelligence had better problem-solving skills than lower emotional intelligence; (3) there is no interaction between the learning model and the students’ emotional intelligence.
Dissecting thought patterns: Analyzing how cognitive fragmentation affects conceptualization and problem-solving abilities in junior high school students Usodo, Budi; Sutopo, Sutopo; Nurhasanah, Farida; Chrisnawati, Henny Ekana; Kuswardi, Yemi; Hendriyanto, Agus
Al-Jabar: Jurnal Pendidikan Matematika Vol 14 No 2 (2023): 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.v14i2.17064

Abstract

Background: This research is rooted in the exploration of a nuanced understanding of the effect of cognitive fragmentation on the conceptual grasp and problem-solving competencies among junior high school students.Aim: The principal aim of this investigation is to delve into the way cognitive fragmentation influences the conceptualization and problem-solving faculties of pupils aged 12-14, from varied academic milieus.Method: Employing a qualitative research blueprint, specifically phenomenological inquiry, the study probes into the subjective experiences and cognitions of the participants. Purposefully chosen for this research, the participants consist of junior high school students. The multi-faceted data collection approach includes task-centered, in-depth individual interviews with students and Focus Group Discussions with educators. The amassed data are then meticulously examined through thematic analysis.Result: Findings of the research reveal diverse manifestations of cognitive fragmentation among the learners. A phenomenon termed 'Pseudo construction' emerges when learners articulate correct responses without wholly comprehending the foundational concepts. 'Mis analogical construction' is recognized when incorrect analogies are deployed in problem-solving, culminating in fallacious solutions. 'Construction holes' are detected when learners exhibit inconsistent responses owing to an absence of alignment with scientific principles.Conclusion: In summation, this inquiry furnishes invaluable insights and evidence-supported strategies to foster efficacious learning and surmount cognitive impediments within the sphere of junior high school education. The conclusions drawn herein contribute to a broader understanding of cognitive dynamics in mathematics education, offering a fresh perspective on enhancing educational practices.
Students’ ability of understanding concepts and computational skill based on learning styles in the discovery learning model Hapsari, Rania Febri; Kuswardi, Yemi; Andriatna, Riki
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.879

Abstract

Students often face difficulties in both understanding mathematical concepts and performing computations, largely because current teaching methods have not fully supported the development of these skills. This study aims to determine the effect of discovery learning model on conceptual understanding and computational skills based on students' learning styles. This study used a quantitative study with a quasi-experimental design that employed a control group design with a posttest only. This study involved 62 students from a State Junior High School in Sukoharjo Regency, selected through cluster random sampling, with 31 in the experimental group experiencing discovery learning and 31 in the control group receiving direct instruction. Data collection used a test method to measure the ability to understand concepts and computational skills and a questionnaire to categorize students’ learning styles. The data analysis technique used multivariate analysis of variance (MANOVA). The results showed that (1) conceptual understanding and computational skills who were given discovery learning was significantly better than students who were given direct learning; (2) there is no difference in conceptual understanding and computational skills of visual, auditory, and kinesthetic learning style students; (3) in visual, auditory, and kinesthetic learning styles, discovery learning produces better conceptual understanding and computational skills than direct learning; and (4) in discovery learning and direct learing, there is no difference in concept understanding and computational skills of visual, auditory, and kinesthetic learning style students. The results contribute by providing empirical evidence that discovery learning improves students' conceptual understanding and computational skills across different learning styles, providing valuable insights for teachers and curriculum developers in implementing more effective teaching strategies.
“Marica”: A Story-Based Motion-Comic Learning Media to Improve Students’ Mathematical Representation Chrisnawati, Henny Ekana; Pinilih, Anggoro Canggih; Nurhasanah, Farida; Usodo, Budi; Sutopo, Sutopo; Kuswardi, Yemi
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Abstract: "Marica": A Story-Based Motion-Cartoon Learning Media to Improve Students' Mathematical Representation Ability. This research is based on students' difficulties in presenting mathematical ideas and problem-solving, as well as their generally low positive attitudes towards mathematics. The researchers conducted an experimental study to examine the influence of MARICA media on students' mathematical representation abilities in the field of plane geometry. Additionally, the research aims to improve students’ mathematical representation based on various levels of mathematical logical intelligence using MARICA as a learning media. MARICA, an abbreviation for "Mari Membaca" integrates literacy concepts, engaging learning media, and story-telling. The quantitative descriptive research involved 56 first-grade elementary school students and measured both the cognitive (mathematical representation ability) and affective domains. Mathematical representation abilities were analyzed using two-way ANOVA, while affective domain data were analyzed descriptively. The results indicate a positive effect of MARICA on the mathematical representation abilities of first-grade students, with higher levels of mathematical logical intelligence correlating with better performance. Student responses to MARICA showed an increase in aspects of independence, critical attitudes, and creativity. It can be concluded that MARICA can be used to improve students’ mathematical representation and it works better for students who has good mathematical logical intelligence.Keywords: MARICA, mathematical representation, mathematical logical intelligence.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202424 
Eksperimentasi Model Pembelajaran Problem-Based Learning dengan Gallery Walk dan Think Pair Share dengan Problem Posing terhadap Kemampuan Pemecahan Masalah Ditinjau dari Self-Confidence Kuswardi, Yemi; Juniati, Juniati; Sutopo, Sutopo; Usodo, Budi; Chrisnawati, Henny Ekana; Nurhasanah, Farida
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 1 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 1
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i1.4634

Abstract

Penelitian ini bertujuan untuk mengetahui: (1) manakah yang memberikan kemampuan pemecahan masalah yang lebih baik, pembelajaran dengan model Problem-Based Learning dengan Gallery Walk, Think Pair Share dengan Problem Posing, atau Problem-Based Learning, (2) manakah yang menghasilkan kemampuan pemecahan masalah yang lebih baik, peserta didik dengan self-confidence tinggi, sedang atau rendah, (3) Ada tidaknya interaksi antara model pembelajaran dan self-confidence terhadap kemampuan pemecahan masalah matematika. Metode penelitian yang digunakan dalam penelitian ini adalah quasi eksperimen dengan desain faktorial 3 x 3. Populasi penelitian adalah seluruh peserta didik kelas X pada salah satu SMA Negeri di Sukoharjo. Sampel dipilih dengan menggunakan cluster random sampling. Instrumen yang digunakan untuk mengumpulkan data meliputi tes pada materi fungsi kuadrat untuk mendapatkan data kemampuan pemecahan masalah peserta didik dan angket Self-confidence untuk mendapatkan data kepercayaan diri peserta didik. Teknik analisis data yang digunakan adalah ANOVA dengan dua sel yang tak sama. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran Problem-Based Learning dengan Gallery Walk dan Think Pair Share dengan Problem Posing memberikan kemampuan pemecahan masalah yang lebih baik daripada model pembelajaran Problem-Based Learning, model pembelajaran Problem-Based Learning dengan Gallery Walk memberikan kemampuan pemecahan masalah yang sama baiknya dengan model pembelajaran Think Pair Share dengan Problem Posing, (2) peserta didik dengan self-confidence lebih tinggi mempunyai kemampuan pemecahan masalah yang lebih baik dari pada peserta didik dengan self-confidence lebih rendah, (3) Tidak ada interaksi antara model pembelajaran dengan self-confidence terhadap kemampuan pemecahan masalah peserta didik.
Co-Authors Afifah, Fauziyah Nur'aini Aini, Alfia Budi Nur Al Firdaus, Nabila Uristu Al Firdaus, Nabilla Uristu Audry, Twigy Eva Budi Usodo Dwi Hastuti Farida Nurhasanah Hapsari, Rania Febri HE, Chrisnawati Hendriyanto, Agus Henny Ekana C, Henny Ekana Henny Ekana Chrisnawati Ira Kurniawati Juniati Juniati Masitah Shahrill, Masitah Musthofa, Putri Rizqi Oktavia, Linda Pinilih, Anggoro Canggih Primadani, Aisyah Ilmi Rahayu, Eni Puji Rahayu, Risti Dwi Regina Cahya Tifanni Riki Andriatna Setiowati, Lakshita Sumarni Sumarni Sutopo Sutopo Sya'bani, Anisa Aulia Nur Upik Tria Wulandari, Arum Nur Yumna, Janika Salma