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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

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EKSPERIMENTASI MODEL CORE DENGAN CRT TERHADAP KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI SELF REGULATED LEARNING Regina Cahya Tifanni; Kuswardi, Yemi; Sutopo, Sutopo
TRANSFORMASI Vol 9 No 2 (2025): 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.v9i2.6685

Abstract

This research aims to determine the effect of implementing the CORE learning model with the CRT approach on problem-solving abilities from a self-regulated learning perspective. This study was conducted as a quasi-experimental method with a 2×3 factorial design. The population included all eighth-grade students of SMP Negeri 1 Semin in the 2025/2026 academic year, with 32 students from classes VIII D and VIII A selected using cluster random sampling. Data were obtained through problem-solving ability tests, SRL questionnaires, and documentation. Data analysis was performed using a two-way ANOVA with a significance level of 0.05. The results showed that implementing the CORE learning model with the CRT approach improved problem-solving abilities, the level of self-regulated learning had a positive effect on problem-solving abilities, and the effect of the learning model on problem-solving abilities was independent of self-regulated learning, and vice versa. The CORE learning model with the CRT approach can be implemented and modified using technology-based learning media to improve problem-solving abilities.
Development of problem-based learning model with metacognitive strategy to improve students’ problem-solving ability Usodo, Budi; Sutopo, Sutopo; C, Henny Ekana; Kurniawati, Ira; Kuswardi, Yemi
International Journal of Science and Applied Science: Conference Series Vol 1, No 1 (2017): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (791.214 KB) | DOI: 10.20961/ijsascs.v1i1.5124

Abstract

This research was conducted to: examine the problem solving ability of students in mathematics education FKIP UNS, (2) develop problem-based learning model with metacognitive strategy, (3) examine the effectiveness of problem-based learning model with metacognitive strategy. Three methods were used in this research: descriptive quantitative, research and development (RnD), and experimental method. The development method used 4-D model which consists of four phases: define, design, develop, and dessimenete. Experimental method was conducted to examine the effectiveness of learning model developed. The population in this research is all students of mathematics education FKIP UNS, while the sample used is students who took the Basics Matematics course. The data collections were used in this research: test, validation sheet, and observation sheet. Descriptive quantitative analysis technique was used to analyze the instrument development. Quantitative descriptive analysis was used to describe the validators’ mark result for the learning instruments. Descriptive quantitative analysis was used to analyze the problem-solving ability test result that described by percentages. The efectiveness of model development was analyzed by T-test method. The results of this study showed that: (1) students’ problem solving ability of mathematics education FKIP UNS particularly in non-algoritmic problems is still not good, but in algoritmic problems is good enough, (2) in the development of  problem-based learning model with metacognitive strategy learning instruments, three instruments that qualify valid, practical, and effective there are:  Learning Plan, Students’ Activity Sheet, and  Students’ Teaching Material.
Application of Moodle as Authentic Assessment in Learning Mathematics in SMK HE, Chrisnawati; Wulandari, Arum Nur; Sutopo, Sutopo; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 10, No 2 (2020): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v10i2.47082

Abstract

The purpose of this study was to develop an assessment system using Moodle e-learning to improve mathematics learning outcomes in terms of knowledge, skills and attitudes of students. The development design in this study is more on how to develop learning activities with authentic assessment that must be carried out by the teacher which of course will be very difficult if everything is paper-based. The implementation of a reliable assessment with easy administration by the teacher becomes the consideration of the researcher. And with regard to the pandemic conditions that are being experienced by the Indonesian nation, online learning is an option for students and teachers. Even in the assessment that must be carried out. For this reason, the Moodle application is an alternative that allows students to access teaching materials and practice problem solving easily. This is very interesting to do a development study in SMK, why? Because vocational students usually lack positive attitudes towards mathematics. The use of the Moodle application in learning mathematics in the classroom is certainly the teacher's job to limit the time to face students, and the lack of positive attitudes of these students into "energy" to optimize student abilities. This research was conducted at SMK Warga Surakarta, in class XII Machines, using the Thiagarajan RnD 4D steps, namely Define, Design, Develop and Disseminate. From this research, an authentic assessment instrument has been developed using the Moodle application on the Limit Function material. By reviewing the basic competencies in the Function Limit material, 20 questions were developed in the C2 (8 points), C3 (6 points) and C4 (6 points) categories and validated with a professional judgment on the test instrument. In the student attendance data, it appears that the desire of students to improve their understanding of the Limit Function material is quite high, more than 70% of students want to repeat the class independently. Also, the average student attendance was 13.4 out of 10 meetings planned in the teacher's lesson plan (1 meeting for the implementation of daily tests). From the average value of assignments, there was an increase in the grades in assignment 1 and assignment 2, but in assignment 3, the average score of student achievement decreased, this was possible because the material in assignment 3 was a continuation of the material for assignments 1 and 2, but if viewed from the frequency of doing assignments in each task session, there was a decrease in the number of frequencies. This can be seen in assignment 2, where the average student did the assignment 2.87 on task 1, and in task 2 the average student did 2.43 times with the results significantly increasing. Meanwhile, the average daily test for students in class XII M1 was 78.7, which means that the class average was above the school's KKM and 73.3% of students obtained learning outcomes above the KKM on the Function Limit material. It can be said that learning can improve student learning outcomes and motivate students, because from the response questionnaire, 86.7% of students said they were motivated to try the test to get good results.
DEKOMPOSISI GRAF MATAHARI Musthofa, Putri Rizqi; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 8, No 1 (2018): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v8i1.25820

Abstract

Abstract:Graph theory is a branch of mathematics that facilitates problem solving. There are a lot of researches which concern on this issue. Various kinds of terms are introduced, one of them is graph decomposition. Graph decomposition is sub graphs collection of non-empty G graph {Hi} until Hi = 〈Ei〉 for non-empty sub graph Ei of E (G), where {Ei} is a partition of E (G). Sub graph Hi in decomposition G do not contain of isolated points. If {Hi} is a decomposition of G, it is denoted by .The discussion of graph decomposition can be developed in graph decomposition through various types. One of the types is decomposition of sun graphs. Sun graph is a graph formed from a circle Cn in which each vertex on a circle graph is given one additional vertex with a degree. So, each vertex in sun graph has 3 degrees, except the edge of cortex which only have 1 degree. The sun graph is the result of corona between two graphs, namely a circular graph with n vertex and complement of a complete graph with 1 number of vertex . The sun graph is denoted by where n is the number of vertex in circle graph.  If the vertex naming refers to one vertex (with clockwise rules) and  additional vertex naming connected to a circle vertex graph (vi), where the additional vertex has a degree of one, then the rule of naming is and sun graph is partitioned into a sub graph H_i = 〈Ei〉 in the form of K2 where i ≠ j so that H_i∩H_j = ∅, for i = 1,2,3, ..., n with sub graph If every i + 1, i + 2> n has an implicit + 1 and i + 2 will be expressed as an integers 1,2,3, ..., n (mod n), then the sun graph is 2K2-decomposition. So, for sun graph n ≥3 is 2K2-decomposition.Keywords:Decomposition, Sun Graph. 
The Development of the Educational Game “Fraction Bakery ”: An Analysis of Media Advantages for Elementary School Students Chrisnawati, Henny Ekana; Usodo, Budi; Nurhasanah, Farida; Sutopo, Sutopo; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 12, No 2 (2022): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v12i2.68112

Abstract

This study aims to develop an educational game as a learning media for mathematics at the elementary school level, particularly fractions.  Named Fraction Bakery, this game was developed as a response to complaints of students' and teachers' difficulty in learning and teaching fractions. This difficulty, if poorly addressed, may serve as an iceberg-like issue for their understanding of more advanced mathematic concepts. Number recognition, including fractions, is fundamental to learning mathematics. As a teacher, it is necessary to evaluate such learning difficulties and seek alternative interactive learning media their students can enjoy. For the purpose of the study, the research and development model proposed by Thiagarajan, consisting of Define, Design, Development, and Disseminate stages, was applied. This game was still in the development process by evaluating the media value using trial responses involving undergraduate students of mathematics education at Sebelas Maret University. Regarding the product's interface, 71% of respondents gave a high score, 57% gave a very high score to the game animation, 75% stated that the game would likely motivate users to learn (affective impact), and 57% stated that the materials delivered in the game are highly relevant to the competency
DEKOMPOSISI GRAF HELM Rahayu, Risti Dwi; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 8, No 1 (2018): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v8i1.25822

Abstract

Abstract: Decomposition of graph G is a collection of {Hi} from sub graph G until Hi = 〈Ei〉 for Ei subset E (G) and {Ei} is partitions of E (G). If {Hi} is a decomposition of G, it can be written as the addition of the sides and G is decomposed into sub graphs where n = |{Hi}|. In other words, is the decomposition of graph G. Helm Hn graph with n ≥ 3 and n is even number which can be partitioned into sub graph   which is in the form of 2K2, where Hn = So, helmet Hn graph with n ≥ 3 and n is an even number of 2K2-decomposition. The Hn helm graph with n > 3 can be partitioned into sub graph Ai = 〈Ei〉 which is in the form of 3K2, where . So that the Hn helm graph with n > 3 is 3K2-decomposition.Keywords:Decomposition, Helm Graph.
An Effort to Improve 4C Students Skills Through STEAM Learning Workshop for Junior High School Teachers in Karanganyar Usodo, Budi; Nurhasanah, Farida; Chrisnawati, Henny Ekana; Sutopo, Sutopo; Kuswardi, Yemi
Journal of Mathematics and Mathematics Education Vol 13, No 2 (2023): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v13i2.80959

Abstract

The application of physical distancing during the pandemic has prompted the government to require schools to implement distance learning. One of the learning approaches that can be applied to carry out school activities today is STEAM learning. For this reason, this service activity aims to train junior high school mathematics teachers in Karanganyar district to be able to design study plans, learning media and assessment instruments. Based on this goal, the community service team carried out a workshop activity at Junior High School 1 Kerjo Karanganyar and POKJA II Karanganyar consisting of 25 teachers. There were two resource persons who assisted in the implementation of the workshop about material on the concept and implementation approach and designing a board game for learning. To find out the understanding of the teachers before and after the training, a questionnaire was used. The results of the questionnaire were analyzed using qualitative method. From community service activities, the following results were obtained, the teachers had (1) understood the concept and implementation of STEAM learning; (2) able to develop learning tools in the form of lesson plans, learning media and assessment instruments; (3) implementing limited STEAM learning
A Learning Trajectory for Statistics Through the Traditional Game of Congklak to Enhance Mathematical Reasoning Skills Kuswardi, Yemi; Nurhasanah, Farida; Al Firdaus, Nabilla Uristu; Usodo, Budi; Chrisnawati, Henny Ekana; Sutopo, Sutopo; Shahrill, Masitah
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v8i1.90547

Abstract

The purpose of this study is to design a learning trajectory (develop mathematics reasoning skills) for junior high school statistics material to be used in eighth-grade classrooms. This design research study comprises three stages: preliminary design, experimental design and Retrospective Analysis. The subjects in this study were eighth-grade learners in a public junior-high school in Wonogiri City. Data collection methods included observation, interview and tests. Based on the results of the retrospective analysis, a learning trajectory for statistics material with the traditional Congklak game in application combines both informal and formal activities. In informal activities, through the Congklak game experiments conducted. These helped to form, mode, medium, examination, quartiles and semi-interquartile range interpretation concepts. In formal activities, based on the experimental results learners decided how to define mean (average), mode (the number of times a value appears in given data), medium and quartiles. The statistical results show that there are differences in mathematics reasoning skills between teaching with a learning trajectory assisted by Congklak and the direct method. The marginal mean for learning path is 71.57, while it is 62.66, and this outside the margin of error. This suggests that by application of a realistic mathematics approach using learning path driven Congklak traditional game of so can improve learners' mathematics reasoning ability.
Pelatihan dan Pendampingan Penulisan Karya Ilmiah Berbasis STEAM bagi Guru dan Siswa MTS Negeri 2 Surakarta Nurhasanah, Farida; Usodo, Budi; Chrisnawati, Henny Ekana; Kuswardi, Yemi; Sutopo, Sutopo; Rahayu, Eni Puji
DEDIKASI: Community Service Reports Vol 5, No 1 (2023): DEDIKASI: Community Service Report - January
Publisher : FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/dedikasi.v5i1.66850

Abstract

One of the efforts to realize the vision and mission of the Government Islamic Junior High School 2 Surakarta (MTS N 2 Surakarta) to be one of the best schools at the national level is by participating in MYRES (Madrasah Young Researcher Super Camp), which conducted annually by the Indonesian Ministry of Religion. The school have participated in this event several times, but unfortunately, the result still needs improvement. After conducting a self-evaluation, there found some possible aspects that caused this situation. The lack of knowledge and experience in conducting research and writing academic articles of the teachers who became students’ supervisors indicated the main problem that caused this situation. Based on this situation, the Government Islamic Junior High School 2 Surakarta (MTS N 2 Surakarta), in collaboration with the Contemporary Mathematics Education Research Group of the Mathematics Education Department, Sebelas Maret University, has conducted intensive training for academic writing to be submitted to MYRES competition. This program was conducted for three months, from April to June 2022. This program comprised of some activities, a workshop on academic writing with a keynote from Yogyakarta State University, continued by intensive training conducted online and offline. Ten proposals resulted from this program, ten were submitted to MYRES, and two of the proposal finally can compete until the semifinal stage.
PELATIHAN PEMANFAATAN PENGEMBANGAN HASIL RISET: MEDIA EDUKASI FRACTION BAKERY UNTUK PEMBELAJARAN MATEMATIKA PADA PENDIDIKAN DASAR Chrisnawati, Henny Ekana; Usodo, Budi; Nurhasanah, Farida; Kuswardi, Yemi; Sutopo, Sutopo
DEDIKASI: Community Service Reports Vol 7, No 1 (2025): DEDIKASI: Community Service Report - January
Publisher : FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/dedikasi.v7i1.76630

Abstract

The aim of this community service activity is to introduce the use of mathematics learning media for the topic of fractions, called Fraction Bakery, which has been developed by the service team in the Contemporary Mathematics Education research group for 2 years, both in tangible and online game forms. The initial development of the Fraction Bakery educational media was based on the complaints and difficulties expressed by students and teachers in learning and teaching fraction concepts. As fractions have various forms and are related to decimal numbers, percentages, and comparisons, selecting suitable learning models and media for elementary school students becomes crucial. Choosing an interactive learning model or media that is enjoyable for students, considering that the target users are students who are still in the concrete operational stage based on Piaget's developmental theory, is important. The development of Fraction Bakery media followed the five-stage R&D ADDIE model. Training programs were conducted using the School-Based and Collaborative Teacher Professional Development (TPD) approach, with the SUN program as a dissemination strategy. The training included mentoring sessions for teachers by media experts from PT Sebangku Jaya Abadi in collaboration with the research team. The training sessions, which took place over 32 hours at SD Negeri 15 Sragen, received highly positive responses from participants. Approximately 86.45% of teachers expressed that the material was suitable for their teaching needs, 87.5% found it easy to implement, 90.6% acknowledged the practical benefits of the training, and 89.58% found the material engaging. 
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