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All Journal Jurnal Pendidikan Sosiologi dan Humaniora Journal on Mathematics Education (JME) JTAM (Jurnal Teori dan Aplikasi Matematika) JURNAL PENDIDIKAN MIPA Jurnal Ilmiah Profesi Pendidikan Mandalika Mathematics and Educations Journal Journal of Classroom Action Research Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran JagoMIPA: Jurnal Pendidikan Matematika dan IPA Rengganis Jurnal Pengabdian Masyarakat Jurnal Riset Pendidikan Matematika Jakarta International Journal of Education and Digital Learning (IJEDL) Jurnal Pendidikan Matematika Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Cahaya: Journal of Research on Science Education Sigma&Mu: Journal of Mathematics, Statistics and Data Science Journal on Mathematics Education Media Pendidikan Matematika
Sri Subarinah, Sri
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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EFEKTIVITAS MODEL TREFFINGER DALAM MENGEMBANGKAN DISPOSISI KREATIF DAN KETERAMPILAN BERPIKIR KREATIF SAINS PADA SISWA SEKOLAH DASAR: STUDI LITERATUR REVIEW Fitriana, Iin Mahlia; Sukarso, AA; Gunawan; Asrin; Subarinah, Sri
CAHAYA: Journal of Research on Science Education Vol. 2 No. 2 (2024)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v2i2.180

Abstract

This study aims to analyze the effectiveness of the Treffinger Model in fostering creative disposition and science creative thinking skills in elementary school students through a comprehensive literature review. The study will examine various relevant literature, including scientific journals, books, and research reports, discussing the implementation and impact of the Treffinger Model in science education at the elementary school level. The analysis will focus on how the Treffinger Model can facilitate the enhancement of creative disposition, such as curiosity, openness to new experiences, and a willingness to take risks, as well as science creative thinking skills, such as the ability to ask questions, generate novel ideas, and solve problems creatively. The findings of this analysis are expected to provide valuable insights for educators and researchers in designing more effective science learning strategies to cultivate the creative potential of elementary school student
The Ability of Prospective Mathematics Teachers in Preparing TPACK Integrated Student Worksheet Gunawan, Rendi; Sridana, Nyoman; Hayati, Laila; Subarinah, Sri
Jurnal Pendidikan Matematika Vol. 16 No. 1 (2025): January 2025
Publisher : Jurusan Pendidikan Matematika FKIP Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/jpm.v16i1.270

Abstract

Student worksheet made by prospective mathematics teachers many have not integrated TPACK. By mastering the understanding of TPACK, teachers can create interesting, innovative and quality learning. This study aims to describe the ability of prospective mathematics teachers in compiling the TPACK integrated student worksheet in terms of the feasibility of content, language, presentation, and graphics. This type of research is a quantitative descriptive research with the research sample being Mathematics Education students who are taking Micro Teaching courses, namely classes 6B3 and 6E2 totaling 14 people. The sampling technique was carried out by purposive sampling technique. The data of this study was obtained from the results of the observation of the TPACK integrated student worksheet compiled by prospective mathematics teachers. The data obtained was analyzed by descriptive analysis techniques. Based on the results of the research, the ability of prospective mathematics teachers in compiling the TPACK integrated student worksheet aspect in the aspect of content eligibility was obtained a percentage of 86% with a high category, the language aspect was obtained a percentage of 92% with a high category, the presentation aspect was obtained a percentage of 85% with a high category and the graphic aspect was obtained a percentage of 84% with a medium category. Overall, it can be concluded that the ability of prospective mathematics teachers in compiling the TPACK integrated student worksheet has a high category with a percentage of 86.75%.
Analisis Miskonsepsi Siswa SMP kelas VII pada Materi Himpunan Menggunakan Three Tier Test Windari, Surya Safitri; Sridana, Nyoman; Wulandari, Nourma Pramestie; Subarinah, Sri
JURNAL PENDIDIKAN MIPA Vol 15 No 1 (2025): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v15i1.2492

Abstract

Penelitian ini bertujuan untuk mendeskripsikan miskonsepsi dalam materi himpunan pada siswa kelas VII.A SMPN 5 Masbagik melalui tes three tier test. Jenis penelitian kualitatif. 23 siswa kelas VII.A SMPN 5 Masbagik adalah subjek penelitian. Tes dan pedoman wawancara adalah instrument penelitian yang digunakan. Teknik analisis data melibatkan reduksi data, penyajian, dan penarikan kesimpulan. Miskonsepsi diidentifikasi menggunakan tes diagnostik three tier test. Hasil penelitian menunjukan siswa mengalami miskonsepsi pada materi himpunan 78%, dengan kriteria miskonsepsi 1 (siswa diberikan perlakuan tes three tier test dimana jika siswa menjawab dengan benar, kemudian tidak dapat menjelaskan penyelesaian dari tes yang diberikan serta yakin terhadap apa yang siswa jawab 30%), miskonsepsi 2 (siswa menjawab dengan salah tes yang diberikan, akan tetapi siswa dapat menjelaskan tes yang diberikan dengan baik serta yakin terhadap jawabannya 9%), dan miskonsepsi 3 (siswa menjawab dengan salah tes yang diberikan serta siswa tidak mampu menjelaskan dengan benar tes yang diberikan dan siswa yakin terhadap apa yang siswa berikan jawabannya 39%). Penyebab terjadinya miskonsepsi yaitu kurangnya pemahaman siswa tentang materi himpunan, kurangnya minat dan keinginan siswa untuk mempelajari materi yang telah mereka pelajari, dan kurangnya minat siswa untuk mempelajari materi yang telah mereka pelajari sebelumnya.
Analisis Kemampuan Literasi Matematika Siswa Ditinjau dari Tipe Kepribadian Myers-briggs Adji, Muhammad Restu; Prayitno, Sudi; Novitasari, Dwi; Subarinah, Sri
Journal of Classroom Action Research Vol. 7 No. SpecialIssue (2025): Maret 2025
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7iSpecialIssue.10811

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika siswa kelas XI pada konten space and shape ditinjau dari tipe kepribadian Myers-briggs. Penelitian ini merupakan penelitian kualitatif dengan jenis penelitian deskripif. Subjek dalam penelitian ini adalah siswa kelas XI salah satu sekolah negeri di Lombok Barat yang berjumlah 12 siswa, terdiri dari masing-masing 3 siswa dengan tipe kepribadian artisan, guardian, idealist dan rational yang dipilih dengan teknik purposive sampling. Analisis dilakukan berdasarkan tiga indikator literasi matematika, yaitu (1) formulate, (2) employ, dan (3) interprete/evaluate. Adapun teknik analisis yang digunakan berupa model analisis interaktif yang terdiri dari data reduction, data display, dan conclusion verification dengan uji keabsahan data berupa metode tringulasi teknik. Hasil penelitian menunjukan bahwa a) kemampuan literasi matematika siswa dengan tipe kepribadian artisan sebagian besar berada di level 4, b) kemampuan literasi matematika siswa dengan tipe kepribadian guardian sebagian besar berada di bawah level 3 namun ada subjek yang dapat mengerjakan soal dengan level 4, c) kemampuan literasi matematika siswa dengan tipe kepirbadian idealist mampu mencapai level 5, d) kemampuan literasi matematika siswa dengan tipe kepribadian rational sebagian besar berada di level 4 walau ada subjek yang mampu mengerjakan soal dengan level 5.
Partitive fraction division: Revealing and promoting primary students’ understanding Wahyu, Kamirsyah; Kuzu, Taha Ertugrul; Subarinah, Sri; Ratnasari, Dwi; Mahfudy, Sofyan
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

Students show deficient understanding on fraction division and supporting that understanding remains a challenge for mathematics educators. This article aims to describe primary students’ understanding of partitive fraction division (PFD) and explore ways to support their understanding through the use of sequenced fractions and context-related graphical representations. In a design-research study, forty-four primary students were involved in three cycles of teaching experiments. Students’ works, transcript of recorded classroom discussion, and field notes were retrospectively analyzed to examine the hypothetical learning trajectories. There are three main findings drawn from the teaching experiments. Firstly, context of the tasks, the context-related graphical representations, and the sequence of fractions used do support students’ understanding of PFD. Secondly, the understanding of non-unit rate problems did not support the students’ understanding of unit rate problems. Lastly, the students were incapable of determining symbolic representations from unit rate problems and linking the problems to fraction division problems. The last two results imply to rethink unit rate as part of a partitive division with fractions. Drawing upon the findings, four alternative ways are offered to support students’ understanding of PFD, i.e., the lesson could be starting from partitive whole number division to develop the notion of fair-sharing, strengthening the concept of unit in fraction and partitioning, choosing specific contexts with more relation to the graphical representations, and sequencing the fractions used, from a simple to advanced form.
Pengaruh Adversity Quotient dan Emotional Quotient Terhadap Prestasi Belajar Matematika Siswa Kelas VIII MTs Negeri 3 Mataram Tahun Ajaran 2024/2025 Aulia, Baiq Risma; Subarinah, Sri; Supiarmo, M. Gunawan
Mandalika Mathematics and Educations Journal Vol 7 No 3 (2025): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i3.9744

Abstract

Low student math learning achievement is still a problem that is often encountered. Internal factors such as adversity quotient and emotional quotient are thought to influence student learning achievement. This study aims to determine the effect of adversity quotient and emotional quotient on students' mathematics learning achievement both partially and simultaneously. This research uses a quantitative approach with ex post facto method. The population of this study was class VIII as many as 200 students. The sample used was 133 students who were determined using purposive sampling technique. The instruments in this study were adversity quotient questionnaire, emotional quotient questionnaire and math learning achievement test. The instruments were validated by two experts. By using regression analysis, the results obtained: 1) there is a positive and significant effect of adversity quotient on mathematics learning achievement of students in class VIII MTsN 3 Mataram in the 2024/2025 school year with a contribution of 7.2%; 2) there is a positive and significant effect of emotional quotient on mathematics learning achievement of students in class VIII MTsN 3 Mataram in the 2024/2025 school year with a contribution of 12.9%; 3) there is a positive and significant effect of adversity quotient and emotional quotient on mathematics learning achievement of students in class VIII MTsN 3 Mataram in the 2024/2025 school year with a contribution of 11.7%.
Analisis Kemampuan Representasi Matematis ditinjau dari Self Efficacy pada Siswa Kelas VIII MTs Negeri 2 Mataram Tahun Ajaran 2024/2025 Elanda, Eva; Subarinah, Sri; Salsabila, Nilza Humaira
Mandalika Mathematics and Educations Journal Vol 7 No 3 (2025): Edisi September
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i3.9761

Abstract

Mathematical representation ability is an essential aspect of solving mathematical problems, particularly in the topic of relations and functions. However, in practice, many students struggle to express mathematical ideas through verbal, visual, and symbolic representations. One factor that may influence this ability is self efficacy, or students’ belief in their ability to complete mathematical tasks. This study aims to describe students’ mathematical representation ability in solving problems on relations and functions viewed from their self efficacy. The research was conducted at MTs Negeri 2 Mataram in the academic year 2024/2025 using a descriptive qualitative method. The subjects consisted of three eighth-grade students representing high, moderate, and low self efficacy categories based on questionnaire results. The instruments used included a self-efficacy questionnaire, a mathematical representation test, and interview guidelines. The findings show that students with high self-efficacy were able to fulfill all types of representation accurately and completely. Students with moderate self efficacy showed partial ability but were inconsistent. Meanwhile, students with low self-efficacy experienced difficulties in all forms of representation. These findings indicate a tendency that self efficacy plays a role in students’ quality of mathematical representation ability.
Analysis of Students' Errors in Solving Mathematics Story Problems in View of Learning Styles in Class VII Students of SMP Negeri 13 Mataram Academic Year 2023/2024 Rosmala Dewi, Lale Amrini; Kurniati, Nani; Lu’luilmaknun, Ulfa; Subarinah, Sri
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 4 (2024): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i4.501

Abstract

This study aims to describe the level of tendency and causes of students’ errors in solving mathematic story problems. Error analysis was carried out based on the Polya's procedure reviewed from the students' learning styles. This type of research is descriptive qualitative. The sampling technique used purposive sampling and consideration from the mathematics teacher so that class VII H of SMP Negeri 13 Mataram was obtained as the research subject. The sample used was 29 students. Data collection techniques using learning style questionnaires, test questions, and interviews. Data analysis techniques are data collection, data reduction, data presentation, and conclusion drawing. Based on the results of data analysis obtained from test results and interviews, it can be concluded that, students of visual learning styles tend to make mistakes at the plans implementing stage with an error rate of 63% including in the high category and the recheck stage with an error rate of 86% including in the very high category. Students of auditorial learning styles tend to make mistakes at the recheck stage with an error rate of 58% including in the medium category. Students of kinesthetic learning styles tend to make mistakes at the recheck stage with an error rate of 44% including in the low category. The causes of these errors are because 1) students are less to understand the problem, 2) less careful in doing calculations, 3) not used to writing conclusions because students used the results from the previous stage as conclusions.
Development of Digital Modules Based on Ethnomathematics of Sasak Tribe on Geometry Materials to improve Numeracy Skills of Elementary School Students Hulaipah, Atikatul; Subarinah, Sri; Handika, Ilham
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 9, No 4 (2025): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v9i4.33077

Abstract

This study aims to determine the validity and practicality of the Sasak tribe's ethnomathematics-based digital module on geometry material and its effectiveness in improving elementary school students' numeracy skills. This research is highly urgent given the low numeracy skills of elementary school students and the need for learning innovations that are relevant to the local cultural context. Digital modules are a unique innovation for producing contextual and meaningful mathematics learning by integrating Sasak culture with geometry material through an interactive digital approach. This study employs the Research and Development (R&D) method using the ADDIE development model. Research instruments include expert validation questionnaires for media and materials, numeracy test questionnaires, teacher and student response questionnaires, and evaluation tests. The research subjects are fifth-grade students at SDN Gugus IV Perampuan, while the research object is the Sasak ethnic group-based ethnomathematics digital module on geometry material. The data were analyzed descriptively, quantitatively, and qualitatively, with normality, homogeneity, and t-tests to determine the differences in learning outcomes between the experimental and control classes, as well as N-Gain calculations to measure the improvement in elementary school students' numeracy skills. The results of the study show that the Sasak tribe's ethnomathematics-based digital module is highly valid, practical, and effective in improving elementary school students' numeracy skills. The Sasak ethnic mathematics-based digital module meets the requirements for content, presentation, and language validity. This module can help students understand geometric concepts in a contextual and meaningful way. It is very practical for teachers and students to use and effective in improving numeracy skills. Thus, the Sasak ethnic mathematics-based digital module has been proven effective in improving the numeracy skills of fifth-grade students at SDN Gugus IV Perampuan.
Analisis Kemampuan Pemecahan Masalah Matematika Materi Sistem Persamaan Linear Dua Variabel Ditinjau Dari Gaya Belajar Pada Siswa Kelas VIII Nurvitasari, Try; Subarinah, Sri; Kurniawan, Eka; Arjudin
Journal of Classroom Action Research Vol. 6 No. 1 (2024): Februari
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v6i1.6672

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah materi sistem persamaan linear dua variabel pada siswa dengan gaya belajar visual, auditorial, dan kinestetik. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIIIB SMPN 1 Gunungsari tahun ajaran 2023/2024 yang berjumlah 20 siswa, dengan 5 siswa gaya belajar visual, 7 siswa gaya belajar auditorial, dan 8 siswa gaya belajar kinestetik. Teknik pengambilan sampel dilakukan dengan teknik purposive sampling. Instrumen penelitian adalah angket, soal tes, dan wawancara. Teknik analisis data yang digunakan yaitu reduksi data, penyajian data, dan menarik kesimpulan/verifikasi. Analisis dilakukan berdasarkan tahapan John Dewey, yaitu menghadapi masalah, pendefinisian masalah, penemuan solusi, menguji beberapa solusi, dan memilih hipotesis terbaik. Berdasarkan hasil penelitian diperoleh bahwa, siswa gaya belajar visual, secara umum memiliki kemampuan pemecahan masalah tinggi karena mampu melaksanakan kelima tahapan. Siswa gaya belajar auditorial, secara umum memiliki kemampuan pemecahan masalah yang tinggi, dimana siswa auditorial mampu melaksanakan kelima tahapan. Sedangkan, siswa gaya belajar kinestetik memiliki kemampuan pemecahan masalah yang sedang, dimana siswa kinestetik hanya mampu melaksanakan 4 tahapan, sebab pada tahap memilih hipotesis terbaik, siswa kinestetik tidak mampu melaksanakannya.
Co-Authors AA, Sukarso Adji, Muhammad Restu Aini, Latifah Nurul Alifa, Siti Amrullah Amrullah Amrullah Aprilia, Ririn Arjudin Arjudin Arjudin Asrin Astuti, Aspaed Pebi Aulia, Baiq Risma Aulia, Syafa Baidowi Baidowi Baidowi Baidowi Darmiany Dasusmi, Krisna Jivani Dwi Ratnasari Elanda, Eva Fahruddin Fahruddin Fakhriyani, Laelin Farianti, Ririn Fitri, Nurul Wahidatul Fitriana, Iin Mahlia Gunawan Gunawan, Rendi Habibi, Muazzar Hafizzaturroyani, Hafizzaturroyani Harmoko, Muhammad Harry Soeprianto Hidayah, Amanatul Hulaipah, Atikatul Iffa, Dini Sofiatul Ilham Handika Junaidi Junaidi Kamirsyah Wahyu, Kamirsyah KETUT SARJANA, KETUT Khairunisa, Maudina Bunga Kurnia, Puspita Dwi Kurniawan, Eka Kuzu, Taha Ertugrul Laila Hayati, Laila Lu’luilmaknun, Ulfa Lu’luilmaknun, Ulfa Maharani, Fadhilla Mahfudy, Sofyan Muhammad Turmuzi Nani Kurniati Ni Made Intan Kertiyani Nurul Hikmah Nurvitasari, Try Nyoman Sridana Puput Salsabilah Renata, Zabina Rosmala Dewi, Lale Amrini S.Pd. M Kes I Ketut Sudiana . Salsabila, Nilza Humaira Setiawati, Putri Sripatmi Sripatmi, Sripatmi Sudi Prayitno Sudi Prayitno Sukarso, Aa Supiarmo, M. Gunawan Susilawati, Baiq Nila Syahrul Azmi Triutami, Tabita Wahyu Wahyu Triutami, Tabita Windari, Surya Safitri Wulandari, Nourma Pramestie Yulis Tyaningsih, Ratna Zafitri, Pujita