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<![CDATA[Tingkat Kemampuan Berpikir Kreatif Siswa dengan Kecerdasan Logis Matematis Sedang dalam Pemecahan Masalah Geometri ]]>
<![CDATA[Asriningsih, Tafsillatul Mufida]]>;
<![CDATA[Rahmawati, Ana]]>;
<![CDATA[Lailah, Devi]]>
<![CDATA[ Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 6 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Dr. Soetomo ]]>
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DOI: 10.25139/smj.v6i2.985
<![CDATA[This is a qualitative-descriptive research. The aims of this study is to describe the level of students creative thinking in geometry problem solving tasks. The subject in this research is a student in the average-level of logical-mathematical intelligence. The subject is on the 7th grade of MTs Al-Hikmah Janti Jombang. The research instrument is logical-mathematical intelligence test, creative thinking test, and interview sheet. The result of this study for fluency critera is student can make two shapes in different size. The result for flexibility criteria is student only use one way to determine the area of a shape, it is by using a formula for counting the area. The result for novelty criteria is student can not make some shapes which are different. All that result shows that student only fulfill one of creative thinking criteria, that is fluency critera. But student can not fulfill the other two criterias of of creative thinking they are flexibility and novelty. Therefore student’s level of creative thinking is on level 1 (almost not creative).]]>
<![CDATA[PEMBELAJARAN PROBLEM POSING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA ]]>
<![CDATA[Asriningsih, Tafsillatul Mufida]]>
<![CDATA[ Gamatika Vol 5, No 1 (2014): Jurnal Gagasan Matematika Dan Informatika ]]>
Publisher : <![CDATA[Gamatika ]]>
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<![CDATA[AbstrakObservasi dan wawancaradi kelas VII H SMPN 11 Malang menunjukkan bahwakemampuan berpikir kreatif siswa kelas VII H sangat rendah. Salah satu alternatif untuk meningkatkan kemampuan berpikir kreatif siswa adalah pembelajaran problem posing. Penelitian ini merupakan penelitian tindakan kelas (PTK). Subjek penelitian adalah siswa kelas VII H SMPN 11 Malang. Penelitian bertujuan untuk mendeskripsikan penerapan pembelajaran Problem Posing yang dapat meningkatkan kemampuan berpikir kreatif siswa kelas VII H SMPN 11 Malang.Kriteria kemampuan berpikir kreatif dalam penelitian ini meliputi keterampilan berpikir lancar, keterampilan berpikir luwes, dan keterampilan berpikir orisinal. Hasil penelitian menunjukkan bahwa pembelajaran problem posing dapat meningkatkan kemampuan berpikir kreatif siswa. Peningkatan kemampuan berpikir kreatif ditunjukkan dengan persentase kemampuan berpikir kreatif siswa secara klasikal pada akhir siklus I adalah 73% sedangkan pada akhir siklus II meningkat menjadi 83%.]]>
<![CDATA[ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI SELF-EFFICACY SISWA PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL ]]>
<![CDATA[Imaroh, Abidatul]]>;
<![CDATA[Umah, Ulumul]]>;
<![CDATA[Asriningsih, Tafsillatul Mufida]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 4, No 4 (2021): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v4i4.p%p
<![CDATA[System of linear equations in three variables is a material in high school that is easy to relate to daily life problems. However, there are still findings that show students' difficulties and errors in solving the problems. Students' disbelief in their ability to solve problems is thought to be an obstacle for students, but further research is needed to prove it. This study aims to describe students' problem solving abilities on system of linear equations in three variables material their self-efficacy in terms of their self-efficacy towards their ability to solve mathematical problems. The subjects in this study were students of class X MAU Darul 'Ulum Jombang. The research method was a mixed of quantitative and qualitative. Quantitative methods are used to analyze data on the level of self-efficacy obtained through giving questionnaires to all students to determine the subject to be studied further. Qualitative methods were used to analyze test results and interview data on the problem-solving abilities of four students who were selected based on four categories of self-efficacy levels. The results showed that students who were in the higher self-efficacy category tended to have better problem solving abilities.]]>
<![CDATA[PEMBELAJARAN PROBLEM POSING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA ]]>
<![CDATA[Asriningsih, Tafsillatul Mufida]]>
<![CDATA[ Gamatika Vol 5, No 1 (2014): Jurnal Gagasan Matematika Dan Informatika ]]>
Publisher : <![CDATA[Gamatika ]]>
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<![CDATA[AbstrakObservasi dan wawancaradi kelas VII H SMPN 11 Malang menunjukkan bahwakemampuan berpikir kreatif siswa kelas VII H sangat rendah. Salah satu alternatif untuk meningkatkan kemampuan berpikir kreatif siswa adalah pembelajaran problem posing. Penelitian ini merupakan penelitian tindakan kelas (PTK). Subjek penelitian adalah siswa kelas VII H SMPN 11 Malang. Penelitian bertujuan untuk mendeskripsikan penerapan pembelajaran Problem Posing yang dapat meningkatkan kemampuan berpikir kreatif siswa kelas VII H SMPN 11 Malang.Kriteria kemampuan berpikir kreatif dalam penelitian ini meliputi keterampilan berpikir lancar, keterampilan berpikir luwes, dan keterampilan berpikir orisinal. Hasil penelitian menunjukkan bahwa pembelajaran problem posing dapat meningkatkan kemampuan berpikir kreatif siswa. Peningkatan kemampuan berpikir kreatif ditunjukkan dengan persentase kemampuan berpikir kreatif siswa secara klasikal pada akhir siklus I adalah 73% sedangkan pada akhir siklus II meningkat menjadi 83%.]]>
<![CDATA[Pemecahan Masalah Matematika Siswa Ditinjau Dari Tingkat Kecemasan Matematika ]]>
<![CDATA[Nur Anita]]>;
<![CDATA[Ana Rahmawati]]>;
<![CDATA[Tafsillatul Mufida Asriningsih]]>
<![CDATA[ Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Vol 3 No 1 (2019): Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai Islami) ]]>
Publisher : <![CDATA[Mathematics Department ]]>
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<![CDATA[Mendeskripsikan pemecahan masalah matematika siswa berdasarkan tingkat kecemasan matematika pada siswa di MAU Darul Ulum Jombang merupakan tujuan utama penelitian ini. Subjek yang terpilih ada 3, yaitu subjek kategori tingkat kecemasan matematika sangat tinggi (TKST), subjek kategori tingkat kecemasan tinggi (TKT), dan subjek kategori tingkat kecemasan sedang (TKS). Metode angket, tes, wawancara dilakukan untuk mengumpulkan data. Dari penelitian ini didapatkan hasil: Pada tahap memahami masalah TKS dan TKT menjelaskan informasi/data apa yang diketahui dan apa yang ditanyakan dengan jelas dan dapat menggambarkan sketsa dengan benar, sedangkan subjek TKST tidak menuliskan informasi/data apa yang diketahui dan apa yang ditanyakan dan sketsanya kurang tepat. Pada tahap merencanakan, ketiga subjek mempunyai rencana dalam rangka menyelesaikan soal tetapi dalam penggunaan rencana subjek TKST kurang baik. Pada tahap melakukan rencana, subjek TKS dan TKT menyelesaikan soal memakai rencana yang telah direncanakan sebelumnya, sedangkan subjek TKST kurang sistematis dalam melakukan rencana yang telah direncanakan. Pada tahap memeriksa kembali pemecahan, subjek TKS dan TKT memeriksa kembali jawabannya mulai dari gambar sketsa, rumus yang digunakan serta operasi perhitungan yang telah dikerjakan sehingga jawaban subjek benar dan sebaliknya subjek TKST tidak memeriksa kembali sehingga jawabannya salah.]]>
<![CDATA[Penerapan Lesson Study Pada Perkuliahan Struktur Aljabar 1 ]]>
<![CDATA[Tafsillatul Mufida Asriningsih]]>
<![CDATA[ AT-Tahdzib: Jurnal Studi Islam dan Muamalah Vol 5 No 1 (2017): Vol 5 No 1 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam At-Tahdzib Ngoro Jombang Indonesia ]]>
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<![CDATA[This research is a qualitative descriptive research, with the aim to describe the application of lesson study in the lecture of Structure Algebra 1. The implementing team of lesson study consists of six lecturers model. The subjects of the study were 32 students of the participants of the Algebraic Structure Course I Academic Year 2013/2014. Lesson study is applied to the planning (plan), implementation (do), and reflection (see) phases implemented in three cycles. Based on the results of reflection at the stage of the 1st, found problems at the stage of lecturing that some activities do not take place effectively. This ineffectiveness appears in apperception, group discussion, and student presentations. As a result, the implementation time of the activity is longer than planned. This problem is no longer visible in the 2nd as a result of the 1st reflection. Although generally show improvement of lecture activity, but still found problem that is lack of understanding of student concept. So in the 3rd do a review related all the materials that have been studied in this lesson study. Based on the discussion of the implementation of the lesson study, the lecture structure of Algebra 1 has improved in the implementation phase in every cycle.]]>
<![CDATA[Analisis Miskonsepsi Siswa SMP pada Materi Relasi dan Fungsi Ditinjau dari Gaya Kognitif FI Dan FD ]]>
<![CDATA[Diah Umi Muzaiyana]]>;
<![CDATA[Tafsillatul Mufida Asriningsih]]>;
<![CDATA[Tomy Syafrudin]]>
<![CDATA[ JRPM (Jurnal Review Pembelajaran Matematika) Vol. 6 No. 2 (2021) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/jrpm.2021.6.2.99-114
<![CDATA[Misconception occurs when a person's conception of material differs from the conception stated by experts in the field. The misconceptions are related to the cognitive style of students. The purpose of this study was to describe the misconceptions experienced by students with Field-Independent (FI) and Field-Dependent (FD) cognitive styles on the topics of relations and functions. This type of research was qualitative research. The research subjects are students of class VIII-I SMPN 1 Jogoroto. Data collection techniques were tests and interviews. The results showed that the misconceptions of FI students were the concept of function, the concept of function in the arrow diagram, and the concept of function graphs and non-function graphs. The misconceptions experienced by FD students were the concept of function, the concept of function in the arrow diagram, the concept of codomain and range, the concepts of function graphs and non-function graphs.]]>
<![CDATA[EFEKTIVITAS LESSON STUDY PADA PENINGKATAN KOMPETENSI CALON GURU MATEMATIKA ]]>
<![CDATA[Ciptianingsari Ayu Vitantri]]>;
<![CDATA[Tafsillatul Mufida Asriningsih]]>
<![CDATA[ JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 1, No 1: Maret - Agustus 2016 ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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DOI: 10.26594/jmpm.v1i1.505
<![CDATA[Penelitian ini bertujuan untuk mengetahui keefektifan penerapan lesson study dalam meningkatkan kompetensi calon guru matematika. Kompetensi yang dimaksud dalam penelitian ini meliputi kompetensi menyusun RPP dan melaksanakan praktik pembelajaran di kelas. Penelitian ini dilakukan pada mahasiswa peserta PPL I (B) yang berjumlah 7 orang di Program studi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang tahun akademik 2014/2015. Penelitian ini merupakan penelitian deskriptif. Sebelum dan sesudah pelaksanaan lesson study, mahasiswa diberi tugas menyusun RPP dan kelengkapannya serta diukur unjuk kerjanya dalam mempraktikan rancangan pembelajaran tersebut. Hasil penelitian menunjukkan kompetensi mahasiswa sebagai calon guru matematika dalam menyusun RPP serta mempraktikan pembelajarannya meningkat.]]>
<![CDATA[PENGARUH SELF-CONFIDENCE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA ]]>
<![CDATA[Nurul Fitayanti]]>;
<![CDATA[Ana Rahmawati]]>;
<![CDATA[Tafsillatul Mufida Asriningsih]]>
<![CDATA[ JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 2 (2022): JPMI ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/jpmi.v5i2.9678
<![CDATA[This research includes a combination research (mix method) with the type of concurered embedded, quantitative methods as the primary method used to test the effect of self-confidence on students' mathematical problem solving abilities statistically. followed by a complementary method, namely a qualitative method which is used to further analyze the effect of self-confidence on students' problem-solving abilities. The data collection techniques used were self-confidence questionnaire, KPMM test, and interview technique. While the data analysis techniques were quantitatively and qualitatively. Results of this study are (1) self-confidence affects students' mathematical problem solving abilities, (2) self-confidence affects students' mathematical problem solving abilities by 26.6%, (3) in general, subjects with self-confidence students have high and low levels of mathematical problem solving abilities. Subjects with moderate self-confidence have low and very low abilities in solving mathematical problems. Meanwhile, subjects with low self-confidence are also very low in solving mathematical problems.]]>
<![CDATA[Analisis Pengajuan Soal Matematika Siswa Ditinjau dari Gaya Kognitif Visualizer dan Verbalizer ]]>
<![CDATA[Luluk Chumairoh]]>;
<![CDATA[Ana Rahmawati]]>;
<![CDATA[Tafsillatul Mufida Asriningsih]]>
<![CDATA[ JRPM (Jurnal Review Pembelajaran Matematika) Vol. 7 No. 1 (2022) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/jrpm.2022.7.1.102-112
<![CDATA[Problem posing in this research asks students to make questions. One of the internal factors that affect the ability of students in posing problems was student cognitive style. The purpose of this study, describe the student's mathematical problem posing in terms of the visualizer and verbalizer cognitive styles. This type of research was qualitative research. Research instruments were the VVQ (Visualizer and Verbalizer Questionnaire) test, problem-posing test, and interview guidelines. The results of this study were that the visualizer subject posed more problems from visual information than verbal information, all the problems made were categorized as assignment propositions, and only contained one semantic relation. Meanwhile, the verbalizer subject makes the number of questions the same between verbal and visual information, the problems made were categorized as assignment propositions and categorized as conditional propositions, and all problems contain only one semantic relation.]]>
