Article Per Year (5 Year)
p-Index From 2021 - 2026
4.449
P-Index
This Author published in this journals
All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Kontinu: Jurnal Penelitian Didaktik Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Numeracy : Jurnal Ilmiah Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya EDUPEDIA Jurnal Pendidikan Matematika (Jupitek) SIGMA Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran International Journal of Insights for Mathematics Teaching (IJOIMT) ARITMATIKA: Jurnal Riset Pendidikan Matematika Jurnal Pengabdian Masyarakat Aufa (JPMA) Pedagogy : Jurnal Pendidikan Matematika Jurnal Pemantik Mujtama': Jurnal Pengabdian Masyarakat IndoMath: Indonesia Mathematics Education Journal of Language Intelligence and Culture Jurnal Tadris Matematika (JTMT) Journal on Mathematics Education Al Ibtida: Jurnal Pendidikan Guru MI
Suryaningrum, Christine Wulandari
Universitas Muhammadiyah Jember
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Transportation Other

Published : 35 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 35 Documents
Search

 1   2   3   4 
PENERAPAN PROBLEM BASED LEARNING TERINTEGRASI CASEL UNTUK MENINGKATKAN KOMUNIKASI MATEMATIS SISWA KELAS XI.4 SMAN 5 JEMBER Rahma, Tasya Anindya; Suryaningrum, Christine Wulandari; Rahayu, Sri
EDUPEDIA Vol. 9 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v9i1.3359

Abstract

Penelitian ini memiliki tujuan untuk dapat meningkatkan kemampuan komunikasi matematis siswa melalui penerapan Problem Based Learning yang diintegrasikan dengan komponen CASEL (Collaborative for Academic, Social, and Emotional Learning). Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilakukan dalam dua siklus, dimana pada masing-masing siklus mencakup tahap perencanaan, pelaksanaan, observasi, serta refleksi. Adapun subjek penelitian adalah siswa kelas XI.4 di SMAN 5 Jember. Data didapat melalui tes tertulis, observasi, dan catatan lapangan, kemudian dianalisis untuk melihat perkembangan kemampuan komunikasi matematis dan tingkat ketuntasan belajar. Indikator penilaian mencakup kemampuan ekspresi matematika (mathematical expression), kemampuan menulis (written text), dan kemampuan menggambar (drawing). Kemampuan komunikasi matematis siswa mengalami peningkatan yang cukup signifikan dari tahap prasiklus hingga siklus II. Pada tahap awal (prasiklus), rata-rata skor yang diperoleh siswa berada pada angka 67,02. Rata-rata tersebut kemudian terjadi peningkatan pada siklus I menjadi 73,63, dan terus meningkat hingga mencapai 83,89 pada siklus II. Sejalan dengan itu, tingkat ketuntasan belajar siswa pun menunjukkan perkembangan yang positif. Pada siklus I ketuntasan siswa baru mencapai 48,48%, pada siklus II presentase meningkat hingga mencapai 91,17%. Hasil dari penelitian dapat menunjukkan bahwa penerapan PBL yang terintegrasi dengan CASEL secara positif mendukung pengembangan komunikasi matematis siswa serta memperkuat keterampilan sosial dan emosional, sehingga dapat menjadi pendekatan inovatif dalam pembelajaran
REPRESENTASI SEMIOTIK SISWA DALAM MENGONSTRUKSI KONSEP KESEBANGUNAN DAN KEKONGRUENAN SEGITIGA BERDASARKAN TEORI DIENES Vizha, Arsuti Arsuti; Fatqurhohman, Fatqurhohman; Suryaningrum, Christine Wulandari
SIGMA Vol 11, No 1 (2025): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v11i1.2653

Abstract

Representasi diartikan sebagai salah satu komponen penting dalam pembelajaran matematika untuk membantu siswa memahami konsep matematika. Representasi semiotik membantu siswa memahami konsep matematika melalui tanda, simbol, dan gambar. Penelitian ini bertujuan untuk menganalisis representasi semiotik siswa dalam mengkonstruksi konsep segitiga berdasarkan teori Dienes pada materi kongruensi dan simetri. Metode yang digunakan adalah penelitian kualitatif deskriptif dengan subjek siswa kelas VII-C SMPN 4 Jember. Data dikumpulkan melalui LKPD, wawancara, dan observasi. Subjek dalam penelitian ini berdasarkan pencapaian indikator representasi semiotik yaitu ikonik, simbolik, dan indeks. Hasil penelitian menunjukkan bahwa pada tahap bermain bebas, bermain aturan, dan kesamaan sifat, ketiga subjek menampilkan representasi ikonik. Pada tahap representasi dan simbolisasi, ketiga subjek mampu menampilkan 3 bentuk representasi semiotik yaitu ikonik, simbolik, dan indeks. Selanjutnya, pada tahap formalisasi semua subjek telah mencapai representasi semiotik simbolik dan indeks, meskipun dua subjek diantaranya masih melakukan kesalahan dalam penulisan perbandingan sisi.
Improving Reading Comprehension of Explanation Texts through Chunking Technique Yuliana, Febi Dwi; Mardiyana, Yeni; Musrifah, Musrifah; Suryaningrum, Christine Wulandari
Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v7i2.628

Abstract

This research uses the chunking technique to enhance students' reading comprehension of explanation texts. The study was performed as Classroom Action Research (CAR) with eleventh-grade students from a high school in Jember. It was done in two stages following the Kemmis and McTaggart approach, which includes planning, acting, observing, and reflecting. During the first stage, students learned the chunking technique through individual tasks. Results indicated that their reading comprehension had improved, as shown by a rise in average scores from 53.6 in the pre-test to 69.2 in the post-test. Still, some students found it hard to utilize the technique independently. In the second stage, cooperative learning and the Teaching at the Right Level (TaRL) approach were introduced to boost involvement and understanding. Students were grouped based on their skills and worked on explanation texts suited to their level. Consequently, the average score rose to 82.2. The results suggest that the chunking technique significantly enhances students' understanding of explanation texts, especially when paired with collaborative and differentiated teaching. It also encourages greater participation and self-assurance. This study concludes that chunking is an effective method for teaching reading, especially when adjusted to fit students' requirements and enhanced by organized group activities.
PENGARUH MODEL PEMBELAJARAN CONNECTING, ORGANIZING, REFLECTING, EXTENDING TERHADAP HASIL BELAJAR SISWA PADA PEMBELAJARAN MATEMATIKA Crismono, Prima Cristi; Suryaningrum, Christine Wulandari; Jatmikowati, Tri Endang
SIGMA Vol 9, No 2 (2024): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v9i2.2315

Abstract

Fokus penelitian ini berkisar pada permasalahan hasil belajar yang dibawah standar. Kajian ini berfokus pada komponen yang mempengaruhi hasil belajar, atau model pembelajaran. Fokus penelitian ini berkisar pada sejauh mana model pembelajaran CORE berdampak pada prestasi belajar siswa. Model pembelajaran CORE dipilih secara khusus sebagai pendekatan pembelajaran untuk penyelidikan ini. Dengan menggunakan metode Quasi Experimental dengan desain non-comparable Control Group, pengumpulan data dilakukan dengan wawancara dan penilaian, sedangkan uji t digunakan untuk menilai disparitas hasil belajar siswa antara kelompok eksperimen dan kontrol. Temuan penelitian menunjukkan bahwa kelompok eksperimen yang menggunakan model pembelajaran CORE memperoleh hasil belajar yang tinggi, sedangkan kelompok kontrol yang menggunakan model pembelajaran konvensional memperoleh hasil belajar yang tinggi dan rata-rata.
Playing Mathematics in Early Childhood Based on Semiotics Suryaningrum, Christine Wulandari; Misyana, Misyana; Jatmikowati, Tri Endang
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 2 (2022)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v6i2.1341

Abstract

Playing mathematics in early childhood based on semiotics gives children the opportunity to identify objects, look for signs and interpret signs so that they can solve problems in games. This study aims to describe semiotic based early childhood mathematics play activities. The research was conducted at the PAUD Lab School, Muhammadiyah University of Jember. The research subjects were 5 children from group B. The results showed that the activities of playing mathematics in early childhood based on semiotics were (1) collecting information related to semiotic-based math games, (2) looking for objects that matched the game and counting the number of objects found, (3) looking for relevant signs and signs. that are relevant to the number of objects found, (4) associated with signs of knowledge that have been previously possessed and look for all signs according to the objects found, (5) the child retells the play that has been done
PENALARAN MATEMATIS SISWA DALAM MENGONSTRUKSI KONSEP LUAS DAERAH PERSEGI PANJANG Hasanah, Siti Uswatun; Suryaningrum, Christine Wulandari; Fatqurohman, Mohammad
Jurnal Silogisme : Kajian Ilmu Matematika dan Pembelajarannya Vol 8 No 1 (2023): Juni
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/silogisme.v8i1.4941

Abstract

Penalaran matematis adalah kemampuan seseorang dalam berpikir logis untuk dapat menarik kesimpulan baru berdasarkan fakta, konsep dan sumber yang dianggap relevan. Penelitian ini bertujuan untuk mendeskripsikan penalaran matematis siswa dalam mengonstuksi konsep luas daerah persegi panjang. Penelitian ini merupakan penelitian deskriptif kualitatif. Sumber data berasal dari siswa kelas 4 salah satu SD swasta di Kabupaten Jember. Hasil penelitian menunjukan bahwa bahwa ketiga subjek telah mengonstruksi konsep daerah luas persegi panjang sesuai dengan indikator penalaran matematis yaitu menarik suatu kesimpulan secara logis pada kegiatan menemukan konsep luas daerah persegi panjang dengan menggambar persegi panjang dan menutupi seluruh permukaan persegi pajang dengan persegi satuan. Kegiatan memprediksi jawaban serta proses pencarian solusi dari suatu masalah, subjek memanfaatkan pola serta hubungan untuk membuat analogi, subjek menggunakan persegi satuan untuk menemukan konsep luas pesegi panjang. Pada indikator memberikan suatu penjelasan berdasarkan model, sifat-sifat, fakta, serta hubungan, subjek mengkalikan jumlah persegi satuan yang lebih panjang dengan jumlah persegi satuan yang lebih pendek yang dimisalkan sebagai panjang dan lebar persegi panjang. Pada tahap menganalisis suatu situasi serta membuat generalisasi, subjek menemukan rumus luas persegi panjang serta memeriksa kembali kebenaran dari hasil pekerjaannya untuk lebih memastikan lagi bahwa hasil pekerjaannya sudah dapat dibuktikan kebenarannya
Multiple Representations Appear When Students Interpret Signs in Constructing Rectangle Concepts Suryaningrum, Christine Wulandari; Lestari, Rr. Putri Hawa Dwi
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 1 (2022): January
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i1.3965

Abstract

Multiple Representation the ability to use several mathematical expressions. The purpose of this study is to describe the representations that appear when students interpret the signs. Descriptive explorative research is used in this study with three elementary school students in the Jember Regency. The research was conducted teacher’s teaching process, recording students 'activities using field note sheets, and analyszing the results of students' notes when constructing concepts. The research findings showed that the subject interpreted the sign by investigating the sign and then using some interpretations to express his mathematical ideas in the form of writing, pictures, tables, numbers, and symbols. This shows when interpreting the subject's sign using multiple representations. The representations used are image, verbal, and symbol representations. The results of this study are useful for teachers to stimulate children to make more than one representation when constructing a rectangle concept. 
Improving Reading Comprehension of Explanation Texts through Chunking Technique Yuliana, Febi Dwi; Mardiyana, Yeni; Musrifah, Musrifah; Suryaningrum, Christine Wulandari
Journal of Language Intelligence and Culture Vol. 7 No. 2 (2025): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v7i2.628

Abstract

This research uses the chunking technique to enhance students' reading comprehension of explanation texts. The study was performed as Classroom Action Research (CAR) with eleventh-grade students from a high school in Jember. It was done in two stages following the Kemmis and McTaggart approach, which includes planning, acting, observing, and reflecting. During the first stage, students learned the chunking technique through individual tasks. Results indicated that their reading comprehension had improved, as shown by a rise in average scores from 53.6 in the pre-test to 69.2 in the post-test. Still, some students found it hard to utilize the technique independently. In the second stage, cooperative learning and the Teaching at the Right Level (TaRL) approach were introduced to boost involvement and understanding. Students were grouped based on their skills and worked on explanation texts suited to their level. Consequently, the average score rose to 82.2. The results suggest that the chunking technique significantly enhances students' understanding of explanation texts, especially when paired with collaborative and differentiated teaching. It also encourages greater participation and self-assurance. This study concludes that chunking is an effective method for teaching reading, especially when adjusted to fit students' requirements and enhanced by organized group activities.
Development and Validation of a Semiotic Project-Based Module to Support Early Childhood Numeracy Literacy Christine Wulandari Suryaningrum; Astri Widyaruli Anggraeni; Nurul Imamah Ah; Misyana Misyana; Kuni Hikmah Hidayati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7589

Abstract

Early Childhood Education (ECE) often relies on paper-based activities that limit children’s engagement and contextual learning. To address this, a semiotic project-based module was developed to enhance early numeracy literacy through culturally relevant, hands-on learning aligned with children's developmental needs. This research employed a Research and Development (RD) design using the 4D model (Define, Design, Develop, and Disseminate). Module development included needs analysis, diagnostic assessment, media and activity design, expert validation, small- and large-scale trials, and evaluation. The module integrated semiotic elements (icons, indices, and symbols) within project-based learning themed around traditional foods from Jember, Indonesia. Validity, practicality, and effectiveness were assessed through expert review, teacher questionnaires, and observational data. Expert validation results showed an average validity score of 85%, categorized as “very valid.” Teacher responses in the small-scale trial (n=13) indicated 92.3% rated the module “very effective,” while the large-scale trial (n=13) achieved 100% in the same category. Observations of children’s participation indicated a 98% engagement rate, demonstrating high practical effectiveness. The findings suggest that the module is valid, practical, and effective in supporting early numeracy literacy. The use of semiotic representations within culturally contextualized projects provided meaningful numeracy experiences. However, the small sample size and local context limit generalizability. Further research with diverse populations and objective assessments is recommended.
Pelatihan Pengembangan Media Augmented Reality berbasis Semiotik Pada Guru Sekolah Luar Biasa Mubaroq, Syahrul; Suryaningrum, Christine Wulandari; Kurniawati, Lintang Setyo
Jurnal Pengabdian Masyarakat Aufa (JPMA) Vol. 7 No. 3 (2025): Vol. 7 No 3 Desember 2025
Publisher : Universitas Aufa Royhan Di Kota Padangsidipuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51933/jpma.v7i3.2396

Abstract

sebuah lembaga pendidikan yang melayani siswa berkebutuhan khusus seperti gangguan pendengaran, penglihatan, intelektual, fisik, dan autisme. Berdasarkan analisis situasi, guru menghadapi tantangan dalam mengembangkan media pembelajaran yang sesuai dengan karakteristik siswa penyandang disabilitas, khususnya karena keterbatasan media berbasis teknologi dan kurangnya keterampilan dalam menciptakan alat pembelajaran digital. Kegiatan ini bertujuan untuk meningkatkan kompetensi guru dalam mengembangkan media pembelajaran berbasis teknologi informasi dan Augmented Reality (AR) berbasis semiotik sebagai inovasi pembelajaran inklusif dan adaptif. Metode implementasinya meliputi pelatihan, lokakarya, dan pendampingan berbasis studi pembelajaran yang dilakukan dalam tiga tahap: penguatan pemahaman dan desain media, validasi ahli, dan uji coba di kelas dengan implementasi terbatas. Sebanyak 28 guru SLB berpartisipasi dalam program ini. Hasil menunjukkan peningkatan yang signifikan dalam pemahaman guru tentang konsep dan aplikasi AR, dengan 64,3% dikategorikan sebagai “Sangat Kompeten” dan 35,7% sebagai “Kompeten.” Penerapan media AR meningkatkan motivasi belajar dan pemahaman konseptual siswa, meningkatkan nilai rata-rata mereka dari 60 menjadi 70. Program ini berhasil menghasilkan produk media pembelajaran AR berbasis semiotika yang layak dan efektif yang mendukung pendidikan inklusif dan kontekstual yang selaras dengan prinsip-prinsip Desain Universal untuk Pembelajaran (UDL).
Co-Authors Adwitiya, Asti B Adwitiya, Asti Bhawika Agustina, Khusnul Hotimatus Agustina, Lady Alfarisi Alfarisi Alifiah Farindra Marta Rini Alvina Dwi Nurcahyani Alvionita Eka Septi Astri Widyaruli Anggraeni Chusnul Khotimah Galatea Crismono, Prima Cristi Erlina, Erlina Dwi Yanti Fatqurhohman Fatqurhohman Fatqurohman, Mohammad Goegoeh Pangestu Hana Puspita Eka Firdaus Hery Susanto Hery Susanto Hery Widijanto Husein Adikalan, Naufal Jatmikowato, Tri Endang Kharisma Sofiana Kuni Hikmah Hidayati Lady Agustina Lestari, Rr. Putri Hawa Dwi Lintang Setyo Kurniawati Mardiyana, Yeni Milenia, Bella Bunda Misyana Misyana Misyana, Misyana Monikasari, Chintya Mubaroq, Syahrul Muhammad Irfan Muhammad Irfan Musrifah Musrifah, Musrifah Nafiah Nafiah Ningtyas, Yoga Dwi Windy Kusuma Novy Eurika Nurul Imamah Purwanto Purwanto Purwanto Purwanto Rahma, Tasya Anindya Ramadani, Anggun Pramoditha Rhomdani, Rohmad Wahid Rohmad Wahid Romdhani Sarwendah Intan Siti Uswatun Hasanah Sofiana, Kharisma SRI RAHAYU Subanji Subanji Subanji Syahrul Mubaroq Tri Endang Jatmikowati Ulul Iftha Frahnadya Variska, Variska Eka Vizha, Arsuti Arsuti Wahyu Eko Widiyanto Wisnu Busky Wardhana Yoga Dwi Windy Kusuma Ningtyas Yuliana, Febi Dwi