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All Journal Journal of Education and Learning Mathematics Research (JELMaR) EMTEKA: Jurnal Pendidikan Matematika Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Nuriana Rachmani Dewi
Universitas Negeri Semarang, Indonesia
Education Mathematics

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The Implementation Of Feedback In Means-Ends Analysis Of Student's High-Level Mathematic Thinking Ability Mei Astuti; Kartono Kartono; Nuriana Rachmani Dewi
Journal of Education and Learning Mathematics Research (JELMaR) Vol 3 No 2 (2022): November 2022
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Wisnuwardhana University of Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/jelmar.v3i2.83

Abstract

This research goals is to apply learning by using the Means-Ends Analysis model with direct corrective feedback to hope that higher-order thinking skills and students' self-efficacy can increase. Researcher used mixed method with sequential designs. Result of this research obtained means-ends analysis with a quality direct corrective feedback on achievement of learners’ higher order mathematical thinking skill. This research population was class VIII MTs Ma'arif 20 Kalidadi in the first Semesters for the 2020/2021 Academic Year. Sampling using cluster random sampling technique, which is randomly selected two classes from the population. Higher order thinking ability with high self-efficacy category shows that subject 1 has shown that answer has reached indicators of analyzing then evaluating but has not seen achievement of indicator of creativity.High-order thinking skills with moderate self-efficacy category indicate that subject 2 has shown that the answer had reached the indicators of analyzing and evaluating but has not seen achievement of indicators of creativity; Higher order thinking skills with high self-efficacy category indicate that subject 3 does not show the answer, has reached the indicators of analyzing, evaluating then creating and at evaluation stage there is no correct answer to complete answer to the end. This can also be seen in the interview stage which shows that subject 3 cannot give the right reason.
Etnomatematika Melayu Dalam Mendukung Pembelajaran Matematika Larasati Tiara Medyasari; Zaenuri Zaenuri; Nuriana Rachmani Dewi; Kristina Wijayanti
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Penelitian ini mempunyai tujuan untuk menelaah hubungan matematika dengan budaya dalam konteks Tari Melayu. Penelitian ini merupakan penelitian eksplorasi untuk mendapatkan gambaran budaya melayu berdasarkan hasil penelitian yang telah diperoleh dari hasil pengumpulan data dokumentasi, observasi, catatan lapangan. Hasil penelitian menunjukkan bahwa dalam tarian tradisional tari zapin melayu mengandung konsep-konsep abstrak matematika, seperti garis, segitiga, maupun konsep bangun datar lainnya serta alat musik yang digunakan mempunyai keterkaitan dengan matematika seperti lingkaran dan tabung. Tari tradisional dapat digunakan sebagai inovasi pembelajaran disekolah sebagai konteks dalam desain pembelajaran untuk peserta didik. Selain itu, etnomatematika melayi dapat memotivasi dan mendukung peserta didik untuk lebih menyukai matematika karena matematika dan budaya sehari-hari memiliki hubungan dalam kehidupan siswa. Abstract This study aims to examine the relationship between mathematics and culture in the context of Tari Melayu. This study is an exploratory research to get a picture of Malay culture based on the results of research that has been obtained from the results of data collection documentation, observations, field notes. The results showed that the traditional Malay, zapin dance, contains mathematical abstract concepts, such as lines, triangles, and other concepts of flat shapes and the musical instruments used are related to mathematics such as circles and tubes. Traditional dance can be used as a learning innovation in schools as a context in learning design for students. In addition, Malay ethnomathematics can motivate and support students to prefer mathematics because mathematics and everyday culture have a relationship in students' lives.
Exploring the Mathematical Disposition of Arabic Language Education Students in Statistics Courses Wulan Izzatul Himmah; Nuriana Rachmani Dewi; Bambang Eko Susilo
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Abstract

A person's attitude towards mathematics is reflected in a mathematical disposition. Students need dispositions to develop good work habits in mathematics. The purpose of this study was to analyze the mathematical disposition of Arabic Language Education students after carrying out statistics course. The subjects in this descriptive study were 29 Arabic Language Education students who were taking a Statistics course at one of the universities in Indonesia. The instrument consists of a mathematical disposition questionnaire in the Statistics course which consists of 20 statements with a Likert scale and which is further deepened through interviews in 1 student with high mathematical disposition and 1 student with lacking mathematical disposition. The results showed that most of the research subjects, namely 62.07%, had lacking mathematical dispositions and 37.93% had good mathematical dispositions. However, some students have good and very good mathematical dispositions, especially in the aspect of appreciating the usefulness of statistics in other disciplines and in everyday life.
Scafolding as An Alternative Way to Develop The Ability of Critical Thinking in The Life of Digital Era Kintoko Kintoko; S. B. Waluya; Iwan Junaedi; Nuriana Rachmani Dewi
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

Critical thinking skills are one of the must-have abilities students in the 21st century must have. Critical thinking is one of the high-level thinking according to (Zembal-Saul et al., 2002) high order thinking is a combination of critical thinking, creative thinking, and basic knowledge thinking. Critical thinking means putting yourself in an active quest to understand what is going on by using reasoning procedures, evaluating evidence, and carefully weighing the thought process itself. In fact, students still have difficulty thinking critically of mathematics. This paper examines scaffolding as one of the efforts to improve critical thinking skills. Scaffolding can be given to students in the form of modeling certain behaviors (modeling of desired behaviors), presenting explanations (offering explanations), inviting student participation (inviting student participation), verifying and clarifying student understandings, and inviting students to contribute clues. In principle scaffolding is given then the provision of scaffolding is reduced and ultimately eliminated after the student has gained understanding.
DESIGN AND DEVELOPMENT OF ROBLOX-BASED CRAFTEDU BLOX FOR CONSTRUCTING AND DECOMPOSING CUBE STRUCTURES Ahmad Rijal Hakim Fathulloh; Nuriana Rachmani Dewi
EMTEKA: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Article In Press
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/emteka.v7i2.11545

Abstract

Mathematics learning on cube geometry in elementary schools still faces challenges, particularly in students’ conceptual understanding and spatial visualization abilities. These challenges are influenced by the limited use of learning media that primarily rely on two-dimensional representations, restricting opportunities for conceptual exploration. This study aimed to (1) design Roblox-based CraftEdu Blox digital learning media for teaching the construction and decomposition of cube structures and (2) determine the validity and feasibility of the developed media through expert evaluation. The study employed a Research and Development (R&D) approach using the ADDIE model limited to the analysis, design, and development stages. The participants were 54 sixth-grade students at SD Negeri Palebon 03. Data were collected through observations, interviews, initial ability tests, and expert validation instruments. The results indicated that CraftEdu Blox was successfully developed as a three-dimensional virtual learning environment that supports conceptual exploration through direct interaction with geometric objects, structured navigation, and interactive learning and assessment features. Expert validation results showed feasibility percentages of 94.00% for language, 95.38% for material, and 93.85% for media aspects, all categorized as highly feasible. These findings indicate that Roblox-based CraftEdu Blox is highly suitable for elementary mathematics learning and has the potential to support students’ conceptual understanding and spatial visualization in constructing and decomposing cube structures. Pembelajaran matematika pada materi geometri kubus di sekolah dasar masih menghadapi berbagai tantangan, terutama pada pemahaman konsep dan kemampuan visualisasi spasial siswa. Tantangan tersebut dipengaruhi oleh keterbatasan penggunaan media pembelajaran yang masih didominasi representasi dua dimensi sehingga membatasi kesempatan siswa untuk melakukan eksplorasi konsep secara mendalam. Penelitian ini bertujuan untuk (1) merancang media pembelajaran digital CraftEdu Blox berbasis Roblox pada materi mengonstruksi dan mengurai bangun kubus serta (2) mengetahui validitas dan kelayakan media yang dikembangkan melalui penilaian para ahli. Penelitian ini menggunakan pendekatan Research and Development (R&D) dengan model ADDIE yang dibatasi pada tahap analisis, desain, dan pengembangan. Subjek penelitian terdiri atas 54 siswa kelas VI SD Negeri Palebon 03. Pengumpulan data dilakukan melalui observasi, wawancara, tes kemampuan awal, dan instrumen validasi ahli. Hasil penelitian menunjukkan bahwa CraftEdu Blox berhasil dikembangkan sebagai lingkungan belajar virtual tiga dimensi yang mendukung eksplorasi konsep melalui interaksi langsung dengan objek geometri, navigasi yang terstruktur, serta fitur pembelajaran dan evaluasi yang interaktif. Hasil validasi ahli menunjukkan persentase kelayakan sebesar 94,00% pada aspek bahasa, 95,38% pada aspek materi, dan 93,85% pada aspek media, yang seluruhnya berada dalam kategori sangat layak. Temuan ini menunjukkan bahwa CraftEdu Blox berbasis Roblox sangat layak digunakan dalam pembelajaran matematika sekolah dasar dan berpotensi mendukung pemahaman konsep serta kemampuan visualisasi spasial siswa pada materi mengonstruksi dan mengurai bangun kubus.
Co-Authors Ahmad Rijal Hakim Fathulloh Bambang Eko Susilo Iwan Junaedi Kartono , Kintoko Kintoko Kristina Wijayanti Larasati Tiara Medyasari Mei Astuti S. B. Waluya Wulan Izzatul Himmah Zaenuri Zaenuri