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Kemampuan Literasi Matematika Siswa dalam Memecahkan Soal TIMMS Konten Aljabar Ditinjau dari Pengetahuan Metakognitif Laila Nur Cahyani; Lukman Jakfar Shodiq; Devi Rahayu Agustin
Journal Focus Action of Research Mathematic (Factor M) Vol. 5 No. 1 (2022)
Publisher : IAIN Kediri

Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan literasi matematika siswa dalam menyelesaikan soal TIMSS konten aljabar ditinjau dari pengetahuan deklaratif, prosedural, dan kondisional berdasarkan indikator kemampuan literasi matematika. Penelitian ini menggunakan metode deskriptif kualitatif untuk menggambarkan kemampuan literasi matematis siswa. Sebanyak 9 siswa SMP kelas VIII-B Islam Kunir menjadi subjek dalam penelitian ini. Data dikoleksi menggunakan kuesioner pengetahuan metakognisi, tes kemampuan literasi matematika, serta lembar wawancara. Dihasilkan bahwa siswa dengan pengetahuan deklaratif dalam menyelesaikan soal TIMSS konten aljabar hanya mampu merumuskan masalah nyata dalam pemecahan masalah matematika. Siswa berpengetahuan prosedural dalam menyelesaikan soal TIMSS konten aljabar tergolong tidak mampu pada semua indikator. Pada siswa berpengetahuan kondisional dalam menyelesaikan soal TIMSS konten aljabar hanya mampu merumuskan masalah nyata dalam pemecahan masalah matematika. Siswa belum mampu menggunakan matematika, menafsirkan dan mengevaluasi solusi matematika.The study's objective was to ascertain the mathematical literacy abilities of the students in solving algebraic content TIMSS questions in terms of declarative, procedural, and conditional knowledge based on indicators of mathematical literacy ability. A qualitative descriptive method is used in the research to examine students' mathematical literacy skills. A total of 9 students of class VIII-B Islam Kunir became the subjects of this study. Data were collected using metacognition knowledge questionnaires, mathematical literacy ability tests, and interview sheets. It was found that students with declarative knowledge in solving TIMSS algebraic questions were only able to formulate real problems in solving mathematical problems. Students with procedural knowledge in solving TIMSS questions with algebraic content are classified as unable on all indicators. Students with conditional knowledge in solving TIMSS questions with algebraic content are only able to formulate real problems in solving mathematical problems. Students have not been able to use mathematics, interpret and evaluate mathematical solutions..

Analisis Kesalahan Konsep Siswa SMK Dalam Menyelesaikan Soal Eksponen Ditinjau Dari Gaya Belajar Muhammad Ridho'i; Devi Rahayu Agustin
Jurnal Pendidik Indonesia (JPIn) Vol 5, No 2: Oktober 2022
Publisher : Yayasan Pendidikan Intan Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47165/jpin.v5i2.473

Pemahaman konsep siswa dipengaruhi beberapa faktor, salah satunya adalah gaya belajar. Gaya belajar yang dimiliki siswa berbeda-beda. Hal tersebut menyebabkan pengaruh terhadap proses pekerjaan siswa dalam menyelesaikan suatu permasalahan. Dengan demikian sangat penting bagi guru untuk mengetahui jenis-jenis kesalahan dan faktor penyebab berdasarkan gaya belajar yang dimiliki siswa sehingga dapat memaksimalkan kegiatan pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesalahan konsep yang dilakukan siswa pada soal eksponen beserta penyebabnya ditinjau dari gaya belajar. Penelitian ini merupakan penelitian kualitatif dengan pendekatan kualitatif deskriptif dengan teknik pengumpulan data yaitu observasi, tes dan wawancara. Subjek pada penelitan ini adalah siswa kelas X disalah satu SMK di Lumajang dengan jumlah siswa 36. Analisis data pada penelitian mengguanakan eknik triangulasi metode yang dikembangkan oleh Milles dan Huberman. Berdasarkan hasil penelitian dapat disimpulkan bahwa jenis kesalahan konsep dari gaya subjek gaya belajar auditori adalah tidak mampu menyatakan ulang konsep dalam representasi matematika, yang mengakibatkan subjek mengalami kesulitan dan kesalahan dalam menggunakan algoritma penyelesaian masalah yag mengakibatkan hasil pekerjaan subjek salah. Jenis kesalahan konsep subjek yaitu subjek tidak mampu menyatakan ulang konsep soal dalam representasi matematika, subjek tidak mampu mengelompokan suku-suku yang sejenis. Dan jenis kesalahan konse dari subjek dengan gaya belajar kinestetik yaitu salah dalam menggunakan algoritma penyelesaian masalah, subjek tidak mampu mencari penyelesaian akhir dikarenakan tidak paham konsep pada materi sebelumnya.

STRATEGI GURU DALAM MENINGKATKAN MINAT BACA SISWA KELAS III DI MI Al-AQSO PANDAI TAHUN PELAJARAN 2022/2023 Rahman Hidayat; M. Risdamuddin; A. Malik; Devi Rahayu Agustin
Jurnal Pendidik Indonesia (JPIn) Vol 6, No 1 (2023): JPIn: Jurnal Pendidik Indonesia
Publisher : Yayasan Pendidikan Intan Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47165/jpin.v6i1.487

Tujuan dari penelitian ini adalah untuk mengetahui strategi guru dalam meningkatkan minat baca siswa kelas III di MI Al-Aqso Pandai dan kendala guru dalam meningkatkan minat baca siswa kelas III di MI Al-Aqso Pandai tahun pelajaran 2022/2023. Jenis penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif. Karena data yang didapatkan oleh peneliti berupa keterangan kejadian yang ada di sekolah sumber data dalam penelitian ini adalah kepala sekolah, guru dan siswa di MI Al-Aqso Pandai. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara tak terstruktur dan dokumentasi. Adapun teknik analisis data yang digunakan dalam penelitian ini adalah reduksi data, penyajian data dan penarikan kesimpulan. Sedangkan untuk pengecekan keabsahan data peneliti menggunakan triangulasi sumber, triangulasi waktu dan triangulasi teknik. Hasil penelitian ini menunjukkan bahwa strategi guru dalam meningkatkan minat baca siswa kelas III di MI Al-Aqso Pandai adalah dengan cara menggunakan media kartu huruf, strategi gambar yang menarik minat baca siswa dan memberikan buku sebagai hadiah. Sedangkan kendala guru dalam meningkatkan minat baca siswa kelas III di MI Al-Aqso Pandai tahun pelajaran 2022/2023 adalah minat membacanya yang masih kurang dan masih rendah karena ada sebagian siswa yang belum bisa membaca dan kurangnya penggunaan alat peraga yang kurang memadai.

Peningkatan Kemampuan Mendesain Pembelajaran Matematika Berdiferensiasi dengan Media Pembelajaran Augmented Reality bagi Guru SMK di Kabupaten Lumajang Fahmi Abdul Halim; *Devi Rahayu Agustin; Muhammad Ridho'i; Muhamad Rama Maulana Ibrahim; Kamaliatun Nafisah
JURNAL PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol 6 No 2 (2023): Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol. 6 No. 2
Publisher : STKIP PGRI Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51836/jpadi.v6i2.598

Community service plays a crucial role in improving the quality of education. This article documents the efforts of the community service team from Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) PGRI Lumajang in improving the ability of Mathematics teachers in Vocational High Schools (SMK) in Lumajang district to design differentiated learning using Augmented Reality (AR) technology. This programme is a concrete example of collaboration between universities and education practitioners in an effort to improve the quality of education at the local level. STKIP PGRI Lumajang's PKM team organised a series of training and workshops for SMK Maths teachers, introducing them to the potential of AR technology in improving learning effectiveness. This article details the concrete steps taken by the PKM team and SMK teachers in implementing AR technology in Maths learning. In addition, the evaluation results of the programme are also presented to provide a better understanding of its positive impact on learning quality and students' interest in learning. This article is expected to provide guidance and inspiration for other educators, researchers, and education practitioners who want to develop innovative learning methods using AR technology. This kind of collaboration also illustrates the importance of knowledge sharing between academics and practitioners to create positive changes in the world of education.

Commognitive Kesalahan Mahasiswa Melalui Aktivitas Diskusi dalam Menyelesaikan Soal Cerita Agustin, Devi Rahayu; Rokhmawati, Ana
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2023): Jurnal Derivat (Desember 2023)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jderivat.v10i3.5061

Describing students’ cognitive errors in solving binomial problems using calculations and minitab. This type of research uses descriptive qualitative with the research subjects, which were 17 Mathematics Education Class 2020A students at one of the Private Universities (PTS) in Lumajang Regency. The results obtained are the ability of students with research instruments in the form of math ability test sheets, group assignment sheets, recording tools. The results of cognitive errors obtained from the high category in the form of word usage errors such as incomplete in writing known. Narrative errors such as not writing concepts in calculations. Visual mediator errors caused by low understanding of binomial concepts. Next, the errors made by the medium and low categories are the same. The errors are in the form of word usage errors such as errors in translating language in story problems and incomplete in writing known. Narrative errors such as not writing the concept of binomial in the calculation. Routine errors such as errors in calculations caused by incorrect previous steps and not writing conclusions. Keywords: Comognitive Error; Discussion Activity; Story Problem; Binomial

Workshop Aplikasi Digital untuk Keterampilan Guru Abad 21 Agustin, Devi Rahayu; Fitria, Nimas Dian; Amaliyah, Naily Rizqi; Wulandari, Dhiasti Eka
Capacitarea : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2025): Januari - April
Publisher : Universitas Pancasila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35814/capacitarea.2025.002

Perkembangan teknologi semakin maju mendorong adanya sistem berbasis teknologi. Danya teknologi menjadi sangat penting dalam kegiatan pembelajaran. Nyatanya tidak semua guru terampil dalam menggunakan aplikasi digital sehingga menyebabkan pembelajaran masih konvensional. Guru juga memiliki keterbatasan dalam mengintegrasi teknologi, dimana guru hanya mengenal penggunaan alat-alat elektronik seperti laptop dan proyektor. Berdasarkan masalah tersebut, tujuan dilakukan pengabdian adalah memberikan pengetahuan dan keterampilan baru dalam mengaplikasikan aplikasi Canva, Slido, dan Kahoot kepada guru. Metode pengabdian yang digunakan diantaranya tahap persiapan, pelaksanaan, dan tahap evalausi. Sedangkan metode yang digunakan dalam kegiatan belajar bersama guru dan dosen adalah ceramah, diskusi, dan praktik. Hasil yang didapat oleh guru dalam mengikuti kegiatan ini berupa penugasan web yang dibuat menggunakan canva dengan beberapa soal yang dibuat menggunakan slido dan Kahoot. Penggunaan aplikasi digital dinilai mampu meningkatkan kualitas pembelajaran.

Pelatihan dan Pendampingan Lesson Study Melalui Model Pembelajaran Project-Based Learning Pada Guru SMP Gucialit Ana Rokhmawati; Devi Rahayu Agustin; Naily Rizqi Amaliyah
Jurnal Pengabdian Masyarakat Waradin Vol. 5 No. 1 (2025): Jurnal Pengabdian Masyarakat Waradin
Publisher : Sekolah Tinggi Ilmu Ekonomi Pariwisata Indonesia Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56910/wrd.v5i1.474

At SMP Negeri 2 Gucialit, teachers have difficulty designing and implementing learning models that can develop students to have skills in critical thinking and problem solving, creative thinking skills, communication skills, and collaboration skills. The aim of this community service is to expand understanding of concepts and improve the skills of Junior High School teachers in designing project-based learning through lesson study. The method used in community service consists of three stages, namely preparation, implementation and evaluation. In the preparation stage, field survey activities and coordination with service partners were carried out. At the implementation stage, material is provided, practice is carried out in developing project-based learning teaching modules through lesson study and discussion. At the evaluation stage, an assessment of the results of the activities was carried out using a questionnaire distributed to participants by the community service team. Based on the results of the questionnaire, it shows that the percentage of answers achieved was 59.3% strongly agree with the benefits of this activity, 37% agree, 3.7% neutral, and there were no answers strongly disagree or disagree. This shows that this service activity increases the understanding of the concepts and skills of Junior High School teachers in designing project-based learning through lesson study. Apart from that, this community service activity produces project-based learning teaching module products and aquascape learning media.

Mamdani Fuzzy System for RPL Student Selection: A Case Study from a University in Jember Devi Rahayu Agustin; Dwi Aldi Hidayatulloh; Mohammad Ridho'i
Griya Journal of Mathematics Education and Application Vol. 5 No. 3 (2025): September 2025
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v5i3.780

The student selection process through the Recognition of Prior Learning (RPL) pathway continues to face challenges related to objectivity and transparency, particularly in integrating qualitative and quantitative data from various assessment instruments such as interviews and problem-solving tests. This study aims to develop a decision support system based on the Mamdani-type fuzzy logic to support a fair and standardized RPL student selection process. A quantitative approach was employed through intelligent system modeling, with system implementation carried out using Microsoft Excel by modifying IF-THEN formulas to simulate fuzzy logic principles. The system incorporates two input variables interview scores and problem-solving test scores and one output variable representing admission eligibility, categorized into five levels (A-E). Testing on a sample of ten prospective students showed that the system was able to perform systematic evaluations and generate more objective and consistent admission decisions. The conclusion of this study is that the application of a fuzzy inference system can improve the quality of decision making in the selection of RPL students, as well as support the principles of competency based and fair assessment.

Commognitive Kesalahan Mahasiswa Melalui Aktivitas Diskusi dalam Menyelesaikan Soal Cerita Agustin, Devi Rahayu; Rokhmawati, Ana
Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 3 (2023): Jurnal Derivat (Desember 2023)
Publisher : Pendidikan Matematika Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jderivat.v10i3.5061

Describing students’ cognitive errors in solving binomial problems using calculations and minitab. This type of research uses descriptive qualitative with the research subjects, which were 17 Mathematics Education Class 2020A students at one of the Private Universities (PTS) in Lumajang Regency. The results obtained are the ability of students with research instruments in the form of math ability test sheets, group assignment sheets, recording tools. The results of cognitive errors obtained from the high category in the form of word usage errors such as incomplete in writing known. Narrative errors such as not writing concepts in calculations. Visual mediator errors caused by low understanding of binomial concepts. Next, the errors made by the medium and low categories are the same. The errors are in the form of word usage errors such as errors in translating language in story problems and incomplete in writing known. Narrative errors such as not writing the concept of binomial in the calculation. Routine errors such as errors in calculations caused by incorrect previous steps and not writing conclusions. Keywords: Comognitive Error; Discussion Activity; Story Problem; Binomial

Kemampuan Literasi Matematika Siswa dalam Memecahkan Soal TIMMS Konten Aljabar Ditinjau dari Pengetahuan Metakognitif Cahyani, Laila Nur; Shodiq, Lukman Jakfar; Agustin, Devi Rahayu
Journal Focus Action of Research Mathematic (Factor M) Vol. 5 No. 1 (2022)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v5i1.646

Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan literasi matematika siswa dalam menyelesaikan soal TIMSS konten aljabar ditinjau dari pengetahuan deklaratif, prosedural, dan kondisional berdasarkan indikator kemampuan literasi matematika. Penelitian ini menggunakan metode deskriptif kualitatif untuk menggambarkan kemampuan literasi matematis siswa. Sebanyak 9 siswa SMP kelas VIII-B Islam Kunir menjadi subjek dalam penelitian ini. Data dikoleksi menggunakan kuesioner pengetahuan metakognisi, tes kemampuan literasi matematika, serta lembar wawancara. Dihasilkan bahwa siswa dengan pengetahuan deklaratif dalam menyelesaikan soal TIMSS konten aljabar hanya mampu merumuskan masalah nyata dalam pemecahan masalah matematika. Siswa berpengetahuan prosedural dalam menyelesaikan soal TIMSS konten aljabar tergolong tidak mampu pada semua indikator. Pada siswa berpengetahuan kondisional dalam menyelesaikan soal TIMSS konten aljabar hanya mampu merumuskan masalah nyata dalam pemecahan masalah matematika. Siswa belum mampu menggunakan matematika, menafsirkan dan mengevaluasi solusi matematika.The study's objective was to ascertain the mathematical literacy abilities of the students in solving algebraic content TIMSS questions in terms of declarative, procedural, and conditional knowledge based on indicators of mathematical literacy ability. A qualitative descriptive method is used in the research to examine students' mathematical literacy skills. A total of 9 students of class VIII-B Islam Kunir became the subjects of this study. Data were collected using metacognition knowledge questionnaires, mathematical literacy ability tests, and interview sheets. It was found that students with declarative knowledge in solving TIMSS algebraic questions were only able to formulate real problems in solving mathematical problems. Students with procedural knowledge in solving TIMSS questions with algebraic content are classified as unable on all indicators. Students with conditional knowledge in solving TIMSS questions with algebraic content are only able to formulate real problems in solving mathematical problems. Students have not been able to use mathematics, interpret and evaluate mathematical solutions..

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