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Sufyani Prabawanto, Sufyani

Indonesia University Of Education

Author-ID : 580979

Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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THE DIFFICULTIES OF FIFTH GRADE STUDENTS IN SOLVING MATHEMATIC FRACTIONS WORD PROBLEMS May Nisa Istiqomah; Sufyani Prabawanto
AL-ASASIYYA: Journal Of Basic Education Vol 3, No 2 (2019): Januari-Juni
Publisher : Universitas Muhammadiyah Ponorogo

Mathematics is often become the frightening subjects for students. Mathematics is considered as something which is difficult to solve. One of the elementary schools mathematics materials which is considered difficult is fractions. Not only students who consider fractions as difficult material but also teachers admit it as well. Teachers feel difficult in teaching fractions to students. Basic concept of fractions which is difficult for the student to grasp, would become even more complex if it is delivered in the form of word problem. In solving word problems students do not only need mathematic skills but also language skills. This research is aimed to analyze students learning difficulties in solving fractions word problem. This research is a qualitative research. The method of analysis used in this research is Newman method. The results of the research show that students faced difficulties in solving fractions word problems because (1) it is difficult for the students to understand the question and to translate it into mathematical sentence, (2) it is difficult for the students to determine the operation used in the word problems, (3) students are not accustomed to, thus they forget to write the conclusion/write the conclusion without the unit in every answers.

PENGEMBANGAN INSTRUMEN TES KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA Sufyani Prabawanto
JURNAL PEDAGOGIK PENDIDIKAN DASAR Vol 6, No 1 (2019)
Publisher : Universitas Pendidikan Indonesia

Pemecahan masalah matematis adalah bagian yang tidak terpisahkan dari proses pembelajaran matematika. Kajian ini bertujuan untuk mengembangkan istrumen tes kemampuan pemecahan masalah matematis siswa. Dengan demikian, kajian ini diawali dengan pengungkapan variabel-variabel yang terlibat dalam pemecahan masalah matematis dan selanjutnya pengembangan isntrumen tes untuk mengukur kemampuan pemecahan masalah matematis siswa. Pengembangan istrumen ini didasarkan pada sebuah kerangka kerja yang terdiri dari empat domain, yaitu resources, heuristic, control, dan belief system. Hasil kajian ini adalah: (1) penalaran, pengambilan keputusan, berpikir kritis, dan berpikir kreatif merupakan bagian yang tidak terpisahkan dari pemecahan masalah matematis; (2) pemecahan masalah matemaatis dapat ditinjau berdasarkan strukturnya, berdasarkan banyaknya langkah esensial yang diperlukan untuk mencapai solusi, berdasarkan orientasinya, dan berdasarkan penyajiannya. Mathematical problem solving is an inseparable part of the process of learning mathematics. This study aims to develop test instruments for students' mathematical problem solving abilities. Thus, this study begins with the disclosure of the variables involved in solving mathematical problems and then developing test instruments to measure students' mathematical problem solving abilities. The development of this instrument is based on a framework consisting of four domains, namely resources, heuristics, control, and belief systems. The results of this study are: (1) reasoning, decision making, critical thinking, and creative thinking are an inseparable part of mathematical problem solving; (2) solving the problem of the congregation can be reviewed based on its structure, based on the number of essential steps needed to reach a solution, based on its orientation, and based on its presentation.

Sequence Indicators of Junior High School Students’ Mathematical Imagination Abilities Novi Andri Nurcahyono; Didi Suryadi; Sufyani Prabawanto; Eka Novarina
International Journal of Education, Information Technology, and Others Vol 3 No 1 (2020): International Journal of Education, Information Technology, and Others
Publisher : Peneliti.net

Each student has a different level of mathematical imagination ability. To find out the level of mathematical imagination ability, it is first necessary to arrange indicators of mathematical imagination ability based on the sequence of appearance from the earliest. The participants of this study were 20 8th grade students consisting of 13 female students and 7 male students. This research is a descriptive qualitative research. Assist instruments in this study consisted of written tests in the form of essays, interview guidelines, and observation sheets. Data analysis was performed by data reduction, data display, and conclusion drawing. The results obtained from this study are sequence indicators of junior high school students' mathematical imagination abilities namely, sensibility, intuition, crystallization, transformation, exploration, elaboration, productivity, effectiveness, novelty.

AN EXPLORATION STUDENT’S ERRORS IN SOLVING TRIGONOMETRIC RATIO PROBLEMS WITH ITS SCAFFOLDING Nurdiyah Kurniati; Suhendra Suhendra; Nanang Priatna; Sufyani Prabawanto
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Trigonometry is an essential topic in learning mathematics, but in fact there are still identified student errors in solving trigonometry problems. Based on these problems, this study aims to describe students' errors in solving trigonometric problems, especially on the topic of trigonometric ratios and its scaffolding. This study uses a qualitative method with a case study approach. Collecting data through observation, tests and interviews. The subjects of this study were 35 students of class X in one of the senior high schools in Kutai Kartanegara Regency, East Kalimantan. The results of this study are that there are seven types of errors made by students in solving trigonometric ratio problems, namely: (1) error in understanding the concepts; (2) error in setting operation; (3) error in performing calculation; (4) error in applying the principle; (5) error in writing algorithm; (6) random response; and (7) error in drawing. Based on the results of these studies, it can be concluded that the forms of scaffolding that can be given are:explaining, reviewing, restructuring,and developing conceptual thinking. Trigonometri merupakan materi yang esensial dalam pembelajaran matematika, namun pada faktanya masih terdapat kesalahan-kesalahan siswa yang teridentifikasi dalam menyelesaikan masalah trigonometri. Berdasarkan permasalahan tersebut, penelitian ini bertujuan untuk mendeskripsikan kesalahan-kesalahan siswa dalam menyelesaikan masalah trigonometri khususnya pada topik rasio trigonometri beserta scaffoldingnya. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Pengumpulan data melalui observasi, tes dan wawancara. Subjek penelitian ini adalah 35 siswa kelas X di salah satu SMAN di Kabupaten Kutai Kartanegara, Kalimantan Timur. Hasil penelitian ini yakni terdapat tujuh jenis kesalahan yang dilakukan siswa dalam menyelesaikan masalah rasio trigonometri, yaitu: (1) kesalahan dalam memahami konsep; (2) kesalahan dalam menetapkan operasi; (3) kesalahan dalam melakukan perhitungan; (4) kesalahan dalam menerapkan prinsip; (5) kesalahan dalam menuliskan algoritma; (6) jawaban sembarang; dan (7) kesalahan dalam menggambar. Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa bentuk scaffolding yang dapat diberikan yaitu explaining, reviewing, restructuring, dan developing conceptual thinking.

Mengembangkan Desain Didaktis Berdasarkan Hambatan Belajar dan Learning Trajectory Siswa pada Konsep Dasar Pecahan di Sekolah Dasar Mimi Hariyani; Tatang Herman; Didi Suryadi; Sufyani Prabawanto
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 6, No 2 (2022): DWIJA CENDEKIA: Jurnal Riset Pedagogik
Publisher : Universitas Sebelas Maret

Tujuan penelitian ini adalah menghasilkan desain didaktis rekomendasi untuk mengatasi hambatan belajar siswa pada konsep dasar pecahan di sekolah dasar. Subjek penelitian melibatkan 20 orang siswa kelas III dan 30 orang siswa kelas V di 2 sekolah dasar di kota Bandung, Indonesia. Penelitian ini menggunakan metode kualitatif berupa penelitian dengan desain didaktis melalui tiga tahapan analisis, yaitu: analisis prospektif, analisis metapedadidaktik dan analisis retrospektif, dengan teknik pengumpulan data triangulasi. Instrumen yang digunakan adalah tes dan nontes. Teknik tes dilakukan dengan memberikan soal-soal materi pecahan untuk mengetahui hambatan belajar siswa, sedangkan nontes berupa analisis video pembelajaran dan wawancara. Berdasarkan hasil dan pembahasan penelitian, desain didaktis yang telah dirancang mampu mengatasi beberapa hambatan belajar siswa. Secara umum, kerangka desain didaktis dapat dipertahankan dengan beberapa perubahan seperti mengurangi kegiatan yang memiliki tujuan serupa, pemilihan penggunaan kosa kata agar lebih dimengerti siswa serta memperluas prediksi dan antisipasi respon siswa. Dengan demikian, tindak lanjut dari penelitian ini diharapkan dapat memperbaiki bentuk instrumen dan rancangan bahan ajar sehingga akan lebih memfasilitasi siswa dalam memahami konsep dasar pecahan.

PENGARUH PEMBELAJARAN MENGGUNAKAN MODEL PETA PIKIRAN (MIND MAPPING) TERHADAP PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS SISWA Fitriana Lestari; Wahyudin Wahyudin; Sufyani Prabawanto
Integral : Pendidikan Matematika Vol 10 No 1 (2019): INTEGRAL
Publisher : Program Studi Pendidikan Matematika, FKIP Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jnr.v10i1.641

This study examines the "Effect of Learning Using a Mind Mapping Model on Improving Students' Mathematical Understanding Ability," with an experimental research method using a pretest-posttest control group design, on a rectangular subject. The object of this experimental research is students of SMP 2 Lembang. The research instrument includes test questions consisting of pretest and posttest questions, which include indicators of students 'mathematical understanding abilities so they can measure comprehension skills, and questionnaires that can read students' responses to the learning model used. The results of the study are based on the preliminary test abilities of the experimental class and the control class the same, after special treatment in the experimental class that is the learning 60 process using a mind map model, while the control class does not get special treatment using only conventional learning, the average results of the post the experimental class was 29.77 while the control class was 25.81. For the average gain index value of the experimental class 0.615 while the average gain index value of the control class 0.403. From the average results of the posttest, it can be seen that the mathematical understanding ability of the experimental students is better than the control students, as for the improvement criteria based on the average gain index of the experimental class the increase is higher than the control class.Keywords: Mathematical understanding, mind map models, conventional

Comparative study of online learning and hybrid learning based on students’ habits of mind after COVID-19 pandemic Aditya Prihandhika; Didi Suryadi; Sufyani Prabawanto
Journal of Didactic Mathematics Vol 3, No 2 (2022): August
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v3i2.1461

The purpose of this study was to evaluate mathematics learning through online learning and hybrid learning which were reviewed based on the Habits of Mind (HoM) owned by 70 samples as the prospective mathematics teachers from a university in West Java, Indonesia. The research data was obtained from a questionnaire containing 26 statements referring to the HoM indicators. It was measured using a Likert scale and then analysed using the Mann Whitney-U test to see if there were differences in the achievement of HoM from the two sample groups that received the online learning and the hybrid learning method. The results showed that there was no difference in the achievement of HoM in the two groups with the average score still below the ideal score of each measured indicator. Based on these findings, the implementation of online learning and hybrid learning methods pay more attention to affective abilities so that the achievement of prospective mathematics teachers’ HoM in mathematics learning after the COVID-19 pandemic can be maximized.

ANALISIS KESALAHAN SISWA KELAS VII TERHADAP KONSEP PERKALIAN BESERTA REKOMENDASI DESAIN PEMBELAJARAN KONSEP PERKALIAN Nurdiyah Kurniati; Sufyani Prabawanto; Haeruddin Haeruddin
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 5, No 6 (2022): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v5i6.13968

Multiplication is one of the operations of basic arithmetic which has an essential role in learning mathematics. But in fact there are still errors made by students in calculating multiplication operations. Therefore, this study aims to comprehensively identify students' errors in the concept of multiplication and provide recommendation learning designs in instilling or constructing the concept of multiplication. This research is a type of qualitative research with a case study approach. The subjects of this study were 34 students of class VII in one of the junior high schools in Samarinda City, East Kalimantan. The data that has been collected is analyzed through three processes, namely data reduction, data presentation, and drawing conclusions. The results showed that there were still errors made by students in solving multiplication problems, including errors in understanding the concept of multiplication as an addition operation, errors in understanding the concept of multiplication as a combination of addition and multiplication operations, and difficulties in multiplying tens and hundreds operations.

IMPROVING STUDENT LEARNING: MATHEMATICAL REASONING ABILITY THROUGH A REALISTIC MATHEMATIC EDUCATION Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research is motivated by the problem, not the maximum level of students' mathematical reasoning abilities. The purpose of this study was to determine the improvement of students' reasoning abilities with realistic mathematics education. This type of research is a quasi-experimental study to examine the improvement of students' mathematical reasoning abilities through a realistic mathematical education. The instrument used is a test item consisting of a test of mathematical reasoning ability and an attitude scale given to students. In this study, data were obtained to see the increase in students' reasoning abilities with realistic mathematics education in mathematics learning and to see student responses to learning using realistic mathematics education which were analyzed by processing test results data, namely testing homogeneity, testing hypotheses, and testing average differences. mean in both groups using t-test. The conclusion obtained in this study is that in the group of students whose learning using a realistic mathematics education the average score of students increased by 41.1%, while the increase in the average score of the group of students whose learning was conventional was only 17.3%. The number of students who scored above 60% in the group of students whose learning using a realistic mathematics education in the final test had reached 88.65%, while in the group of students whose learning was conventional it only reached 45.79%, meaning that the achievement of the group of students who studied with realistic mathematics education increases significantly when compared to the group of students who learn conventionally.

Students’ Self-Regulated in Learning Mathematics using Realistic Mathematical Education Model Rama Nida Siregar; Didi Suryadi; Sufyani Prabawanto; Abdul Mujib
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, DECEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v5i4.15059

To study at school, students must have soft skills such as self-regulated learning, namely the ability of students to manage their own learning. The significance of students' self-regulated learning is what inspired this study. This study sought to ascertain the rise in students' self-regulated learning when learning mathematics using a realistic mathematics education model, as well as the students' reactions to learning mathematics using a realistic mathematics education model. This kind of study uses questionnaire analysis to do descriptive research. A self- regulated learning questionnaire and a questionnaire for students' responses made up the tool used to assess the self-regulated learning abilities that had been put to the test. Data were collected for this study to examine the rise in realistic mathematics education students' ability to learn mathematics independently, as well as the students' attitudes toward learning mathematics through mathematics education, which were assessed using a Likert attitude scale. The self-regulated learning scale is made up of four parts: the students' evaluations of how well they (1) use and locate pertinent learning resources in mathematics, (2) select and determine their learning strategies in mathematics, (3) assess and evaluate their learning outcomes in mathematics, and (4) have a positive view of themselves as mathematicians. By utilizing realistic mathematics education, the findings of this study about self-regulated learning in mathematics can be viewed as a whole. Based on the results of data analysis it is known that students' responses to realistic mathematics education models are positive which are adapted to real-life contexts or everyday life which will arouse students' self-regulated learning in solving problems because they are related to real life. This demonstrates that 98.18% of students respond positively.

Co-Authors A.A. Ketut Agung Cahyawan W ABDUL MUJIB Abdul Mujib Aflich Yusnita Fitrianna Agung Wicaksono Ahmad Arifuddin Ahmad Nizar Rangkuti Ahmad Tafsir Ahmad Tafsir, Ahmad Ahmad Zulfa Khotimi Ahmad Zulfa Khotimi Ahmatika, Deti Aiyub Aiyub Alfitri, Putri Armania Agustina Alman Alman Alman Alman, Alman Aneu Pebrianti Anwar, Agus Saeful Asep Syarif Hidayat Asfar, A.M.Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Aswin Aswin Atep Sujana Augie, Kintan Tyara Bambang Eko Susilo Bambang Hariyomurti Bariyah, Nusrotul Cece Kustiawan Cecep Anwar Hadi Firdos Santosa Cecep Anwar Santosa Christina Monika Samosir Citra Utami, Citra Dadan Dasari Dadan Hermawan, Dadan Dadang Juandi Darhim Darhim Dela Ambarwati Desy Lusiyana, Desy Dian Cahyawati Dian Nopiyani Dian Usdiyana Didi Suryadi Didi Suryadi Didi Suryadi Doni, Petrus Kanisius Nama Edi Irawan Ejen Jenal Mutaqin Eka Novarina EKO YULIANTO Eko Yulianto Eko Yulianto Elah Nurlaelah Elizanti, Desi Encum Sumiaty, Encum Endang Cahya Mulyaning A. Eyus Sudihartinih Fardian, Dilham Fathiyah, Ifa Fatimah, Siti Febriani, Winarti Dwi Fitri Ayu Febrianti Fitriana Lestari Fitriani Fitriani Fujiarti, Ari Ginda M.A.Siregar Gita Rani Putri Mangiri Gumpita, Melly Terry Gunadi, Farid Hadi Haeruddin, Haeruddin Hani Nurhasanah Hayuningrat, Silfia Herizal Herizal Heryanti Jufri, Lucky Hutkemri Zulnaidi Iden Rainal Ihsan Ifa Fathiyah Inayah, Sarah Indiana Marethi Indiana Marethi, Indiana Indra Nurhidayat Irena Puji Luritawaty Istikomah, Endang Itoh Masitoh Jarnawi Afgani Dahlan Jozua Sabandar Jurpri, Al Jusniani, Nia Kartika Yulianti Kholipah, Nuzuliah Khotimah, Wonadesma Dwi Kintan Tyara Augie Kurniawati, Ririn Laelasari Laelasari, Laelasari Lina Siti Nurwahidah Lukman Lukman M Akbar Gulvara M Candra Nugraha Deni Mangiri, Gita Rani Putri Masitoh, Lisda Fitriana May Nisa Istiqomah Mefiana, Syifa Ananda Meicindy Jeny Klorina Meilani, Rini Melani, Rini Mimi Hariyani Mohamad Gilar Jatisunda Mustika Fauziah, Hilma Nabila Cynthia Rayhan Nadya Syifa Utami Nanang Priatna Nandang Arif Saefuloh Nazla Nurul Aulia Panggabean Nelvita Febrina Hasan ningrum, yunia jumita Nopiyani, Dian Nopiyani, Dian Novi Andri Nurcahyono Nti, Seth Junior Nuaini, Intan Nuke Fitri Yanuari Nur Qamariah Nurannisa, Andi Nurdiyah Kurniati Nurfiqih, David Nurhanifah, Nova Nurkamilah, Milah Permani, Kania Dewi Pertiwi, Saffanah PRASETYAWAN, ENGGAR Prihandhika, Aditya Putra R, Andika Putri, Amelia Defrianti Raisya Hizkiya Syabina Ramli Ramli Rani Sugiarni Rini Sulastri Riny Arviana Riza Fatimah Zahrah Rizki, Raihan Ahmil Rizky Rosjanuardi Rohimah, Siti Maryam Rosmayasari Rosmayasari Rosmayasari, Rosmayasari Saefuloh, Nandang Arif Saefuloh, Nandang Arif Samosir, Christina Monika Sandra Sukmaning Adji Santi, Eneng Sanusi Sanusi Saputra, Samnur Sarassanti, Yumi Sarnav Ituga, Almuhaimin Sendi Ramdhani Septian, Ari Simanjuntak, Sinitta Marito Siregar, Rama Nida Sitanggang, Damra Ali Siti Fatimah Siti Zakiyah Sofa, Rostika Nurlaela Nova Maya Suhendra, S Sukma Murni Sukri Sukri suparni Syamsuri Syamsuri Syarifah, Mufarrahatus Syarifah, Mufarrahatus Syifa Ananda Mefiana Tata Frarisia Tatang Herman, Tatang Tin Lam, Toh Trisna Nugraha Trisnowali MS, Andi Turmudi Umbara, Uba Umbara, Uba Usep Kosasih Wafa Islamiyah Wahyu Hidayat Wahyu Sopandi Wahyudi, Dwi Arisma Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wahyudin Wardani, Ambarsari Kusuma Wenda Alifulloh Widdy Sukma Nugraha Yasin, Muhamad Yaya S. Kusumah Yeni Dwi Kurino Yeni dwi Kurino Yusuf Adhitya Zulnaidi, Hutkemri

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