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Rooselyna Ekawati

Department Of Mathematics Education, Universitas Negeri Surabaya

Author-ID : 600460

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Numerasi Siswa SMP dalam Memecahkan Soal Setara AKM Konten Geometri dan Pengukuran Ditinjau dari Kecerdasan Majemuk Novi Eka Nor Rosidah; Rooselyna Ekawati
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p259-274

This study aims to describe the numeracy of junior high school students in solving AKM geometry and measurement content questions in terms of multiple intelligences. The research method used is descriptive research method with a qualitative approach. The research subjects were three students selected by purposive sampling, each of whom had linguistic, logical-mathematical, and spatial intelligence. The research instruments are multiple intelligence identification tests, mathematical ability tests, AKM tests of geometry and measurement content, and interview guidelines. The results of the study show that subjects with linguistic intelligence through several processes namely (1) identifying and representing information in mathematical form using language representations and symbol representations, but the choice of words used is inappropriate; (2) design and implement strategies to obtain solving results in line with AKM problems, geometry and measurement content; and (3) interpret the results of the solution by making conclusions according to the context of the problem in the AKM problem geometry and measurement content. Subjects with logical-mathematical intelligence through several processes, namely (1) identifying information and representing it in mathematical form i.e. using language representations and symbol representations; (2) design and implement strategies to obtain the results of solving geometry and measurement AKM problems using mathematical concepts; and (3) interpret the results of the solution obtained by making conclusions according to the context of the problem on the AKM geometry and measurement. Subjects with spatial intelligence through several processes, namely (1) identifying information and representing it in mathematical form using representations of language, symbols, and images; (2) design and implement strategies to obtain solving results from geometry and measurement AKM problems using mathematical concepts; and (3) interpret the results of the solution obtained by making conclusions in accordance with the context of the problem in the in line with AKM problem, geometry content and measurement.

Studentsâ€™ Argumentation through Mathematical Literacy Problems Based on Mathematical Abilities Yaffi Tiara Trymelynda; Rooselyna Ekawati
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p469-486

Argumentation is an essential mathematical skill employed in mathematical literacy. Argumentation is an individual's ability to think critically to provide reasons based on facts to make conclusions that solve problems. A qualitative approach is used in this study to describe students' argumentation in solving mathematical literacy problems based on mathematics ability level. The research subjects were three twelfth-grade students: one with high mathematics ability, one with moderate mathematics ability, and one with low mathematics ability, which was selected purposively. Data are collected through mathematical literacy problem tests and interviews. The data are analyzed using McNeill and Krajcik's argumentation components: claim, evidence, reasoning, and rebuttal in solving mathematical literacy problems. The results showed that students with high mathematical abilities could formulate and perform the procedures at the evidence indicator; connect information for reasoning indicators; provide general solutions, represent and assess the mathematical solutions at the rebuttal indicators; and make a correct claim. Students with moderate mathematical ability could apply mathematical concepts although made a miscalculation at the evidence indicator; connect information for reasoning indicators; provide partially correct solutions; represent and evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; and make a correct claim. Meanwhile, students with low mathematical ability miss a crucial concept and make miscalculations at the evidence indicator; connect information for reasoning indicators; provide and represent partially correct solutions but cannot evaluate the sufficiency of the mathematics solutions at the rebuttal indicator; provide a correct claim. Keywords: Argumentation, McNeill Argumentation, Mathematical Literacy Problems, Mathematical Abilities.

Horizontal and Vertical Mathematization Processes of Junior High School Students in Solving Open-Ended Problems Rania Izzah; Rooselyna Ekawati
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p400-413

Mathematization is converting information from problems into mathematical models. The mathematization process is divided into horizontal and vertical mathematization. This descriptive qualitative research aimed to describe junior high school students' horizontal and vertical mathematization process in solving open-ended problems. The subjects are three students with good, medium, and poor mathematical problem-solving abilities. The instruments used were interview guidelines, mathematical problem-solving ability tests, and open-ended problem tests with topics area and perimeter of rectangles and circles. This research shows the horizontal and vertical mathematization process in solving open-ended problems. The horizontal mathematization process was; identifying the information and topics area and perimeter from the problem; representing the problem into some rectangle and circle figures and expressing the problem in the subject’s own words; writing the mathematics language; finding the regularity of the relations to find the possible solutions; and making mathematical models. The vertical mathematization process was; using mathematical representations with symbols and formulas related to the area and perimeter of rectangles and circles; using formal algorithms; customizing and combining some models to get the correct answers; making logical arguments to support the solution and other possible solutions that suit the problem; and generalizing the solution using the concepts of area and perimeter of rectangles and circles to solve similar problems. Every student may have different strategies and solutions when solving open-ended problems.

Profil Keterampilan Berpikir Tingkat Tinggi Siswa SMP dalam Menyelesaikan Soal AKM Konten Aljabar Ditinjau dari Gaya Kognitif Grisa Fima Nurandika; Rooselyna Ekawati
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p414-433

Higher-order thinking skills (HOTS) are vital skills that must be possessed. HOTS is a cognitive process that includes the levels of analyze (C4), evaluate (C5), and create (C6). The government's effort to improve HOTS is by promoting AKM. One of the factors that affect thinking skills is cognitive style. In mathematics, abstract ideas are often represented in the form of visual and verbal symbols. A Cognitive style that is associated with differences in visual and verbal reception of information is known as the visualizer-verbalizer cognitive style. This study is descriptive-qualitative research that aims to describe the profile of higher-order thinking skills of JHS students in solving AKM problems algebra content in terms of visualizer and verbalizer's cognitive style. The subjects of this study consisted of 2 students of grade IX with each visualizer and verbalizer student who had equal mathematical ability and the same gender. Research data collection techniques with AGK, AKM question tests, and interviews. Results of this study show that HOTS of visualizer at the analyze stage (C4) can identify any information that connected to solve the problem by first imagining the picture of the problem. At the evaluate stage (C5), carry out the process of checking and critiquing to make decisions. And at the create stage (C6), can make a hypothesis based on the result imagined in mind, then make a plan and implement it to obtain results. While verbalizer at the analyze stage (C4) can identify the information presented in the text that connected to solve the problem but less accurate in reading graphs. At the evaluate stage (C5), doesn't check the examination process but immediately makes a decision. And at the create stage (C6), can make a hypothesis based on their thinking then make a plan and implement it to obtain results that match with criteria.

Komunikasi Matematis Siswa SMP dalam Menyelesaikan Soal PLSV ditinjau dari Tipe Kepribadian Extrovert dan Introvert Nanda Sasvira Wulandari; Rooselyna Ekawati
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p434-449

Mathematical communication is necessary for students in the process of learning mathematics because through communication students can express, interpret and conclude mathematical ideas both in writing and orally. Meanwhile, the differences in personality types possessed by each student are extrovert personality types and introvert personality types. The results of the study show that (1) students with extroverted personality types tend not to include initial solutions and tend to rush when solving word problems in written mathematical communication. Whereas in oral mathematical communication, extrovert students tend not to be careful in reading the questions and tend to understand things smoothly and believe that the answers given are correct; (2) students with introverted personality types tend to be incomplete in writing down what is known and asked about the questions and tend to be careless when working on word problems because there are errors when performing arithmetic operations on written mathematical communication. Whereas in oral mathematical communication, introverted students tend to be careful and answer questions carefully by looking at the questions again. And introverted students tend to be incomplete in giving what is asked in the questions. It can be concluded that extrovert students are able to fulfill 3 indicators of written and oral mathematical communication, while introverted students are able to fulfill 2 indicators of written and able to fulfill 3 indicators of oral communication.

Numeracy of Eighth Grade Students in Solving AKM-Like Problems Based on Mathematical Ability Zenithe Wahyudistya; Rooselyna Ekawati; Dayat Hidayat
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p522-533

Abstract: Numeracy is the ability to locate, use, interpret, evaluate, and communicate mathematical information and ideas in the real context. This research purpose to describe the numeracy of eighth grade students in solving AKM-like problems in equations and inequalities subdomain based on high, moderate, and low mathematical abilities. The research subjects were eighth grade students consisting of one student with high mathematical ability, one student with moderate mathematical ability, and one student with low mathematical ability. The research method used in this research is qualitative descriptive research. Data were obtained by numeracy test. Students with high mathematical abilities present the information obtained in the form of equations and inequalities, use mathematical rules and procedures on equations and inequalities, interpret the results in the context of the problem, evaluate the results of problem solving through supposed, and communicate the results of their interpretation to others both orally and writing appropriately. Students with moderate mathematical abilities present the information obtained in the form and use procedures and rules of equations and inequalities in solving problems appropriately. However, students with moderate mathematical abilities interprets the results inaccurately so that in communicating the results of the interpretation is also inaccurate and evaluate the results only by correcting or recalculating. Students with low mathematical abilities do not present information in the form of equations and inequalities, nor do they use procedures and rules of equations and inequalities in solving problems. The interpretation of students with low mathematical abilities is also incorrect so that communicating the results of interpretations is not correct. In addition, students with low mathematical abilities do not evaluate the results of problem solving, either through supposed or correcting and recalculating.

Mathematical Reasoning of High School Students in Solving AKM Geometry and Measurements Problem Viewed from Multiple Intelligences Putri, Sabrina Wimala; Ekawati, Rooselyna
MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n1.p104-118

Mathematical reasoning is needed in solving AKM problems. Mathematical reasoning can be shown through geometry material. One of the factors that influence mathematical reasoning is multiple intelligences. Multiple intelligence is a theory presented by Gardner which states that each individual has eight intelligences. The three intelligences that affect the learning process of mathematics are logical-mathematical, linguistic, and visual-spatial intelligence. This study aims to describe students' mathematical reasoning in solving AKM problems about geometry and measurement content viewed from multiple intelligences. This research is qualitative research. The subjects of this study were three senior high school students consisting of one person each who has dominant logical-mathematical, linguistic, and visual-spatial intelligence. Data collection was carried out by providing multiple intelligence questionnaires, AKM geometry and measurements problems, and interviews. The data were analyzed based on the selected mathematical reasoning indicators. The results of the study show that: Student with dominant logical-mathematical intelligence analyzing a problem by giving reasons based on important information using logic. Students with dominant linguistic intelligence and students with dominant visual-spatial intelligence analyzing a problem by giving reasons using the help of an image that represents the shape described in the problems. Each student implementing a strategy to solve the problem according to what was planned in the previous stage by giving reasons based on the results to be obtained. In reflecting on a solution to a problem, each student draws a conclusion by giving reasons based on the results obtained from implementing the strategy and providing evidence by giving reasons based on the calculation results.

Proses Berpikir Aljabar Siswa Field dependent dan Field independent dalam Menyelesaikan Masalah Matematika Berdasarkan Teori APOS Oktawioni, Rossa Tri; Ekawati, Rooselyna
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p1-20

Algebraic thinking is a mental activity that involves analyzing relationships between quantities, observing structure, understanding changes, generalizing, modeling, justifying, proving, and predicting based on expressions and symbols that appear in solving algebraic problems. This research describes the algebraic thinking process of field-dependent and field-independent students in solving mathematical problems based on APOS (Action-Process-Object-Scheme) theory. This type of research is descriptive with a qualitative approach. The data in this study consisted of the results of the Group Embedded Figures Test (GEFT), Mathematics Ability Test (TKM), Algebraic Thinking Ability Test (TKBA), and interviews. The research subjects were eighth-grade students consisting of one field-dependent and field-independent student, each with high mathematical abilities and male gender as the control variable. Based on the research that has been carried out, the following results were obtained: (1) Students with a field-dependent cognitive style carry out the Action, Process, Object stages, and fulfill one of the Schemes, and have a tendency towards transformation activities in solving mathematical problems on number pattern material. (2) Students with a field-independent cognitive style carry out the Action, Process, and Object stages, fulfill all Schemes well, and tend towards generalization activities in solving mathematical problems on number pattern material.

Profil Komunikasi Matematika Tulis Peserta Didik SMP dalam Menyelesaikan Soal AKM Subdomain Geometri Wulanningrum, Annisa Maulidha; Ekawati, Rooselyna
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p104-117

This study aims to describe written mathematics communication of male and female junior high school students with high mathematics ability in solving AKM problems in the geometry subdomain. The research subjects were a male students and a female students in grade 8 with equal high mathematics ability. This research is limited to AKM problems in the geometry subdomain of shapes material with cognitive level of reasoning, personal context, and description questions. Data collection was used with a test of mathematical ability (TKM), a test of solving AKM, and interviews. The results of TKM were used to determine the research subject. The results of solving AKM problems in the geometry subdomain were analyzed by paying attention to the indicators of written mathematical communication. The results of interview were analyzed by data reduction, data presentation, and conclusion drawing stages. The results of written mathematical communication research show that male students can state information that has a value without represent it using symbols; draw a flat shape according to the information in the problem; connect ideas by writing the value on the picture caption; interpret ideas by writing the appropriate formula; check steps that do not have complicated calculations; and female students state information by writing it completely without representing it with symbols; describe flat buildings according to the information in the problem; connect ideas by writing symbols as a description of the picture; interpret ideas by writing the appropriate formula; evaluate the results work by re-examining steps that without calculation process

Analisis Pemecahan Masalah Teorema Pythagoras Ditinjau dari Gaya Belajar Sensing dan Intuition Safitri, Evilia Eka; Ekawati, Rooselyna
MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n1.p330-349

The Pythagorean Theorem is a basic mathematical concept that is widely applied in various fields, but students often have difficulty understanding and applying it effectively. Understanding students' learning styles, particularly sensing and intuition, can provide valuable insight into their problem-solving approaches and improve teaching strategies. This study aims to describe solving the Pythagorean theorem problem for students with sensing and intuition learning styles. This research uses a qualitative approach involving two class VIII junior high school students in Sidoarjo, each of whom consists of students with sensing and intuition learning styles. Data collection techniques were carried out by administering sensing and intuition learning style questionnaires, mathematical ability tests, problem solving tests, and interviews. The data analysis technique in this research uses learning style questionnaire scoring guidelines, mathematical ability test scoring guidelines, problem solving stage indicators according to Mason et al (2010) which consist of entry, attack and review stages, and data reduction from interviews to explore students' problem solving. The results showed that at the entry stage, students with a sensing learning style focused more on the concrete facts given in the problem, while intuition students tended to see patterns and conceptual relationships. At the attack stage, although both learning styles were able to solve the problem according to initial assumptions, there were similar errors in detailed calculations, especially those involving the concept of special triangle comparisons and root forms. At the review stage, sensing students focused more on checking the answer without looking for alternative solutions, while intuition students tried to explore other possible solutions even though they did not produce valid answers.

Co-Authors , JUNAIDI Adika Hanafia Agung Lukito Agus Prasetyo Kurniawan Ahmad Wachidul Kohar Ali Shodikin Amala, Muhammad Ahsanul ANNISA DWI KURNIAWATI Ariesta Kartika Sari Ariesta Kartika Sari Arika Celsie Puji Lestari ASFAROH, HIMMATUL Atik Wintarti, Atik Auni, Anggita Azizah, Ummah Qurrotul Baehaqi Bakhrul Ulum Bintari Tri Ambarwati Bongtiwon, Daisy Mae R. Bonyah, Ebenezer Citra Cahyaning Pertiwi Darin Fouryza Dava Imadul Bilad Dayat Hidayat Deda, Yohanis Ndapa DEWI HERAWATI Diah Lutfiana Dewi Dian Novita Dinda Putri Dini Kinati Fardah Diniyah, Eka Nuhayati Dwi Juniati Dwi Juniati Dyah Ayu Karindra Oktaviane El Milla, Yulia Izza Elly Matul Imah Endah Budi Rahaju enny listiawati, enny Erlyanna Nur Risqi Evangelista Lus Windyana Palupi Farman, Farman Fatimah Anggraini Firmandani Febriani, Indri Rohmatul Fakhri Fiangga, Shofan Firstian Angger Aprilio FITRIYAH, NUR Fou-Lai Lin Fou-Lai Lin, Fou-Lai Grisa Fima Nurandika Guntur Trimulyono Haqqi Hidayatullah Hasibuan, Vira Amelia Pratiwi HENDRATNO Herfa Maulina Dewi Soewardini Hermina Disnawati, Hermina Hidayanti, Alfi Nur Hodiyanto, Hodiyanto Ihsani, Ulynnuha Aulia Ika Kurniasari Ikamaya Sridarma Dewi INDAH PERMATASARI, AISAH Intan Fathimah Ahmadah Ismail Ismail Istiqomah Istiqomah Iva Desi Ruliani Jian-Cheng Chen Kai-Lin Yang Kartikawati, Wahyu Khoirun Nisa Khusnah, Khotimatul Kim, Jeonghyeon Kovács, Zoltán Latifatul Fajriah Lestari, Arika Celsie Puji Lestari, Arika Celsie Puji LINDA DEVI FITRIANA LIVIANANDA, FADHILAH Lupita Wulandari Luthfaturrohmah Luthfaturrohmah Luthfaturrohmah, Luthfaturrohmah Maidah, Maidah Manuharawati MARITARIA, TRISYA MASRIYAH Mega Teguh Budiarto MEYTA FITRANI, LINTANG Mubarkah, Resti Elmi Muhamad Arif Mahdiannur Muhammad Ahsanul Amala Muhammad Nanang Ferdiansyah Muhyidin, Kholil Muksin Muksin Murdiana, Tri D. Nadi Suprapto Nanda Sasvira Wulandari Neni Mariana Neni Mariana Neni Mariana Ni'matur Rochmah Nila Kartika Sari Nina Prihartiwi Ningtyas, Eka Zulia Nisa', Khoirun Novi Eka Nor Rosidah Nur Rohmah Oktavia, Siwi Putri Oktawioni, Rossa Tri Olivia Khufyatul Adhimah Otaget Daniel Phibeta, Toni Pratiwi, Maulidatul Kurnia Pratiwi, Maulidna Wahyu Purbaningrum, Mayang PURWANINGTYAS, RAHMADITA Putri, Hani Rizkia Putri, Hani Rizkia Putri, Kharisma Dwisinta Putri, Sabrina Wimala Putri, Taszkia Aulia RADEN SULAIMAN Rahaju, Endah Budi Rama Dina Rania Izzah Ratri Murdy Reni Hartanti Rika Yuliani Risqi, Erlyanna Nur RUDIANTO ARTIONO, RUDIANTO Safitri, Evilia Eka Sari, Elok Kartika Sari, Elok Kartika Sari, Ni Putu Novianty Sari, Nila Kartika Setianingsih, Rini Sifak Indana SILVANIA PUTRI, AUGITA Siti Khabibah Siti M. Amin Siti Maghfirotun Amin Siti Suprihatiningsih Sofro, A'yunin Sofro, A’yunin Sri Adi Widodo Sugi Hartono, Sugi Susanti Susanti Susanti, Gemi Tatag Yuli Eko Siswono Tataq Yuli Eko Siswono Thoiffatul Khusnun Nisa' Trisya Maritaria Tsaniyah, Rohmatus Tuwuh Dwi Putra Wardana Uzlifatul Hasanah Uzlifatul Hasanah Wasis Wasis WINARSIH, SELAMET Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiwik Endang Setyawati Wulandari, Hilaria Yesieka Ayu Wulanningrum, Annisa Maulidha Yaffi Tiara Trymelynda Yudha, Adinda Salshabilla Yurizka Melia Sari Yuslia Fendy, Livi Eka Yusuf Fuad YUSUF FUAD ZELLA TERYANI SURYA, ALWYS Zenithe Wahyudistya

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