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Student Worksheet Design using Prompting Model to Facilitate Mathematics Problem Solving Ability Ufi Lutfiah; Rina Oktaviyanthi; Khotimah Khotimah
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, SEPTEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v5i3.12642

This study aims to determine the feasibility of LKPD teaching materials with the probing prompting learning model to facilitate the mathematical problem solving abilities of junior high school students on the flat-sided building material (cubes and blocks) and to determine student responses to the developed student worksheets (LKPD). This study uses research and development methods with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results of the research data obtained, and it can be concluded that the student worksheet (LKPD) of the probing prompting model is suitable for use with the results of the material test ( x = 33), mathematics education test ( x = 54), and media expert test ( x = 63). Student responses when viewed based on the results of the overall aspect value of the limited scale test, the value ( x = 45.71) is in the very feasible category. Meanwhile, the students' responses to the wide-scale (field) test based on the overall aspect scored (x =46.81) with a very decent category.

WORKSHEET GRAPHING QUADRATICS BERBANTUAN PhET SIMULATION UNTUK OPTIMALISASI MATHEMATICAL VISUAL THINKING MAHASISWA Ria Noviana Agus; Rina Oktaviyanthi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.6908

Fungsi Kuadrat merupakan salah satu konsep Kalkulus yang banyak bersinggungan dengan kebutuhan kemampuan mathematical visual thinking. Kemampuan tersebut dipandang penting terutama untuk mengubah semua jenis informasi ke dalam gambar, grafik, atau bentuk-bentuk lain yang dapat membantu mengomunikasikan informasi secara lebih detil dan terlihat. Tetapi dalam perkembangannya, media pendukung belajar untuk mengembangkan kemampuan mathematical visual thinking masih terbatas khususnya pada pendalaman konsep Fungsi Kuadrat. Dengan demikian perlu adanya media belajar berupa worksheet untuk memenuhi kebutuhan eksplorasi konsep Fungsi Kuadrat baik prosedural maupun visual yang valid dan reliabel. Oleh karena itu, fokus kerja penelitian adalah mengembangkan worksheet graphing quadratics berbantuan Phet Simulation untuk pemberdayaan mathematical visual thinking mahasiswa. Penelitian pengembangan diaplikasikan sebagai pendekatan penelitian dengan tahapan penelitian mulai dari analisis dan desain, pengembangan prototipe dan uji kelayakan prototipe. Sebanyak 93 mahasiswa menjadi partisipan penelitian. Uji kelayakan validator menghasilkan nilai p-value > 0,05 yang menandakan ada pertimbangan yang seragam dari validator untuk jenis validitas muka dan validitas isi prototipe yang diujikan. Implikasi hasil tersebut dapat dinyatakan bahwa worksheet graphing quadratics layak digunakan untuk mengukur dan mengoptimalkan kemampuan mathematical visual thinking.

Evaluating graphing quadratic worksheet on visual thinking classification: A confirmatory analysis Rina Oktaviyanthi; Ria Noviana Agus
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p207-224

Applying a graphing quadratic worksheet as a medium for learning the concept of a Quadratic Function clearer is an alternative instrument to accommodate the needs of developing students' mathematical visual thinking. In implementing graphing quadratic worksheet should show details of the dominant and recessive visual thinking classification aspects that develop in students. Classification of dominant and recessive aspects of visual thinking needs to be completed to determine stages in improving the worksheet and learning instructions that are applied especially to recessive aspects. Therefore, there is a need to evaluate the factors and trace the classification aspects of visual thinking that developed in students after practicing the graphing quadratic worksheet. The purpose of this research is to determine the categorization aspects of visual thinking in graphing quadratic worksheet items that develop and do not develop in students. Confirmatory factor analysis was employed as a research method on 12 sub-variables from the three classifications of visual thinking. As research data, 93 student records were used. Four main factors were formed as a result of the confirmatory factor analysis procedure, with the top two factors, namely factors 1 and 2, completely representing each aspect of the visual thinking classification and achieving the factor loading significance criteria. The implication is that the variables developed in the graphing quadratic worksheet for each aspect of the visual thinking classification have a strong relationship with the visual thinking ability overall. Enhanced by a cumulative variance value for factors 1 and 2 specifically 56.88% of the total 81.78% for all factors. Thereby it can be said that the categorization aspect of visual thinking that develops in students after implementing a graphing quadratic worksheet is achieved sensibly.

Feasibility Test of Articulate Storyline 3 Learning Media Based on Local Wisdom for Optimizing Students’ Algebraic Thinking Skills Wian Azrillia; Rina Oktaviyanthi; Khotimah Khotimah; Mark Lester B. Garcia
PAEDAGOGIA Vol 27, No 1 (2024): PAEDAGOGIA Jilid 27 No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i1.84145

This research focuses on assessing the suitability of learning media developed using Articulate Storyline 3. The foundation of local wisdom is integrated into the media to enhance algebraic thinking skills among students. The study analyzes the learning media's design, content, and effectiveness, emphasizing its potential to optimize algebraic thinking. The research employs a comprehensive evaluation, incorporating expert validation, small-scale testing, and field trials. Thirty-seven students were involved as research participants, with seven individuals for the pilot and 30 for the field scale tests. Meanwhile, five experts were employed to validate the designed instructional media. The instrument used to assess the feasibility of the instructional media was a questionnaire consisting of 32 items for student responses and 36 items for expert validators, with 17 points allocated to media experts and 19 to mathematics experts. The results demonstrate a high feasibility rating of 93,38%, indicating the efficacy of the Articulate Storyline 3-based learning media. Furthermore, students responded positively to the media, with an overall interest rating of 88,39%. The research also reveals a moderate increase in algebraic thinking skills, as reflected in the average n-gain index of 0,46 for small-scale testing and 0,39 for field-scale testing. The recommendations for future research include considerations for using free hosting to ease accessibility, enhancing interactivity in the presentation of teaching materials, and expanding the learning media to encompass diverse subjects aligned with students' needs. This study contributes valuable insights into developing and assessing technology-based learning tools, emphasizing their potential to optimize algebraic thinking skills among students.

Development Worksheets with an Intuition-Based Concrete-Representational-Abstract Approach to Facilitate Students’ Mathematical Reasoning Cahyani, Anggita Salsa; Oktaviyanthi, Rina; Khotimah
Plusminus: Jurnal Pendidikan Matematika Vol. 4 No. 1 (2024): Maret
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/plusminus.v4i1.1462

Penelitian ini bertujuan untuk mengetahui kelayakan lembar kerja yang disusun dengan pendekatan concrete-representational-abstract (CRA) berbasis intuisi untuk memfasilitasi kemampuan penalaran matematis siswa pada materi bangun ruang sisi datar SMP kelas VIII dan respon siswa ketika menggunakannya. Penelitian yang digunakan adalah penelitian pengembangan model ADDIE dengan instrumen berupa angket penilaian validator dan angket respon siswa. Hasil penelitian ini menunjukkan bahwa lembar kerja siswa dengan pendekatan CRA berbasis intuisi untuk memfasilitasi kemampuan penalaran matematis siswa dinyatakan layak dan memenuhi standar penggunaan media dengan rata-rata persentase ahli media dan ahli matematika sebesar 91,37%. Sementara itu, rata-rata presentase respon siswa pada uji coba terbatas dan uji lapangan sebesar 82% dengan kriteria sangat menarik. This study aims to determine the feasibility of worksheets using the intuition-based Concrete-Representational-Abstract (CRA) approach to facilitate students' mathematical reasoning abilities on the topic of polyhedral shapes for eighth-grade students and to assess students' responses when using these worksheets. The research employed the ADDIE development model with instruments including a validation questionnaire and a student response questionnaire. The results indicated that the student worksheets using the intuition-based CRA approach were highly feasible and met the media usage standards with an average percentage of 91.37% from media and mathematics experts. Meanwhile, the average student response percentage in limited and field tests was 82%, categorized as highly engaging.

Cognitive load scale in learning formal definition of limit: A rasch model approach Oktaviyanthi, Rina; Agus, Ria Noviana; Garcia, Mark Lester B.; Lertdechapat, Kornkanok
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p99-118

Constructing proofs for the limit using the formal definition induces a high cognitive load. Common assessment tools, like cognitive load scales, lack specificity for the concept of limits. This research aims to validate an instrument tailored to assess cognitive load in students focused on the formal definition of limits, addressing the need for diverse strategies in education. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire. Subsequently, the data are analyzed by focusing on three aspects: (1) item fit to the Rasch model, (2) unidimensionality, and (3) rating scale. A total of 315 students from three private universities in Banten participated as research respondents. The findings of this study affirm the validity of the cognitive load scale centered on the formal definition of limit, meeting the stringent standards set by Rasch modeling. Additionally, the results of the study provide evidence of the scale’s adherence to the monotonic principle of the Rasch model. These outcomes contribute to a comprehensive understanding of cognitive load in the context of learning formal definition of limit, providing a solid foundation for instructional design and assessment strategies.

Proses Justifikasi Matematis Siswa Melalui Accelerated Learning Berdasarkan Kemampuan Awal Matematis Supriani, Yani; Oktaviyanthi, Rina
SINAU : Jurnal Ilmiah Pendidikan Dan Pembelajaran Vol. 2 No. 2 (2024): 2024 : Januari
Publisher : PT. LANCAR MEDIA KOMUNIKASI

Show Abstract | Download Original | Original Source | Check in Google Scholar

In this research, justification ability is viewed from four indicators, namely the ability to develop mathematical arguments (proving), the ability to analyze (basic level), the ability to generalize, the ability to make decisions which are first analyzed for their initial mathematical abilities which are divided into three categories, namely high, medium and low levels. . The method used is quantitative with a quasi-experimental design, with division into experimental classes and control classes. The results obtained from each sample based on the initial mathematical ability level category are the highest N-Gain sequence at high KAM (0.3943), followed by medium KAM (0.3600) and overall KAM (0.514) and finally low KAM (0 ,22470).

Predicting Students Mathematical Decision Making Using k-Nearest Neighbor Technique Giyanti, Giyanti; Oktaviyanthi, Rina
Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol. 12 No. 1 (2024): Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam
Publisher : Prodi Pendidikan Matematika FTIK IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/jpmipa.v12i1.3669

Abstract:Mathematical decision-making abilities are mathematical information processing through risk evaluation and investigation of various possibilities and perspectives. However, the evaluation of mathematical decision-making abilities is still limited to high, medium, and a low level based on test scores and is not predictive naturally. The purpose of this study is to identify the parameter k in the k-nearest neighbor technique, which serves as the nearest-neighbor value determining the mathematical decision-making abilities of students to be predicted. The process of data exploration to prediction is employed by the data mining approach with the k-Nearest Neighbor method. A total of 65 first-year students taking Calculus I included as research samples. The research results show that a parameter value of k=15 is better at predicting the closeness of the mathematical decision-making with an accuracy of 93.33%, associated with the excellent category. The parameter value representing the closeness of the decision-making abilities level among students serves as a reference for teacher predictions to categorize students and create diversified teaching materials. Abstrak:Kemampuan pengambilan keputusan matematis merupakan pemrosesan informasi secara matematis melalui evaluasi risiko dan penyelidikan berbagai kemungkinan dan sudutÂ pandang. Namun, evaluasi kemampuan pengambilan keputusan matematis masih terbatas pada level tinggi, sedang dan rendah berdasarkan nilai tes, tidak bersifat prediktif.Â Penelitian ini bertujuan mengidentifikasi nilai parameter k dengan teknik k-nearest neighbor yang berperan sebagai nilai ketetanggaan terdekat dari kemampuan pengambilan keputusan matematis.Â Proses eksplorasi data hingga prediksi dilakukan menggunakan pendekatan data mining dengan metode k-Nearest Neighbor. Sebanyak 65 mahasiswa tahun pertama yang mengikuti Kalkulus I sebagai sampel penelitian. Hasil penelitian menunjukkan nilai parameter k=15 yang lebih mampu memprediksi kedekatan tingkat kemampuan pengambilan keputusan matematis dengan akurasi 93,33%, termasuk pada kategori excellent. Nilai parameter tersebut menjadi acuan prediksi pengajar untuk mengkategorikan mahasiswa dan membuat diversifikasi bahan ajar.

Evaluating graphing quadratic worksheet on visual thinking classification: A confirmatory analysis Rina Oktaviyanthi; Ria Noviana Agus
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p207-224

Applying a graphing quadratic worksheet as a medium for learning the concept of a Quadratic Function clearer is an alternative instrument to accommodate the needs of developing students' mathematical visual thinking. In implementing graphing quadratic worksheet should show details of the dominant and recessive visual thinking classification aspects that develop in students. Classification of dominant and recessive aspects of visual thinking needs to be completed to determine stages in improving the worksheet and learning instructions that are applied especially to recessive aspects. Therefore, there is a need to evaluate the factors and trace the classification aspects of visual thinking that developed in students after practicing the graphing quadratic worksheet. The purpose of this research is to determine the categorization aspects of visual thinking in graphing quadratic worksheet items that develop and do not develop in students. Confirmatory factor analysis was employed as a research method on 12 sub-variables from the three classifications of visual thinking. As research data, 93 student records were used. Four main factors were formed as a result of the confirmatory factor analysis procedure, with the top two factors, namely factors 1 and 2, completely representing each aspect of the visual thinking classification and achieving the factor loading significance criteria. The implication is that the variables developed in the graphing quadratic worksheet for each aspect of the visual thinking classification have a strong relationship with the visual thinking ability overall. Enhanced by a cumulative variance value for factors 1 and 2 specifically 56.88% of the total 81.78% for all factors. Thereby it can be said that the categorization aspect of visual thinking that develops in students after implementing a graphing quadratic worksheet is achieved sensibly.

Cognitive load scale in learning formal definition of limit: A rasch model approach Rina Oktaviyanthi; Ria Noviana Agus; Mark Lester B. Garcia; Kornkanok Lertdechapat
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p99-118

Constructing proofs for the limit using the formal definition induces a high cognitive load. Common assessment tools, like cognitive load scales, lack specificity for the concept of limits. This research aims to validate an instrument tailored to assess cognitive load in students focused on the formal definition of limits, addressing the need for diverse strategies in education. The research employs a quantitative survey design with a Rasch model approach, utilizing a data collection instrument in the form of a questionnaire. Subsequently, the data are analyzed by focusing on three aspects: (1) item fit to the Rasch model, (2) unidimensionality, and (3) rating scale. A total of 315 students from three private universities in Banten participated as research respondents. The findings of this study affirm the validity of the cognitive load scale centered on the formal definition of limit, meeting the stringent standards set by Rasch modeling. Additionally, the results of the study provide evidence of the scale’s adherence to the monotonic principle of the Rasch model. These outcomes contribute to a comprehensive understanding of cognitive load in the context of learning formal definition of limit, providing a solid foundation for instructional design and assessment strategies.

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