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Analysis of Middle School Students' Mathematical Representation Ability on Triangle Material Based on Learning Style Sekar Ayu Rahmayani; Susanto Susanto; Abi Suwito
Mosharafa: Jurnal Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : Institut Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i2.2384

Perlu adanya penelitian yang dapat mendeskripsikan kemampuan representasi matematis siswa ditinjau dari gaya belajar mereka. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek dari penelitian ini adalah 20 siswa kelas VII-D SMPN 4 Jember. Pengambilan sampel subjek dengan menggunakan teknik purposive sampling. Teknik pengumpulan data melalui angket gaya belajar, tes kemampuan representasi matematis dan wawancara. Analisis data dilakukan dalam tiga langkah yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Siswa yang memiliki gaya belajar visual dominan pada kemampuan representasi visual, dan siswa yang memiliki gaya belajar auditori dominan pada kemampuan representasi verbal. Sedangkan pada siswa yang memiliki gaya belajar kinestetik terlihat dominan pada kemampuan simbolik. Sehingga pembelajaran matematika yang memperhatikan gaya belajar siswa diperlukan, agar dapat mempermudah guru untuk memberikan stimulus yang tepat pada setiap kelompok sehingga memperoleh respon positif dari siswa dalam merepresentasikan ide-ide matematikanya. There is a need for research that can describe students' mathematical representation abilities in terms of their learning styles. This study uses a descriptive qualitative approach. The subjects of this study were 20 students of class VII-D SMPN 4 Jember. The subject sampling was by using purposive sampling technique. Data collection techniques through learning style questionnaires, mathematical representation ability tests and interviews. There were 3 steps of data analysis, namely data reduction, data presentation, and drawing conclusions. Students who have a visual learning style are dominant in visual representation abilities, and students who have an auditory learning style are dominant in verbal representation abilities. Meanwhile, students who have a kinesthetic learning style are dominant in symbolic abilities. So that learning mathematics that pays attention to student learning styles is needed, in order to make it easier for teachers to provide the right stimulus to each group so as to get a positive response from students in representing their mathematical ideas.

Analysis of Middle School Students' Mathematical Representation Ability on Triangle Material Based on Learning Style Rahmayani, Sekar Ayu; Susanto; Suwito, Abi
Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 2 (2023): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v12i2.783

Perlu adanya penelitian yang dapat mendeskripsikan kemampuan representasi matematis siswa ditinjau dari gaya belajar mereka. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek dari penelitian ini adalah 20 siswa kelas VII-D SMPN 4 Jember. Pengambilan sampel subjek dengan menggunakan teknik purposive sampling. Teknik pengumpulan data melalui angket gaya belajar, tes kemampuan representasi matematis dan wawancara. Analisis data dilakukan dalam tiga langkah yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Siswa yang memiliki gaya belajar visual dominan pada kemampuan representasi visual, dan siswa yang memiliki gaya belajar auditori dominan pada kemampuan representasi verbal. Sedangkan pada siswa yang memiliki gaya belajar kinestetik terlihat dominan pada kemampuan simbolik. Sehingga pembelajaran matematika yang memperhatikan gaya belajar siswa diperlukan, agar dapat mempermudah guru untuk memberikan stimulus yang tepat pada setiap kelompok sehingga memperoleh respon positif dari siswa dalam merepresentasikan ide-ide matematikanya. There is a need for research that can describe students' mathematical representation abilities in terms of their learning styles. This study uses a descriptive qualitative approach. The subjects of this study were 20 students of class VII-D SMPN 4 Jember. The subject sampling was by using purposive sampling technique. Data collection techniques through learning style questionnaires, mathematical representation ability tests and interviews. There were 3 steps of data analysis, namely data reduction, data presentation, and drawing conclusions. Students who have a visual learning style are dominant in visual representation abilities, and students who have an auditory learning style are dominant in verbal representation abilities. Meanwhile, students who have a kinesthetic learning style are dominant in symbolic abilities. So that learning mathematics that pays attention to student learning styles is needed, in order to make it easier for teachers to provide the right stimulus to each group so as to get a positive response from students in representing their mathematical ideas.

Pengembangan LKPD Terintegrasi Komik Matematika Berbasis PBL untuk Meningkatkan Kemampuan Representasi Matematis Peserta Didik Rahmayani, Sekar Ayu; Suwito, Abi; Safrida, Lela Nur; Ambarwati, Reza
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 2 (2026): Jurnal Pendidikan Matematika:Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/2bza0548

The purpose of this research is to develop a mathematics comic-integrated Problem Based Learning (PBL) worksheet to enhance eighth-grade students’ mathematical representation ability in solving quadrilateral problems. The type of research used is development research with the aim of producing a particular product that will be tested for validity, practicality and effectiveness, where the development process is described as thoroughly as possible and then evaluated. The development model used is a 4-D model. Student worksheet with a validity value of 4.43, placing it the valid category. In terms practical criteria are declared practical based on the results of student observations, teacher observations and teacher responses which reach good criteria. Student worksheets meet the effective criteria, as shown by (1) based on classical completeness with a score of 83.33%, (2) based on student response questionnaires with an average score of 94.61% and (3) an average N-Gain score of 72.35%, which is a high increase in mathematical representation abilities. The results of the analysis of the experimental class where learning was carried out using studenta worksheet showed that there were 46.67% of students with high representation abilities and 43.33% of students with medium representation abilities and 10% of students with low representation abilities.So, we can conclude that this student worksheet that has been develop classified as valid, practical and effective worksheet. Keyword: PBL, Development, Mathematical Comic, Quadrilateral

COGNITIVE ASSESSMENT IN HIGHER EDUCATION: AN ANALYSIS OF LINEAR ALGEBRA MIDTERM EXAM ITEM QUALITY Putri, Reni Albertin; Suwito, Abi; Afifah, Ngizatul; Firmansyah, Frenza Fairuz; Rahmayani, Sekar Ayu; Angrenani, Arin Berliana; Luthfiyah, Ishmah
Jurnal Pendidikan Matematika dan IPA Vol. 17 No. 3 (2026): September 2026 (In press)
Publisher : Universitas Tanjungpura

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

Cognitive assessment is an important part of learning evaluation, including in linear algebra courses. Essay-type exam questions are one of the instruments often used. However, several studies show that there is a lack of item feasibility studies conducted by teachers. This fact prompted this study, which aimed to determine the quality of midterm exam questions in linear algebra courses as cognitive assessment instruments. The study was conducted on a class of second-semester students in the Mathematics Education study program at the Universitas Jember. This descriptive evaluative design using a mixed-methods approach consisted of three stages: planning, implementation, and conclusion drawing. The research instrument consisted of five descriptive questions on linear algebra along with details of the desired learning outcomes. Based on the research, the researcher concluded that, in general, the five questions had met the minimum requirements in terms of validity, reliability, discriminating power, and difficulty index as cognitive assessment instruments for linear algebra learning. However, the researcher found that the average test results of students were still low. Therefore, the researcher urges further research to be conducted with a focus on improving the cognitive abilities of students in linear algebra courses or research on the development of additional cognitive assessments to better measure the abilities of students in linear algebra courses.

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