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Penalaran Analogi Siswa Kelas X dalam Menyelesaikan Soal Trigonometri Ditinjau dari Gaya Kognitif di SMA Negeri 1 Jember Abi, Fathasya Aulia; Suwarno, Suwarno
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 8 No 2 (2025): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v8i2.1269

Penalaran analogi merupakan proses berpikir kritis yang memungkinkan siswa mentransfer pengetahuan dari permasalahan yang telah dikenali ke situasi baru. Penelitian ini bertujuan untuk mendeskripsikan profil penalaran analogi siswa kelas X dalam menyelesaikan soal trigonometri ditinjau dari gaya kognitif—field dependent (FD) dan field independent (FI). Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui GEFT (Group Embedded Figures Test), tes penalaran analogi, dan wawancara semi-terstruktur. Dua subjek dipilih secara purposive, masing-masing mewakili satu gaya kognitif. Hasil penelitian menunjukkan bahwa siswa FI mampu menyelesaikan keempat tahap penalaran analogi encoding, inferring, mapping, dan applying—dengan baik dan mandiri. Sebaliknya, siswa FD mengalami hambatan khususnya pada tahap mapping dan applying, menunjukkan ketergantungan terhadap konteks dan bantuan eksternal. Temuan ini menunjukkan pentingnya penerapan strategi pembelajaran yang berbeda sesuai gaya kognitif siswa agar pembelajaran konsep abstrak seperti trigonometri dapat lebih efektif.

Educaplay Froggy Jumps: Improving Cognitive Outcomes in Three-Variable Linear Equation Systems Isaac Akbar Alfahquari Harisma Putra; Suwarno Suwarno; Hestu Wilujeng
Indonesian Journal of Mathematics and Natural Science Education Vol. 6 No. 2 (2025): Indonesian Journal of Mathematics and Natural Science Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, UIN Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/mass.v6i2.224

Educaplay Froggy Jumps media is a solution to students' low daily test scores and is important to the teaching and learning process, making students more enthusiastic and active learners. It also significantly influences the learning process, affecting students' cognitive learning outcomes. The purpose of this study was to determine the effect of using Educaplay Froggy Jumps media on students' cognitive learning outcomes on the Three Variable Linear Equation System (SPLTV) material for class X at SMKN 3 Jember. This study used a quantitative approach with a Post-test Only Control Group Design. The sample consisted of class ten’s Tata Busana 1 (an experimental group) and class ten’s Tata Busana 2 (a control group), selected purposively. The p-value (2-tailed) for the hypothesis test was 0.040. Based on the decision-making criteria, because the sig value (2-tailed) <0.05, then H0 is rejected and Ha is accepted, so it can be concluded that there is a significant difference between the learning outcomes of the experimental class and the control class after the application of learning media in the form of educaplay froggy jumps media. This shows that the use of Eduplay Froggy Jumps media influences the cognitive learning outcomes of class X students at SMKN 3 Jember.

PROFIL BERPIKIR REFLEKTIF DITINJAU DARI KEMANDIRIAN BELAJAR PADA MATERI BENTUK ALJABAR Siti Nur Azizah; Suwarno Suwarno
Education Studies and Teaching Journal (EDUTECH) Vol. 2 No. 4 (2025): Education Studies and Teaching Journal
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/3f6kdg64

Penelitian kualitatif deskriptif ini bertujuan mendeskripsikan profil proses berpikir reflektif siswa SMP pada materi bentuk aljabar ditinjau dari tingkat kemandirian belajar (tinggi, sedang, rendah). Tiga siswa kelas VII F SMP Negeri 1 Wuluhan dipilih secara purposive mewakili ketiga kategori setelah pengisian angket kemandirian. Data dikumpulkan melalui angket, dua soal uraian aljabar yang dirancang memunculkan lima tahap reflektif Dewey suggestion, intellectualization, guiding idea, elaboration, dan testing the hypothesis by action—serta wawancara semi-terstruktur untuk menelusuri proses berpikir. Analisis data mengikuti model Miles & Huberman mencakup reduksi, penyajian, dan penarikan kesimpulan; keabsahan dijaga melalui triangulasi teknik dan waktu. Hasil menunjukkan: (1) siswa berkemandirian tinggi menempuh kelima tahap secara utuh, mampu merumuskan masalah, menyusun strategi, mengelaborasi langkah, dan menguji solusi secara mandiri; (2) siswa berkemandirian sedang melalui seluruh tahap tetapi masih goyah pada fase suggestion dan membutuhkan konfirmasi pada tahap pengujian hipotesis; (3) siswa berkemandirian rendah hanya mencapai tahapan awal secara parsial, kesulitan mengembangkan ide dan perhitungan dasar, serta sangat bergantung pada bantuan eksternal.

Embodied Cognition in an OSNK Mathematics Olympiad Winner: Geometry vs. Algebra Problem Solving Hamdan Yuafie Ni’am; Suwarno
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.146

This study aims to describe the characteristics of embodied cognition that emerge when a student who won the National Science Olympiad (OSN) in Mathematics solves OSN-level geometry and algebra problems for the first time. This study uses a qualitative descriptive approach with one subject, namely an 11th-grade student who won the 2025 District OSN. Data were collected through video and audio recordings using two mobile phones, multimodal observation sheets, and reflective interviews. Two types of problems were used as instruments: geometry and algebra. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The results showed that the subject's embodied cognition in solving OSN-level mathematics problems was manifested through the integration of gestures and utterances. Writing gestures appeared consistently and dominantly across all stages of problem-solving, both in geometry and algebra questions, as a means of organizing information, planning, and executing solutions. Representational and pointing gestures were limited and used contextually in both geometry and algebra questions to aid visualization and confirm solution steps. In terms of utterances, the subject showed relatively stable patterns through variations in tone of voice, facial expressions, gaze direction, and body posture that supported the thinking process. These findings confirm that mathematical problem-solving involves the simultaneous integration of verbal and nonverbal aspects, with embodied cognition playing an important role in supporting high-level mathematical thinking

Penalaran Analogi Siswa Kelas X dalam Menyelesaikan Soal Trigonometri Ditinjau dari Gaya Kognitif di SMA Negeri 1 Jember Fathasya Aulia Abi; Suwarno Suwarno
FARABI: Jurnal Matematika dan Pendidikan Matematika Vol 8 No 2 (2025): FARABI: Jurnal Matematika dan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika FKIP UNIVA Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/farabi.v8i2.1269

Penalaran analogi merupakan proses berpikir kritis yang memungkinkan siswa mentransfer pengetahuan dari permasalahan yang telah dikenali ke situasi baru. Penelitian ini bertujuan untuk mendeskripsikan profil penalaran analogi siswa kelas X dalam menyelesaikan soal trigonometri ditinjau dari gaya kognitif—field dependent (FD) dan field independent (FI). Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui GEFT (Group Embedded Figures Test), tes penalaran analogi, dan wawancara semi-terstruktur. Dua subjek dipilih secara purposive, masing-masing mewakili satu gaya kognitif. Hasil penelitian menunjukkan bahwa siswa FI mampu menyelesaikan keempat tahap penalaran analogi encoding, inferring, mapping, dan applying—dengan baik dan mandiri. Sebaliknya, siswa FD mengalami hambatan khususnya pada tahap mapping dan applying, menunjukkan ketergantungan terhadap konteks dan bantuan eksternal. Temuan ini menunjukkan pentingnya penerapan strategi pembelajaran yang berbeda sesuai gaya kognitif siswa agar pembelajaran konsep abstrak seperti trigonometri dapat lebih efektif.

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