Article Per Year (5 Year)
p-Index From 2021 - 2026
1.048
P-Index
This Author published in this journals
All Journal Journal of Authentic Research on Mathematics Eduacation (JARME) Southeast Asian Mathematics Education Journal Journal of Mathematics Instruction, Social Research and Opinion Educational Insights Jurnal Pengembangan Pembelajaran Matematika Media Pendidikan Matematika
Bayu Sukmaangara
IAIN Syekh Nurjati Cirebon
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
BAGAIMANA SISWA MENYELESAIKAN SOAL BERPIKIR KREATIF MATEMATIS DITINJAU DARI DOMINASI OTAK? Bayu Sukmaangara; Dedi Muhtadi; Sri Tirto Madawistama
Journal of Authentic Research on Mathematics Education (JARME) Vol 3, No 2 (2021)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v3i2.3218

Abstract

Guru harus mengembangkan soal berpikir kreatif matematis sesuai dengan dominasi otak siswa untuk mengoptimalkan fungsi kedua belahan otak secara seimbang, sehingga dapat menciptakan pembelajaran yang optimal. Tujuan penelitian ini adalah untuk mengetahui bagaimana siswa menyelesaikan soal berpikir kreatif matematis ditinjau dari dominasi otak. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif eksploratif. Instrumen yang digunakan adalah soal berpikir kreatif matematis, tes dominasi otak, dan wawancara tidak terstruktur. Hasil penelitian sebagai berikut: siswa dominasi otak kiri menyelesaikan soal berpikir kreatif matematis menggunakan karakteristik dari fungsi belahan otak kiri yaitu berpikir konvergen, analisis, penilaian analitik, berurutan dan teratur, sedangkan penggunaan karakteristik fungsi belahan otak kanan yaitu memori baru proses dan sistem membaca seluruh bahasa; siswa dominasi otak seimbang menggunakan karakteristik fungsi belahan otak kiri yaitu melakukan proses lalu memori, sistem membaca fenotik, respon verbal, berurutan dan teratur, sedangkan penggunaan karakteristik belahan otak kanan adalah berpikir holistik dan berpikir sintesis; dan siswa dominasi otak kanan menggunakan karakteristik dari fungsi belahan otak kanan yaitu sistem membaca seluruh bahasa, memori lalu proses, respon non verbal, berpikir holistik, berpikir sintesis, dan bersifat acak.  
PROSES BERPIKIR KREATIF DALAM MEMECAHKAN MASALAH MATEMATIS DITINJAU DARI DOMINASI OTAK SEIMBANG SISWA Bayu Sukmaangara; Ebih AR Arhasy; Sri Tirto Madawistama
Journal of Authentic Research on Mathematics Education (JARME) Vol 2, No 2 (2020)
Publisher : Program Studi Magister Pendidikan Matematika, Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jarme.v2i2.1739

Abstract

Tujuan penelitian ini adalah mendapatkan gambaran proses berpikir kreatif matematis siswa dalam memecahkan masalah matematika berdasarkan tahapan Wallas yang ditinjau dari dominasi otak seimbang. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan deskriptif – eksploratif. Teknik pengumpulan data menggunakan tes berpikir kreatif matematis, tes dominasi otak, dan wawancara tidak terstruktur. Instrumen utama penelitian ini adalah peneliti sendiri dengan bantuan instrumen lainnya berupa soal tes berpikir kreatif matematis dan tes dominasi otak. Analisis data dilakukan dengan langkah-langkah: reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: siswa berdominasi otak seimbang dapat memecahkan masalah matematis melalui tahapan Wallas. Tahap persiapan siswa membaca soal kemudian bertanya kepada siswa lainnya. Tahap persiapan mampu dilalui dengan berpikir konvergen dan respon berupa respon verbal. Tahap inkubasi siswa merenung untuk mencari ide atau gagasan dan tahap iluminasi siswa menuliskan konsep yang akan digunakan. Tahap inkubasi dan tahap iluminasi mampu dilalui dengan berpikir divergen. Tahap verifikasi siswa menyelesaikan soal dengan dua cara yaitu menggunakan volume kubus dan volume balok. Tahap verifikasi mampu dilalui dengan berpikir konvergen dan respon verbal yang merupakan ciri belahan otak kiri, serta berpikir divergen, berpikir sintesis, dan berpikir holistik yang merupakan belahan otak kanan. Siswa mampu menyelesaikan masalah dengan merespon secara verbal ketika mendapatkan kendala, sedangkan proses pengerjaan dihitung dengan berpikir sintesis dan berpikir holistik. siswa juga melakukan proses berpikir konvergen dan berpikir divergen dalam memecahkan masalah. Siswa melakukan proses berpikir konvergen dan berpikir divergen secara bergantian sehingga jumlah berpikir konvergen dan berpikir divergen dilakukan dengan jumlah yang sama.
Divergent Thinking and Convergent Thinking in the Mathematical Creative Thinking Process in terms of Student Brain Dominance Bayu Sukmaangara; Sri Tirto Madawistama
Southeast Asian Mathematics Education Journal Vol 11, No 1 (2021)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v11i1.115

Abstract

Convergent and divergent thinking play an essential role in a person’s creative thinking process to solve problems, which highlights the significance of this research. Aside from that, these two types of thinking are related to the function of the brain’s hemispheres that will affect a person’s perspective in processing information. This research aims to get a view of convergent and divergent thinking in the mathematical creative thinking process in terms of brain dominance. The research was conducted using qualitative method with an exploratory descriptive approach. The instruments used are mathematical creative thinking test, brain dominance tests, and unstructured interviews. The research revealed that left-brain dominant students in the creative thinking process are more prominent in convergent thinking; the balance dominant students in the creative thinking process are balanced in divergent and convergent thinking, while right-brain dominant students in the creative thinking process are more adept in divergent thinking.
Identification of Mathematical Resilience Based Student Brain Dominance Sukmaangara, Bayu
Educational Insights Vol. 3 No. 1 (2025)
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i1.123

Abstract

Differences in students' resilience levels are very important, especially when facing difficulties in solving problems. The relationship between brain dominance and mathematical resilience, as well as the different ways of thinking of the two hemispheres of the brain, requires research on mathematical resilience based on brain dominance. In addition, research on mathematical resilienci based on brain dominance has not been conducted. The purpose of this study was to obtain a picture of mathematical resilience in terms of brain dominance. The research method used was qualitative with a descriptive exploratory approach. The instruments used were a mathematical resilience questionnaire, a brain dominance test, and an unstructured interview. The subject of this study were 3 subjects who met the criteria consisting of 1 subject with left brain dominance, 1 subject with balanced brain dominance, and 1 subject with right brain dominance. The results of the mathematical resilience study based on brain dominance were that left brain dominance students met all the measured indicators, balanced brain dominance students met 4 measured aspects and 2 aspects were not met, and right brain dominance students met all measured indicators.
Development of pjbl-based teaching modules to improve critical and creative thinking skills Yuliana, Ina; Toheri; Sukmaangara, Bayu
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 2 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 2 August 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.72.163-176

Abstract

This study aims to develop a Project Based Learning (PjBL)-based teaching module to enhance students’ critical and creative thinking skills on the topic of the Pythagorean Theorem. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The module was validated by five experts, resulting a score of 0.71, categorized as very valid. The module was tested on 38 eighth-grade students at SMP Negeri 11 Cirebon. The effectiveness test showed a significant improvement in students’ critical and creative thinking abilities, with N-Gain scores of 0.56 and 0.57 respectively, both categorized as moderately effective. The Wilcoxon test showed a significance value of 0.000 for both skills, indicating a significant difference between pretest and posttest scores. Additionally, student responses to the module were highly positive, with an average score of 85.91%. Based on these results, the developed PjBL-based teaching module is considered feasible and effective for enhancing higher-order thinking skills in mathematics learning.
Creative Thinking Process and Brain Dominance: Divergent and Convergent Thinking in Originality and Elaboration Sukmaangara, Bayu; Rohman, Muhamad Gani
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.661

Abstract

The creative thinking process results from the interaction between divergent and convergent thinking, which complement each other and are influenced by brain hemisphere dominance in processing information. The emphasis on originality and elaboration in this process demonstrates that each individual possesses unique problem-solving tendencies, making them worthy of focus in educational research. This study aims to describe the processes of divergent and convergent thinking in mathematical creative thinking, with a focus on originality and elaboration based on brain dominance. The research method employed was qualitative, with a descriptive and exploratory approach. The sample consisted of 3 students, selected for in-depth analysis from a total of 31 students. The instruments used were mathematical creative thinking, brain dominance tests, and unstructured interviews. Data were analyzed through data reduction, presentation, and conclusion. The study's results showed that students with left-brain dominance relied more on convergent thinking processes when solving problems. Conversely, students with right-brain dominance tend to prioritize divergent thinking. Students with balanced brain dominance showed a relatively balanced ability in using both thinking patterns. These findings provide educators with an overview of how to design questions that encourage thinking processes involving both divergent and convergent thinking, tailored to students’ brain dominance, to optimize learning outcomes.
Pengaruh Penerapan Model Pembelajaran Aptitude Treatment Interaction (ATI) Berbantuan Ular Tangga terhadap Peningkatan Kemampuan Berpikir Kritis Matematis Siswa Amalia, Fazrina; Izzati, Nurma; Sukmaangara, Bayu
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15865

Abstract

This study aims to examine the effect of the Aptitude Treatment Interaction (ATI) learning model assisted by the snakes and ladders game media on students' critical mathematical thinking skills. The background of this study is the low critical thinking skills due to the dominance of traditional learning methods that are less varied and the minimal use of interesting media. The ATI model adjusts the learning approach to the characteristics of students, while the snakes and ladders game creates a fun and interactive learning atmosphere. This study uses a quantitative approach with a quasi-experimental design of the pretest-posttest control group type. The sample consisted of 57 grade VIII students selected by cluster random sampling from a population of 419 students, then divided into experimental and control groups. The treatment was given for eight meetings. The instrument used was a mathematical critical thinking ability test. The results of the Mann-Whitney test showed a significance value of 0.000 (p <0.05), which means that there is a significant effect of the application of the ATI model assisted by the snakes and ladders media on improving students' critical thinking skills. The effect size value of 0.522 indicates that the effect is quite large. This study has novelty because it integrates the ATI model with snakes and ladders media, which has never been studied before in the context of mathematical critical thinking skills. This model can be an alternative effective and interesting learning strategy in mathematics learning.
Co-Authors Amalia, Fazrina Dedi Muhtadi Ebih Ar Arhasy Nurma Izzati Rohman, Muhamad Gani Sri Tirto Madawistama Toheri Yuliana, Ina