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All Journal Journal of Research and Advances in Mathematics Education Al-Jabar : Jurnal Pendidikan Matematika Desimal: Jurnal Matematika Journal of English Teaching, Applied Linguistics and Literatures (JETALL) M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Paedagogy Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan JRAMathEdu (Journal of Research and Advances in Mathematics Education) Unnes Journal of Mathematics Education
Trisna Roy Pradipta, Trisna Roy
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PROMOTING LECTURER’S IELTS SCORE THROUGH SUPER INTENSIVE (SUPIN) IELTS PREPARATION PROGRAM Perbowo, Krisna Satria; Rahmani, Bita Dwi; Pradipta, Trisna Roy
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 1, No 2 (2018): Jetall Volume 1 No.2 2018
Publisher : Universitas Lambung Mangkurat

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

Abstract

One of the efforts to improve the language skills of the lecturers is by joining the IELTS Preparation program organized by one of the International Education institution (IEDUC) located in Bandung. This research aims to find out whether there is a correlation between the results of the Super-IELTS Intensive program (SUPIN) lecturer final score with the real International Test score in sort of the evaluation process on that program. The subject was taken from two classes program comprising 19 lecturers as participants. The data in this study were obtained from the pre and post-test score during SUPIN program and the score on the real International test conducted by the British Council. The result of the research revealed the fact that the listening test obtained the highest gain while speaking got the lowest gain during the program. The further analyzing on Variance got a significant linear regression by having 0.959 as a coefficient correlation. It means that there is a significant correlation between the final score of SUPIN program (X) and International test score (Y) which contribute 92.1% toward the International test score. Meanwhile, only 7.9% was contributed by other factors. In other words, the SUPIN program is effective to increase Lecturer’s skill in doing IELTS test.
The implementation of self-explanation strategy to develop understanding proof in geometry Maarif, Samsul; Alyani, Fitri; Pradipta, Trisna Roy
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.9910

Abstract

Proof is a key indicator for a student in developing mathematical maturity. However, in the process of learning proof, students have the difficulty of being able to explain the proof that has been compiled using good arguments. So we need a strategy that can put students in the process of clarifying proof better. One strategy that can explore student thought processes in explaining geometric proof is self-explanation strategy. This research aimed to analyze the ability to understand the geometric proof of prospective teacher students by implementing a self-explanation strategy in basic geometry classes. This study used a quasi-experimental research type of nonequivalent control group design. The participants of this research were 75 students of mathematics education study programs at one private university in Semarang. This research used four instrument tests of geometric proof. Before being used for research, the instruments were tested for validity and reliability using product-moment and Cronbach's alpha. Data analysis in this study used a two-way ANOVA test. The results showed that: the increased ability to understand the geometric proof of students who used self-explanation strategy was better than those who obtained direct learning; there was a significant difference between the increase of students’ mathematical proof ability in a group of students with a high and moderate level of initial mathematical ability; the initial ability (high, medium, low) of mathematics did not directly influence the learning process to improve the ability to understand the geometric proof. Hence, it can be concluded that the self-explanation strategy is effective to be used to improve the understanding of the geometric proof. 
The Effect of Math Anxiety on Academic Procrastination of Junior High School Students Maghfiroh, Lusiana Nur; Pradipta, Trisna Roy
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.471

Abstract

Academic procrastination is a form of task avoidance that occurs due to the inability to complete a task. One of the effects of academic procrastination on students is that it causes students to have limitations in learning mathematics, which is often referred to as math anxiety. This study aims to determine the effect of academic procrastination on math anxiety experienced by junior high school students facing the dynamics of the transition of learning from online to offline. This study used a quantitative approach with a survey and the subjects of this study were seventh grade junior high school students in one of the cities in Bekasi. The instruments in this study used valid instruments and had gone through expert testing with a total of 11 indicators and 28 items for math anxiety and 4 indicators and 16 items for academic procrastination. This study describes a descriptive quantitative measure measured by RASCH model using Winstep and SPSS software. The results showed that the person correlation coefficient was 0.312 with a Sig, (2-tailed) = 0.004 <0.05, indicating a correlation between variables of 9.7%, which means that math anxiety may underlie academic procrastination, which is classified as weak. Since the regression coefficient is positive, the conclusion is that math anxiety has a positive effect on academic procrastination.
Description of The Mathematical Logical Thinking Abilities of Students with Special Needs Cholifah, Alifia Nur; Pradipta, Trisna Roy
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 3 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i3.472

Abstract

This study aims to describe the mathematical logical thinking abilities of students with special needs. This was a qualitative study that followed a case study design. The research subjects were selected using purposive sampling. The source of data in the study were 12th grade high school students, a total of 5 students with special needs (hearing impaired). This research was conducted in one of the schools in Jakarta. Data collection was done by administering a mathematical logical thinking ability test, conducting interviews, and categorizing students according to their level of mathematical logical thinking ability. The results of this study show that there are 2 students who have level 2 mathematical logical thinking ability. There is 1 student who has mathematical logical thinking ability level 1. There are 2 students with mathematical logical thinking ability level 0. Students with level 2 mathematical-logical thinking ability are able to fulfil all indicators of mathematical-logical thinking ability. Students with level 1 mathematical-logical thinking ability were able to fulfill three indicators of mathematical-logical thinking ability. Students with level 0 mathematical-logical thinking ability were unable to fulfill the indicators of mathematical-logical thinking ability.
Workshop pembelajaran STEM robot coding bagi guru dan calon guru matematika Kabupaten Banyumas dan Cilacap Nubatonis, Ofirenty Elyada; Maqruf, Agus; Permatasari, Dian; Wangge, Magdalena; Ahzan, Zulkaidah Nur; Scristia, Scristia; Irma, Ade; Baist, Abdul; Pradipta, Trisna Roy; Herman, Tatang; Nurlaelah, Elah
Jurnal Anugerah Vol 6 No 2 (2024): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/anugerah.v6i2.7228

Abstract

STEM (Science, Technology, Engineering, and Mathematics) berperan penting dalam kemajuan ilmu pengetahuan, teknologi, sosial, ekonomi, kesehatan, industri, dan berbagai aspek kehidupan. Integrasi STEM dalam pendidikan sangat diperlukan untuk menghasilkan generasi berdaya saing global. Workshop berbasis STEM bagi MGMP Matematika SMA di Kabupaten Banyumas dan Kabupaten Cilacap serta mahasiswa UIN Prof. K.H. Saifuddin Zuhri Purwokerto bertujuan meningkatkan pemahaman dan praktik STEM, memperluas penyebaran hasil pelatihan, meningkatkan kompetensi guru, serta memotivasi guru untuk mengembangkan keterampilan mereka. Program ini mencakup perencanaan, pelaksanaan workshop, pendampingan dalam pembuatan rencana pembelajaran STEM, serta monitoring dan evaluasi. Data yang dikumpulkan meliputi dokumentasi hasil kerja peserta, serta kuesioner untuk mengetahui respons peserta terhadap kegiatan ini. Data dianalisis secara kuantitatif dan kualitatif untuk mengevaluasi efektivitas pelatihan. Dengan pengetahuan dan keterampilan ini, peserta diharapkan dapat mengintegrasikan STEM dalam pembelajaran matematika, melaksanakan pembelajaran berbasis pemrograman, dan meningkatkan kemampuan berpikir matematis siswa.
The implementation of self-explanation strategy to develop understanding proof in geometry Maarif, Samsul; Alyani, Fitri; Pradipta, Trisna Roy
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.9910

Abstract

Proof is a key indicator for a student in developing mathematical maturity. However, in the process of learning proof, students have the difficulty of being able to explain the proof that has been compiled using good arguments. So we need a strategy that can put students in the process of clarifying proof better. One strategy that can explore student thought processes in explaining geometric proof is self-explanation strategy. This research aimed to analyze the ability to understand the geometric proof of prospective teacher students by implementing a selfexplanation strategy in basic geometry classes. This study used a quasiexperimental research type of nonequivalent control group design. The participants of this research were 75 students of mathematics education study programs at one private university in Semarang. This research used four instrument tests of geometric proof. Before being used for research, the instruments were tested for validity and reliability using product-moment and Cronbach's alpha. Data analysis in this study used a two-way ANOVA test. The results showed that: the increased ability to understand the geometric proof of students who used self-explanation strategy was better than those who obtained direct learning; there was a significant difference between the increase of students’ mathematical proof ability in a group of students with a high and moderate level of initial mathematical ability; the initial ability (high, medium, low) of mathematics did not directly influence the learning process to improve the ability to understand the geometric proof. Hence, it can be concluded that the selfexplanation strategy is effective to be used to improve the understanding of the geometric proof.
Mathematical Representation Ability in HOTS Problems : A Study of Students’ Learning Style Febryana, Ultami Ismayani; Pradipta, Trisna Roy
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.16168

Abstract

This study aims to analyze students' ability to represent mathematical concepts when solving High Order Thinking Skills (HOTS) questions, reviewed based on visual, auditory, and kinesthetic learning styles. This study used a qualitative approach with a case study method with the subjects of nine students from SMAN 88 Jakarta who were selected by purposive sampling. The research instruments included learning style questionnaires, mathematical representation ability tests, and interviews. The data analysis technique in this study uses the stages of reduction, presentation, and drawing conclusions based on the Miles and Huberman model. The results of the study showed that all students, regardless of their learning style, mastered the visual aspect more. Learners with visual and auditory learning styles generally excel in visual aspects but weak in verbal and symbolic aspects, while learners with kinesthetic learning styles show varied abilities, with visual aspects remaining the most dominant. The findings of this study can provide insights for education practitioners to optimize mathematics learning based on students' learning styles, while contributing theoretically to the development of academic theory and literature in the field of mathematics learning and mathematical representation.
Analysis of Students' Numeracy Literacy Ability in Solving Three Variable Linear Equation System (SPLTV) Problems Based on Learning Styles Fitriyani, Alfiyah; Pradipta, Trisna Roy
Jurnal Paedagogy Vol 12, No 3 (2025): July : IN PROGRESS
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i3.16169

Abstract

This study aims to analyze students' numeracy literacy skills in solving Three Variable Linear Equation System (SPLTV) problems based on learning styles, namely visual, auditory, and kinesthetic. This study uses a qualitative approach with a case study design. The subjects were three students of class X at SMAN 88 Jakarta, selected using purposive sampling technique. Data were obtained through learning style questionnaires, numeracy literacy ability tests, interviews, and documentation, then analyzed using triangulation techniques to ensure data validity. The results showed that students with visual learning styles had quite good abilities in the aspect of mathematical modeling and making conclusions. Students with an auditory learning style show better ability to understand information, create mathematical models, interpret results and draw conclusions appropriately. Students with kinesthetic learning styles have quite good ability to interpret results and conclude results practically. Although each learning style has its own advantages, auditory learning styles tend to be better at achieving numeracy literacy skills than visual and kinesthetic learning styles. This study shows the importance for educators to understand the learning styles of students in order to be able to implement appropriate learning strategies and the researcher is further advised to consider other factors to gradually improve numeracy literacy skills.
Mathematical Problem Solving Ability: The Impact of Mathematics Learning Videos on an E-Learning Platform Salsabila, Aufa; Pradipta, Trisna Roy
Al-Jabar: Jurnal Pendidikan Matematika Vol 12 No 1 (2021): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v12i1.8708

Abstract

This study aimed to determine the effect of instructional videos on an e-learning platform toward students' mathematical problem solving ability. This research employed the quantitative aproach and experimental research design. This study utilized a test instrument to determine students' mathematical problem solving abilities. Furthermore, a t-test was performed on the data that had fulfilled the prerequisite testings: the normality test and the homogeneity test. The results indicated that there was an effect of mathematics learning videos on the e-learning platform on students' mathematical problem solving abilities. Students who watched the instructional videos had better mathematical problem solving abilities than students who did not watch the instructional videos. 
The effect of problem-based learning model on mathematical communication ability of junior high school students on the material of flat-sided space building Haryanza, Ajeng Sucitra; Pradipta, Trisna Roy
Desimal: Jurnal Matematika Vol. 6 No. 2 (2023): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v6i2.18297

Abstract

This study was influenced by the low mathematical communication of students due to the learning system that still uses the traditional system. The application of the problem-based learning (PBL) model is very important. This research is based on a quantitative approach using a quasi-experimental type with a planning framework of a non-equivalent control group design and a post-test only. The population of this study was VIII-grade students at SMPIT AT-Taufiq in the 2022–2023 school year. The sample consisted of 26 students who received treatment (experimental class) and 25 students who did not receive treatment (control class). The information storage strategy is carried out using a written mathematical communication ability test tool of 7 questions with 3 indicators. The Mann-Whitney U test was used for hypothesis testing, and data analysis strategy was used to determine the effect of the problem-based learning (PBL) model on communication skills using effect size. This study resulted in a significance value of 0.000 <0.05, with 87% in the high category. Students who received the problem-based learning (PBL) treatment had a mean score of 88 compared to 75 for students who did not receive the treatment. In this study, we found that problem-based learning (PBL) for materials has an impact on the competence of the problem-based learning (PBL) model on students' mathematical communication skills.
Co-Authors Abdul Baist Ade Irma Ahzan, Zulkaidah Nur Bita Dwi Rahmani Cholifah, Alifia Nur Dian Permatasari Elah Nurlaelah Febryana, Ultami Ismayani Fitri Alyani Fitriyani, Alfiyah Haryanza, Ajeng Sucitra Jiddan Fakhri Sunni Maghfiroh, Lusiana Nur Maqruf, Agus Muchamad Subali Noto Nubatonis, Ofirenty Elyada Perbowo, Krisna Satria Salsabila, Aufa Samsul Maarif Scristia, Scristia Surya Amami Pramuditya Tatang Herman, Tatang Wangge, Magdalena