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All Journal Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Indonesian Science Education Journal (ISEJ)
Isnaini Rosyida
Universitas Negeri Semarang, Indonesia
Agriculture, Biological Sciences & Forestry Education Other

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Analisis Kesalahan Mahasiswa dalam Menyelesaikan Soal Teori Graf Berdasarkan Prosedur Newman Puput Suriyah; S. B. Waluya; Dwijanto Dwijanto; Isnaini Rosyida
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Tujuan penelitian ini yaitu mendeskripsikan kesalahan mahasiswa dalam menyelesaikan soal teori graf berdasarkan Prosedur Newman. Kesalahan peserta didik dapat diketahui dari penelitian ini berdasarkan prosedur Newman, sehingga ke depan bisa diberikan treatment yang tepat dari tipe kesalahan tersebut dan harapannya tidak diulangi kembali oleh peserta didik. Penelitian ini termasuk jenis penelitian kualitatif deskriptif. Instrumen yang digunakan adalah tes dan dilengkapi pedoman wawancara. Prosedur Newman digunakan untuk menganalisis hasil tes, dilanjutkan wawancara terhadap beberapa peserta didik dari hasil tes. Kesimpulannya banyak peserta didik yang melakukan kesalahan tipe encoding yaitu kesalahan yang dilakukan ketika proses transformasi maupun kesalahan proses. Abstract. The purpose of this study was to describe student errors in solving graph theory problems based on the Newman procedure. Students' errors can be identified from this study based on the Newman procedure so that in the future the appropriate treatment can be given for this type of error and hopefully it will not be repeated by students. This research was a descriptive qualitative research type. The instrument used is a test and is equipped with an interview guide. The Newman procedure was used to analyze the test results, followed by interviews with several students from the test results. In conclusion, many students made encoding errors, namely errors made during the transformation process and process errors.
The Influence of Research Based Learning Model on Independent Learning and Creative Thinking Skills in Graph Theory Puput Suriyah; S. T. Budi Waluya; Dwijanto Dwijanto; Isnaini Rosyida
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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This study aimed to reveal influence of the research-based learning model on independent learning and creative thinking skills of students on graph theory. This research was conducted at the students of Mathematics Education Program IKIP PGRI Bojonegoro for 8 weeks. The data used to measure influence student learning independence was gathered through a questionnaire; and the students’ creative thinking skills and learning outcomes of Research Based Learning Model were measured through a test. It used quantitative method using multiple regression test. Data were analyzed using SPSS 22.00 for windows. The results of the study showed: (1) there was influence between learning independence on learning outcomes Reseach Based Learning model (2) there was influence between creative thinking skill on learning outcomes Reseach Based Learning model, and (3) there was influence between learning independent and creative thinking skill on learning outcomes Reseach Based Learning model which is 72.6%.
Students’ Mathematical Creative Thinking Process Based on Cognitive Style Deby Ashri Khardita Deby; S. B. Waluya; Masrukan Masrukan; Isnaini Rosyida
ISEJ : Indonesian Science Education Journal Vol. 7 No. 3 (2026): June-September
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i3.2356

Abstract

This study aimed to describe students’ mathematical creative thinking processes in solving statistical problems based on field-independent and field-dependent cognitive styles. A qualitative descriptive research design was employed in the context of statistics learning among tenth-grade students at SMA Teuku Umar. Four participants were purposively selected and classified as field-independent or field-dependent using the Group Embedded Figures Test (GEFT) based on Witkin’s classification criteria. Data were collected through mathematical creative thinking tests and semi-structured interviews. Data were analyzed through data reduction, data display, and conclusion drawing, while the credibility of the findings was ensured through triangulation of test and interview data. The findings revealed that field-independent students demonstrated all stages of the mathematical creative thinking process preparation, incubation, illumination, and verification more systematically than field-dependent students. They understood problems comprehensively, generated multiple solution strategies, and carefully verified their answers. In contrast, field-dependent students experienced difficulties in understanding problems, selecting appropriate solution strategies, and verifying their answers, and they generated fewer alternative solutions. These findings suggest that students with different cognitive styles exhibit distinct mathematical creative thinking processes in solving statistical problems. Therefore, mathematics teachers should consider students’ cognitive styles when designing instruction to support the development of students’ mathematical creative thinking.
Co-Authors Deby Ashri Khardita Deby Dwijanto Dwijanto Masrukan Masrukan Puput Suriyah S. B. Waluya S. T. Budi Waluya