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All Journal Jurnal Karya Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika Civil Engineering Journal Journal of Honai Math Transformasi : Jurnal Pendidikan Matematika dan Matematika DEDIKASI: Community Service Reports
Kuswardi, Yemi
Department Of Mathematics Education, Universitas Sebelas Maret, Surakarta 57126,
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Mathematics Mechanical Engineering Physics Social Sciences Other

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Investigation of Honeycomb Sandwich Panel Structure using Aluminum Alloy (AL6XN) Material under Blast Loading Dany Taufiq Alim Ansori; Aditya Rio Prabowo; Teguh Muttaqie; Nurul Muhayat; Fajar Budi Laksono; D. D. Dwi Pria Tjahjana; Ari Prasetyo; Yemi Kuswardi
Civil Engineering Journal Vol 8, No 5 (2022): May
Publisher : Salehan Institute of Higher Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/CEJ-2022-08-05-014

Abstract

In this study, we focused on the large inelastic behavior of a sandwich panel made of two solid plates as a stiffener and a honeycomb core shell subjected to blast load. The loading scheme was carried out using an explosive charge bullet mounted at a standoff distance of 100 mm with three mass variations of trinitrotoluene: 1, 2, and 3 kg TNT. The numerical simulations performed using ABAQUS/CAE were validated with the experimental results of a previous study. The geometrical effects of the sandwich panel on intact and damaged models were also numerically investigated. The panel was designed using a square and hexagonal honeycomb core. The effect of honeycomb core height was also observed by modeling the core using three height variations: 31, 51, and 71 mm. The results showed that the hexagonal core was more resistant to blast loads than the square design. The core height parameter determines the energy absorption based on these results. The structural strength is also affected by the damage. The findings of this study can be used to improve structural designs that utilize sandwich panels to withstand blast loads. Doi: 10.28991/CEJ-2022-08-05-014 Full Text: PDF
Analisis Kesalahan dalam Menyelesaikan Soal Bangun Ruang Sisi Datar Berdasarkan Teori Nolting Ditinjau dari Gaya Kognitif Siswa Kelas IX MTS Muhammadiyah Surakarta Reza Mozan Ariazena; Ira Kurniawati; Yemi Kuswardi
Jurnal Karya Pendidikan Matematika Vol 12, No 1 (2025): Jurnal Karya Pendidikan Matematika Volume 12 Nomor 1 Tahun 2025
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jkpm.12.1.2025.86-96

Abstract

This study aims to describe and analyse the types of errors made by student of IX MTs Muhammadiyah Surakarta in solving problems on the polyhedron material based on Nolting’s theory. This research uses indicator of the types of Nolting errors, namely Misread direction Errors, Careless Errors, Concept Errors, Application Errors, and Test-taking Errors. This study uses a qualitative approach with a descriptive method. The sampling technique used was purposive sampling, with four research subjects in grade IX B MTs Muhammadiyah Surakarta for the 2024/2025 academic year who had been classified based on their cognitive styles using with the Group Embedded Figures Test (GEFT) instrument. The data collection technique was a tes techniques and interview. The data collection techniques used were test and interview techniques. The validity was tested using the triangulation method, while the data analysis technique was carried out through the stages of data reduction, data presentation, and conclusion drawn. The analysis revealed that students with a field dependent cognitive style committed all types of errors outlined by Nolting, while those with a field independent style were more prone to Misread Direction Errors, Careless Errors, and Test-taking Errors. Among all errors types, Test-taking Errors were the most commonly observed.
PELATIHAN PEMANFAATAN PENGEMBANGAN HASIL RISET: MEDIA EDUKASI FRACTION BAKERY UNTUK PEMBELAJARAN MATEMATIKA PADA PENDIDIKAN DASAR Henny Ekana Chrisnawati; Budi Usodo; Farida Nurhasanah; Yemi Kuswardi; Sutopo Sutopo
DEDIKASI: Community Service Reports Vol 7, No 1 (2025): DEDIKASI: Community Service Report - January
Publisher : FKIP Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/dedikasi.v7i1.76630

Abstract

The aim of this community service activity is to introduce the use of mathematics learning media for the topic of fractions, called Fraction Bakery, which has been developed by the service team in the Contemporary Mathematics Education research group for 2 years, both in tangible and online game forms. The initial development of the Fraction Bakery educational media was based on the complaints and difficulties expressed by students and teachers in learning and teaching fraction concepts. As fractions have various forms and are related to decimal numbers, percentages, and comparisons, selecting suitable learning models and media for elementary school students becomes crucial. Choosing an interactive learning model or media that is enjoyable for students, considering that the target users are students who are still in the concrete operational stage based on Piaget's developmental theory, is important. The development of Fraction Bakery media followed the five-stage R&D ADDIE model. Training programs were conducted using the School-Based and Collaborative Teacher Professional Development (TPD) approach, with the SUN program as a dissemination strategy. The training included mentoring sessions for teachers by media experts from PT Sebangku Jaya Abadi in collaboration with the research team. The training sessions, which took place over 32 hours at SD Negeri 15 Sragen, received highly positive responses from participants. Approximately 86.45% of teachers expressed that the material was suitable for their teaching needs, 87.5% found it easy to implement, 90.6% acknowledged the practical benefits of the training, and 89.58% found the material engaging. 
EKSPERIMENTASI MODEL CORE DENGAN CRT TERHADAP KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI SELF REGULATED LEARNING Regina Cahya Tifanni; Yemi Kuswardi; Sutopo Sutopo
TRANSFORMASI Vol 9 No 2 (2025): TRANSFORMASI: Jurnal Pendidikan Matematika dan Matematika
Publisher : Program Studi Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tr.v9i2.6685

Abstract

This research aims to determine the effect of implementing the CORE learning model with the CRT approach on problem-solving abilities from a self-regulated learning perspective. This study was conducted as a quasi-experimental method with a 2×3 factorial design. The population included all eighth-grade students of SMP Negeri 1 Semin in the 2025/2026 academic year, with 32 students from classes VIII D and VIII A selected using cluster random sampling. Data were obtained through problem-solving ability tests, SRL questionnaires, and documentation. Data analysis was performed using a two-way ANOVA with a significance level of 0.05. The results showed that implementing the CORE learning model with the CRT approach improved problem-solving abilities, the level of self-regulated learning had a positive effect on problem-solving abilities, and the effect of the learning model on problem-solving abilities was independent of self-regulated learning, and vice versa. The CORE learning model with the CRT approach can be implemented and modified using technology-based learning media to improve problem-solving abilities.
PROFIL KEMAMPUAN MENYUSUN BUKTI MATEMATIS SISWA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT PADA MATERI GEOMETRI Asharrul Basid; Sutopo Sutopo; Yemi Kuswardi
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 2 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i2.25721

Abstract

Penelitian ini bertujuan mendeskripsikan profil kemampuan menyusun bukti matematis siswa SMA pada materi geometri ditinjau dari gaya kognitif Field Independent (FI) dan Field Dependent (FD). Penelitian deskriptif kualitatif ini dilaksanakan di SMA Negeri 1 Karanganyar dengan subjek empat siswa kelas XI terdiri dari dua siswa FI dan dua siswa FD yang dipilih menggunakan purposive sampling berdasarkan hasil Group Embedded Figures Test (GEFT) dan Tugas 1 Pembuktian. Data dikumpulkan melalui wawancara berbasis tugas dan divalidasi menggunakan triangulasi waktu. Analisis data menggunakan empat indikator kemampuan menyusun bukti matematis, yaitu identifikasi, rencana, koneksi, serta organisasi dan manipulasi. Hasil penelitian menunjukkan dua siswa FI mampu mengidentifikasi premis eksplisit maupun implisit dengan tepat, merencanakan strategi deduktif yang sistematis, membangun koneksi logis antar teorema, dan menyusun bukti dengan alur logis yang jelas. Sebaliknya dua siswa FD mengalami kesulitan akibat ketergantungan pada persepsi visual global. Dua siswa FD menambahkan premis yang salah hanya berdasarkan tampilan visual, perencanaan tidak terstruktur deduktif, koneksi matematika lemah karena gagal menghubungkan fakta dengan konklusi, dan manipulasi dan alur pembuktian tanpa dasar logika matematika yang valid. Kata kunci: Pembuktian matematis, geometri, gaya kognitif, field independent, field dependent Abstract: This study aims to describe the profile of high school students' mathematical proof construction abilities in geometry viewed from Field Independent (FI) and Field Dependent (FD) cognitive styles. This qualitative descriptive research was conducted at SMA Negeri 1 Karanganyar with four eleventh-grade students as subjects (consisting of two FI students and two FD students) selected using purposive sampling based on the results of the Group Embedded Figures Test (GEFT) and Proof Task 1. Data were collected through task-based interviews and validated using time triangulation. Data analysis employed four indicators of mathematical proof construction ability: identification, planning, connection, and organization and manipulation. The results showed that FI students were able to accurately identify explicit and implicit premises, plan systematic deductive strategies, build logical connections between theorems, and construct proofs with clear logical flow. Conversely, FD students experienced difficulties due to strong dependence on global visual perception. FD students often added incorrect premises based solely on visual appearance, their planning was not deductively structured, mathematical connections were weak due to failure to link facts with conclusions, and manipulation and proof flow lacked valid mathematical logical foundation. Keywords: Mathematical proof, geometry, cognitive style, field independent, field dependent
Students’ ability of understanding concepts and computational skill based on learning styles in the discovery learning model Rania Febri Hapsari; Yemi Kuswardi; Riki Andriatna
Journal of Honai Math Vol. 8 No. 2 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i2.879

Abstract

Students often face difficulties in both understanding mathematical concepts and performing computations, largely because current teaching methods have not fully supported the development of these skills. This study aims to determine the effect of discovery learning model on conceptual understanding and computational skills based on students' learning styles. This study used a quantitative study with a quasi-experimental design that employed a control group design with a posttest only. This study involved 62 students from a State Junior High School in Sukoharjo Regency, selected through cluster random sampling, with 31 in the experimental group experiencing discovery learning and 31 in the control group receiving direct instruction. Data collection used a test method to measure the ability to understand concepts and computational skills and a questionnaire to categorize students’ learning styles. The data analysis technique used multivariate analysis of variance (MANOVA). The results showed that (1) conceptual understanding and computational skills who were given discovery learning was significantly better than students who were given direct learning; (2) there is no difference in conceptual understanding and computational skills of visual, auditory, and kinesthetic learning style students; (3) in visual, auditory, and kinesthetic learning styles, discovery learning produces better conceptual understanding and computational skills than direct learning; and (4) in discovery learning and direct learing, there is no difference in concept understanding and computational skills of visual, auditory, and kinesthetic learning style students. The results contribute by providing empirical evidence that discovery learning improves students' conceptual understanding and computational skills across different learning styles, providing valuable insights for teachers and curriculum developers in implementing more effective teaching strategies.
Co-Authors Aditya Rio Prabowo Anggoro Canggih Pinilih Anggoro Canggih Pinilih Ari Prasetyo Asharrul Basid Budi Usodo Budi Usodo Budi Usodo Budi Usodo Chrisnawati, Henny Ekana D. D. Dwi Pria Tjahjana Dany Taufiq Alim Ansori Fajar Budi Laksono Farida Nurhasanah Fitriana, Laila Handayani, Hesti Imam Sujadi Kurniawati, Ira Luthfi Almira Muhayat, Nurul Novita Nurussakbana Pratiwi, Bibit Lutfi Purnama, Agung Eka Rania Febri Hapsari Regina Cahya Tifanni Reza Mozan Ariazena Riki Andriatna Rubono Setiawan Sutopo Sutopo Sutopo Sutopo Sutopo Sutopo Teguh Muttaqie Zulaikah, Siti