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All Journal HISTOGRAM: Jurnal Pendidikan Matematika Leibniz: Jurnal Matematika Hipotenusa: Journal of Mathematical Society Mathema: Jurnal Pendidikan Matematika
Kristina Wijayanti
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Education Mathematics

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META ANALISIS : PENGARUH MODEL PROJECT BASED LEARNING BERPENDEKATAN STEM TERHADAP KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA Ika Fitriani Fitriani; Kristina Wijayanti; Nuriana Rachmani Dewi (Nino Adhi); Scolastika Mariani; Arief Agoestanto
HISTOGRAM: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2024): Jurnal Pendidikan Matematika
Publisher : STKIP Andi Matappa

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

Abstract

Kemampuan berpikir kritis merupakan salah satu kemampuan dalam pembelajaran matematika. Salah satu model yang dapat dikembangkan untuk meningkatkan kemampan berpikir kritis matematis adalah model project based learning (PjBL) terintegrasi STEM karena memiliki  kelebihan  yaitu  siswa mengonstruksikan pemahamannya sendiri melalui pengalaman nyatanya. Tujuan dari penelitian  ini  adalah  untuk  mengetahui  pengaruh model project based learning (PjBL) berpendekatan STEM terhadap  kemampuan berpikir kritis matematis siwa. Jenis  penelitian  ini  adalah meta-analisis.  Dari hasil  penelusuran diperoleh  10  jurnal ilmiah semua  sampel merupakan penelitian  eksperimen. Teknik  analisis  data  pada penelitian  ini  menggunakan  teknik analisis besar pengaruh atau effect size.  Selanjutnya  digunakan  uji  paired  sample  t-test  untuk  mengetahui  apakah  terdapat  perbedaan  rata-rata  dua kelompok   yang   saling   berpasangan   atau   berhubungan. Rata-rata effect  size secara  keseluruhan yaitu 1,436  menguatkan  hasil  bahwa model pembelajaran  project based Learning berpendekatan STEM memiliki pengaruh yang besar  terhadap  kemampuan  berpikir kritis matematis. Berdasarkan analisis data maka dapat disimpulkan bahwa model project based learning (PjBL) terintegrasi STEM memberikan efek yang positif terhadap kemampuan berpikir kritis matematis siswa.
Kemampuan Pemecahan Masalah Matematis Siswa Ditinjau dari Advesity Quotient pada Challenge Based Learning Terintegrasi STEM Dinasari, Arum; Zaenuri; Kristina Wijayanti
Leibniz: Jurnal Matematika Vol. 5 No. 02 (2025): Leibniz: Jurnal Matematika
Publisher : Program Studi Matematika - Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/leibniz.v5i02.526

Abstract

Rendahnya kemampuan pemecahan masalah matematis siswa menjadi tantangan dalam pembelajaran abad ke-21. Penelitian ini bertujuan untuk menganalisis kualitas pembelajaran menggunakan model Challenge Based Learning (CBL) terintegrasi STEM (Science, Technology, Engineering, and Mathematics), serta mendeskripsikan kemampuan pemecahan masalah matematis siswa berdasarkan Adversity Quotient (AQ). Metode yang digunakan adalah mixed methods dengan pendekatan sequential explanatory, diawali dengan pengumpulan data kuantitatif, kemudian dilanjutkan dengan data kualitatif. Data diperoleh melalui tes, observasi, dan wawancara di SMP Kyai Ageng Giri. Data yang diperoleh dianalisis melalui uji parametrik dan dideskripsikan untuk ditinjau dari AQ. Hasil menunjukkan bahwa implementasi model CBL terintegrasi STEM berkualitas dengan rincian perangkat pembelajaran berkategori valid, pelaksanaan pembelajaran berkategori sangat baik, dan pembelajaran efektif terhadap kemampuan pemecahan masalah matematis siswa. Analisis berdasarkan AQ menunjukkan bahwa siswa degan kategori climber menunjukkan penguasaan yang sangat baik dalam seluruh tahap pemecahan masalah, siswa camper menunjukkan kemampuan cukup baik namun kurang pada tahap evaluasi, sedangkan siswa quitter megalami kesulitan pada hampir semua tahap. Temuan ini menunjukkan pentingnya pembelajaran yang tidak hanya mengembangkan aspek kognitif, tetapi juga memperhatikan ketangguhan siswa dalam menghadapi tantangan. Penelitian ini berkontribusi dalam pengembangan strategi pembelajaran kontekstual yang adaptif terhadap karakteristik siswa.
Optimising the Mathematical Creative Thinking Process of Deporter's Learning Style Assisted E- Module Strukbar Based on Case Method Isti Hidayah; Emy Sohilait; Isnarto; Kristina Wijayanti
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i1.3915

Abstract

The purpose of this research is (1) to identify the patterns of mathematical creative thinking processes based on DePorter's learning styles, and (2) to determine the improvement in mathematical creative abilities through learning assisted by the Strukbar E-module based on the Case Method. This research uses the Mixed Method with a Sequential Exploratory type. The research subjects are third-semester students of the 2024/2025 academic year in the Mathematics Education Study Program at STKIP Gotong Royong Masohi, Central Maluku, who are taking the Algebra Structure 1 course. In the qualitative research, the subjects consisted of three prospective teachers with DePorter's learning styles, while the quantitative research involved 26 participants. Data collection techniques include tests, DePorter learning style questionnaires, interviews, and documentation of prospective teachers' work. The research results show that DePorter's Visual, Auditory, and Kinesthetic learning styles each have their own advantages at the stages of mathematical creative thinking, from orientation, preparation, incubation, illumination, to verification. Moreover, the implementation of the Strukbar E-module based on the Case Method has been proven to significantly enhance the mathematical creative abilities of prospective teachers. These findings underscore the importance of teaching methods that align with individual learning styles and the use of digital technology in education.
Meta-Synthesis: Mathematical Problem-Solving Ability Reviewed from Students’ Self-Efficacy Erina Nurhalisha; Zaenuri Zaenuri; Kristina Wijayanti; Scolastika Mariani; Isnaini Rosyida
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 7 No. 2 (2025): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v7i2.82

Abstract

Mathematical problem-solving ability is essential for individuals who study mathematics. Low mathematical problem-solving ability will result in low-quality human resources. The cause of low mathematical problem-solving ability is the lack of intensity of students doing exercises to work on mathematical problems. Mathematical problem-solving ability is closely related to students' self-efficacy. This study describes self-efficacy toward mathematical problem-solving ability, especially in mathematics learning. The method used in this study is meta-synthesis in the form of a qualitative systematic study, namely by analyzing four articles relevant to the study's title. The initial steps taken are (1) determining the questions to be studied, (2) looking for articles related to self-efficacy and mathematical problem-solving ability with a period of 2019-2024, (3) screening and selecting appropriate research articles, (4) Conducting analysis and synthesis of qualitative findings, (5) implementing quality control, and (6) concluding the final results. The analysis results concluded that self-efficacy affects students' mathematical problem-solving ability. The higher the self-efficacy, the better the ability to build mathematical knowledge through problem-solving (what is known and what is asked), the ability to solve problems that arise in mathematics and other contexts, the ability to apply and use various appropriate strategies to solve problems, and the ability to observe and reflect on the process of solving mathematical problems.
Co-Authors Arief Agoestanto Dinasari, Arum Emy Sohilait Erina Nurhalisha Ika Fitriani Fitriani Isnaini Rosyida Isnarto Isti Hidayah Nuriana Rachmani Dewi (Nino Adhi) Scolastika Mariani Zaenuri Zaenuri Zaenuri