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All Journal JPMI (Jurnal Pembelajaran Matematika Inovatif) Range : Jurnal Pendidikan Matematika Pakem : Jurnal Pengabdian Kepada Masyarakat
Candraningsih, Yosy
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Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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KESALAHAN SISWA SMA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA BERDASARKAN TEORI NEWMAN Candraningsih, Yosy; Warmi, Attin
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 6 No. 1 (2023): Januari
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v6i1.14592

Abstract

This research aims to describe student’s errors in solving math story problems with Newman’s Theory (Newman Error Analysis). This research is a qualitative descriptive reasearch. Subject of this research students of class X science 5. Data collection techniques are carried out by written tests and unstructured interviews. Data analysis techniques used in this research are data reduction, data presentation, and conclusions. Based on the results of the study, 1 student made a reading error, 1 student made a comprehension error, 6 students made a transformation error (mistake in changing the problem), 11 students made a process skill error, and 24 students made a encoding error (final answer writing error.
PENDEKATAN TERPADU DALAM PERSIAPAN UTBK Elisya, Nur; Jupri, Al; Wahab A, Abdul; Izzah, Aqidatul; Laia, Harun Onesimus; Candraningsih, Yosy; Sungkono, Sugeng; Marjud, Fujiama
PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2025): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.5.2.62-71

Abstract

Preparing for the Computer-Based Written Examination (UTBK) poses a significant challenge for high school students, not only in terms of academic mastery but also in mental readiness to face exam pressure. One of the main issues identified is math anxiety, which can disrupt concentration and lower academic performance. To address this challenge, the SMART UTBK program was developed as a comprehensive approach that integrates anxiety management strategies with competency strengthening through UTBK-style practice questions. The program includes educational webinars that discuss techniques to overcome math anxiety and offer practical tips for solving UTBK math problems, as well as online tryout sessions designed to simulate real test conditions. A total of 100 senior high school students participated in this initiative. Evaluation results indicated that over 70% of participants found the math anxiety material helpful in managing excessive exam-related stress and reported improved understanding of problem-solving strategies. The tryout sessions were also considered representative and effective in helping students assess their readiness in a realistic context. This program not only addresses technical knowledge needs but also provides the psychological support essential for students facing university entrance exams. The SMART UTBK program underscores the importance of integrative interventions, demonstrating that equipping students both psychologically and academically can significantly enhance their emotional and cognitive preparedness
Moderating Effects of Educational Level and Mathematical Competence on the Effectiveness of Cognitive Conflict Strategy: A Meta-Analysis Onesimus Laia, Harun; Martadiputra, Bambang Avip Priatna; Candraningsih, Yosy; Marjud, Fujiama
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9531

Abstract

This study aims to analyze the effectiveness of the cognitive conflict strategy in mathematics learning and to examine whether educational level and mathematical competence act as moderators in this strategy. A meta-analysis approach was conducted on 41 effect sizes. Data were analyzed using a random-effects model, with effect sizes calculated using Hedges' g. The data analysis was performed using the Comprehensive Meta-Analysis (CMA) software to ensure the accuracy of effect size calculations, heterogeneity tests, and moderator analyses. The results show that the cognitive conflict strategy has a significant effect (g = 1.047; p < 0.05). Additionally, mathematical competence was found to be a significant moderator (p < 0.05), with the highest effect sizes observed in conceptual understanding (g = 1.712) and critical thinking (g = 1.355). However, the educational level did not serve as a significant moderator (p = 0.092), indicating that the cognitive conflict strategy is beneficial across various educational levels. This study concludes that the cognitive conflict strategy is effective in enhancing mathematics learning, especially in conceptual understanding and critical thinking. Its novelty lies in identifying mathematical competence, not educational level, as a significant moderator. This implies that implementation should be adjusted based on the targeted competence. Future research may explore other potential moderators, including learner traits, instructional design, and technology use, to refine its application.
Co-Authors Bambang Avip Priatna Martadiputra cakrawala Elisya, Nur Izzah, Aqidatul Laia, Harun Onesimus Marjud, Fujiama Onesimus Laia, Harun Sungkono, Sugeng Wahab A, Abdul Warmi, Attin