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All Journal JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Mosharafa: Jurnal Pendidikan Matematika Jurnal Pendidikan MIPA
Kossahdasabitah, Annisaa
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Education Mathematics Other

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KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP : STUDI BERDASARKAN GENDER Kossahdasabitah, Annisaa; Ramlah, Ramlah
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 9, No 2 (2023)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v9i2.5220

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis yang diklasifikasikan berdasarkan gender dalam menyelesaikan soal uraian persamaan garis lurus di tingkat SMP dengan melibatkan 34 siswa kelas VIII dengan pengambilan subjek dengan teknik sampling purposive. Subjek penelitian adalah siswa kelas VIII yang terdiri dari 2 siswa perempuan berkemampuan komunikasi matematis kategori tinggi dan sedang dan 2 siswa laki-laki yang berkemampuan komunikasi matematis kategori sedang dan rendah. Instrumen yang digunakan dalam penelitian ini diadopsi dari peneliti terdahulu berupa tes uraian berjumlah dua butir soal cerita untuk mengklasifikasikan kategori tinggi, sedang, dan rendah dan dua butir soal untuk mendeskripsikan kemampuan komunikasi matematis siswa. Metode yang digunakan adalah metode deskriptif kualitatif dengan teknik analisis data berupa analisis kualitatif berdasarkan Miles dan Hubberman melalui penjabaran hasil jawaban siswa untuk memperoleh gambaran umum terkait kemampuan komunikasi matematis siswa. Hasil penelitian menunjukkan bahwa subjek dengan kemampuan komunikasi matematis tinggi dapat memenuhi kedua indikator dan subjek dengan kemampuan komunikasi matematis sedang memenuhi salah satu dari kedua indikator sedangkan kemampuan komunikasi matematis rendah tidak memenuhi keduanya. Hasil dari tes kemampuan komunikasi matematis siswa menunjukan komunikasi matematis siswa perempuan dan siswa laki-laki termasuk dalam kategori sedang dengan rata-rata masing-masing adalah 70,83 dan 66,5.
Metacognition and Achievement Emotions in Mathematical Modelling Competency: A Confirmatory Factor Analysis of Their Interplay Kossahdasabitah, Annisaa; Zulkarnaen, Rafiq
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2066

Abstract

Penelitian ini menyelidiki hubungan antara metakognitif dan pencapaian emosi dalam pemodelan matematis pada siswa di sebuah SMA Negeri yang berlokasi di Kabupaten Karawang. Penelitian ini melibatkan 200 siswa. Penelitian ini menggunakan desain penelitian korelasional untuk mengetahui hubungan antara metakognitif dan pencapaian emosi dengan menggunakan teknik analisis yaitu analisis faktor konfirmatori. Selain itu, terdapat empat faktor metakognitif termasuk awareness, cognitive strategy, planning, dan self-checking serta dua faktor pencapaian emosi Joy dan Pride yang memiliki hubungan signifikansi sebesar 0,72 sehingga terdapat hubungan yang signifikan antara metakognitif dan emosi. Terdapat faktor planning sebagai faktor dominan metakognitif dan faktor pride sebagai faktor dominan pencapaian emosi yang memiliki hubungan antar satu sama lain. This study aims to examine the relationship between metacognition and achievement emotions in the context of mathematical modeling among students at a public senior high school in Karawang Regency. A total of 200 students participated in the study. The research employed a correlational design, utilizing confirmatory factor analysis (CFA) to analyze the relationship between the two constructs. Metacognition was measured through four factors: awareness, cognitive strategy, planning, and self-checking. Achievement emotions were represented by two factors: joy and pride. The analysis revealed a significant correlation of 0.72 between metacognition and achievement emotions. Furthermore, planning was identified as the most dominant factor within the metacognitive domain, while pride emerged as the dominant factor within the domain of achievement emotions. These two dominant factors were also found to have a significant relationship with one another.
Enhancing Mathematical Spatial Literacy through Project-Based Blended Learning with Cognitive Conflict Strategy Mustika Sari, Rika Mulyati; Effendi, kiki Nia Sania; Aini, Indrie Noor; Sopiany, Hanifah Nurus; Sartika, Nenden Suciyati; Kossahdasabitah, Annisaa
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp287-313

Abstract

This article discusses the development of a project-based blended learning (PjBBL) module using a cognitive conflict strategy on the topic of geometric transformations to enhance mathematical spatial literacy. The objectives of this study are (1) to produce a valid, practical design of a PjBBL module with a cognitive conflict strategy, and (2) to determine the improvement in the mathematical spatial literacy of eleventh-grade senior high school students after implementing the module. This research is a design research using the Plomp model. The initial stage of the Plomp model, namely the preliminary research stage, is to identify the problems and needs required in learning. The second stage is prototyping, namely, compiling a prototype after obtaining the results of the initial investigation, followed by formative evaluation; the third stage is assessment. The data collection techniques and instruments used were interviews, observations, and mathematical spatial literacy tests. The results of the module development were evaluated based on three aspects, namely validity, practicality, and effectiveness, involving students from SMAN 1 Cicalengka as the research subjects. The research data were analyzed descriptively. The results showed that the design of the project-based learning teaching module using the cognitive conflict strategy was in the very valid category, with an obtained score of 84. Valid based on material and media experts from the results of the feasibility of content, presentation, language, contextual, and graphics (module size, cover design, and module content design). For the practicality value, a result of 86.3, including the very practical category, was obtained based on the results of the practicality test of student responses to the criteria of presentation, language, content, and time. The effectiveness of the module is evidenced by an increase in students' mathematical spatial literacy, with high N-gain and a large effect size. Keywords: project-based learning, cognitive conflict strategy, mathematical spatial literacy.
Co-Authors Aini, Indrie Noor Effendi, Kiki Nia Sania Hanifah Nurus Sopiany Rafiq Zulkarnaen Ramlah Ramlah Rika Mulyati Mustika Sari Sartika, Nenden Suciyati