Article Per Year (5 Year)
p-Index From 2020 - 2025
0.817
P-Index
This Author published in this journals
All Journal Union: Jurnal Ilmiah Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Jurnal MIPA dan Pembelajarannya Jurnal Pendidikan MIPA
Pradiarti, Refni Adesia
Unknown Affiliation
Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Energy Immunology & microbiology Materials Science & Nanotechnology Mathematics Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
MINAT DAN MOTIVASI BELAJAR MATEMATIKA SISWA PADA PENDEKATAN CULTURALLY RESPONSIVE TEACHING (CRT): A SYSTEMATIC LITERATURE REVIEW Pradiarti, Refni Adesia
Jurnal MIPA dan Pembelajarannya Vol. 5 No. 1 (2025): Januari
Publisher : Universitas Negeri Malang

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

Abstract

Students' interest and motivation in learning mathematics remain a challenge in the field of education. One approach that can be implemented to enhance student engagement is Culturally Responsive Teaching (CRT), which emphasizes the integration of students' cultural backgrounds into the learning process. This approach aims to create a more relevant and meaningful learning experience by connecting mathematical concepts with local cultural contexts. This study seeks to analyze the effectiveness of CRT in improving students' interest and motivation in learning mathematics through a Systematic Literature Review (SLR) of articles discussing CRT implementation in mathematics education. The findings from the literature analysis indicate that Culturally Responsive Teaching (CRT) has been proven effective in enhancing students' interest and motivation in learning mathematics. The success of this approach lies in its ability to create culturally relevant learning, increase student engagement, and foster a more enjoyable and meaningful learning environment.
Kemampuan Pemecahan Masalah Matematis Siswa SMP ditinjau dari Gaya Kognitif Pradiarti, Refni Adesia; Subanji
Mosharafa: Jurnal Pendidikan Matematika Vol. 11 No. 3 (2022): September
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v11i3.729

Abstract

Siswa dituntut dapat menyelesaikan soal pemecahan masalah dalam setiap pembelajaran matematika. Namun ketika observasi awal, banyak ditemukan siswa kurang mampu memecahkan soal matematis dengan tepat dan sedikit siswa yang dapat menjawab persoalan matematis berdasarkan prosedur Polya terutama di Sumenep. Tujuan Penelitian untuk mendeskripsikan tingkat pemahaman peserta didik dalam mencari solusi dari permasalahan matematis yang terdapat pada materi Himpunan berdasarkan gaya kognitif Field Dependent (FD) dan Field Independent (FI). Metode penelitian ini yaitu deskriptif kualitatif. Hasil penelitian berupa data yang diambil dari peserta didik kelas 7A dan 7B di MTs Negeri 1 Sumenep menggunakan tes GEFT berdasarkan indikator pemecahan masalah Polya yang mengacu pada indikator NCTM. Dalam melakukan analisis lebih lanjut, dipilih 4 orang sebagai subjek untuk dilakukan wawancara secara mendalam dan dilakukan analisis pemecahan masalah. Dalam penelitian ini didapatkan peserta didik jenis FD kurang baik dalam memecahkan masalah matematis, sedangkan pada peserta didik jenis FI sangat baik dalam memecahkan masalah matematis dikarenakan mampu memenuhi semua indikator pemecahan masalah. Students are required to be able to solve problem-solving problems in every mathematics lesson. However, during the initial observations, it was found that many students were less able to solve mathematical problems correctly and few students were able to answer mathematical problems based on the Polya procedure, especially in Sumenep. The purpose of the study was to describe the level of understanding of students in finding solutions to mathematical problems contained in the set material based on Field Dependent (FD) and Field Independent (FI) cognitive styles. This research method is descriptive and qualitative. The results of the study are data taken from students in grades 7A and 7B at MTs Negeri 1 Sumenep using the GEFT test based on Polya's problem-solving indicators which refer to the NCTM indicator. In conducting further analysis, 4 people were selected as subjects for in-depth interviews and problem-solving analysis. In this study, it was found that the FD-type students were not good at solving mathematical problems, while the FI-type students were very good at solving mathematical problems because they were able to problem-solving indicators.
Students' Creative Thinking Process in Solving Multiple Solution Tasks on Geometry Material Pradiarti, Refni Adesia; Sudirman, Sudirman; Sisworo, Sisworo
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract

This research is a qualitative descriptive research which aims to explore students' creative thinking process in completing MST on geometry material. The creative thinking process of each individual is different according to their level so it is necessary to analyze how students' creative thinking process is in completing MST based on level of creative thinking. Researchers refer to the stages of creative thinking developed by Wallas consisting of preparation, incubation, illumination and verification stages. Researchers focused subjects on the 5 levels of creative thinking developed by Siswono in the stages of creative thinking, namely subjects with levels of creative thinking level 4 (very creative), 3 (creative), 2 (quite creative), 1 (less creative), and 0 (not creative). Each level is described starting from the preparation, incubation, illumination and verification stages. Based on the research results, there are differences in creative thinking processes at each level of creative thinking, especially at the verification stage, only students with creative levels 4, 3, and 2 carry out the verification stage; The incubation stage for students with creative levels 2, 1, and 0 takes a long time so that subjects with a long incubation stage are not optimal in completing MST to get many alternative solutions.      Keywords: geometry, multiple solution tasks, creative thinking process.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp248-263
Improving students' problem solving ability in solving mathematical problems on linear function topic through PBL model assisted by GeoGebra with TaRL approach Pradiarti, Refni Adesia; Fuady, Anies; Puspitasari, Lila
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025): In Progress
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.19871

Abstract

The aim of this research is to enhance mathematical problem-solving abilities in linear function content through the use of GeoGebra and the Teaching at the Right Level (TaRL) technique in conjunction with the Problem Based Learning (PBL) learning model. This research is a classroom action research conducted in class VIIID of SMPN 25 Malang, with 32 students as the subjects of the study. The planning, execution, observation, and reflection phases were all included in the two cycles of the study. The instruments used in this study are problem-solving ability tests and student activity observation sheets. The results show that students' problem-solving skills improved from an average of 39.25% (pre-test) to 57.25% in cycle I, and further increased to 81.77% in cycle II. The classical completeness based on the class average score also increased from 28.12% (pre-test) to 65.62% (cycle I), and then reached 81.25% (cycle II). The use of GeoGebra in the PBL model helped students understand the graph of linear functions, while the TaRL approach helped tailor the learning to the diverse needs of the students. This study proves that the combination of the PBL model and TaRL approach can effectively enhance students' mathematical problem-solving skills. This study contributes to mathematics education by demonstrating the practical integration of differentiated instruction (TaRL) and interactive technology (GeoGebra) within a PBL framework to significantly improve students’ problem-solving abilities in linear function topics.
Co-Authors Fuady, Anies Puspitasari, Lila Sisworo Subanji Sudirman Sudirman