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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA APOTEMA : Jurnal Program Studi Pendidikan Matematika International Journal on Emerging Mathematics Education Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Integral : Pendidikan Matematika Bubungan Tinggi: Jurnal Pengabdian Masyarakat International Journal on Education Insight Bulletin of Applied Mathematics and Mathematics Education Jurnal Infinity
Aan Hendroanto
Universitas Ahmad Dahlan, Yogyakarta, Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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STUDENTS' GEOMETRIC THINKING BASED ON VAN HIELE'S THEORY Harina Fitriyani; Sri Adi Widodo; Aan Hendroanto
Jurnal Infinity Vol 7 No 1 (2018): Volume 7 Number 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v7i1.p55-60

Abstract

The current study aims to identify the development level of students' geometric thinking in mathematics education department, Universitas Ahmad Dahlan based on van Hiele's theory. This is a descriptive qualitative research with the respondents as many as 129 students. In addition to researchers, the instrument used in this study is a test consisting of 25 items multiple choice questions. The data is analyzed by using Milles and Huberman model. The result shows that there were 30,65% of students in pre-visualization level, 21,51% of students in visualizes level, and 29,03% of students in analyze level, 16,67% of students in informal deduction level, 2,15% of students in deduction level, and 0,00% of student in rigor level. Furthermore, findings indicated a transition level among development levels of geometric thinking in pre-analyze, pre-informal deduction, pre-deduction, and pre-rigor that were 20%; 13,44%; 6,45%; 1,08% respectively. The other findings were 40,32% of students were difficult to determine and 4,3% of students cannot be identified.
APA SAJA KESALAHAN SISWA SAAT MENGERJAKAN SOAL CERITA MATERI HIMPUNAN? Ema Apriliya; Aan Hendroanto
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol 10, No 4 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v10i4.28157

Abstract

Salah satu faktor yang mempengaruhi siswa untuk melakukan kesalahan adalah kesulitan yang dialami siswa ketika menyelesaikan soal cerita dengan materi himpunan dan siswa kurang memahami konsep dasar materi. Kesalahan-kesalahan tersebut saat ini jarang diperhatikan dan dianalisis lebih lanjut. Oleh karena itu, tujuan penelitian ini adalah untuk mengetahui jenis-jenis kesalahan yang dilakukan siswa. Penelitian ini merupakan penelitian kualitatif deskriptif yang melibatkan 32 siswa kelas VIIC SMP N3 Wonosari. Teknik pemilihan data dalam penelitian ini berupa tes dan wawancara. Analisis data menggunakan analisis data menurut Miles dan Huberman yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa jenis kesalahan yang dilakukan siswa ketika menyelesaikan masalah berbentuk cerita pada materi himpunan adalah kesalahan pemahaman dan kesalahan transformasi. Kesalahan terbanyak terjadi pada tahap memahami masalah disebabkan karena siswa kurang teliti dalam memahami masalah dan kurang memahami konsep
Describing students' mathematical power: Do cognitive styles make any difference? Fitriyani, Harina; Setyawan, Fariz; Hendroanto, Aan; Istihapsari, Vita
Bulletin of Applied Mathematics and Mathematics Education Vol. 1 No. 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.45 KB) | DOI: 10.12928/bamme.v1i1.3856

Abstract

Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school students’ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis used the model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.
Potret kemampuan penalaran spasial serta persepsi siswa sekolah menengah pertama terhadap geometri dan matematika Fitriyani, Harina; Kusumah, Yaya Sukjaya; Dahlan, Jarnawi Afgani; Hendroanto, Aan
AKSIOMA : Jurnal Matematika dan Pendidikan Matematika Vol 16, No 1 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/aks.v16i1.21395

Abstract

Geometry is a field of mathematical study closely related to spatial reasoning and its many uses in everyday life. The purpose of this study was to photograph the spatial reasoning ability of junior high school students in doing spatial tasks from a gender perspective and their perceptions of the geometry material and mathematics. A qualitative approach was chosen to describe the research findings. One hundred two junior high school students in Sleman Yogyakarta participated in spatial reasoning tests, interviews, and questionnaires. Data analysis uses data reduction, data presentation, and verification stages. The results showed that the average student's spatial reasoning ability was still low, 42.09. Most students mastered spatial tasks in spatial orientation, while the students' mastery of spatial reasoning was the weakest in the element of spatial visualization. From a gender perspective, male students showed superior spatial reasoning abilities than female students. Students perceive mathematics and geometry as complex materials, but they are essential to learning because of their many benefits in everyday life.
How Students Solves PISA Tasks: An Overview of Students’ Mathematical Literacy Hendroanto, Aan; Istiandaru, Afit; Syakrina, Nisa; Setyawan, Fariz; Prahmana, Rully Charitas Indra; Hidayat, Agus Sofian Eka
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 2, September 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i2.10713

Abstract

This article aims to investigate how mathematics education students in Universitas Ahmad Dahlan solve PISA mathematics problems. This research used the descriptive method with the qualitative approach and supported with quantitative data. Research subjects were 20 new students of mathematics education at Universitas Ahmad Dahlan in the 2016/2017 academic year. We translated the 2012 PISA instrument and used it to collect data on students’ mathematical literacy skills and to identify their difficulties. All the data were analyzed based on PISA’s framework. The result shows that, in general, 65.7% of students were able to understand the problems and plan their strategies to solve them. Meanwhile, only 46.9% among them could answer correctly. In addition, only 36.8% of the students were able to understand the level 6 problems while only 23.7% among them answered correctly. The students performed well in the interpretation process towards the problems with individual and social contexts. However, they found difficulties in the formulation and employment process of the problems, especially in the work and scientific context.
Spatial Reasoning of Middle School Students in View of Mathematics Anxiety Fitriyani, Harina; Kusumah, Yaya Sukjaya; Dahlan, Jarnawi Afgani; Hendroanto, Aan
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 14, No 2 (2023): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v14i2.42464

Abstract

The low spatial reasoning ability and high mathematics anxiety of junior high school students is an interesting discussion to be studied in more depth to understand students' spatial reasoning abilities and mathematical anxiety. Therefore, this study aims to explore the spatial reasoning abilities of junior high school students in solving geometric problems in terms of students' math anxiety. The research method used is qualitative research with a case study type. Data were collected through written tests to explore spatial reasoning data, followed by task-based unstructured interviews and a Likert scale questionnaire to explore math anxiety data. Furthermore, the research data were analyzed by following the Miles and Huberman model, which consisted of data reduction (data reduction), data presentation (data display), and concluding (verification). The results showed that the average student's math anxiety was 2.294. Students' spatial reasoning abilities were dominated at a moderate level, namely 69.23%. The results also show that the students' spatial reasoning ability does not depend on the math anxiety category. The ability of spatial orientation is the ability most students master. Once the mathematical anxiety and spatial reasoning abilities of students are understood, it is intended that the teacher would take this into account while structuring geometry instruction in the classroom, which will foster the growth of students' spatial reasoning while simultaneously lowering the number of students' mathematical anxiety.Rendahnya kemampuan penalaran spasial dan tingginya kecemasan matematika siswa SMP menjadi bahasan menarik untuk dikaji lebih mendalam supaya diperoleh pemahaman menyeluruh tentang kemampuan penalaran spasial dan kecemasan matematika siswa. Oleh karena itu penelitian ini bertujuan untuk mengeksplorasi kemampuan penalaran spasial siswa SMP dalam memecahkan masalah geometri ditinjau dari kecemasan matematika siswa. Adapun metode penelitian yang dilakukan adalah penelitian kualitatif dengan jenis studi kasus. Data dikumpulkan melalui tes tertulis untuk menggali data penalaran spasial dilanjutkan dengan wawancara tidak terstruktur berbasis tugas, dan angket skala likert untuk menggali data kecemasan matematika. Selanjutnya data penelitian dianalisis dengan mengikuti model Miles dan Huberman yang terdiri atas: reduksi data (data reduction), penyajian data (data display), dan penarikan kesimpulan (verification). Hasil penelitian menunjukkan bahwa rata-rata kecemasan matematika siswa yaitu 2,294. Kemampuan penalaran spasial siswa didominasi berada pada level sedang yakni 69,23%. Hasil penelitian juga menunjukkan bahwa kemampuan penalaran spasial siswa tidak bergantung pada kategori kecemasan matematika. Kemampuan orientasi spasial menjadi kemampuan yang paling banyak dikuasai siswa. Setelah kecemasan matematika dan kemampuan penalaran spasial siswa diketahui maka diharapkan dapat menjadi bahan pertimbangan guru dalam mendesain pembelajaran geometri di kelas yang dapat merangsang perkembangan penalaran spasial siswa, pun juga dapat mengurangi tingkat kecemasan matematika siswa.
Co-Authors Afit Istiandaru Afit Istiandaru, Afit Elix Budiyanta Ema Apriliya Fitriyani, Harina Fitriyani, Harina Harina Fitriyani Hidayat, Agus Sofian Eka Jarnawi Afgani Dahlan Nisa Syakrina Rofi Rhyana Dwi Anggraini Rostien Puput Anggoro Rully Charitas Indra Prahmana Setyawan, Fariz Sri Adi Widodo Syakrina, Nisa Syakrina, Nisa Vita Istihapsari Vita Istihapsari, Vita Widayati Widayati Yaya S. Kusumah