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All Journal Journal of Maritime Empowerment Kognitif: Jurnal Riset HOTS Pendidikan Matematika
Mardani, Hesti Setyo
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Library & Information Science Mathematics Social Sciences Other

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SOSIALISASI PENGENALAN  EMOSI BERBASIS FILM INSIDE OUT PADA SISWA SDN 010 BINTAN UTARA Irawan, Nina; Sari, Keysa Puspita; Mardani, Hesti Setyo; Rizqullah, Fikri Hassan; Ramadhan, Andry Hafiz; Putri, Nindy Monica; Anggriani, Desma Tri; Fatahurrazak, Fatahurrazak
Jurnal Pemberdayaan Maritim Vol 8 No 1 (2025): Journal of Maritime Empowerment
Publisher : Lembaga Penelitian, Pengabdian Masyarakat, dan Penjaminan Mutu, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jme.v8i1.7677

Abstract

Siswa yang berada pada tahap peralihan dari masa kanak-kanak menuju dewasa, akan mengalami terjadinya perubahan signifikan dalam aspek fisik, psikologis, dan sosial-emosional. Untuk mengembangkan kematangan emosi, siswa dituntut untuk mengenali emosi, mengungkapkan perasaan secara wajar, memahami berbagai macam emosi dan ekspresi emosi dari diri sendiri dan orang lain, serta mengungkapkan perasaan berdasarkan pertimbangan kontekstual. Kegiatan sosialisasi ini bertujuan untuk memberikan sosialisasi tentang mengenali emosi yang dimiliki kepada siswa SDN 010 Bintan Utara melalui media film Inside Out. Film Inside Out sendiri menceritakan sosok Riley yang memiliki 5 jenis emosi yang memiliki perannya masing-masing dalam mengungkapkan emosi yang dimiliki yaitu Joy (senang), Sadness (sedih), Fear (takut), Angry (marah) dan Disgusting (jijik/muak). Metode pelaksanaan menggunakan ceramah interaktif, diskusi kelompok, dan mengisi LKPD Termometer Emosi dengan melibatkan 38 siswa kelas 6. Kegiatan dilaksanakan selama 1 hari. Hasil kegiatan menunjukkan siswa dapat mengenali 5 jenis emosi berdasarkan film Inside Out dan menuangkannya dalam LKPD Termometer emosi. Selain itu selama kegiatan menunjukkan antusiasme yang tinggi dari siswa maupun guru.
Investigating Students’ Mathematical Problem-Solving Abilities in the Context of Social Arithmetic through the Lens of Learning Styles Andriani, Susi; Ermika, Tia; Izzati, Nur; Putri, Alyana Rahmadani; Mardani, Hesti Setyo
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.3636

Abstract

This study investigates how students solve mathematical problems in social arithmetic and examines the influence of different learning styles on their problem-solving performance. Although mathematical problem solving has been widely studied, limited attention has been given to how students’ learning styles interact with specific domains such as social arithmetic, which requires both conceptual understanding and procedural fluency. The study involved 20 seventh-grade students from SMPN 013 Satu Atap Bukit Bestari, Indonesia, and employed a qualitative descriptive design. Three instruments were used: a learning style questionnaire to categorize students into visual, auditory, and kinesthetic groups; a written test structured according to Polya’s four stages of problem solving; and semi-structured interviews to explore students’ reasoning processes in each stage. The findings showed that kinesthetic learners achieved the highest results across all indicators of problem solving. Auditory learners were proficient in understanding problems and planning strategies but struggled with evaluating their answers, while visual learners displayed strong initial comprehension but faced challenges in developing and implementing solution plans. Classroom elements such as group discussions and oral presentations were found to enhance engagement, particularly for kinesthetic learners. Overall, the study highlights the importance of aligning instructional approaches with students’ learning styles to improve mathematics learning outcomes. These results provide empirical support for differentiated instruction in mathematics, especially for context-based topics like social arithmetic that remain underexplored in current learning styles research.
Co-Authors Anggriani, Desma Tri Ermika, Tia Fachry Abda El Rahman Fatahurrazak Irawan, Nina Putri, Alyana Rahmadani Putri, Nindy Monica Ramadhan, Andry Hafiz Rizqullah, Fikri Hassan Sari, Keysa Puspita Susi Andriani, Susi