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All Journal International Journal of Evaluation and Research in Education (IJERE) Electronic Journal of Graph Theory and Applications (EJGTA) Jurnal Matematika & Sains AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Jurnal Elemen Indonesian Journal of Applied Statistics Journal of Mathematics and Mathematics Education (JMME) JTAM (Jurnal Teori dan Aplikasi Matematika) JCES (Journal of Character Education Society) Indonesian Journal of Combinatorics Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) International Journal of Science and Society (IJSOC)
Diari Indriati
Universitas Sebelas Maret, Surakarta, Indonesia
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Nursing Physics Public Health Social Sciences Transportation Other

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On Gamma-Labeling of (n,t)-Kite Graph Diari Indriati
Jurnal Matematika & Sains Vol 16, No 3 (2011)
Publisher : Institut Teknologi Bandung

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

Abstract

Abstract Let G(V,E) be a graph of order n and size m. A g-labeling of G is an one-to-one function f: V(G) ® {0, 1, 2, ..., m} that induces a labeling f: E(G) ® {1, 2, 3, ..., m} of the edges of G defined by f(e) = |f(u)-f(v)| for each edge e = uv of G. The value of a g-labeling f is denoted by val(f) = SeeEf(e). The maximum value of a g-labeling of G is defined by valmax(G) = max{val(f) : f is a g ‑ labeling of G}, while the minimum value of a g-labeling of G is defined by valmin (G) = min{val(f) : f is a g ‑ labeling of G}.  In this paper we investigate the valmin(G) of an (n,t)-kite graph G for every integer n ³ 3, and  the lower bound of the valmax(G) of an (n,t)-kite graphs G for n =3 and  n=4. Keywords: g-labeling, (n,t)-kite graphs, Maximum value, Minimum value. Abstrak Misal  G(V,E) adalah graf dengan banyak titik n dan banyak sisi m. Suatu pelabelan-g  pada graf G adalah fungsi satu-satu f: V(G) ® {0, 1, 2, ..., m} yang menghasilkan pelabelan f: E(G) ® {1, 2, 3, ..., m} pada sisi-sisi dari  G yang didefinisikan oleh  f(e) = |f(u)-f(v)| untuk setiap sisi e = uv pada G. Nilai dari pelabelan-g  f dilambangkan dengan val(f) = SeeEf(e). Nilai maksimum untuk pelabelan-g f dari graf G didefinisikan oleh valmax(G) = max{val(f) : f adalah pelabelan ‑g dari G}, sedangkan nilai minimum untuk pelabelan-g  f dari G didefinisikan oleh valmin (G) = min{val(f) : f adalah pelabelan ‑g  dari G}. Pada artikel ini kami memberikan valmin(G) dari graf  (n,t)-kite G untuk sembarang bilangan bulat n ³ 3, dan batas bawah untuk  valmax(G) dari graf (n,t)-kite G untuk n=3 dan  n=4. Kata kunci: Pelabelan-g, Graf (n,t)-kite, Nilai maksimum, Nilai minimum.
ANALYSIS OF ETHNO-BASED VALUATION INSTRUMENTS MEASURING HIGHER-ORDER THINKING SKILLS USING ITEM RESPONSE THEORY Adinata, Yuda candri; Budiyono, Budiyono; Indriati, Diari
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i2.20323

Abstract

This study aims to analyze the appropriateness of ethno-based assessment instruments that can measure Higher Order Thinking Skills based on item response theory. Analysis of the assessment instruments that have been developed have the characteristics of local wisdom and was trialed in three Karanganyar Regency High Schools. Student data analyzed were 288 test scores, consisting of 11th-grade students who had obtained Mathematical Induction material. The method used to explain the results of the analysis uses descriptive analysis. The prerequisite test uses the Unidimensional test for the 35 items that were tested, which means that of the 11 factors formed there is only one dominant factor. The results of the analysis of the three-parameter methods on item response theory for the Goodness of Fit (GoF) parameter model that most fit is the 2-PL model. The results of the analysis can be seen in the output threshold of phase 2 of the 2-PL model regarding the level of difficulty of the grains at values of -0.54 to 2.21. The different grain power index can be seen from the output of the BILOG-MG phase 2 program, which is the slope value in the range of 0.156 to 1.174. Therefore, 34 valid items were obtained with good difficulty and different power levels. Reliability for 34 items 0.71, which means a reliable instrument. It is recommended to conduct a construct validity analysis using confirmatory factor analysis. 
POGIL model on mathematical connection ability viewed from self-regulated learning Enyta Ramadisae Putri; Budiyono Budiyono; Diari Indriati
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 2: June 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.455 KB) | DOI: 10.11591/ijere.v9i2.20321

Abstract

One area of education which has not escaped efforts to improve the Indonesian government is mathematics education. The Indonesian government must make good use of mathematics learning so that students can use the mathematical mindset to offset the pace of global competition. This research is an experimental research on the Process-Oriented Guided Inquiry Learning (POGIL) model on the ability of mathematical connections in terms of self-regulated learning. The design used in this study was a 2 × 3 factorial. The research sample was 179 students from 7th grade in three State Junior High Schools in Sukoharjo Regency, Central Java, Indonesia. The research sample consisted of an experimental group that subjected to the POGIL model and a control group that subjected to a direct learning model. This research instrument used was a written test and questionnaire. The data analysis technique used was a two-way ANOVA test with unbalanced cells and post hoc test. The results showed that: 1) the POGIL model produces better mathematical connection ability than the direct learning model, 2) Students with high category self-regulated learning have better mathematical connection ability than medium and low categories, and students with self-regulated learning the medium category have better mathematical connection ability than the low category.
Totally irregular total labeling of some caterpillar graphs Diari Indriati; W. Widodo; Indah E. Wijayanti; Kiki A. Sugeng; Isnaini Rosyida
Electronic Journal of Graph Theory and Applications (EJGTA) Vol 8, No 2 (2020): Electronic Journal of Graph Theory and Applications
Publisher : GTA Research Group, Univ. Newcastle, Indonesian Combinatorics Society and ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/ejgta.2020.8.2.5

Abstract

Assume that G(V,E) is a graph with V and E as its vertex and edge sets, respectively. We have G is simple, connected, and undirected. Given a function λ from a union of V and E into a set of k-integers from 1 until k. We call the function λ as a totally irregular total k-labeling if the set of weights of vertices and edges consists of different numbers. For any u ∈ V, we have a weight wt(u)=λ(u)+ ∑{uy ∈ E} λ(uy). Also, it is defined a weight wt(e)= λ(u)+ λ(uv) + λ(v) for each e=uv ∈ E. A minimum k used in k-total labeling λ is named as a total irregularity strength of G, symbolized by ts(G). We discuss results on ts of some caterpillar graphs in this paper. The results are ts(S{p,2,2,q}) = ⌈ (p+q-1)/2 ⌉ for p, q greater than or equal to 3, while ts(S{p,2,2,2,p}) = ⌈(2p-1)/2 ⌉, p ≥ 4.
ANALISIS PEMAHAMAN KONSEP SISWA PADA MATERI LOGARITMA DITINJAU DARI KEMAMPUAN AWAL MATEMATIKA Eka Aprilia; Triyanto Triyanto; Diari Indriati
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.213 KB) | DOI: 10.24127/ajpm.v10i1.3464

Abstract

Tujuan penelitian ini adalah untuk menganalisis kemampuan pemahaman konsep matematis siswa ditinjau dari kemampuan awal matematika.penelitian ini adalah penelitian deskriftif eksploratif dengan pendekatan kualitatif. Penelitian ini dilaksanakan di SMA Muhammadiyah 5 Yogyakarta Tahun Ajaran 2020/2021 pada kelas X.subjek penelitian ini terdiri dari dua siswa dengan kemampuan awal tinggi, dua siswa kemampuan awal sedang dan dua siswa kemampuan awal rendah. Sumber data penelitian ini adalah hasil tes dan hasil wawancara. Focus penelitian ini adalah untuk mendeskripsikan pemahaman siswa tentang logaritma berdasarkan kemampuan awal yang dimiliki. Hasil penelitian ini menunjukkan bahwa pemahaman konsep siswa dipengaruhi oleh kemampuan awal yang mereka miliki. Sehingga siswa dengan kemamapuan awal tinggi mendominasi lebih menguasai indikatoer pemahaman  konsep dibandingkan dengan siswa berkemampuan awal sedang atau rendah.
Dominant Factor were Caused Eight Grade Students Errors in Solving on Cartesian Coordinate Multistep Routine and Non-Routine Modification Story Problems Dhani Nur Hendrayanto; Riyadi Riyadi; Diari Indriati
JTAM (Jurnal Teori dan Aplikasi Matematika) Vol 6, No 2 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jtam.v6i2.7313

Abstract

Giving a high level modification story problems with multistep routine and non-routine problems in cartesian coordinate learning is an effort to achieve optimal learning and also important because it has good effect for students. Less than optimal learning of cartesian coordinates for eight grade it was usually represented by the frequent of student errors occurrence on an ongoing basis in solving on mathematical problems in assignments and daily tests. This research purpose was to reveal the dominant factor were caused eighth grade student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems. This research is a descriptive qualitative in type. Research data collection based on survey, interview, test and documentation.  The research subjects in this research were eight grade students of SMPN 4 Wonosobo. In this research 18 students of  eight grade students SMPN 4 Wonosobo as the research sample. The sampling technique it was used in this research is purposive sampling. The results of this research indicate the dominant factor were caused eighth grade student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems is students difficulties.  Students difficulties such as compiling steps to solve problems in the form of multistep story problems, understanding the position conception of starting point with a certain point, understanding the conception of a perpendicular lines and a parallel lines to the X and Y axis, determining the distance of a point to certain point. The implication of this research is can obtain information about the dominant factor were caused student errors in solving on cartesian coordinate multistep routine and non-routine modification story problems as the relation to the current idealization of mathematics learning optimization and can be able for planing another appropriate and solution steps for the implementation of mathematics learning in an effort to minimize student errors.
INDUCTION OF TECHNOLOGY AS A MEANS OF IMPROVING BUSINESS COMPETITIVENESS IN CREATIVE INDUSTRY Tri Atmojo Kusmayadi; Titin Sri Martini; Diari Indriati; Putranto Hadi Utomo; Bowo Winarno; Nugroho Arif Sudibyo
JCES (Journal of Character Education Society) Vol 4, No 4 (2021): Oktober
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jces.v4i4.5682

Abstract

Abstrak: Mitra dalam program kemitraan masyarakat ini merupakan UMKM yang bergerak dibidang industri kreatif. UMKM yang berlokasi di Kecamatan Ngemplak Kabupaten Boyolali ini, berfokus menghasilkan produk-produk berbasis meubel. Tujuan induksi teknologi ini untuk mendorong produktivitas dan kreativitas UMKM sehingga dapat dimanfaatkan untuk meningkatkan daya saing usaha. Secara khusus, penerapan induksi teknologi ini berbentuk implementasi website penjualan untuk memperluas pemasaran. Tahapan pelaksanaan kegiatan menggunakan metode 4P yaitu Pengamatan permasalahan mitra, Penerapan induksi teknologi, Pelatihan mitra dan Pendampingan mitra. Hasil yg diperoleh dari kegiatan ini adalah telah terbangunnya website dengan CMS WordPress dan berbasis bahasa pemrograman PHP untuk UMKM mitra. Selanjutnya diadakan pelatihan penggunaan website tersebut. Peserta antusias dalam mengikuti kegiatan yang telah dilakukan oleh tim pengabdi. Hal ini dapat dilihat pada saat kegiatan terjadi interaksi antara peserta dengan pemateri.Abstract:  Partners in this community partnership program are MSMEs engaged in the creative industry. This UMKM, which is located in Ngemplak District, Boyolali Regency, focuses on producing furniture-based products. The purpose of this technology induction is to encourage the productivity and creativity of UMKM so that they can be used to increase business competitiveness. In particular, the application of this technology induction takes the form of implementing a sales website to expand marketing. The stages of implementing the activities using the 4P method are Observing partner problems, Application of technology induction, Partner training, and partner assistance. The results obtained from this activity are the construction of a website with a WordPress CMS and PHP-based programming language for partner MSMEs. Furthermore, training on the use of the website was held. Participants were enthusiastic in participating in the activities carried out by the service team. This can be seen when the activity occurs when there is an interaction between participants and presenters.
Computing total edge irregularity strength of some n-uniform cactus chain graphs and related chain graphs Isnaini Rosyida; Diari Indriati
Indonesian Journal of Combinatorics Vol 4, No 1 (2020)
Publisher : Indonesian Combinatorial Society (InaCombS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/ijc.2020.4.1.6

Abstract

Given graph G(V,E). We use the notion of total k-labeling which is edge irregular. The notion of total edge irregularity strength (tes) of graph G means the minimum integer k used in the edge irregular total k-labeling of G. A cactus graph G is a connected graph where no edge lies in more than one cycle. A cactus graph consisting of some blocks where each block is cycle Cn with same size n is named an n-uniform cactus graph. If each cycle of the cactus graph has no more than two cut-vertices and each cut-vertex is shared by exactly two cycles, then G is called n-uniform cactus chain graph. In this paper, we determine tes of n-uniform cactus chain graphs C(Cnr) of length r for some n ≡ 0 mod 3. We also investigate tes of related chain graphs, i.e. tadpole chain graphs Tr(4,n) and Tr(5,n) of length r. Our results are as follows: tes(C(Cnr)) = ⌈(nr + 2)/3⌉ ; tes(Tr(4,n)) = ⌈((5+n)r+2)/3⌉ ; tes(Tr(5,n)) = ⌈((5+n)r+2)/3⌉.
Edge irregular reflexive labeling on sun graph and corona of cycle and null graph with two vertices Irfan Setiawan; Diari Indriati
Indonesian Journal of Combinatorics Vol 5, No 1 (2021)
Publisher : Indonesian Combinatorial Society (InaCombS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/ijc.2021.5.1.5

Abstract

Let G(V,E) be a simple and connected graph which set of vertices is V and set of edges is E. Irregular reflexive k-labeling f on G(V,E) is assignment that carries the numbers of integer to elements of graph, such that the positive integer {1,2, 3,...,ke} assignment to edges of graph and the even positive integer {0,2,4,...,2kv} assignment to vertices of graph. Then, we called as edge irregular reflexive k-labelling if every edges has different weight with k = max{ke,2kv}. Besides that, there is definition of reflexive edge strength of G(V,E) denoted as res(G), that is a minimum k that using for labeling f on G(V,E). This paper will discuss about edge irregular reflexive k-labeling for sun graph and corona of cycle and null graph, denoted by Cn ⨀ N2 and make sure about their reflexive edge strengths.
Thinking Process of Student in Solving Mathematical Problems Based on Logis-Mathematical Intelligence Purjiyo Purjiyo; Imam Sujadi; Diari Indriati
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 5, No 1 (2022): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v5i1.3915

Abstract

The root of the problem of this research is the lack of interest in student learning during the COVID-19 pandemic which resulted in low student learning outcomes. The purpose of this study was to see the improvement of student learning outcomes during online learning by using learning videos on a two-variable linear equation system material. The type of research used in this research is classroom action research which was carried out at MTS Negeri 1 Simalungun. This research was conducted in two cycles with each action including planning, implementing, observing and reflecting. To see the learning outcomes used tests in cycles I and II. The results of the study show that learning video media on the material of a two-variable linear equation system in the Covid-19 Pandemic Era can improve learning outcomes and minimum learning mastery of students in class VIII-5 MTS Negeri 1 Simalungun for the 2020/2021 academic year". The completeness of student learning outcomes on the SPLDV material after being taught using learning video media when the initial condition (23.52%) increased to 52.94%. Furthermore, there was an increase in student learning outcomes by 23.53% with a mastery level of learning obtained around 76.47%. This result is in line with what is expected, namely 75% of students complete.
Co-Authors Adinata, Yuda candri Ainun Rahma Firdausy Akrom, Akrom Alghofari, Abdul Rouf Bowo Winarno Budiyono Budiyono Budiyono Budiyono Dhani Nur Hendrayanto Eka Aprilia Enyta Ramadisae Putri Hidayat, Noor Imam Sujadi Indah E. Wijayanti Irfan Setiawan Isnaini Rosyida Isnaini Rosyida, Isnaini Kiki A. Sugeng Krida Singgih Kuncoro Martini, Titin Sri Monika Agnes Henny Kinanti Muhammad Bilal Nugroho Arif Sudibyo Purjiyo Purjiyo Putranto Hadi Utomo Riyadi Riyadi S Slamin Sri Sulistijowati Handajani Sujadi, Imam Tri Atmojo Kusmayadi Trionika Dian Wahyuningsih Triyanto Triyanto Vika Yugi Kurniawan W. Widodo Wijayanti, Dian Eka