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Profil Penalaran Relasional Siswa Laki-laki Maskulin dan Perempuan Feminin dalam Menyelesaikan Masalah Matematika E’en Rochaini; I Ketut Budayasa; Rini Setianingsih
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 3 (2022): June Pages 3201-5000
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i3.2698

Tujuan penelitian ini adalah untuk mendeskripsikan penalaran relasional siswa laki-laki maskulin dan perempuan feminin dalam menyelesaikan masalah matematika. Penelitian ini merupakan penelitian kualitatof dengan metode deskriptif. Metode pengumpulan data menggunakan tes Bem Sex Role Inventory untuk mengetahui kecenderungan gender, lembar tes penalaran relasional dan pedoman wawancara untuk mengetahui profil penalaran relasional siswa. Subjek penelitian terdiri dari dua orang siswa kelas VIII SMP dengan gender laki-laki maskulin dan perempuan feminin. Hasil penelitian menunjukkan bahwa penalaran relasional siswa laki-laki maskulin dan perempuan feminin memenuhi semua tahap penyelesaian masalah. Selain itu antara siswa laki-laki maskulin dan perempuan feminin memiliki cara atau solusi yang berbeda dalam menyelesaikan masalah matematika.

STATISTICAL LITERACY OF SECONDARY SCHOOL STUDENTS IN SOLVING CONTEXTUAL PROBLEMS TAKING INTO ACCOUNT THE INITIAL STATISTICAL ABILITY Erlyanna Nur Risqi; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 4 No. 1 (2021): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v4i1.5285

Statistical literacy is strongly needed in the 21st century in reading data information, thinking critically and making decisions. The purpose of this study is to describe the statistical literacy abilities of high school students in solving contextual problems taking into account their initial statistical abilities, with the following indicators, Tier 1 (reading & explaining data), Tier 2 (analyzing, interpreting, interpreting critically, and making conclusions), Tier 3 (presenting data and predicting something). This research is a qualitative in nature, using statistical ability test, statistical literacy test, and interview guidelines to collect data. The subjects of this study consist of three female students of grade XII Senior High School, with high, medium and low initial statistical ability categories. The results of this study revealed that (1) The student with high initial statistical abilities can meet the indicators of Tier 1, Tier 2, Tier 3, so that she can be categorized at level 5 to 6 (critical-mathematics critical), (2) The student with medium ability can fulfil the Tier 1 indicator not fulfil the indicators in Tier 2 and Tier 3, so that it can be categorized at level 3 to 5 (Consistent noncritical-Critical), and (3) The students with low abilities can fulfill the indicators of Tier 1 not fulfil the indicators in Tier 2 and Tier 3, so that it can be categorized at level 1 to 3 (Idiosyncratic-Consistent Noncritical). Therefore, it is important for students and teachers to know statistical literacy skills in order to increase their understanding and ability to understand information in making decisions regarding daily problems.

STUDENTSâ€™ THINKING PROCESSES IN SOLVING OPEN-ENDED PROBLEMS USING ONLINE LEARNING TAKING INTO ACCOUNT THE MATHEMATICAL ABILITY Tigas Laila Nurpratiwi; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 4 No. 1 (2021): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v4i1.5288

It is important for a student to be able to solve problems. This study aims to describe studentsâ€™ thinking processes in solving open-ended problems with online learning reviewed from mathematical abilities. This research is descriptive in nature with a qualitative approach. The subjects of this research consist of three 8th grade students, while the research instruments that were used consist of a mathematical ability test, an open-ended problem test and interview guideline. The results of the study reveal that student with high mathematical abilities meets all indicators of thinking processes, while student with average mathematical ability at the step of understanding the problem, did not carry out of making arguments, at the step of devising a plan he did not carry out the considering thinking process, as well as did not give an argument at the step of looking back. Almost the same as these results, student with low mathematical ability did not carry out the thinking process of remembering and the process of considering, while at the step of looking back, he did not carry out the process of considering and making an argument. Based on these results, it can be concluded that mathematical ability affects a studentâ€™s thinking process.

Kemampuan Spasial Siswa SMP Laki-Laki Maskulin dan Perempuan Feminin dalam Memecahkan Masalah Geometri Siti Suparmi; I Ketut Budayasa; Rini Setianingsih
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 7 No. 1 (2022)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2022.7.1.35-54

This study aims to describe the spatial ability of masculine male and feminine female students in solving geometric problems. The subjects of this study are one masculine male gender and one feminine female gender junior high school students who had the same mathematical ability. The subject selection was carried out using the Bem Sex Role Inventory instrument and Middle Semester Assessment scores, followed by conducting TPM (Problem Solving Test) and TPM-based interviews. The data collected from the TPM results and TPM-based interviews were then analyzed by applying the following steps: categorization, reduction, data presentation, interpretation, and conclusion. The results showed that subject-1 satisfied five indicators of spatial ability, namely spatial perception, visualization, spatial rotation, spatial relations, and spatial orientation so that it can be said to have high spatial abilities. On the other hand, subject-2 only meets three indicators of spatial ability, namely spatial rotation, spatial relation, and spatial orientation, so it can be said that female students have moderate spatial abilities. It is expected that the results of this study will be useful for future research and the mathematics learning process in schools

Critical Thinking Processes of High School Students in Solving Direct and Inverse Proportions Nindya Waspaning Dyah; Rini Setianingsih
Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya 2019: Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (888.955 KB)

Critical thinking skills which are learned by students in mathematics instruction will help students solving problems they encountered in daily life. Direct and inverse proportion is a topic in mathematics which provides opportunity for students to think more critically since it is one of the most cognitively challenging topics in the school curriculum. This research is descriptive in nature aims to describe the critical thinking processes of high school students in solving direct and inverse proportions problems. It used test and interview methods to collect the data, while the subjects consisted of two grade 7 students. The research results show that students perform the following critical thinking processes: (1) conducting interpretation by categorizing what are given and asked, and clarifying meaning in detail; (2) analyzing well by examining ideas and identifying arguments as well as reasons; (3) doing inferences by querying evidence, forming hypothesis, and trying to prove the hypothesis and to draw a conclusion; (4) carrying out evaluation by assessing credibility of claims and quality of arguments before jumping to the next steps, (5) doing explanation by stating results, justifying procedures, and present arguments clearly; (6) performing self-regulation by doing monitoring and correcting what they have done.

STATISTICAL LITERACY OF SECONDARY SCHOOL STUDENTS IN SOLVING CONTEXTUAL PROBLEMS TAKING INTO ACCOUNT THE INITIAL STATISTICAL ABILITY Erlyanna Nur Risqi; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 4 No. 1 (2021): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Statistical literacy is strongly needed in the 21st century in reading data information, thinking critically and making decisions. The purpose of this study is to describe the statistical literacy abilities of high school students in solving contextual problems taking into account their initial statistical abilities, with the following indicators, Tier 1 (reading & explaining data), Tier 2 (analyzing, interpreting, interpreting critically, and making conclusions), Tier 3 (presenting data and predicting something). This research is a qualitative in nature, using statistical ability test, statistical literacy test, and interview guidelines to collect data. The subjects of this study consist of three female students of grade XII Senior High School, with high, medium and low initial statistical ability categories. The results of this study revealed that (1) The student with high initial statistical abilities can meet the indicators of Tier 1, Tier 2, Tier 3, so that she can be categorized at level 5 to 6 (critical-mathematics critical), (2) The student with medium ability can fulfil the Tier 1 indicator not fulfil the indicators in Tier 2 and Tier 3, so that it can be categorized at level 3 to 5 (Consistent noncritical-Critical), and (3) The students with low abilities can fulfill the indicators of Tier 1 not fulfil the indicators in Tier 2 and Tier 3, so that it can be categorized at level 1 to 3 (Idiosyncratic-Consistent Noncritical). Therefore, it is important for students and teachers to know statistical literacy skills in order to increase their understanding and ability to understand information in making decisions regarding daily problems.

STUDENTSâ€™ THINKING PROCESSES IN SOLVING OPEN-ENDED PROBLEMS USING ONLINE LEARNING TAKING INTO ACCOUNT THE MATHEMATICAL ABILITY Tigas Laila Nurpratiwi; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 4 No. 1 (2021): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

It is important for a student to be able to solve problems. This study aims to describe studentsâ€™ thinking processes in solving open-ended problems with online learning reviewed from mathematical abilities. This research is descriptive in nature with a qualitative approach. The subjects of this research consist of three 8th grade students, while the research instruments that were used consist of a mathematical ability test, an open-ended problem test and interview guideline. The results of the study reveal that student with high mathematical abilities meets all indicators of thinking processes, while student with average mathematical ability at the step of understanding the problem, did not carry out of making arguments, at the step of devising a plan he did not carry out the considering thinking process, as well as did not give an argument at the step of looking back. Almost the same as these results, student with low mathematical ability did not carry out the thinking process of remembering and the process of considering, while at the step of looking back, he did not carry out the process of considering and making an argument. Based on these results, it can be concluded that mathematical ability affects a studentâ€™s thinking process.

Kemampuan Siswa SMP dalam Menulis Bukti Ditinjau Berdasarkan Tingkat Kemampuan Matematika Robbi Nur Mulyo; Mega Teguh Budiarto; Ismail; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 6 No. 1 (2023): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v6i1.8111

The ability to write proof means writing down an idea to prove a mathematical problem. It consists of a combination of the ability to read, write and prove. This study aims to describe the ability of junior high school students to write evidence based on mathematical ability. However, only students with high mathematical abilities are the subject of the research. This research is a descriptive study using a qualitative approach. Tests and interviews were conducted to collect the data. There were three steps for collecting data in this study: administering a mathematical ability test; administering a proof writing test with congruence questions to students with high mathematical abilities; and interviewing three students with high mathematical abilities of Grade IXA of SMP Negeri 1 Siliragung, Banyuwangi Regency. Data analysis includes data reduction, data presentation, and drawing conclusions. The results showed that students with high mathematical abilities had good reading, writing, and proving abilities. Based on the results of this study, the researchers suggest that teachers train students more often in reading, writing, and proving mathematical problems and accustom students to writing proofs systematically.

Kemampuan Siswa SMP dalam Menulis Bukti Ditinjau Berdasarkan Tingkat Kemampuan Matematika Robbi Nur Mulyo; Mega Teguh Budiarto; Ismail; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 6 No. 1 (2023): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v6i1.8111

The ability to write proof means writing down an idea to prove a mathematical problem. It consists of a combination of the ability to read, write and prove. This study aims to describe the ability of junior high school students to write evidence based on mathematical ability. However, only students with high mathematical abilities are the subject of the research. This research is a descriptive study using a qualitative approach. Tests and interviews were conducted to collect the data. There were three steps for collecting data in this study: administering a mathematical ability test; administering a proof writing test with congruence questions to students with high mathematical abilities; and interviewing three students with high mathematical abilities of Grade IXA of SMP Negeri 1 Siliragung, Banyuwangi Regency. Data analysis includes data reduction, data presentation, and drawing conclusions. The results showed that students with high mathematical abilities had good reading, writing, and proving abilities. Based on the results of this study, the researchers suggest that teachers train students more often in reading, writing, and proving mathematical problems and accustom students to writing proofs systematically.

Kemampuan Komunikasi Matematis Siswa SMA dalam Menyelesaikan Masalah Matematika Ditinjau dari Self-Confidence Anisa Nur Aini; Rini Setianingsih
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Kemampuan komunikasi matematis adalah kemampuan siswa dalam menyampaikan ide matematika baik dalam tulisan maupun secara lisan. Kemampuan komunikasi matematis perlu ditumbuhkan dalam diri siswa agar dapat menyampaikan ide dan pemikirannya terhadap suatu konsep tertentu. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa SMA dalam menyelesaikan masalah matematika pada materi program linear ditinjau dari self-confidence. Jenis penelitian yang digunakan adalah penelitian deskriptif kualitatif. Subjek dalam penelitian ini berjumlah 3 orang siswa dimana subjek diperoleh dari penyebaran angket self-confidence kepada 32 orang siswa kelas XI IPA 5 pada salah satu SMA di Sidoarjo yang dipilih masing-masing satu siswa dengan self-confidence tinggi, sedang, dan rendah. Teknik pengumpulan data menggunakan 2 butir soal tes esai materi program linear, angket self-confidence, dan wawancara. Data yang diperoleh kemudian dianalisis berdasarkan indikator kemampuan komunikasi matematis melalui tiga tahapan yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan self-confidence tinggi mempunyai kemampuan komunikasi matematis yang tinggi dan mampu memenuhi semua indikator kemampuan komunikasi matematis, sedangkan siswa dengan self-confidence sedang dan rendah memiliki kemampuan komunikasi matematis sedang dan hanya mampu memenuhi dua indikator kemampuan komunikasi matematis dari tiga indikator yang ada. Oleh karena itu, guru diharapkan dapat meningkatkan kemampuan komunikasi matematis siswa dengan memperbanyak kegiatan diskusi bersama, presentasi, sesi tanya jawab antara guru dengan siswa dan siswa dengan siswa serta memberikan banyak latihan soal kepada siswa agar self-confidence yang dimiliki siswa juga meningkat.

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