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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmu Pendidikan Cakrawala Pendidikan Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pengajaran MIPA Jurnal Infinity Progresiva : Jurnal Pemikiran dan Pendidikan Islam Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam EDUKASIA ISLAMICA: Jurnal Studi Keislaman Jurnal Riset Pendidikan Matematika AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Jurnal Al-Tadzkiyyah Suska Journal of Mathematics Education Jurnal Fourier Journal of Research and Advances in Mathematics Education QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama MaPan : Jurnal Matematika dan Pembelajaran EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan JRPM (Jurnal Review Pembelajaran Matematika) Tarbiyatuna JTAM (Jurnal Teori dan Aplikasi Matematika) Beta: Jurnal Tadris Matematika FIKROTUNA JPM : Jurnal Pendidikan Matematika Transformasi : Jurnal Pendidikan Matematika dan Matematika Jurnal Pendidikan Progresif Jurnal Tatsqif
Kusaeri Kusaeri
Universitas Islam Negeri (UIN) Sunan Ampel Surabaya
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Mathematics Public Health Social Sciences Other

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Penilaian Kemampuan Berpikir Kritis Dalam Pembelajaran Fikih Dengan Watson-Glaser Critical Thinking Appraisal (WGCTA) Fathur Rohman; Kusaeri Kusaeri
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 19 No. 3 (2021): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v19i3.874

Abstract

Abstract One of the competencies that became the main goals in the 2013 curriculum was critical thinking. All subjects, including Islamic Religious Education (PAI), should be able to deliver students to be able to think critically. However, critical thinking skills are not given much attention to PAI learning, especially Fiqh. Likewise, in the case of valuation, there are currently not many assessment instruments specifically developed to measure the ability to think in Fiqh learning. Therefore, this article intends to design a concept for assessing critical thinking skills by adopting the critical thinking test model developed by Watson and Glaser or commonly known as the Watson-Glaser Critical Thinking Appraisal (WGCTA). Two problems will be discussed in this paper, namely, how about critical thinking in Fiqh learning, and how is the concept of Critical Thinking Ability Assessment in Fiqh learning with WGCTA. The result of this paper is a sample assessment of critical thinking skills in Fiqh learning based on five indicators in the WGCTA test, namely inference, recognition of assumptions, deduction, interpretation, and evaluation of argument.   Abstrak Salah satu kompetensi yang menjadi tujuan utama dalam kurikulum 2013 adalah berpikir kritis. Semua mata pelajaran, tak terkecuali PAI, hendaknya dapat mengantarkan peserta didik untuk mampu berpikir kritis. Meski demikian, kemampuan berpikir kritis tampaknya tidak banyak menjadi perhatian dalam pembelajaran PAI, khususnya fikih. Begitu pula, dalam hal penilaian, saat ini banyak instrumen penilaian yang secara khusus dikembangkan untuk mengukur kemampuan berpikir dalam bidang fikih. Oleh karena itu, artikel ini bermaksud untuk merancang sebuah konsep penilaian kemampuan berpikir kritis dengan mengadopsi model tes critical thinking yang dikembangkan oleh Watson dan Glaser atau lazim disebut dengan Watson-Glaser Critical Thinking Appraisal (WGCTA). Ada dua permasalahan yang akan dibahas dalam tulisan ini yakni, bagaimana kemampuan berpikir kritis dalam pembelajaran fikih, dan bagaimana penilaian kemampuan berpikir kritis dalam pembelajaran fikih dengan WGCTA. Hasil dari tulisan ini adalah sampel penilaian kemampuan berpikir kritis dalam fikih berdasarkan lima indikator dalam tes WGCTA yaitu penarikan kesimpulan, pengenalan asumsi, deduksi, interpretasi, dan evaluasi argumen.
Kemampuan Regulasi Diri Siswa dan Dampaknya Terhadap Prestasi Belajar Matematika Kusaeri Kusaeri; Umi Nida Mulhamah
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 1 No. 1 (2016)
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 | Full PDF (413.612 KB) | DOI: 10.15642/jrpm.2016.1.1.31-42

Abstract

Self-regulation integrate many things of learning theories and can guide the students to strive to achieve learning goals by controlling the thoughts, behaviors, and emotions. This study aims to determine the theoretical models, testing them with empirical data, and finding influence between the ability of self-regulation to mathematics achievement. The ability of self-regulation measures consists of metacognition, motivation, and behavior. The field research with verification approach was conducted in MTsN Tanjunganom Nganjuk. The total sample is 112 students. The instrument is form of questionnaires. Mathematics achievement is taken from value data of middle semester of 2015/2016 academic year. The data were analyzed by LISREL software version 9.2 through statistical methods of Confirmatory Factor Analysis. The results shows that the theoretical model developed the show compliance with the criteria suitability test conducted. The test matches in accordance with the criteria of Goodness of Fit is a p-value and RMSEA.
Restrukturisasi Berpikir Siswa Melalui Pemunculan Skema dalam Menyelesaikan Soal Ujian Nasional Mata Pelajaran Matematika Siti Aisya; Kusaeri Kusaeri; Sutini Sutini
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 4 No. 2 (2019)
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 | Full PDF (354.646 KB) | DOI: 10.15642/jrpm.2019.4.2.157-165

Abstract

Defragmentation of student’s thinking structures through scheme appearance to fix pseudo thinking student’s in solving problems HOTS test type for mathematics in the National Exam 2018. Pseudo Thinking happened because students did not reflect before answering, so students give the wrong answer. Pseudo thinking divided into false-pseudo thinking and true-pseudo-thinking. Hence, in this research to describe student’s structural thinking errors and the process of defragmentation of student’s thinking structures through scheme appearance to fix student’s pseudo thinking in solving problems of HOTS test type for mathematics in the National Exam 2018. This research is qualitative research with descriptive type. Researchers used three subjects to describe the defragmentation process of scheme appearance. The result of this research, all subjects experienced false-pseudo thinking and true-pseudo thinking. From the research, subjects can reveals that the process of scheme appearance that has been previously. So subjects can solve problems.
STUDI PERILAKU CHEATING SISWA MADRASAH DAN SEKOLAH ISLAM KETIKA UJIAN NASIONAL Kusaeri Kusaeri
EDUKASIA Vol 11, No 2 (2016): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v11i2.1727

Abstract

THE STUDY OF MADRASA AND ISLAMIC SCHOOL STUDENTS’ CHEATING BEHAVIOR IN NATIONAL EXAMINATION. This study describes the cheating occurred in Madrasah/Islamic High Schools in East Java. It is based on the achievement of UN and IIUN 2015. It used descriptive approach. The data were presented in narrative, percentage, tables, graphs, and charts. Data were obtained from Center of Education Assessment, Balitbang Kemendikbud. East Java was chosen because it is province with highest number (1,117) from 6.608 Madrasah/Islamic High Schools in Indonesia. The data were analysed using encoding, recording, diagraming, and statistical calculations. Cheating index was determined using the Pair Wise and Cumulative Method. The results show that 5.26% of  Madrasah/Islamic High School students reached the graduation criteria (UN score above 55) with IIUN more than 70. Contrastly, 40% of Christian/Catholic High Schools students obtained UN score above 55 with IIUN more than 70. These results illustrate the cheating among Madrasah/Islamic High School students in East Java is higher than Christian/Catholic High School students.
Telaah Epistemologis Pendekatan Saintifik Mata Pelajaran Pendidikan Agama Islam Kusaeri Kusaeri; Rangga Sa'adillah
Islamica: Jurnal Studi Keislaman Vol. 9 No. 2 (2015): Maret
Publisher : Postgraduate Studies of Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.755 KB) | DOI: 10.15642/islamica.2015.9.2.344-372

Abstract

This article seeks to find out the intersection between scientific approach and Islamic religious education as a subject matter. The scientific approach adopts scientific steps in building scientific knowledge, i.e. such featuring dimensions as observation, reasoning, inquiry, validation anD and description of scientific truth. Since the scientific approach is regarded as too empirical, rational and logical. In Cartesian sense, it contradicts the logical structure of the subject of Islamic religious education. Five aspects of Islamic religious education (the Qur??n, Had?th, Aq?dah Akhlaq, Fiqh, history of Islamic culture, and Arabic language) have different characteristics, even demand a non-scientific logics such as intuition and revelation. Aq?dah (belief), for example, which consists of the doctrine of monotheism (tawhid) is difficult to be scrutinized through empirical evidence. There are some other examples in this field which are difficult to be analyzed by means of scientific approach. Through library research, this article nevertheless finds that the logic of scientific approach and Islamic religious education can be integrated, since revelation and reason are mutually supportive.
BAGAIMANA BENTUK TUGAS MATEMATIKA YANG MAMPU MENDORONG MUNCULNYA PENALARAN IMITATIF DAN KREATIF? Kusaeri Kusaeri; Yuni Arrifadah; Anni Mujahidad Dina
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 4 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.652 KB) | DOI: 10.24127/ajpm.v10i4.3887

Abstract

AbstrakTugas matematika di Indonesia didominasi oleh jenis closed task. Padahal untuk mempelajari penalaran imitatif dan kreatif, siswa harus berlatih berbagai macam jenis tugas di antaranya closed task dan open task. Penelitian ini bertujuan untuk: mendeskripsikan desain closed task dan open task yang mampu mendorong munculnya penalaran imitatif dan kreatif. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah siswa SMPN 4 Waru yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui teknik catatan lapangan, tes penalaran imitatif dan kreatif, serta wawancara berbasis tugas. Data dianalisis dengan cara membandingkan tabulasi terkait ketercapaian indikator tipe penalaran imitatif (MR dan AR) serta indikator tipe penalaran kreatif (LCR dan GCR) pada masing-masing tugas berdasarkan hasil wawancara dan hasil tes penalaran imitatif dan kreatif. Hasil penelitian menunjukkan bahwa closed task yang menanyakan rumus suku ke-n yang telah diketahui siswa akan memunculkan tipe MR, sebaliknya closed task yang berkaitan dengan penerapan rumus yang telah diketahui siswa untuk mencari suku selanjutnya dari suatu barisan bilangan akan memunculkan tipe AR. Open task yang menanyakan pola ke-n dari konfigurasi objek dan banyak melibatkan hal baru bagi siswa akan cenderung memunculkan tipe GCR, sebaliknya open task yang menanyakan suku selanjutya dari barisan bilangan dan tidak sepenuhnya baru/banyak melibatkan hal-hal yang telah diketahui siswa cenderung memunculkan tipe LCR. Kata kunci: Closed Task; Open Task; Penalaran Imitatif; Penalaran Kreatif. AbstractMathematical tasks in Indonesia are dominated by closed task type. However to learn imitative and creative reasoning that plays an important role in producing conclusions when completing assignments, students must practice various types of tasks including closed tasks and open tasks. Therefore, this study aims to: 1) describe the closed task and open task designs that encourage the emergence of imitative and creative reasoning, 2) describe the relationship between closed tasks and open tasks given with the emerging types of imitative and creative reasoning. This research is a design research and the subjects were 5 students of SMPN 4 Waru who selected by using purposive sampling technique. The data collection techniques used field notes, imitative and creative reasoning tests, and task-based interviews. In general, designing closed tasks and open tasks that encourage imitative and creative reasoning is carried out based on the stages of theories from Gravemeijer and Cobb. Start with compiling the HLT, designing assignments according to: 1) the 2013 curriculum, 2) the materials and assignments that students have encountered and never encountered, doing experiment, then the data obtained were analyzed using HLT theory. Giving closed tasks that asks for a formula that students known tends to bring up the MR type, while those related to the application of the formula tend to bring up the AR type. Giving open tasks that can be interpreted in a variety of ways and involves a lot of new things for students tends to bring up the GCR type, if it involves a lot of things that students already know it tends to bring up the LCR type. Keywords:Closed Task; Creative Reasoning; Imitative Reasoning; Open Task. 
Learning outcome of mathematics and science: Features of Indonesian madrasah students Kusaeri Kusaeri; Ali Ridho
Jurnal Penelitian dan Evaluasi Pendidikan Vol 23, No 1 (2019)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.703 KB) | DOI: 10.21831/pep.v23i1.24881

Abstract

This study aims to analyze the learning outcome of mathematics and sciences in the Indonesian National Examination from 2015 to 2018 of MTs (Islamic secondary school). The results of the analysis are used as the basis for making alternative policy as a possible way to improve the quality of mathematics and science learning. With the sample size of 360, 371 MTs students in East Java, the achievement was measured by using 40 multiple choice questions with each having four answer options. Split-plot and latent profile analysis of the data show that there was a consistent decrease in the achievement of mathematics and sciences of the moderate group of MTs from 2015 to 2018 with a dramatic drop in mathematics and tendency to drop for science. The fundamental implication of these findings is that there is a need for learning innovations to improve mathematics and science learning outcomes for 21st century learning. The findings can also provide data support for decision making for the revision of the mathematics and science curriculum and can be further used as empirical evidence for the developed countries in finding ways to improve the quality of mathematics and science learning outcomes for 21st century learning, in particular, to assist the developing countries such as Indonesia.
MENGGUNAKAN MODEL DINA DALAM PENGEMBANGAN TES DIAGNOSTIK UNTUK MENDETEKSI SALAH KONSEPSI Kusaeri Kusaeri
Jurnal Penelitian dan Evaluasi Pendidikan Vol 16, No 1 (2012)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v16i1.1118

Abstract

Penelitian ini bertujuan 1) menemukan cara me-ngembangkan tes diagnostik dengan model DINA, sehingga mampu memberikan informasi salah konsepsi dalam aljabar, 2) mengidentifikasi karakteristik tes diagnostik yang baik yang dikembangkan dengan model DINA. Penelitian pengembangan ini merupakan penelitian empirik, dengan pendekatan deskriptif eksploratori. Pendekatan tersebut digunakan untuk mendeskrip-sikan tahapan pengembangan tes dan mencari karakteristik item. Subjek penelitian adalah siswa kelas VIII SMPN 1 Yogyakarta, SMPN 1 Sanden Bantul dan SMPN 1 Panjatan Kulon Progo. Data dianalisis dengan software CDM, Mplus dan R. Hasil penelitian menunjukan 1) tahapan pengembangan tes meliputi: identifikasi kompetensi dasar dan merumuskan indi-kator, menyusun learning continuum, menyusun hierarki materi, merumuskan atribut, mengonstruk soal, validasi ahli dan uji empirik. Setelah melalui tujuh tahapan, dikembangkan 37 item tes diagnostik, 2) dari 37 item tes diagnostik, 15 item di antaranya harus dihilangkan/dihapus dari paket tes,  karena tidak memenuhi uji fit model dan kualitas item tersebut jelek (indeks daya beda kurang dari 0,2).Kata kunci: DINA, latent class, atribut, salah konsepsi, dan aljabar _____________________________________________________________ DINA IN DEVELOPMENT MODEL USING DIAGNOSTIC TESTS FOR DETECTING WRONG CONCEPTIONAbstract This research aims to 1) find out a way to develop the diagnostic test  using the DINA model, so that it can give information about misconceptions in algebra, 2) Identify the characteristics of the good diagnostic test developed by using the DINA model. This research and development  is an empirical research with the descriptive explanatory used to describe the development stages of the test. The subjects of this research were year VIII students of SMPN 1 Yogyakarta, SMPN 1 Sanden Bantul, and SMPN 1 Panjatan, Kulon Progo. The data were analyzed by using the CDM, Mplus, and R software. The results of the study are as follows 1) The stages of the test development in this research were: identifying basic competence and formulating indicators, constructing the learning continuum, constructing the material hierarchy, formulating the attributes, constructing the problems, conducting validation by expert judgment, and administering an empirical test. Through those seven stages, 37 items of the diagnostic test were developed, 2) Of the 37 items, 15 items must be eliminated/discarded from the test. The items were eliminated because their quality was low and they did not meet the requirements of the model fit test because their discrimination indexes were less than 0.2.Keywords: DINA, latent class, attribute, misconceptions, and algebra
Proses Berpikir Siswa dalam Menyelesaikan Masalah Matematika Berdasarkan Teori Pemrosesan Informasi Kusaeri Kusaeri
Suska Journal of mathematics Education Vol 4, No 2 (2018)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/sjme.v4i2.6098

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam menyelesaikan masalah matematika berdasarkan teori pemrosesan informasi. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif. Penelitian dilaksanakan di salah satu SMAN favorit di kota Surabaya kelas XIMIA-4. Subjek penelitian dipilih berdasarkan skor Tes Kemampuan Matematika (TKM) dan masukan dari guru bidang studi matematika. Subjek dalam penelitian ini terdiri dari masing-masing dua siswa yang berkemampuan matematika tinggi, sedang, dan rendah. Hasil penelitian menunjukkan bahwa semua siswa menerima informasi atau stimulus berupa soal matematika melalui sensory register dengan indra penglihatan dan pendengaran. Kemudian terjadi attention setelah siswa membaca soal dan muncul perception saat memahami soal. Perception terjadi ketika siswa melakukan retrieval konsep yang dibutuhkan dari long term memory untuk menyelesaikan masalah. Perbedaan saat melakukan retrieval pada masing-masing siswa yaitu siswa yang berkemampuan matematika tinggi mengalami lupa atau forgotten lost terhadap suatu konsep tertentu. Sedangkan siswa yang berkemampuan matematika sedang mengalami kesalahan atau retrieval failure dalam menjelaskan konsep terkait pengertian sudut elevasi. Sedangkan bagi siswa yang berkemampuan matematika rendah sering mengalami kesalahan dan lupa dikarenakan konsep-konsep yang dibutuhkan di short term memory tidak tersimpan dengan baik oleh long term memory.
Dinamika Perkembangan Matematika Abad Pertengahan Hingga Munculnya Gerakan Renaissance (Implikasinya Terhadap Pembelajaran Matematika di Sekolah) Yuni Arrifada; Dewi Rofiqoh; Kusaeri Kusaeri
Jurnal Fourier Vol. 5 No. 2 (2016)
Publisher : Program Studi Matematika Fakultas Sains dan Teknologi UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (125.576 KB) | DOI: 10.14421/fourier.2016.52.49-56

Abstract

Islam pernah mencapai masa keemasan dengan lahirnya tokoh-tokoh muslim yang tidak hanya menguasai fiqih dan tafsir, tetapi juga ahli dalam matematika dan astronomi. Pemikirannya sangat mempengaruhi perkembangan matematika di dunia.  Namun kini dunia Islam mengalami kemunduran dengan semakin tersisihnya tokoh matematikawan muslim oleh matematikawan dari barat (Eropa). Oleh karenanya,  penelitian ini bertujuan: (1) menelusuri penyebab kemajuan perkembangan matematika di negara-negara Islam pada abad pertengahan,  (2)  mengungkap  penyebab munculnya gerakan renaissance di Eropa, dan (3)  mengungkap hikmah yang dapat diambil terhadap pembelajaran matematika di sekolah. Penelitian ini merupakan penelitian kepustakaan (library research), dengan data yang didapatkan dari buku-buku bacaan ilmiah, jurnal ilmiah, laporan penelitian, situs internet dan lainya yang relevan dengan sejarah matematika abad pertengahan dan zaman Renaissance. Data yang telah terkumpul, selanjutnya dilakukan pemilahan dengan cara organize, synthesize dan identify. Hasil  penelitian menunjukkan: (1) penyebab kemajuan perkembangan matematika di negara-negara Islam pada abad pertengahan yakni gencarnya kegiatan penerjemahan karya-karya matematika asing dan dukungan yang luar biasa para khalifah pada pengkajian matematika, (2) munculnya gerakan renaissance di Eropa sebagai wujud pemberontakan masyarakat Eropa atas doktrin gereja yang melarang perkembangan ilmu pengetahuan sehingga masyarakat Barat banyak yang lari ke negara Islam untuk menyerap karya matematikawan muslim dan membuat gerakan renaissance, dan (3) berdasarkan dua peristiwa penting bisa diambil hikmah terhadap pembelajaran matematika di sekolah. Khususnya bagi para peserta didik dalam belajar matematika dengan mengadopsi semangat keilmuwan dan menamkan sikap pantang menyerah dan percaya diri.
Co-Authors A. Saepul Hamdani Agus Prasetyo Kurniawan Ah. Zakki Fuad, Ah. Zakki Ahmad Hanif Asyhar Ahmad Hidayatullah Ahmad Umar Ahmad Yusuf Ali Ridho Ali Ridho Anindito Aditomo Aning Wida Yanti Anni Mujahidad Dina Ayuwati Ningsih Bassam Abul A'la Cahyan, Ekky Dea Henwi Dedi Junaedi Dedi Junaedi Dewi Rofiqoh Dian Candra Rini, Dian Candra Ekky Dea Henwi Cahyan Elmita Irmanila Endah Retnowati Erman Erman Evi Fatimatur Rusydiyah Faiqotul Wardah Habsanul Aisyah Hamdani, Asep Saepul Hanik Yuni Alfiyah Iffana Fitrotul Aaidati Ishom Fuadi Fikri Kiki Febrianti Santoso Lailah Isrofatun Nahdiah Lisanul Uswah Sadieda Maunah Setyawati Mia Kustianingsih Mirwan Ahmad Taufiq Mochamad Zaenal Muttaqin Moh Asror Moh Asror Moh Faizin Mukhammad Bakhruddin Nia Indah Purnamasari Rangga Sa'adillah SAP Ririn Inayatul Mahfudloh Rohman, Fathur Siti Aisya Siti Asmiyah Siti Khoiriyah Siti Lailiyah Siti Lailiyah Siti Lailiyah Sugito Muzaqi Suparto Suparto Suparto Suparto Suparto Suprananto, Suprananto Sutini Sutini Tatik Indayati Toha Makhshun Umi Nida Mulhamah Umi Nida Mulhamah, Umi Nida Wachidatul Adaniyah Wenda Yulian Rizki Yuni Arrifada Yuni Arrifadah Yuni Arrifadah Zaini Tamin AR