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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal on Mathematics Education (JME) JURNAL PROFESI KEGURUAN Edunesia : jurnal Ilmiah Pendidikan Proceeding of International Conference on Science, Education, and Technology
Yohanes Leonardus Sukestiyarno
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The spatial thinking process of the field-dependent students in reconstructing the geometrical concept Henry Suryo Bintoro; Yohanes Leonardus Sukestiyarno; Mulyono Mulyono; Walid Walid
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22399

Abstract

Reconstructing geometrical concepts requires a spatial thinking process, so the spatial thinking process will be correct and complete. The phenomena of cognitive style differences cause different perceptions and thinking activities to solve geometric problems. This qualitative-explorative research describes the spatial thinking process of students with field-dependent cognitive styles in reconstructing the concept of spatial geometry based on the theory of Action-Process-Object-Schema (APOS). The research subjects were 27 students and obtained five students with field-dependent cognitive styles. The researchers used a purposive sampling technique from the subjects with a certain consideration. The researchers selected a student that met the three elements of spatial thinking and the five indicators of spatial ability. This research collected the data with interviews, documentation, and group embedded figure test (GEFT). The analyzing techniques used data collection, data reduction, data presentation, and concluding. The spatial thinking process of the field-dependent students had a spatial category with three indications: i) Inaccuracy in the elements of representational thinking; ii) The inaccuracy of spatial perception indicators; and iii) Not using de-encapsulation mental mechanisms.
LEARNING MATHEMATICAL MODELLING WITH AUGMENTED REALITY MOBILE MATH TRAILS PROGRAM: HOW CAN IT WORK? Adi Nur Cahyono; Yohanes Leonardus Sukestiyarno; Mohammad Asikin; Miftahudin Miftahudin; Muhammadi Ghozian Kafi Ahsan; Matthias Ludwig
Journal on Mathematics Education Vol 11, No 2 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.2.10729.181-192

Abstract

The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between real-world situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study.
Student activities in solving mathematics problems with a computational thinking using Scratch Neneng Aminah; Yohanes Leonardus Sukestiyarno; Adi Nur Cahyono; Siti Mistima Maat
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 2: June 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i2.23308

Abstract

The progress of the times requires students to be able to think quickly. Student activities in learning are always associated with technology and students’ thinking activities and are expected to think computationally. Therefore, this study aimed to determine how learning with the concept of computational thinking (CT) using the Scratch program can improve students’ mathematical problem-solving abilities. An exploratory research design was conducted by involving 132 grade VIII students in Kuningan, Indonesia. Data analysis began with organization, data description, and statistical testing. The results showed that students performed the concepts of abstraction thinking, algorithmic thinking, decomposition, and evaluation in solving mathematical problems. There were differences in students’ problem-solving abilities before and after the intervention. Students’ activeness in solving problems using the CT concept through a calculator significantly affected 52.3% of the ability to solve mathematical problems.
Pengembangan Modul Pembelajaran Matematika Model Team Assisted Individualization (TAI) untuk Meningkatkan Kemampuan Berpikir Kritis dan Kemandirian Belajar Siswa Kelas IV SD Suprayitno Suprayitno; Yohanes Leonardus Sukestiyarno; Isfarudi Isfarudi
widiyanto Vol 9, No 2 (2023): JPK, Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v9i2.44674

Abstract

Penelitian ini bertujuan untuk mengembangkan modul pembelajaran model team assisted individualization (TAI) untuk meningkatkan kemampuan berpikir kritis dan kemandirian belajar siswa kelas IV SD pada materi KPK dan FPB. Penelitian ini dilakukan dengan menggunakan pendekatan penelitian dan pengembangan (research and development) dengan langkah yang diadopsi dari Borg dan Gall yang dimodifikasi oleh peneliti. Subjek penelitian ini meliputi 21 siswa kelas IV SD Negeri Margorejo sebagai kelas eksperimen dan 25 siswa kelas IV SD Negeri 2 Korowelanganyar Korwil Cam Bidik Kec Cepiring Kendal sebagai kelas kontrol. Teknik pengumpulan data yang digunakan dalam penelitian ini meliputi teknik wawancara, teknik observasi, teknik dokumentasi, teknik kuisioner, dan teknik tes. Teknik analisis data yang digunakan dalam penelitian ini meliputi teknik analisis kualitatif dan teknik analisis kuantitatif. Teknik analisis kualitatif yang digunakan yaitu teknik analisis interaktif. Adapun teknik analisis kuantitatif yang digunakan yaitu meliputi teknik analisis deskriptif, teknik analisis independent sample t test, teknik analisis N-Gain, dan teknik analisis one paired sample t test. Hasil penelitian menunjukkan bahwa modul pembelajaran TAI untuk meningkatkan kemampuan berpikir kritis dan kemandirian kelas IV Sekolah dasar yang dikembangkan secara keseluruhan sudah dinyatakan sangat layak dengan rata-rata validitas sebesar 92%. Hasil analisis efektivitas modul juga menunjukkan bahwa modul pembelajaran TAI efektif untuk meningkatkan analisis berpikir kritis dan kemandirian pada siswa kelas IV SD. Efektifitas tercermin dari peningkatan hasil belajar siswa, nilai N-Gain, uji ketuntasan belajar siswa, uji perbedaan hasil belajar siswa, dan uji perbedaan kemampuan berpikir kritis dan kemandirian belajar siswa. Berdasarkan simpulan yang ada, maka modul pembelajaran berbasis model TAI akan sangat baik apabila digunakan oleh guru matematika di kelas IV SD untuk meningkatkan kemampuan berpikir kritis dan kemandirian siswa.This study aims to develop learning modules based on the team assisted individualization (TAI) model to improve critical thinking skills and learning independence of fourth grade elementary school students on KPK and FPB material. This research was conducted using a research and development approach with steps adopted from Borg and Gall which were modified by researchers. The subjects of this study included 21 fourth grade students at SD Negeri Margorejo as the experimental class and 25 fourth grade students at SD Negeri 2 Korowelanganyar Korwil Cam Bidik Kec Cepiring Kendal as the control class. Data collection techniques used in this study include interview techniques, observation techniques, documentation techniques, questionnaire techniques, and test techniques. Data analysis techniques used in this study include qualitative analysis techniques and quantitative analysis techniques. The qualitative analysis technique used is interactive analysis technique. The quantitative analysis techniques used include descriptive analysis techniques, independent sample t test analysis techniques, N-Gain analysis techniques, and one paired sample t test analysis techniques. The results showed that the TAI learning module to improve critical thinking skills and self-reliance in grade IV elementary schools which had been developed as a whole had been declared very feasible with an average validity of 92%. The results of the analysis of the effectiveness of the module also show that the TAI learning module is effective for increasing critical thinking analysis and independence in fourth grade elementary school students. Effectiveness is reflected in the increase in student learning outcomes, N-Gain scores, student learning completeness tests, tests of differences in student learning outcomes, and tests of differences in students' critical thinking skills and student learning independence. Based on the existing conclusions, the TAI model-based learning module will be very good if used by mathematics teachers in grade IV SD to improve students' critical thinking skills and independence.
The Mathematical Problem-Solving Ability through the Search, Solve, Create and Share (SSCS) Learning Model Tiara Tiara; Yohanes Leonardus Sukestiyarno; Mulyono Mulyono
Edunesia : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2024)
Publisher : research, training and philanthropy institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v5i1.720

Abstract

This study aimed to see the effect of applying the SSCS learning model with the mind mapping method on students' mathematical problem-solving abilities based on students' mathematical resilience. This research is experimental research with an experimental factorial design. The population of this study were all students of class X State Vocational High School 1 Sinabang, Aceh Province. The sample was chosen using the primary random sampling method, specifically selecting class X-TBS with 30 students as the experimental group and class X-OTKP with 30 students as the control group.   The tool employed consists of a set of test questions designed to assess one's aptitude for solving mathematical problems and a questionnaire aimed at gauging one's level of resilience in mathematical pursuits.   The data were subjected to analysis using a two-way ANOVA test.   The research findings and data analysis indicate the following conclusions: (1) There are disparities in students' mathematical problem-solving skills between the experimental and control classes. (2) There are disparities in students' mathematical problem-solving skills between the experimental and control classes when considering their levels of mathematical resilience (high, medium, and low). (3) no interaction effect is observed between implementing the SSCS learning model with the mind mapping method and students' mathematical resilience in their problem-solving abilities in mathematics.
The Analysis of Problem Solving Ability Viewed from Intuition in Integral Calculus Course Eko Andy Purnomo; Yohanes Leonardus Sukestiyarno; Iwan Junaedi; Arief Agoestanto
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

Students need to engage in analytical and logical thought processes, as well as the construction of mathematical knowledge and ideas, to solve problems. What these students are doing is an example of intuitive cognition. From what we can tell, many students, especially those taking Integral Calculus, do not fully use their mental capacities when attempting to solve issues. This research aimed to identify the extent to which intuition is used to solve problems encountered in the study of Integral Calculus. The method of this research was a descriptive qualitative method. A total of 43 participants from the FMIPA UNIMUS Mathematics Education Study Program participated in the study. The study's findings were that the problems persisted regardless of whether the children were high, middle, or poor achievers. The instruments used in this study are the evaluation questions, the intuition surveys, and the interviewing procedures for both the problem solver and the intuitive. They used evaluation tests, observations, and in-depth interviews to triangulate their results. Data analysis entails three stages: data reduction, display, and verification. Affirmatory intuition was most common among students with high problem-solving abilities. In contrast, those with average skills utilized a mix of Affirmatory and Anticipatory intuition. On the other hand, students with limited talents relied on Anticipatory intuition rather than actual intuition. The findings suggest that when presented with a problem, pupils' first instincts are not universal. It indicates that further investigation would develop pupils' innate ability to solve problems creatively.
Analysis of Mathematical Thinking Skills on Numerical Problems Ferry Ferdianto; Siti Latifah; Yohanes Leonardus Sukestiyarno
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Abstract. This study aims to determine students' mathematical thinking skills on numeracy problems. The research method used is the descriptive qualitative method, with the subjects in this study being class VIII G students, totaling 20 students with even absent numbers. The instrument used in data collection used a numeracy test instrument using indicators of mathematical thinking ability from Stacey and interviews. Data analysis techniques used include data reduction, data presentation, and conclusion. The results showed the results of the analysis of the percentage of overall indicators, and the analysis of per indicator for each question of mathematical thinking ability 20 students with even-numbered absences in class VIII G was in the medium category, with an overall average of 33%.
Learning Mathematics Through Ethnomatematics Studies Containing Character Values and Cognitive Aspects in Congklak Games for Children of the Dayak Losarang Tribe Mellawaty Mellawaty; Yohanes Leonardus Sukestiyarno; Isnarto Isnarto; Zaenuri Zaenuri
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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

Abstract

Technological progress is becoming more advanced and sophisticated, which has both beneficial and bad effects on child development. Children are more interested in modern technology than conventional things, which causes them to develop apathetic and individualistic dispositions. Traditional games are games that are passed down from generation to generation, highlight noble values, cultural values, and character values, and are good for children's development. The purpose of this study was to identify the cognitive elements, character values, and ethnomathematics components of the game of congklak played by children of the Losarang Dayak tribe in relation to learning mathematics. Thus, the congklak game is increasingly popular and is often used in elementary schools to teach mathematics in Indramayu district. This study used an ethnographic design, field notes, conducted in-depth interviews, and made observations to collect data for research. While ethnomodeling is used to represent ideas and mathematical practices of the Losarang Dayak community through ethical, emic, and dialectical approaches in school mathematics, ethno-mathematics as a type of research seeks to uncover the universally significant features of mathematical activity. The congklak game played by Losarang Dayak children has ethnomathematics elements, character values, and cognitive aspects, according to research findings. Playing congklak helps children of the Losarang Dayak Tribe develop social skills, perseverance, thoroughness, and honesty. Besides that, it also increases sportsmanship, develops analytical skills, fosters creativity in children, trains self-development, and sharpens emotional skills. The cognitive skills needed in congklak games include the ability to count, add numbers, develop strategies, improve memory, foster creativity, solve problems, and understand comparisons of many and few.
Assessing numeracy skills on flat shapes and scaffolding forms in junior high school Setiyani Setiyani; Stevanus Budi Waluya; Yohanes Leonardus Sukestiyarno; Adi Nur Cahyono; Dina Pratiwi Dwi Santi
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.25186

Abstract

Based on The Regulation of The Minister of Education, Culture, Research and Technology No.17 of 2021, cognitive learning outcomes consist of literacy and numeracy as measured through a minimum competency assessment (MCA) with grade 5, 8, and 11. The subjects in this study are 42 students of grade VIII (second grade) from state Junior High School 4 Cirebon and State Junior High School 2 Cirebon, Indonesia. The instruments were tests of numeracy literacy skills, documentation, and interviews. Purposive sampling was used to determine the subject of analysis of test results and interviews. The data were analyzed descriptively through the following stages: data reduction, data presentation, and conclusions drawing. The results showed that the research subjects are still not familiar with numeracy literacy questions which have the characteristics of always being preceded by texts, not understanding what is known and asked in the questions so they tend to blindly guess the answers and needed to be reminded of the prerequisite material. Based on the results of this study, teachers can develop learning media, project-based learning, scaffolding, and teaching materials that accommodate numeracy skills or differentiated learning.
Co-Authors Adi Nur Cahyono Arief Agoestanto Dina Pratiwi Dwi Santi Eko Andy Purnomo Ferry Ferdianto Henry Suryo Bintoro Isfarudi Isnarto Isnarto Iwan Junaedi Matthias Ludwig Mellawaty Mellawaty Miftahudin Miftahudin Mohammad Asikin Muhammadi Ghozian Kafi Ahsan Mulyono Mulyono Neneng Aminah Setiyani Siti Latifah Siti Mistima Maat St. Budi Waluya Suprayitno Suprayitno Tiara Tiara Walid Walid, Walid Zaenuri Zaenuri