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All Journal International Journal of Evaluation and Research in Education (IJERE) Wahana Didaktika Jurnal Pendidikan MIPA AlphaMath: Journal of Mathematics Education Eduma : Mathematics Education Learning and Teaching Journal on Education JPM : Jurnal Pendidikan Matematika ANARGYA: Jurnal Ilmiah Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) Integral : Pendidikan Matematika Edunesia : jurnal Ilmiah Pendidikan Tanggon Kosala TRISALA: Jurnal Ilmiah Pendidikan Bulletin of Applied Mathematics and Mathematics Education Euclid Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Bima: Pusat Publikasi Ilmu Pendidikan Bahasa dan Sastra
Mulyono Mulyono
Universitas Negeri Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Proceeding of International Conference on Science, Education, and Technology

 1 
Learning Styles and Cognitive Styles of Prospective Mathematics Teachers in Matrix Algebra Courses Irmawati Liliana Kusuma Dewi; Zaenuri Zaenuri; Dwijanto Dwijanto; Mulyono Mulyono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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In studying matrix algebra, prospective mathematics teachers must master, understand, and solve given problems. For prospective mathematics teachers to understand and solve the problems given, lecturers in teaching must pay attention to the learning and cognitive styles of prospective mathematics teachers. Because learning styles and cognitive styles are closely related to how the prospective mathematics teacher obtains, processes information and interacts in the classroom. The learning styles in question are visual, auditory and kinesthetic. Meanwhile, the cognitive styles discussed in this study are field-dependent (FD), field-neutral (FN), and field-independent (FI). This study aims to determine prospective mathematics teachers taking matrix algebra courses learning and cognitive styles. The research method used is descriptive qualitative, where data collection uses a learning style questionnaire and the Group Embedded Figure Test (GEFT). The population in this study were prospective mathematics teachers at Gunung Jati Swadaya University. The sample of this study was 23 prospective mathematics teachers who took matrix algebra courses. The results showed that prospective mathematics teachers had visual (V) 69%, auditory (A) 13%, kinesthetic (K) 17.4%, cognitive style FD 34.8%, FN 43.5%, and FI 21.7%. The combination of learning styles and cognitive results obtained is FD-V 21.7%, FN-V 34.8%, FI-V 13%, FD-A 4.3%, FN-A 4.3%, FI-A 4.3%, FD-K 8.7%, FN-K 4.3%, and FI-K 4.3%. Identifying learning and cognitive styles in the learning process is crucial so prospective mathematics teachers have a solid potential to manage their learning better.
Developing Metacognitive Skills Through N03R Learning Nur Rokhman; Sukestiyarno Sukestiyarno; Rochmad Rochmad; Mulyono Mulyono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Students require metacognitive skills to reflect on what is being done, what is required in completing assignments, and selecting and implementing learning strategies that promote learning success. The development of metacognitive skills requires creative thinking and a systematic process in learning to solve mathematical problems, which has not been implemented optimally. This study aims to determine students' metacognitive skills through NO3R learning in solving mathematical problems. This study uses sequential exploratory mixed methods. Data was collected through tests, observation techniques, interviews, and documentation. The research subjects were 31 students who were asked to work on geometry problems. The researchers analyzed each student's work based on the NO3R learning stages. Furthermore, to clarify answers and explore students' metacognitive skills, in-depth observations and interviews were performed. The results showed that students' metacognitive skills in solving math problems were on high criteria. NO3R learning is effective for developing students' metacognitive skills. Metacognitive skills can be taught to students to develop their thinking so that their learning outcomes are better.
The Role of Context and Discussion for Improvement Students' Oral and Written Mathematical Communication Darto Darto; Kartono Kartono; Widowati Widowati; Mulyono Mulyono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Problems in learning mathematics on aspect communication mathematical oral and write student still low . this _ caused lack of given opportunity to student for argue , present ideas and his opinion in study math . Ability communication mathematical oral could be measured with indicator communication mathematical oral like presentation , discussion , whereas ability communication mathematical writing could be measured with write answer , known from question , what is being asked in question , and give conclusion in settlement question end . Role context and discussion in learning mathematics so important for increase ability communication mathematical oral and write student . Destination from study this is for increase ability communication mathematical oral and write through role context and discussion . Sample in study this is student class VIIE SMP Negeri 3 Base drain Regency Pelalawan Riau Province totaled 28 students . Method in study this is study qualitative . Result from study this is role context and discussion could increase ability communication mathematical oral and writing at a good level . With thereby could concluded that role context and discussion could increase ability communication mathematical good in a manner oral nor write.
The Role of the Need for Cognition towards Student’s Mathematics Self-Efficacy Widya Dwiyanti; Y.L. Sukestiyarno; Mulyono Mulyono; Walid Walid
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract. Numerous research has established the impact of mathematical self-efficacy on an individual's ability to successfully solve mathematical tasks. However, according to the need for cognition paradigm, the element of difficulty in mathematics is also connected to both high and low degrees of cognitive function participation. This study intends to evaluate the contribution of one's need for cognition to one's degree of mathematical self-efficacy. 40 students studying at Mathematics Education Department in Sebelas April University Sumedang, Indonesia, participated in this study. The need for cognition and mathematical self-efficacy questionnaires, which used Likert scale scoring, were used to gather the data, which was then analyzed using correlational and regression methods. The findings revealed a significant and strong correlation between student need for cognition and mathematical self-efficacy. In addition, the need for cognition has also been shown to have a significant and positive impact on students' mathematical self-efficacy. This means that a higher level of student needs for cognition will lead to a higher level of mathematical self-efficacy.
Profile of Mathematical Disposition of Junior High School Students in Mathematics Learning Rahmawati Rahmawati; Zaenuri Zaenuri; Mulyono Mulyono; Adi Nur Cahyono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstrak. The success of students learning mathematics depends on their mathematical disposition. Students with a high mathematical disposition have a strong will and determination to learn. They are directly involved in the learning process so students can solve the problems they face confidently. Mathematical dispositions are not born instantly but result from long-term interactions, especially with mathematics teachers, during the learning process at school. This study aims to determine the mathematical disposition of junior high school students in the city of Banjarmasin. This type of research is survey research. The population in this study were students of class IX junior high school in the city of Banjarmasin. The sample in this study amounted to 65 students, with a sampling technique using purposive sampling. Data collection uses a mathematical disposition questionnaire containing 25 statement items. Descriptive statistical methods analyzed mathematical disposition questionnaire data. The results showed that the mathematical disposition of class IX junior high school students in Banjarmasin was 18.5% in the high category, 63.1% in the medium category, and 18.5% in the low category. As for the indicators of students' mathematical disposition, it shows that the high category is in the appreciation aspect, the medium category is on the indicators of flexibility, curiosity, metacognition, and application, while the indicators of self-confidence and persistence are in the low category.
Co-Authors Adi Nur Cahyono Asrida Sigiro Bayu Tri Handoko Darto Darto Dedi Muhtadi Dwijanto Dwijanto Ferry Ferdianto Hamidah Hamidah Hamidah Hamidah Henry Suryo Bintoro Irmawati Liliana Kusuma Dewi Irmawati Liliana Kusuma Dewi Isnaini Rosyida Iwan Junaedi Jaka Wijaya Kusuma Kartono - Miftah Fathur Rahmi P Mimbarwati Mimbarwati Muhamad Gani Rohman Muhamad Nurul Huda Nuhyal Ulia Nur Fatimah Nur Rokhman Nuriana R. Dewi Nurina Hidayah Nurkaromah Dwidayati, Nurkaromah Rahmawati Rahmawati Rochmad - Scolastika Mariani Sudarsono Sudarsono Sukestiyarno Sukestiyarno Syakrila Ratu Awwali Tiara Tiara Tri Suminar Tuti Asharianti Vita Istihapsari Walid Walid, Walid Widowati Widowati Widowati Widowati Widya Dwiyanti Widya Dwiyanti Y.L. Sukestiyarno YL Sukestiyarno Yohanes Leonardus Sukestiyarno Yusfita Yusuf Zaenuri Mastur