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<![CDATA[ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA ARITMATIKA SOSIAL ]]>
<![CDATA[Yuni Astutik]]>;
<![CDATA[Siti Nuriyatin]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA Vol 4, No 2 (2016): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[STKIP PGRI SIDOARJO ]]>
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<![CDATA[Penelitian yang dilakukan di kelas VIII-A MTS Almuawanah Minggir bertujuan untuk mendeskripsikan jenis-jenis kesalahan dan mengidentifikasi kesalahan siswa, persentase kesalahan siswa, serta faktor-faktor yang melatarbelakangi siswa melakukan kesalahan terkait dengan materi aritmatika sosial. Hasil penelitian menunjukkan jenis-jenis kesalahan yang dilakukan siswa adalah konsep (37,73 %), prinsip (50%) dan teknik (31,18%). Berdasarkan hasil analisis data wawancara diperoleh beberapa faktor penyebab siswa melakukan kesalahan antara lain: siswa tergesa-gesa dalam menjawab soal, siswa belum siap menjalani tes atau dengan kata lain siswa tidak belajar sebelum tes, siswa tidak memahami maksud dari soal, siswa kurang menguasai konsep yang berkaitan dengan soal tes.]]>
<![CDATA[IDENTIFIKASI PROSES BERPIKIR SISWA DALAM MENYELESAIKAN SOAL CERITA DITINJAU DARI PERBEDAAN KEPRIBADIAN SISWA ]]>
<![CDATA[Hanik dwiningtiyas]]>;
<![CDATA[Siti Nuriyatin]]>
<![CDATA[ JURNAL PENDIDIKAN MATEMATIKA Vol 5, No 1 (2017): Jurnal Pendidikan Matematika ]]>
Publisher : <![CDATA[STKIP PGRI SIDOARJO ]]>
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<![CDATA[Pada dasarnya pendidikan merupakan proses untuk mengembangkan potensi diri sendiri sehingga dapat menghadapi setiap perubahan yang terjadi dalam kehidupan. Dalam mengembangkan potensi diri diperlukan suatu kreativitas agar seseorang dapat memiliki bermacam-macam kemungkinan dalam menyelesaikan suatu persoalan yang mungkin terjadi. Proses berpikir siswa juga meliputi pengembangan kepercayaan diri dan disposisi untuk mencari, mengevaluasi, dan menggunakan informasi kuantitatif dalam menyelesaikan soal dan mengambil keputusan. penelitian deskriptif kualitatif yang bertujuan untuk deskriptif, gambaran atau sistematis, aktual dan akurat, sifat, situasi, kondisi atau fenomena dengan menggunakan data berupa kata - kata tertulis atau lisan dari orang-orang atau obyek yang diamati secara utuh. Identifikasi proses berpikir siswa dalam menyelesaikan soal materi Relasi pada mata pelajaran ditinjau dari perbedaan kepribadian siswa. Hasil penelitian proses berpikir yang memiliki kepribadian introvers memecahkan masalah cenderung lebih suka menyelesaikan dengan menyendiri dan lebih tertutup. Proses berpikir yang memiliki kepribadian ekstrovers dalam memecahkan masalah selalu bersikap positif dan percaya diri.]]>
<![CDATA[REPRESENTASI MATEMATIS SISWA DENGAN MINAT TINGGI PADA TEKA-TEKI DALAM MENYELESAIKAN TEKA-TEKI MATEMATIKA VISUAL ]]>
<![CDATA[Lailatul Mubarokah]]>;
<![CDATA[Indah Silvia Hadi]]>;
<![CDATA[Siti Nuriyatin]]>
<![CDATA[ Prosiding Conference on Research and Community Services Vol 1, No 1 (2019): Prosiding Conference on Research and Community Services) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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<![CDATA[Representasi matematika akan digunakan oleh setiap siswa dalam menyelesaikan masalah matematika. Jenis representasi matematika yang digunakan oleh setiap siswa biasanya bergantung pada kesukaan da kebiasaan masing-masing siswa. Jenis-jenis representasi matematis yang dapat digunakan oleh siswa dalam menyelesaikan masalah matematika sangat beragam. Tujuan dalam penelitian ini adalah mendeskripsikan representasi siswa yang digunakan untuk menyelesaikan teka-teki matematika yang disajikan dalam representasi visual. Jenis penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Penelitian dilaksanakan di SMP Negeri 3 Candi. Subjek penelitian dipilih sebanyak 2 siswa dengan skor angket dengan kategori tinggi. Instrumen dalam penelitian ini adalah lembar angket minat siswa pada teka-teki dan lembar tes yang berisi 1 soal teka-teki yang disajikan dalam jenis representasi visual. Hasil yang diperoleh S1 tidak menunjukkan jawaban yang tepat, sedangkan jawaban yang diperoleh S2 menunjukkan jawaban yang tepat tetapi benar atau tidaknya jawaban yang diperoleh subjek bukan hal utama yang akan dibahas dalam penelitian ini. Ha utama yang akan dibahasdalam penelitian ini adalah representasi yang ditunjukkan oelh masing-masing subjek dalam pengerjaannya. Data yang diperoleh kemudian dianalisa dengan menggunakan triangulasi teknik. Hasil penelitian menunjukkan bahwa S1 menggunakan representasi persamaan atau kalimat matematika. S2 menggunakan representasi visual untuk menyelesaikannya]]>
<![CDATA[PROFIL PENGAJUAN SOAL KONTEKSTUAL DITINJAU DARI GAYA BELAJAR VARK ]]>
<![CDATA[SITI NURIYATIN]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 1 No 1 (2020): JEDMA Jurnal Edukasi Matematika ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v1i1.127
<![CDATA[This study used a qualitative researched that aimed to describe profile of students’ ability in filing of problems (problem posing) contextual math problems from VARK’s learning style. This study is held in the class VIII-C of MTs Ma’arif NU Ngaban, Tanggulangin. The participants of this study is 4 students which consist of 1 student with visual learning style, 1 student with aural learning style, 1 student with read/write learning style and 1 student with kinesthetic learning style. Instruments used questionnaire sheets, test question sheets, and interview guidelines. The results showed that each subject can understanding information. At the stage of implementing completion plan and the stage of re-checking, visual, read / write, and kinesthetic subject can implement the completion plan as planned.]]>
<![CDATA[PROFIL PEMECAHAN MASALAH MATEMATIKA SISWA DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT ]]>
<![CDATA[Resty Tirta Risani]]>;
<![CDATA[SITI NURIYATIN]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 1 No 2 (2021): JEDMA Jurnal Edukasi Matematika Vol 1 No 2 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v1i2.170
<![CDATA[This study aims to describe the profile of students' mathematical problem solving in terms of the field dependent and field independent cognitive styles. This type of research was descriptive qualitative research. The study was conducted at SMP Negeri 1 Candi in 2018/2019 school year. Determination of the subject based on the acquisition of the results of GEFT (Group Embedded Figures Test) test questions given to students in order to classify students' cognitive style types. The subjects used in this study were 2 students taken from class VIII-E, which 1 students are with independent field cognitive style with GEFT test scores between 13 and 15 and 1 students are with field dependent cognitive style with a score of GEFT test results between 4 up to 6. The social arithmetic problem solving test is given to see the problem solving of the subject in solving problems. The results showed a significant difference between the two subjects in implementing the completion plan, namely the field independent subjects were able to carry out the completion plan better by linking information from the questions and formulas used for determine the answer when compared with the field dependent subject. In addition, the independent field subject showed a good understanding to determine each final result of the calculation of fractional and decimal forms when compared to the field dependent subject.]]>
<![CDATA[PENGGUNAAN MEDIA PEMBELAJARAN MATEMATIKA BERBASIS IT DI SDN PAMOTAN II ]]>
<![CDATA[SITI NURIYATIN]]>
<![CDATA[ JURNAL PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol 1 No 1 (2018): Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol. 1 No. 1 ]]>
Publisher : <![CDATA[STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jpadi.v1i1.320
<![CDATA[This community service program aims toaddress the problem of teachers. The student do not interested when learning in the classroom. One of the causes of the problem is because the teachers do not use the attractive tools of teaching. The effect of this condition is students can not understand the information optimally. This activity is done in 3 stages. In the first phase,observations are made to the program objectives to determine the method of the training in accordance with conditions and situation of the target.In the second stage of the implementation phase, trainingon how to make and use the tools of teaching based IT. At the last phase,follow-up is consultation or guidance for teachers make tools of theaching based IT. The result of this activity shown that the teacher use tools of teaching based IT was increase.]]>
<![CDATA[PKM PENANAMAN NILAI KARAKTER DI TK DWP JANTI KECAMATAN TARIK SIDOARJO ]]>
<![CDATA[SITI NURIYATIN]]>;
<![CDATA[Risdiana Chandra Dhewy]]>
<![CDATA[ JURNAL PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol 1 No 2 (2018): Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol. 1 No. 2 ]]>
Publisher : <![CDATA[STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jpadi.v1i2.323
<![CDATA[Devotion program (Pengabdian Kepada Masyarakat or PKM) aimed to describe implementation ofenvironmental care, honesty, and creative character in TK DWP Janti, Tarik, Sidoarjo. The development of the kinder gardens has not been fullestespecially if seen from the increase of numbers of students from year to year.This was happened because the limitation of the teacher competence development among kinder garden schools and kinder garden facilities that was not so good to support the learning proses.The subjects were the students and teacher of TK DWP Janti.The methods that were implemented in this PKM such as training and continuing education.The solutions that have been given in the activities of PKM were 1) a canteen honesty; 2) training instructional media from the used items as props as the embodiment of creative learning; 3) marketing training school through online media in the form of blogs.]]>
<![CDATA[PEMANFAATAN DAUN MUDA JAMBU BIJI SEBAGAI MASKER KECANTIKAN ALAMI DI DESA KABARON KECAMATAN TULANGAN ]]>
<![CDATA[SITI NURIYATIN]]>;
<![CDATA[Dew Sukriyah]]>;
<![CDATA[Fitri Ningrum Setiawati]]>
<![CDATA[ JURNAL PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol 5 No 2 (2022): Jurnal PADI (Pengabdian mAsyarakat Dosen Indonesia) Vol. 5 No. 2 ]]>
Publisher : <![CDATA[STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jpadi.v5i2.478
<![CDATA[This study was carried out in Kebaron Village Kecamatan Tulangan by the Mathematics Education Study Program. This study aims to show the public how to use young guava leaves as a beauty mask. Guava is an icon of Kebaron Village. The results of this study are increasing the knowledge and skills of the Kebaron village community in utilizing guava leaves. The community responded very well to this activity. Knowledge about processing guava leaves into masks can be continued through collaboration with the Kebaron Village government. This cooperation in processing guava leaves can be used as one of the superior products of Kebaron Village.]]>
<![CDATA[PEMAHAMAN KONSEP MAHASISWA DALAM MENYELESAIKAN MASALAH FUNGSI PEMBANGKIT DITINJAU DARI SELF- EFFICACY ]]>
<![CDATA[SITI NURIYATIN]]>;
<![CDATA[Dewi Sukriyah]]>
<![CDATA[ JEDMA Jurnal Edukasi Matematika Vol 4 No 1 (2023): JEDMA Jurnal Edukasi Matematika Vol 4 No 1 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Matematika STKIP PGRI Sidoarjo ]]>
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DOI: 10.51836/jedma.v4i1.588
<![CDATA[Self-efficacy has a role in one's success in achieving goals. Self-efficacy is a factor that can encourage students to understand concepts correctly. This study describes students' understanding of concepts in solving generating function problems based on self-efficacy. The subjects were 23 students who were given self-efficacy questionnaires and tests related to generating functions. The results of students' understanding of concepts with very high self-efficacy are very good. Students who have high self-efficacy have different levels of understanding of concepts. Sequentially, their level of understanding of the concept is very high, sufficient, and high. Understanding the concept of students with sufficient self-efficacy is less, sufficient, very high. Students with a specific level of self-efficacy have different levels of conceptual understanding in some of the sub-materials being studied. Students who have the same level of self-efficacy have the opportunity to have different levels of understanding of concepts.]]>
