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All Journal Cakrawala Pendidikan Math Educa Journal ANIMA Indonesian Psychological Journal Ethnomathematics Journal Indonesian Journal of Teaching in Science Jurnal Pedagogi Matematika Jurnal Pengembangan Pembelajaran Matematika
Endah Retnowati
Universitas Negeri Yogyakarta
Arts Education Environmental Science Mathematics Social Sciences Other

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 1 
The Response Patterns of the Career Interest Instrument Based on Holland’s Theory Farida Agus Setiawati; Yulia Ayriza; Endah Retnowati; Rizki Nor Amelia
ANIMA Indonesian Psychological Journal Vol. 32 No. 3 (2017): ANIMA Indonesian Psychological Journal (Vol. 32, No. 3, 2017)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1117.47 KB) | DOI: 10.24123/aipj.v32i3.628

Abstract

This study aims to identify: patterns of responses, the item parameters, and the possibility of gender bias in the career interest instrument developed by the authors based on the Holland’s theory. The sample of this study was 576 elementary students in Daerah Istimewa Yogyakarta who were recruited using the cluster random sampling method. Two parameters were employed to analyze the response patterns using BILOG program. The results were: (1) three items have inappropriate response patterns to the model; (2) all items of the career interest instrument showed good item parameter criteria; and (3) ten items were identified containing Differential Item Functioning (DIF) in relation to gender bias as shown by the Item Characteristic Curve (ICC). The implications of this study are this instrument can be used in assesing career interest of students and the information of biased items may be considered in the selection of careers for male and female students, including in scoring and interpretation.
LEARNING GOAL-FREE PROBLEMS: COLLABORATIVELY OR INDIVIDUALLY? Sugiman Sugiman; Endah Retnowati; Paul Ayres; Murdanu Murdanu
Jurnal Cakrawala Pendidikan CAKRAWALA PENDIDIKAN, VOL. 38, NO. 3, OCTOBER 2019
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v38i3.26914

Abstract

Goal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and transfer performance. An experiment was conducted in authentic mathematics classrooms employing a factorial design with 2 problem presentations (goal-free vs. goal-given problems) ´ 2 learning environments (collaboratively vs. individually) using a Geometry topic. This consisted of four consecutive phases: introductory, acquisition, near and far transfer tests. 111 seventh graders (Average: 12.8 y.o.) who were novices, participated voluntary. The findings showed that students who learned by goal-free problems had significantly higher far-transfer scores than when the goal was given. Interestingly, in the acquisition phase, the students in goal-free problems experienced significantly higher cognitive load than their counterparts. Further, it was found that overall, individuals scored significantly higher in a far-transfer test than those who learned collaboratively; however, during the acquisition phase individuals experienced significantly higher cognitive load than collaborative learning. No pattern of interaction effects was indicated. Overall, it was concluded that goal-free problems may be learned either collaborativelly or individually. Nevertheless, the goal-free problems stimulated higher cognitive load during learning, which seemed to have a positive influence.
Learning Mathematics Formulas by Listening and Reading Worked Examples Wahyuni Eka Maryati; Endah Retnowati; Ng Khar Thoe
Indonesian Journal of Teaching in Science Vol 2, No 1 (2022): IJOTIS: March 2022
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (979.86 KB) | DOI: 10.17509/ijotis.v2i1.45801

Abstract

This study aims to examine whether there is a significant difference between the effectiveness of worked examples with voice notes and worked examples without voice notes and their relations with computational thinking skills. Both learning strategies were implemented in the derivative of polynomial algebraic function learning. This quasi-experimental study involved 62 students and employed a pre-test and post-test non-equivalent control group design via WhatsApp group. Data were analyzed using ANCOVA with student initial ability measured during the pretest as the covariate. The study empirically proved that there is a significant difference in terms of the effectiveness of both learning strategies viewed from student cognitive load. Worked example without voice notes was more effective and makes students have less cognitive load during learning. In addition, there was no significant difference in the effectiveness of learning strategies in terms of computational thinking skills. This study showed that adding voice notes may lead to redundancy effects, hence the use voice notes with worked examples should be thoroughly considerated.
EFEKTIVITAS PEMBELAJARAN KOLABORATIF DENGAN STRATEGI GOAL-FREE PROBLEMS DITINJAU DARI KEMAMPUAN TRANSFER, REASONING, DAN COGNITIVE LOAD SISWA Sity Rahmy Maulida; Endah Retnowati; Fitria Mardika; Rozi Fitriza
Math Educa Journal Vol 6, No 2 (2022)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/mej.v6i2.4564

Abstract

This research examined: (1) the effectiveness of learning through a goal-free problem strategy compared with learning through a goal-given problem strategy with regard to transfer ability, reasoning, or cognitive load; (2) the effectiveness of learning collaboratively compared with learning individually with regard to transfer ability, reasoning, or cognitive load; and (3) interaction between learning strategy (goal-free or goal-given) and setting (collaborative or Individual) in terms of transfer ability, reasoning, or cognitive load. The experiment was conducted using a 2 (setting: collaborative vs. Individual) x 2 (strategy: goal-free vs. goal-given) factorial design; posttest-only control-group. The results of the data analysis supported hypothesis that the students who learned by goal-free problems strategy led to be better in terms of near and far transfer scores than students who learned by the goal-given strategy. The goal-free problems strategy was also proved to be more effective in terms of students' reasoning in near and far transfer tests rather than the goal-given problems strategy. Collaborative learning more effectively minimizes cognitive load during acquisition and near transfer test phase than students learn individually, also effectively facilitating students in terms of the near transfer only than students in individual learning. There was a significant interaction effect between the learning setting factor and strategy factor in terms of near transfer ability and reasoning in the near transfer test. Simple effect test showed that learning collaboratively by goal-given strategy was significantly more effective in terms of near transfer ability and students’ reasoning in the near transfer test, and learning individually by goal-free strategy was significantly more effective in terms of near transfer ability and students’ reasoning in near transfer test.
Pedagogical content knowledge of mathematics student-teachers in developing ethnomathematics-based lesson plans Meita Fitrianawati; Mukti Sintawati; Marsigit Marsigit; Endah Retnowati
Ethnomathematics Journal Vol 1, No 1 (2020): March
Publisher : Universitas negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1528.285 KB) | DOI: 10.21831/ej.v1i1.27759

Abstract

This study aims to describe the pedagogical content knowledge (PCK) of mathematics student-teachers of Yogyakarta State University (YSU). The population is mathematics student-teachers of YSU in their seventh semester of the academic year 2017/2018 who undertook ethnomathematics. A sample of 31 students was established using the cluster random sampling technique. The research instrument is in the form of ethnomathematics lesson plans developed by the students. The result of the study shows that the students’ PCK in developing ethnomathematics lesson plans is generally at the level of growing PCK. Viewed from the material and pedagogical aspects, the students’ PCK falls at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Prambanan Temple is at the level of growing PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Yogyakarta Palace is at the level of pre-PCK. The students’ PCK in developing the lesson plans of ethnomathematics of Borobudur Temple is at the level of growing PCK.
Kemampuan transfer permasalahan bangun datar tidak beraturan dengan goal-free problems Ivah Nur Ardiana; Endah Retnowati
Jurnal Pedagogi Matematika Vol 8, No 3 (2022): Jurnal Pedagogi Matematika
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpm.v8i3.18161

Abstract

Penelitian ini bertujuan untuk menguji efektivitas pembelajaran dyads with goal free problems dibandingkan dengan pembelajaran dyads with goal given problems ditinjau dari kemampuan transfer dan cognitive load siswa. Penelitian ini merupakan penelitian eksperimen dengan desain penelitian posttest only control group design. Sampel penelitian terdiri dari 64 siswa kelas VII di salah satu SMP di Kabupaten Klaten tahun ajaran 2021/2022. Teknis analisis data yang digunakan yaitu ANCOVA dengan taraf signifikansi 0,05. Instrumen yang digunakan pada penelitiana ini berupa pretest, tes kemampuan transfer, dan rating question untuk mengukur cognitive load. Variabel kovariat dalam penelitian ini berkaitan dengan kemampuan awal siswa pada keliling dan luas segiempat. Hasil penelitian ini menunjukkan bahwa permasalahan bangun datar tidak beraturan yang disajikan menggunakan goal free problems lebih efektif ditinjau dari kemampuan transfer dan cognitive load siswa. Kemampuan awal siswa yang direpresentasikan melalui pretest menjadi salah satu faktor yang mempengaruhi keefektivan dari goal free problems. Hal ini dibuktikan dengan adanya hubungan linier antara pretest dengan hasil tes kemampuan transfer dan cognitive load. Kata kunci: goal free problems; dyads; kemampuan transfer; cognitive load  
Pengaruh pendekatan faded example secara kolaboratif terhadap kemampuan pemecahan masalah dan cognitive load Dea Qurrotaa'yun Putri Maharani Borahima; Endah Retnowati
Jurnal Pengembangan Pembelajaran Matematika Vol. 5 No. 2 (2023): Jurnal Pengembangan Pembelajaran Matematika: Volume 5 Nomor 2 August 2023
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2023.52.103-116

Abstract

Kemampuan pemecahan masalah sebagai salah satu tujuan pembelajaran matematika yang menjadi perhatian para guru karena memfasilitasi siswa untuk lancar dalam memecahkan masalah memerlukan strategi tertentu. Sementara itu, pembelajaran matematika juga bertujuan memfasilitasi siswa untuk berinteraksi dengan siswa lain dalam pembelajaran kolaboratif. Penelitian ini bertujuan untuk menguji apakah strategi pembelajaran faded example dapat diterapkan dalam pembelajaran kolaboratif, khususnya untuk materi dengan tingkat intrinsic cognitive load relatif rendah. Di dalam desain faded example, siswa belajar dengan melengkapi langkah-langkah pemecahan masalah secara bertahap. Di dalam desain problem solving only, siswa hanya diberi masalah matematika untuk dipecahkan tanpa ada stimulasi langkah-langkah pemecahan tertentu. Melalui randomisasi individu beserta eksperimen desain faktorial 2 x 2, terbentuk empat kelompok yaitu: siswa dengan strategi pembelajaran (1) faded example secara kolaboratif, (2) faded example secara individu, (3) problem solving secara kolaboratif, dan (4) problem solving secara individu. Dengan Analysis of Variance (ANOVA), hasil penelitian menunjukkan bahwa strategi pembelajaran dalam desain faded example atau problem solving sama efektifnya dalam hal memfasilitasi penguasaan kemampuan pemecahan masalah, dan juga menghasilkan tingkat cognitive yang sama; baik ketika dipelajari secara kolaboratif maupun individu. Penelitian ini menyimpulkan bahwa apabila materi pemecahan masalah memuat kompleksitas yang rendah, guru dapat memilih menggunakan desain faded example sebagai alternatif desain problem solving. Guru juga dapat memilih strategi kolaboratif karena hasil kemampuan yang dicapai pun tidak lebih rendah jika menggunakan strategi individu.
Apakah pembelajaran diferensiasi mengakibatkan cognitive load tinggi? Rosita Nurul Aini; Endah Retnowati
Jurnal Pengembangan Pembelajaran Matematika Vol. 5 No. 2 (2023): Jurnal Pengembangan Pembelajaran Matematika: Volume 5 Nomor 2 August 2023
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2023.52.88-102

Abstract

Cognitive load theory menjelaskan pentingnya analisis kemampuan awal siswa dalam desain pembelajaran karena perbedaan kemampuan awal mengindikasikan perbedaan tingkat cognitive load yang dialami selama kegiatan pemecahan masalah. Adanya diferensiasi metode pembelajaran diduga lebih efektif sebagai pendekatan pembelajaran berdasarkan divergenitas tingkat kemampuan awal siswa. Penelitian ini bertujuan untuk menguji apakah terdapat perbedaan efektivitas pembelajaran statistika  dengan metode diferensiasi dan pembelajaran non-diferensiasi ditinjau dari kemampuan pemecahan masalah dan cognitive load siswa. Metode diferensiasi yang dikembangkan adalah dengan memberikan metode pembelajaran sesuai kategori tingkat kemampuan awal, yaitu jika rendah (metode worked example), sedang (metode faded example), dan tinggi (metode problem solving block). Penelitian quasi experiment dengan desain penelitian posttest only grup design ini melibatkan 60 siswa (novice) kelas VIII SMP dalam pembelajaran statistika berorientasi kemampuan pemecahan masalah.  Menggunakan uji ANCOVA dengan nilai pretest sebagai variabel kovariat diperoleh bahwa pembelajaran diferensiasi sama efektifnya dengan pembelajaran non-diferensiasi ditinjau dari pencapaian kemampuan pemecahan masalah. Namun, pembelajaran diferensiasi dapat menurunkan cognitive load siswa selama kegiatan pembelajaran.
Pengaruh metode integrated worked example terhadap kemampuan pemecahan masalah dan cognitive load Rizqi Anisa; Endah Retnowati
Jurnal Pengembangan Pembelajaran Matematika Vol. 6 No. 1 (2024): Jurnal Pengembangan Pembelajaran Matematika: Volume 6 Nomor 1 February 2024
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2024.61.14-26

Abstract

ABSTRAK Masalah dalam pembelajaran matematika seringkali digunakan untuk melatih kemampuan pemecahan masalah dan disajikan dalam worked example yang memuat komponen gambar, simbol, serta tulisan. Cognitive load theory berfokus menghasilkan desain pembelajaran yang memfasilitasi kemampuan pemecahan masalah peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh metode integrated worked example dalam pembelajaran statistika terhadap (1) kemampuan pemecahan masalah; (2) tingkat cognitive load selama fase pembelajaran dan fase tes; dengan pendekatan penelitian komparasi antara integrated worked example dan non-intgerated worked example. Jenis penelitian yang digunakan adalah eksperimen kuasi dengan melibatkan 64 peserta didik kelas 8 sebagai partisipan penelitian. Uji hipotesis dalam penelitian ini menggunakan Analysis of Covariate (ANCOVA) dengan nilai signifikansi 0,05. Dengan pengendalian kovariat kemampuan awal sebelum eksperimen, hasil penelitian menunjukkan bahwa metode integrated worked example memberikan pengaruh yang lebih baik ditinjau dari kemampuan pemecahan masalah peserta didik. Ditinjau dari cognitive load, baik selama fase pembelajaran maupun fase tes, metode integrated worked example lebih baik dalam mereduksi cognitive load. Penelitian ini menyimpulkan bahwa penyajian materi pembelajaran harus memperhatikan adanya komponen yang perlu diintegrasikan sehingga memfasilitasi siswa untuk memahami isinya.
Co-Authors Dea Qurrotaa'yun Putri Maharani Borahima Farida Agus Setiawati Fitria Mardika Ivah Nur Ardiana Marsigit Marsigit Meita Fitrianawati Murdanu Murdanu Ng Khar Thoe Paul Ayres Rizki Nor Amelia Rizqi Anisa Rosita Nurul Aini Rozi Fitriza Sintawati, Mukti Sity Rahmy Maulida Sugiman Sugiman Wahyuni Eka Maryati Yulia Ayriza