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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Journal of Research and Advances in Mathematics Education Jurnal Penelitian Pendidikan IPA (JPPIPA) Beta: Jurnal Tadris Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal of Research in Instructional Ta'dib
Sri Rahayuningsih
Program Doktor Pendidikan Dasar, Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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CREATIVITY IN SYNCHRONOUS AND ASYNCHRONOUS LEARNING DURING THE COVID-19 PANDEMIC: A CASE STUDY Muhammad Muzaini; Sri Rahayuningsih; Nasrun Nasrun; Muhammad Hasbi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 3 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2757.302 KB) | DOI: 10.24127/ajpm.v10i3.3897

Abstract

AbstractThe corona virus outbreak has forced all universities to conduct learning online using the internet. We have considered to develop students’ creativity through online learning. We therefore applied synchronous learning and asynchronous learning methods in the classroom and observed how these methods influenced students’ creativity. Purposive sampling technique was used to select one out of 40 students from the Department of Mathematics Education at STKIP YPUP to participate in this study. The subject was chosen because he had fulfilled the criteria of creativity. Data analysis was performed in several stages as follows: 1) analyzing the interview data and the learning videos; 2) performing data reduction by making abstractions; 3) organizing the data in units that were then categorized by coding; 4) checking the data validity by doing time triangulation; 5) analyzing interesting phenomena that are associated with the participant’s creativity. The results of the analysis showed that the subject’s creativity was demonstrated through cognitive flexibility and cognitive fluency, indicated by repeated or cyclic cognitive processes before the participant discovered the solution to the problem. It can be concluded that both synchronous and asynchronous learning methods can support the development of college students’ creativity during the covid-19 pandemic. Keywords: Covid-19 pandemic; creativity; synchronous and asynchronous learning. AbstrakWabah virus corona memaksa semua perguruan tinggi untuk melakukan pembelajaran secara online menggunakan internet. Kami telah mempertimbangkan untuk mengembangkan kreativitas siswa melalui pembelajaran online. Oleh karena itu, kami menerapkan pembelajaran synchronous dan metode pembelajaran asynchronous di kelas dan mengamati bagaimana metode ini mempengaruhi kreativitas siswa. Teknik purposive sampling digunakan untuk memilih satu dari 40 mahasiswa Jurusan Pendidikan Matematika STKIP YPUP untuk berpartisipasi dalam penelitian ini. Subjek dipilih karena telah memenuhi kriteria kreativitas. Analisis data dilakukan dalam beberapa tahapan sebagai berikut: 1) menganalisis data wawancara dan video pembelajaran; 2) melakukan reduksi data dengan membuat abstraksi; 3) mengorganisasikan data dalam satuan-satuan yang kemudian dikategorikan dengan pengkodean; 4) pengecekan keabsahan data dengan melakukan triangulasi waktu; 5) menganalisis fenomena menarik yang terkait dengan kreativitas peserta. Hasil analisis menunjukkan bahwa kreativitas subjek ditunjukkan melalui keluwesan kognitif dan kelancaran kognitif, yang ditunjukkan dengan proses kognitif berulang atau siklik sebelum partisipan menemukan solusi dari masalah. Disimpulkan bahwa metode pembelajaran synchronous dan asynchronous dapat mendukung pengembangan kreativitas mahasiswa selama masa pandemi covid-19. Kata Kunci: Pandemi Covid-19, Kreativitas, Pembelajaran Synchronous dan Asynchronous
THE EFFECT OF SELF-REGULATED LEARNING ON STUDENTS’ PROBLEM-SOLVING ABILITIES Sri Rahayuningsih; Muhammad Hasbi; Mulyati Mulyati; Muhammad Nurhusain
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 2 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (633.087 KB) | DOI: 10.24127/ajpm.v10i2.3538

Abstract

Abstract The present study aimed to 1) investigate the effect of self-regulated learning on students’ mathematical problem-solving ability; 2) describe the cognitive processes carried out by students with low and high self-regulation and high problem-solving ability. This study employed an explanatory mixed-method design. Nineteen students at a private high school, in Makassar, Indonesia, were selected, in order to complete the questionnaire, mathematical problem-solving ability test. Of the 19 students, two were selected as research subjects representing problem-solving ability. The quantitative data were analyzed using descriptive statistics and inferential statistics, while the qualitative data analysis had to go through the following stages including, reduction, data display, and conclusion drawing. The results showed that 1) self-regulated learning had no effect on students’ mathematical ability; 2) the cognitive processes carried out by students with high self-regulation and high problem-solving ability included high literacy ability, high metacognitive awareness, being proactive yet inflexible; 3) the cognitive processes carried out by students with low self-regulation and high problem-solving ability included low literacy ability but showing more flexible attitudes. From this study, it can be concluded that problem-solving ability is not influenced by self-regulated learning, but by other factors such as the environment, cognitive ability and cognitive preparedness. Keywords: Problem-solving ability; self-regulated learning. Abstract Penelitian ini bertujuan untuk 1) menginvestigasi pengaruh self-regulated learning terhadap kemampuan pemecahan masalah matematis siswa; 2) mendeskripsikan proses kognitif yang dilakukan siswa dengan self-regulation rendah dan tinggi dan kemampuan pemecahan masalah tinggi. Penelitian ini menggunakan explanatory mixed-method design. Sembilan belas siswa sekolah menengah swasta, di Makassar, Indonesia, dipilih untuk mengisi angket tes kemampuan pemecahan masalah matematika. Dari 19 siswa tersebut, dipilih dua orang sebagai subjek penelitian yang mewakili kemampuan pemecahan masalah. Data kuantitatif dianalisis menggunakan statistik deskriptif dan statistik inferensial, sedangkan analisis data kualitatif melalui tahapan yaitu, reduksi data, menampilkan data, penarikan Kesimpulan. Hasil penelitian menunjukkan bahwa 1) self-regulated learning tidak berpengaruh terhadap kemampuan matematika siswa; 2) proses kognitif yang dilakukan siswa dengan self-regulated learning tinggi dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi tinggi, kesadaran metakognitif tinggi, proaktif namun tidak fleksibel; 3) Proses kognitif yang dilakukan siswa dengan self-regulated learning rendah dan kemampuan pemecahan masalah tinggi meliputi kemampuan literasi rendah tetapi menunjukkan sikap lebih fleksibel. Dari penelitian ini dapat disimpulkan bahwa kemampuan pemecahan masalah tidak dipengaruhi oleh self-regulated learning, melainkan oleh faktor lain seperti lingkungan, kemampuan kognitif, dan kesiapan kognitif. Keywords: Kemampuan pemecahan masalah, self-regulated learning. 
Cognitive flexibility: exploring students’ problem-solving in elementary school mathematics learning Sri Rahayuningsih; Sirajuddin Sirajuddin; Nasrun Nasrun
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 1 January 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i1.11630

Abstract

In classroom learning, students need mathematical cognitive flexibility to be able to solve mathematical problems with the various ideas they express. To solve the problems, they must be able to grasp the problem, see it from various points of view, and should not be rigid thinking with one solving method.  In fact, the students still lack the ability to think flexibly in solving math problems. This exploration is necessary to determine how to encourage the students’ creative problem-solving. The purposive sampling technique is used to select two out of 150 of 4th Grade students who have taken an initial test to measure their creative abilities. Problem-solving worksheet, think-aloud records, and interviews are used as data collection instruments. Then, the data were analyzed using a qualitative descriptive approach. The research instrument is validated by two professors of mathematics. Through a series of revisions based on expert advice, the validity results are said to be feasible for use. To check for reliability, field tests are tested on 10 students who meet the criteria as research subjects. Analysis results indicate that cognitive abilities involve cognitive processes in the form of the ability to assess process by looking for patterns of numbers, mentally compute, estimate, and assess the rationality or reasonableness of calculation results. Other findings on students' cognitive processes in solving math problems include looking for number patterns, carrying out trial-and-error (also called guess-and-check), and drawing diagrams. Students with cognitive flexibility tend to use trial-and-error when solving mathematical problems.
Komparasi Efektivitas Model Pembelajaran Project Based Learning (PjBL) dan Konvensional: Studi Pada Siswa Menengah Pertama Sri Rahayuningsih; Nurasrawati Nurasrawati; Muhammad Nurhusain
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 2 No. 2 (2022): Juli - Desember 2022
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v2i2.654

Abstract

Metode pembelajaran konvensional tidak memberikan kesempatan kepada siswa untuk berpartisipasi aktif pada proses pembelajaran. Hal ini mengakibatkan hasil belajar matematika siswa berada pada kategori rendah. Ketidakmampuan siswa dalam mengingat materi yang telah diajarkan oleh guru menjadi faktor utama rendahnya hasil belajar, khususnya di di SMP YP-PGRI 4 Makassar. Salah satu solusi untuk meminimalkan permasalahan siswa adalah melalui penerapan Project Based Learning (PjBL). Oleh karena itu, tujuan penelitian ini adalah untuk mengetahui apakah hasil belajar matematika yang diajar melalui Model Project based Learning PjBL lebih baik dibandingkan dengan siswa yang diajar melalui model pembelajaran Konvensional. Penelitian ini termasuk penelitian eksperimen dengan metode komparasi. Hasil yang ditemukan adalah rata-rata hasil belajar matematika siswa yang diajar dengan menggunakan model PjBL lebih tinggi dibandingkan dengan rata-rata hasil belajar matematika siswa yang diajar dengan menggunakan model pembelajaran Konvensional. Oleh karena itu, Model PjBL menjadi rekomendasi untuk pembelajaran saat ini
PENGARUH PEMBELAJARAN PjBL TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS DAN AFFECTIVE MATHEMATICS ENGAGEMENT Sri Rahayuningsih; Nur Asrawati; Rahmat Kamaruddin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (766.576 KB) | DOI: 10.24127/ajpm.v11i4.6110

Abstract

Age has entered a phase where Science, Technology, Engineering, and Mathematics (STEM) are basic disciplines. Mathematics is at the center of many professions, but it is considered difficult and many students dislike it, even closing their desire for a career in science, engineering, and technology. To face the challenges in the STEAM era, affective mathematics engagement (AME) and mathematical creative thinking skills are needed. The purpose of this study was to analyze 1) the effect of PjBL learning on students' affective mathematics engagement (AME); 2) The effect of PjBL on students' mathematical creative thinking abilities. This type of research is a quasi-experimental (Quasy Experiment) with a population of high school students in the city of Makassar (n = 245; male = 170; female = 75). Sampling was done using random sampling technique so that the sample in this study was determined to be 70 people (n = 70; male = 35; female = 35). The results showed that (1) There was an effect of implementing PjBL on students' Affective Mathematics Engagement (AME). This is known from the average score of Affective Mathematics Engagement (AME) of students where the class that is implemented by PjBL is in the good category, while the class that applies conventional learning is in the sufficient category. (2) There is an effect of PjBL application on students' mathematical creative thinking ability. It is known from the difference in the average value of the experimental class and the control class that is equal to 4.903.
PEMBELAJARAN AUDITORY INTELLECTUALLY REPETITION: UPAYA PENINGKATAN KEMAMPUAN BERPIKIR KREATIF, AKTIVITAS DAN RESPON SISWA SMP Fathimah Az.Zahrah Nasiruddin; Erni Ekafitria Bahar; Haerul Syam; Sri Rahayuningsih
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (896.608 KB) | DOI: 10.24127/ajpm.v11i4.6179

Abstract

Many researchers, especially mathematics education research, are increasingly focusing on mathematical creativity. From the observations of researchers at the Guppi Samata Middle School, Kab. Gowa indicated that students' mathematical creative thinking skills were relatively low and far from expectations. One aspect that is needed to improve students' creative thinking skills is to provide a learning atmosphere that is able to stimulate students through activities of reasoning, creating, problems solving, constructing and applying. This type of research is a pre-experimental research aimed at improving students' creative thinking skills, activities and responses through the application of Auditory Intellectually Repetition learning. The results showed that there was an increase in students' creative thinking skills, activities and responses after the implementation of Auditory Intellectually Repetition learning. Researchers suggestions related to the results of the study, it is hoped that further researchers will develop an AIR learning model according to the characteristics of junior high school students
Exploring students’ imaginative process: Analysis, evaluation, and creation in mathematical problem-solving Sri Rahayuningsih; Muhammad Nurhusain; Sirajuddin Sirajuddin
Beta: Jurnal Tadris Matematika Vol. 16 No. 1 (2023): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v16i1.537

Abstract

[English]: The role of imagination as a means of learning mathematics, unlike in other fields such as art and literature, is not well defined. The present study aims to examine the process of students’ imagination in solving mathematics problems. It involved three grade 8 students which were purposively selected based on their scores in a given test. Students’ answers to the test and the results of interviews were examined qualitatively referring to the three stages of creative problem-solving that involve imagination: analysis, evaluation and creation. The results show that, in the analysis phase, imagination was found in the students’ ability to define problems in general (common visual). As the first step in solving a problem, they analysed mathematical knowledge needed to solve the problem. In the evaluation phase, imagination was formed as students completed the final answer by creating visual representations from previous experiences as artifacts taken together and gathering necessary knowledge. In the last phase, creation, imagination was identified when students engaged in a cyclical thought process to find new ideas in solving the problem. This process repeated until the students found no other ideas or ways to solve the problem. [Bahasa]: Peran imajinasi sebagai sarana belajar matematika belum didefinisikan dengan baik, tidak seperti pada bidang lain seperti seni dan sastra. Penelitian ini bertujuan menelusuri proses imajinasi siswa selama melakukan pemecahan masalah matematika. Penelitian ini melibatkan tiga siswa kelas 8 yang dipilih melalui purposive sampling, berdasarkan nilai tertinggi hasil tes pemecahan masalah matematika. Jawaban siswa dan hasil wawancara dianalisis secara kualitatif dengan merujuk pada tiga tahapan proses kreatif yang melibatkan imajinasi: analisis, evaluasi dan kreasi. Hasil penelitian menunjukkan, pada tahap analisis, imajinasi yang terbentuk ditandai dengan kemampuan siswa menetapkan masalah secara umum (common visual). Sebagai langkah awal untuk menyelesaikan masalah, siswa melakukan koreksi dengan cara memikirkan kembali pengetahuan matematika yang dibutuhkan. Proses imajinasi pada tahap evaluasi ditunjukkan oleh kemampuan siswa dalam menyimpulkan jawaban akhir dengan cara membangun visual dari pengalaman sebelumnya sebagai artefak yang diambil bersama serta mengumpulkan pengetahuan yang diperlukan. Pada tahap kreasi, kemampuan siswa melakukan proses berpikir secara siklis dalam memikirkan ide baru untuk menyelesaikan masalah yang dihadapi menunjukkan proses imajinasi pada tahap ini. Proses ini berlangsung secara berulang, sampai siswa tidak memiliki ide lagi untuk menyelesaikan masalah.
The Characteristics of Students Engaged in Spontaneous Problem-Posing Syaiful Hadi; Cholis Sa’dijah; Sudirman Sudirman; I Made Sulandra; Sri Rahayuningsih
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.6869

Abstract

Spontaneous problem posing is a basic concept of spontaneous mathematical thinking and science learning. Students generate problems without systematic encouragement and pose problems based on the student's desire to develop their skills. As a result, they can serve as important markers of constructive mathematical and science engagement, particularly affective engagement, for problem solvers and their classroom communities. We used a qualitative approach to analyze student characteristics, especially in the affective domain, when presenting random problems. We used an observational approach and experience sampling in each class to observe students' engagement in spontaneous problem posing both individually and in groups. The findings revealed that each student showed different characteristics when presenting problems suddenly (spontaneous problem posing). The submission of the first subject problem was categorized as problem-as-exercise, satisfying the characteristics of spontaneous originality, where constructive emotional experiences impressed more on the teacher, while negative emotional experiences impressed more on oneself (self), classmates, and mathematical activities. The submission of the second subject problem is classified as a problematic problem, fulfilling the characteristics of spontaneous originality. Negative emotional experiences are more visible in me (myself), while constructive emotional experiences are more visible in teachers, classmates, and math activities
Primary school students' knowledge about animal life cycle material: The survey study Nur Indah Ririn Fitriani Nasir; Susriyati Mahanal; Ratna Ekawati; Insar Damopolii; Supriyono Supriyono; Sri Rahayuningsih
Journal of Research in Instructional Vol. 4 No. 1 (2024): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v4i1.320

Abstract

Students' knowledge is obtained from studying, and their involvement in science learning is still low, so it is a concern. Our research aims: First, to survey students' knowledge of animal life cycles, and second, to determine differences in students' knowledge of animal life cycles based on gender. This research uses a survey method. Sampling was carried out using convenience sampling. The sample obtained was 286 students willing to answer questions via Google Forms. They are primary school students in Indonesia. Data collection procedure: (1) compiling the instruments, (2) expert validation, (3) instrument testing, (4) validity and reliability analysis, (3) test distribution, (4) analysis of findings, (5) data interpretation, and (6) conclusion. A total of 9 valid and reliable questions were used to collect data. Analysis of differences in student knowledge using the t-test. The findings show that there are still 51.75% of students whose knowledge needs to be improved. Boys and girls students did not show differences in their knowledge regarding animal life cycles. This research concludes that students' knowledge of animal life cycle material has not reached the good category. Boys and girls students have the same level of knowledge but only get the moderate category. Future research can test how innovative learning in science for primary schools can impact student knowledge.
Teacher's Journey in Understanding, Interpreting, and Applying the Concept of Merdeka Belajar in IPAS Learning Zulia Nurul Faizah; Hayuni Retno Widarti; Sri Rahayuningsih; Shirly Rizki Kusumaningrum; Radeni Sukma Indra Dewi
Ta'dib Vol 27, No 1 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i1.12199

Abstract

The concept of merdeka belajar is a characteristic of the kurikulum merdeka. This concept is the basis for teachers in implementing learning, including in the IPAS subject. The purpose of this study is to describe how teachers understand, interpret, and apply independent learning in IPAS learning as well as efforts to continue to fight for IPAS learning with interesting presentations. Data were obtained through interviews, observations, documentation at SDN Banaran 2 Kandangan Kediri which were then described qualitatively descriptively, analyzed using the Miles and Huberman technique, and validated by triangulation. The results of this study show that the merdeka mengajar platform is a medium for teachers to understand merdeka bealajar, reflection on recognizing themselves and their role as educators as an effort to interpret merdeka bealajar, and the obligation to complete independent training on the merdeka mengajar platform; binding policies from structural education authorities from sub-districts and school clusters; and the absence of guidelines that truly integrate science and social studies in learning are the difficulties of teachers in implementing merdeka bealajar. This research can be a consideration for policy holders, curriculum developers, and education practitioners as an effort to optimally implement the independent curriculum.
Co-Authors Cholis Sa’dijah Damopolii, Insar Erni Ekafitria Bahar Fathimah Az.Zahrah Nasiruddin Haerul Syam Hayuni Retno Widarti I Made Sulandra Muhammad Hasbi Muhammad Muzaini Muhammad Nurhusain Mulyati Mulyati Nasrun Nasrun Nur Asrawati Nur Indah Ririn Fitriani Nasir Nurasrawati Nurasrawati Nurhusain, Muhammad Radeni Sukma Indra Dewi Rahmat Kamaruddin Ratna Ekawati Shirly Rizki Kusumaningrum Sirajuddin Sirajuddin Sirajuddin Sirajuddin Supriyono Supriyono Susriyati Mahanal Syaiful Hadi Zulia Nurul Faizah