Kusaeri Kusaeri
Institut Agama Islam Negeri Sunan Ampel Surabaya

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SOCIOECONOMIC STATUS, PARENTAL INVOLVEMENT IN LEARNING AND STUDENT’ MATHEMATICS ACHIEVEMENT IN INDONESIAN SENIOR HIGH SCHOOL Kusaeri, Kusaeri; Aditomo, Anindito; Ridho, Ali; Fuad, Ah. Zakki
Cakrawala Pendidikan CAKRAWALA PENDIDIKAN EDISI OKTOBER 2018, TH.XXXVII, NO.3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (557.559 KB) | DOI: 10.21831/cp.v38i3.21100

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Abstract: The objectives of the research are to examine: (1) the relationship between parents’ education level as an indicator of socioeconomic status (SES) with students’ mathematics achievement, and (2) the interaction between parents’ education level and the intensity of parental involvement in predicting students’ mathematics achievement. The sample (N=2,867) was selected through stratified random sampling of Indonesian high school National Examination (NE) test takers in 2016. The sampling was based on careful consideration of the representativeness and the distribution of provinces, gender, type of school (general-vocational), and school status (public-private). Data was analyzed using parallel multiple mediator analyses. The findings highlight that: (1) compared to fathers, mothers’ education level had a stronger contribution to students’ achievement in mathematics, and (2) mothers’ involvement mediated the relationship between mothers’ level of education and students’ mathematics achievement. However, more intensive parental involvement was associated with lower mathematics achievement. Keywords: SES, mathematics, parents’ education levels, involvement  STATUS SOSIAL EKONOMI, KETERLIBATAN ORANGTUA DALAM BELAJAR DAN HASIL BELAJAR MATEMATIKA SISWA SMA DI INDONESIA Abstrak: Penelitian ini bertujuan untuk menguji: (1) kaitan antara tingkat pendidikan orangtua sebagai indikator  status sosial ekonomi (SSE) dengan  hasil belajar matematika siswa, dan (2) interaksi antara tingkat pendidikan orangtua dengan intensitas keterlibatan orangtua dalam memprediksi hasil belajar matematika anak-anaknya.  Sampel penelitian ini (N=2,867) dipilih secara stratified random sampling dari peserta Ujian Nasional di Indonesia tahun 2016 jenjang SMA. Pengambilan sampel didasarkan pada keterwakilan dan sebaran provinsi, jenis kelamin, jenis sekolah (SMA/MA atau SMK) dan status sekolah (negeri-swasta). Data dianalisis dengan menggunakan analisis parallel multiple mediator. Hasil penelitian menunjukkan: (1) pendidikan ibu memiliki peran sangat penting karena sangat berkonstribusi dalam menunjang hasil belajar matematika anaknya dibandingkan pendidikan ayah, dan (2) keterlibatan ibu dalam belajar anak yang dimediasi tingkat pendidikannya berpengaruh terhadap hasil belajar matematika anaknya. Namun demikian, keterlibatan orangtua yang terlalu intens dalam kegiatan belajar anak justru berdampak kurang baik terhadap hasil belajar matematika anaknya. Kata Kunci: SSE, matematika, tingkat pendidikan orangtua, keterlibatan
STUDI PERILAKU CHEATING SISWA MADRASAH DAN SEKOLAH ISLAM KETIKA UJIAN NASIONAL Kusaeri, Kusaeri
EDUKASIA Vol 11, No 2 (2016): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v11i2.1727

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THE STUDY OF MADRASA AND ISLAMIC SCHOOL STUDENTS’ CHEATING BEHAVIOR IN NATIONAL EXAMINATION. This study describes the cheating occurred in Madrasah/Islamic High Schools in East Java. It is based on the achievement of UN and IIUN 2015. It used descriptive approach. The data were presented in narrative, percentage, tables, graphs, and charts. Data were obtained from Center of Education Assessment, Balitbang Kemendikbud. East Java was chosen because it is province with highest number (1,117) from 6.608 Madrasah/Islamic High Schools in Indonesia. The data were analysed using encoding, recording, diagraming, and statistical calculations. Cheating index was determined using the Pair Wise and Cumulative Method. The results show that 5.26% of  Madrasah/Islamic High School students reached the graduation criteria (UN score above 55) with IIUN more than 70. Contrastly, 40% of Christian/Catholic High Schools students obtained UN score above 55 with IIUN more than 70. These results illustrate the cheating among Madrasah/Islamic High School students in East Java is higher than Christian/Catholic High School students.
Telaah Epistemologis Pendekatan Saintifik Mata Pelajaran Pendidikan Agama Islam Kusaeri, Kusaeri
ISLAMICA: Jurnal Studi Keislaman Vol 9, No 2 (2015): Islamica
Publisher : Program Pascasarjana UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.755 KB) | DOI: 10.15642/islamica.2015.9.2.344-372

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This article seeks to find out the intersection between scientific approach and Islamic religious education as a subject matter. The scientific approach adopts scientific steps in building scientific knowledge, i.e. such featuring dimensions as observation, reasoning, inquiry, validation anD and description of scientific truth. Since the scientific approach is regarded as too empirical, rational and logical. In Cartesian sense, it contradicts the logical structure of the subject of Islamic religious education. Five aspects of Islamic religious education (the Qur’ân, Hadîth, Aqîdah Akhlaq, Fiqh, history of Islamic culture, and Arabic language) have different characteristics, even demand a non-scientific logics such as intuition and revelation. Aqîdah (belief), for example, which consists of the doctrine of monotheism (tawhid) is difficult to be scrutinized through empirical evidence. There are some other examples in this field which are difficult to be analyzed by means of scientific approach. Through library research, this article nevertheless finds that the logic of scientific approach and Islamic religious education can be integrated, since revelation and reason are mutually supportive.
Kemampuan Regulasi Diri Siswa dan Dampaknya Terhadap Prestasi Belajar Matematika Kusaeri, Kusaeri; Mulhamah, Umi Nida
JURNAL REVIEW PEMBELAJARAN MATEMATIKA Vol 1 No 1 (2016)
Publisher : UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2016.1.1.31-42

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Self-regulation integrate many things of learning theories and can guide the students to strive to achieve learning goals by controlling the thoughts, behaviors, and emotions. This study aims to determine the theoretical models, testing them with empirical data, and finding influence between the ability of self-regulation to mathematics achievement. The ability of self-regulation measures consists of metacognition, motivation, and behavior. The field research with verification approach was conducted in MTsN Tanjunganom Nganjuk. The total sample is 112 students. The instrument is form of questionnaires. Mathematics achievement is taken from value data of middle semester of 2015/2016 academic year. The data were analyzed by LISREL software version 9.2 through statistical methods of Confirmatory Factor Analysis. The results shows that the theoretical model developed the show compliance with the criteria suitability test conducted. The test matches in accordance with the criteria of Goodness of Fit is a p-value and RMSEA.
SIKAP, HARAPAN, DAN PERSEPSI SISWA PADA MATEMATIKA SERTA IMPLIKASINYA TERHADAP KEMAMPUAN REGULASI DIRI Kusaeri, Kusaeri; Cahyan, Ekky Dea Henwi
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.818

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In this study, we composed a theoretical model as well as empirically tested the relationship between attitude, expectation, and perception towards mathematics with students’ self-regulation ability. Students’ attitude, expectation, perception, and self-regulation ability data were collected from a questionnaire to 104 eight graders in one of public junior high schools in West Surabaya. The collected data were analyzed using Structural Equation Modeling (SEM) by Lisrel Software version 9.2 to determine relationship between the evaluated variables. Theoretical modeling showed that expectation and perception affected students’ self-regulation ability while attitude serves as an intervening variable. The contribution of each variable indicated a different degree of interconnection. Empirical testing suggested that attitude and perception directly affected students’ self-regulation ability, while expectation did not. The connection between expectation and perception with students’ attitude towards mathematics were affirmed in empirical testing results in which it clearly showed that expectation and perception contributed to students’ attitude towards mathematics.
STUDENT READINESS AND CHALLENGE IN COMPLETING HIGHER ORDER THINKING SKILL TEST TYPE FOR MATHEMATICS Kusaeri, Kusaeri; Hamdani, Asep Saepul; Suprananto, Suprananto
Jurnal Infinity Vol 8, No 1 (2019): Volume 8 Number 1, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.942 KB) | DOI: 10.22460/infinity.v8i1.p75-86

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Mathematics teaching and learning should equip students with the ability to think critically and creatively and problem-solving skill to enable them to compete in the industrial revolution 4.0. This descriptive explorative study explores the readiness and challenges faced by Indonesian junior high school (SMP/MTs) student in solving HOTs type mathematics test using Islamic context. Data were collected from a test-based open-ended questionnaire distributed to 164 students in the 8th of five schools in Sidoarjo East Java comprising 2 junior madrasas (Islamic schools), 2 Islamic-based junior high schools and 1 public junior high school. Descriptive analysis using SPSS and categorization of responses (referring to response options in the questionnaire such as have ever-never, necessary-unnecessary, answered-not answered, etc) show that considering their experience, the students are “less ready” to face HOTs type mathematics test. However, students expect that they can be given more practices in doing HOTs type mathematics questions to help them get accustomed to this type of question. Being unaccustomed to non-routine and lengthy questions, lazy trait and being unfamiliar to Islamic terms used as the context of the question becomes the challenges for the students in facing HOTs type mathematics test.
Exploring student's pattern generalisation strategy in solving prism sticker problem Sadieda, Lisanul Uswah; Kusaeri, Kusaeri; Lailiyah, Siti; Adaniyah, Wachidatul
Beta: Jurnal Tadris Matematika Vol. 11 No. 2 (2018): Beta November
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v11i2.174

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[English]: This research aimed to describe the stages through which eighth-grade students develop pattern generalizations when solving prism sticker problem and determine the type of strategy used. Prism sticker problem is a modified task from cube sticker problem that Lannin (2003) has used in developing student’s pattern generalization. Prism Sticker problem uses triangular prism-shaped media that will be affixed with color stickers. The subjects of the research were eighth-grade students of public junior high schools in Krian City, East Java, Indonesia. The results of this research show that the subjects can go through the four stages of the pattern generalization process, i.e., direct modeling, pattern identification, proof testing of the pattern, and determining the rule for a general case. The subjects can formulate the nth pattern by using algebraic symbols and explain it verbally. The results indicate that the subjects tend to use counting and explicit strategies to solve prism sticker problem. Keywords: Pattern generalization, Strategy, Prism sticker problem, Problem-solving [Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan tahap-tahap yang dilalui siswa SMP dalam mengembangkan generalisasi pola saat menyelesaikan prism sticker problem dan menentukan jenis strategi yang digunakan. Prism sticker problem merupakan suatu tugas hasil modifikasi dari cube sticker problem yang telah digunakan Lannin (2003) dalam mengembangkan generalisasi pola siswa. Prism sticker problem menggunakan media berbentuk prisma segitiga yang akan ditempeli stiker warna. Subjek dalam penelitian ini adalah siswa kelas 8 SMPN 2 Krian. Hasil penelitian ini menunjukkan bahwa subjek mampu melalui keempat tahap proses generalisasi pola yaitu pemodelan langsung, identifikasi pola, pembuktian pola dan penentuan aturan untuk kasus yang lebih umum. Subjek mampu merumuskan pola ke-n dengan menggunakan simbol aljabar dan menjelaskannya secara verbal. Dalam penelitian ini, subjek cenderung menggunakan strategi counting dan explicit dalam menyelesaikan prism sticker problem. Kata Kunci: Pola generalisasi, Strategi, Prism sticker, Pemecahan masalah
The validity and inter-rater reliability of project assessment in mathematics learning Kusaeri, Kusaeri; Sutini, Sutini; Suparto, Suparto; Wardah, Faiqotul
Beta: Jurnal Tadris Matematika Vol. 12 No. 1 (2019): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v12i1.266

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[English]: A common criticism of project assessment is the subjectivity and inconsistency of raters in scoring. In the present article, we provide the result of validity and inter-rater reliability test of the project assessment instrument. The instrument with a rubric was used to assess students’ project task in grade eight for function and relation topic. The task was adopted from mathematics textbooks used in the schools. The instrument has been tested to 10 raters/teachers and 94 grade eight students from three schools (in Surabaya and Gresik). Data were collected through the project assessment sheet along with its rubric as the scoring guidance for the teachers. Construct validity was analyzed through confirmatory factor analysis, while a reliability test was conducted by using inter-rater reliability method with the Intraclass Correlation Coefficient. The result of the validity test showed that the instrument did not fulfill the criteria of construct validity. It is indicated by the different number of factors between the initial construction and the empirical test result. In term of inter-rater reliability, the instrument is highly reliable. The findings indicate the need for testing the non-test assessment instrument provided on mathematics textbooks, so the aspects of its assessment sheet fulfill the valid and reliable criteria. Keywords: Validity, Reliability, Inter-rater, Project assessment, Project task [Bahasa]: Subjektivitas dan kurang konsistennya guru/rater dalam proses penyekoran merupakan kritik yang umum ditujukan pada penilaian proyek dalam pembelajaran matematika. Oleh karena itu, artikel ini menyajikan hasil uji validitas konstruk dan reliabilitas inter-rater instrumen penilaian projek. Instrumen yang dilengkapi rubrik tersebut digunakan untuk menilai tugas proyek siswa kelas VIII SMP pada materi relasi dan fungsi. Tugas diambil dari buku matematika yang digunakan di sekolah. Instrumen diujicobakan pada 10 raters/guru dan 94 siswa di tiga sekolah berbeda di Kota Surabaya dan Kabupaten Gresik. Data dikumpulkan melalui lembar penilaian projek yang dilengkapi rubrik penilaian sebagai pedoman guru dalam melakukan penskoran. Validitas konstruk dianalisis dengan menggunakan Confirmatory Factor Analysis, sedangkan reliabilitas inter-rater dianalisis dengan Intraclass Correlation Coefficient. Hasil uji validitas menunjukkan bahwa instrumen penilaian yang digunakan tidak valid secara konstruk. Ketidakvalidan ditandai dengan perbedaan banyaknya faktor hasil konstruksi awal dengan hasil uji empiris. Dari sisi reliabilitas inter-rater, instrumen penilaian proyek yang digunakan reliabel. Temuan ini mengindikasikan perlunya dilakukan pengujian instrumen penilaian non tes pada buku matematika, sehingga aspek-aspek dalam lembar penilaian menjadi valid dan reliabel. Kata kunci: Validitas, Reliabilitas, Inter-rater, Penilaian proyek, Tugas proyek
Identifying the structure of students’ argumentation in covariational reasoning of constructing graphs Sutini, Sutini; Aaidati, Iffana Fitrotul; Kusaeri, Kusaeri
Beta: Jurnal Tadris Matematika Vol. 13 No. 1 (2020): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v13i1.374

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[English]: This study aimed to identify students’ claim, evidence, and reasoning in covariational reasoning of constructing the graphs of a function. Covariational reasoning is one of the approaches to solve the problems of function. The study involved thirty grade 11 students. Data was collected through a covariation test and interview. The results of the test were grouped based on the criteria of mental action of covariational reasoning (Carlson et al., 2002), then the students who solve correctly two or three problems in the test were selected as the subjects. The interview data were analyzed to confirm and further dig students' structure of argumentation. The findings of this study indicate that only one student fulfils five mental actions of covariational reasoning; meanwhile, the other three students have similar components of argumentation which do not meet the mental actions. The claim and reasoning used by the latter students in covariational reasoning to construct graph are not identified in mental action 5 and the evidence is not found in mental action 3 (major coordination of change), mental action 4 (coordination the average rate of change), and mental action 5 (coordination of the instantaneous rate of change). Keywords: Argumentation, Claim, Evidence, Reasoning, Covariational reasoning [Bahasa]: Penelitian ini bertujuan untuk mengidentifikasi klaim, bukti, dan alasan siswa pada penalaran kovariasional dalam mengonstruk grafik fungsi. Penalaran kovariasional merupakan salah satu pendekatan dalam menyelesaikan permasalahan fungsi. Penelitian ini melibatkan 30 siswa kelas 11. Pengumpulan data dilakukan menggunakan tes kovariasi dan wawancara. Data hasil hasil tes kovariasi siswa dikelompokkan berdasarkan kriteria aksi mental penalaran kovariasional (Carlson et al., 2002), kemudian dipilih siswa yang mampu menyelesaikan minimal dua soal kovariasi. Data hasil wawancara dianalisis untuk mengonfirmasi dan menggali lebih dalam argumentasi siswa. Hasil penelitian menunjukkan hanya satu siswa yang memenuhi lima aksi mental penalaran kovariasional sedangkan ketiga siswa lain memiliki persamaan komponen argumentasi yang tidak memenuhi aksi mental. Untuk ketiga siswa tersebut, klaim dan alasan yang digunakan dalam membangun grafik fungsi tidak berada pada aksi mental 5 sedangkan bukti tidak berada pada aksi mental 3 (koordinasi besar perubahan), aksi mental 4 (koordinasi laju perubahan rata-rata), dan aksi mental 5 (koordinasi laju perubahan sesaat). Kata kunci: Argumentasi, Klaim, Bukti, Alasan, Penalaran kovariasional
SIKAP, HARAPAN, DAN PERSEPSI SISWA PADA MATEMATIKA SERTA IMPLIKASINYA TERHADAP KEMAMPUAN REGULASI DIRI Kusaeri, Kusaeri; Henwi Cahyan, Ekky Dea
Jurnal Pengajaran MIPA Vol 21, No 2 (2016): JPMIPA: Volume 21, Issue 2, 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.44263

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Dalam penelitian ini, kami menyusun sebuah model teoritis dan juga menguji secara empiris hubungan antara sikap, harapan, dan persepsi terhadap matematika dengan kemampuan regulasi diri siswa. Data sikap, harapan, persepsi, dan kemampuan regulasi diri siswa diperoleh melalui angket kepada 104 siswa kelas 8 di salah satu SMP Negeri di Surabaya Barat. Data yang diperoleh kemudian dianalisis dengan menggunakan Structural Equation Modeling (SEM) melalui software Lisrel versi 9.2 untuk menentukan hubungan antara variabel-variabel yang diuji. Pemodelan teoritis menunjukkan bahwa harapan dan persepsi berpengaruh langsung pada kemampuan regulasi diri siswa sementara sikap berperan sebagai variabel antara. Nilai kontribusi masing-masing variabel menunjukkan perbedaan tingkat keterkaitan. Hasil uji empiris menunjukkan bahwa sikap dan persepsi berpengaruh secara langsung pada kemampuan regulasi diri siswa, sedangkan harapan tidak berpengaruh langsung. Hubungan antara harapan dan persepsi dengan sikap siswa terhadap matematika dite-gaskan dalam hasil pengujian empiris yang dengan jelas menunjukkan bahwa harapan dan persepsi berkon-tribusi terhadap sikap siswa terhadap matematika.ABSTRACT In this study, we composed a theoretical model as well as empirically tested the relationship between attitude, expectation, and perception towards mathematics with students’ self-regulation ability. Students’ attitude, ex-pectation, perception, and self-regulation ability data were collected from a questionnaire to 104 eight graders in one of public junior high schools in West Surabaya. The collected data were analyzed using Structural Equation Modeling (SEM) by Lisrel Software version 9.2 to determine relationship between the evaluated variables. Theoretical modeling showed that expectation and perception affected students’ self-regulation abil-ity while attitude serves as an intervening variable. The contribution of each variable indicated a different degree of interconnection. Empirical testing suggested that attitude and perception directly affected students’ self-regulation ability, while expectation did not. The connection between expectation and perception with students’ attitude towards mathematics were affirmed in empirical testing results in which it clearly showed that expectation and perception contributed to students’ attitude towards mathematics.