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All Journal Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) Primary: Jurnal Pendidikan Guru Sekolah Dasar Scientiae Educatia: Jurnal Pendidikan Sains Journal of Research and Advances in Mathematics Education Indonesian Journal of Primary Education Jurnal Basicedu International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Psychology, Evaluation, and Technology in Educational Research EDUKATIF : JURNAL ILMU PENDIDIKAN Holistika : Jurnal Ilmiah PGSD Jurnal Pendidikan Progresif JNPM (Jurnal Nasional Pendidikan Matematika)
Yurniwati Yurniwati
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Immunology & microbiology Mathematics Physics Public Health Social Sciences Other

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Pengaruh Model Problem Based Learning (PBL) terhadap Kemampuan Pemecahan Masalah Matematika ditinjau dari Metakognisi Belajar Siswa Sekolah Dasar Rahman, Faisal; Yurniwati, Yurniwati; Bintoro, Totok
Indonesian Journal of Primary Education Vol 2, No 1 (2018): Indonesian Journal of Primary Education
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v2i1.11648

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model problem based learning (PBL) terhadap kemampuan pemecahan masalah matematika ditinjau dari metakognisi dalam belajar siswa sekolah dasar. Penelitian dilakukan di SD Negeri 1 Cieurih dengan sampel siswa  kelas IVA 30 orang sebagai kelas eksperimen dan kelas IV B dengan sampel siswa 30 orang sebagai kelas kontrol yang dilaksanakan pada tahun ajaran 2017/2018. Penelitian menggunakan treatment by level 2 x 2. Teknik analisis data adalah analisis varians dua jalur (ANAVA). Hasil penelitian menunjukan bahwa  (1) terdapat perbedaan kemampuan pemecahan masalah matematika siswa yang melalui model problem based learning dengan siswa yang menggunakan metode ekspositori; (2) terdapat interaksi antara metode pembelajaran dan metakognisi belajar terhadap kemampuan pemecahan masalah matematika; (3) Siswa yang memiliki metakognisi belajar tinggi, kemampuan pemecahan masalah matematika  antara kelompok siswa yang diajar model problem based learning lebih tinggi dari pada kelompok siswa yang diajar menggunakan metode ekspositori; (4) Siswa yang memiliki metakognisi belajar rendah, kemampuan pemecahan masalah matematika antara kelompok siswa yang diajar menggunakan model problem based learning lebih rendah dari pada kelompok siswa yang diajar menggunakan metode ekspositori.
Improving the Conceptual and Procedural Knowledge of Prospective Teachers through Multisensory Approach: Experience from Indonesia Yurniwati, Yurniwati
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v3i2.6374

Abstract

Abstract. In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic,  visual and auditory to gain knowledge. This research aims to find information about how to apply multisensory approach to improve conceptual and procedural knowledge of prospective teacher in Jakarta State University. This action research study used Kemmis and Taggart model and implemented in two cycles. The data were collected through questionnaires and observation sheets. Then, the data was analyzed descriptively.  The research results showed that the multisensory approach can enhance the conceptual and procedural knowledge of the prospective teachers. The Kinaesthetic approach was implemented in hands-on activity using concrete materials while the visual using images. The concrete materials and image provide different presentation but it helped to constructed concepts and abstraction. Furthermore, the auditory approach was developed along learning activities trough discussion to produce and clarify the ideas. Keywords: Conceptual knowledge, Procedural knowledge, Multisensory approach  
IMPROVING MATHEMATICS ACHIEVEMENT OF INDONESIAN 5TH GRADE STUDENTS THROUGH GUIDED DISCOVERY LEARNING Yurniwati, Yurniwati; Hanum, Latipa
Journal on Mathematics Education Vol 8, No 1 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (98.056 KB) | DOI: 10.22342/jme.8.1.3209.77-84

Abstract

This research aims to find information about the improvement of mathematics achievement of grade five student through guided discovery learning. This research method is classroom action research using Kemmis and Taggart model consists of three cycles. Data used in this study is learning process and learning results. Learning process data is obtained by check list and is descriptive analyzed. Learning results data is obtained by conducting test and is analyzed by simple statistics. The result shows that student's ability of observation, discussion and knowledge acquisition are improved with guided discovery learning. Hence, guided discovery learning improves students’ mathematics learning outcomes. Keywords: Mathematics Achievement, Guided Discovery Learning DOI: http://dx.doi.org/10.22342/jme.8.1.3209.77-84
Promoting prospective teachers’ conceptual knowledge through web-based blended learning Yurniwati, Yurniwati; Yarmi, Gusti
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10418

Abstract

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.
IMPROVING MATHEMATICS ACHIEVEMENT OF INDONESIAN 5TH GRADE STUDENTS THROUGH GUIDED DISCOVERY LEARNING Yurniwati Yurniwati; Latipa Hanum
Journal on Mathematics Education Vol 8, No 1 (2017)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.8.1.3209.77-84

Abstract

This research aims to find information about the improvement of mathematics achievement of grade five student through guided discovery learning. This research method is classroom action research using Kemmis and Taggart model consists of three cycles. Data used in this study is learning process and learning results. Learning process data is obtained by check list and is descriptive analyzed. Learning results data is obtained by conducting test and is analyzed by simple statistics. The result shows that student's ability of observation, discussion and knowledge acquisition are improved with guided discovery learning. Hence, guided discovery learning improves students’ mathematics learning outcomes. Keywords: Mathematics Achievement, Guided Discovery Learning DOI: http://dx.doi.org/10.22342/jme.8.1.3209.77-84
ANALISIS MODEL PEMBELAJARAN BERBASIS MASALAH DALAM MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA Rahmi Islamiati; Yurniwati Yurniwati; AR Supriatna
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 10, No 5 (2021)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (470.226 KB) | DOI: 10.33578/jpfkip.v10i5.8373

Abstract

This research was a qualitative descriptive study using library research methods and aimed to study the application of problem-based learning model to improve students' mathematical representation ability. The data came from scientific articles, books, and thesis limited from 2014-2020 at least at the SINTA 4 level on a national and international scale with relevant variables. Based on the results of studies and data analysis, it was concluded that the application of problem-based learning models affected students' mathematical representation ability at every level of education. Problem-based learning contributed to improve students' mathematical representation ability and other aspects such as learning motivation, self-efficacy, and mathematical disposition.  
Promoting prospective teachers’ conceptual knowledge through web-based blended learning Yurniwati Yurniwati; Gusti Yarmi
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 2 June 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i2.10418

Abstract

Fractions remain a difficult concept for students at the elementary level. On that ground, prospective teachers need to develop the conceptual knowledge to have a deep understanding of the concept and how the concepts are related to each other. Furthermore, they must be able to explain the concepts through media in the form of concrete objects or images to help students grasp the whole concept of fractions. This research investigates the effect of web-based blended learning on the development of Conceptual Knowledge of prospective teachers. Web-based blended learning is a combination of online learning and face to face classroom group discussion. Prospective teachers use Edmodo as the learning management system that contains various learning resources such as videos, documents, and students’ assignments in the form of Google Forms. This study design is a non-experimental post-test. The data obtained by using open tests and analyzed descriptively. Participants are prospective teachers who enrolled in the Teaching Arithmetic course in the 7th semester of the 2018/2019 academic year at the Department of Primary School Teacher Training, Universitas Negeri Jakarta, Indonesia. This study found web-based blending learning is an effective learning system to develop prospective mathematics elementary teachers’ conceptual abilities of fractions. It is recommended that this learning system be included in the prospective teachers’ Education module.
An Analysis of Elementary School Students' Understanding of Mathematical Concept Maya Adina Pratama; Yurniwati Yurniwati; Uwes Anis Chaeruman
Jurnal Basicedu Vol 6, No 3 (2022): June Pages 3200-5500
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i3.2672

Abstract

This study aims to determine the understanding of the mathematical concepts of elementary school students infraction material. The subjects in this study were fourth-grade students at three elementary schools in Tanjung Aman District, Kotabumi, North Lampung, with 18 students. Data collection techniques were used in the form of interviews and tests. The data analysis technique used is descriptive qualitative analysis. The results of this study indicate that the average score of concept understanding is 30.2%. Based on the results of interviews and tests, it was found that students' understanding of mathematical concepts at the three elementary schools was still low.
An action research increasing learning outcomes on fractions of 4th Grade students through RME Yurniwati Yurniwati; Ratih Purnamasari
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.284 KB)

Abstract

The purpose of this study is to improve the performance of grade 4 students infractions through Realistic Mathematics Education (RME). This research was conducted at SDN Cilendek Timur 2 Bogor, Indonesia. The research method used is Classroom Actionresearch with Kemmis and Taggart model, which consists of planning, action, observation,and reflection. This study consists of three cycles. The percentage of students whoachieved fraction score more than or equal to 70 in the first Cycle was 12.5%, in thesecond Cycle was 56.5%, and in the third Cycle was 92%. The activities of teachers andstudents in accordance with the learning steps with RME reach 92.5% at the end of CycleIII. So it can be concluded that RME can improve student learning outcomes in fractions.Also, RME increased students mathematics attitudes
Effect of Blended Learning on Students' Learning Outcomes: A Meta-Analysis Herman Lusa; Adnan Adnan; Yurniwati Yurniwati
Jurnal Pendidikan Progresif Vol 11, No 2 (2021): Jurnal Pendidikan Progresif
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2349.473 KB)

Abstract

Abstract: Effect of Blended Learning on Students’ Learning Outcomes: A Meta-analysis. Objective: This research aims to determine the effect of blended learning implementation in Indonesia between 2016-2020. Methods: This is a meta-analysis study and 27 articles met the criteria analyzed by Revman 5.4. This study reported effect size of blended learning on learning outcomes consisting of subgroups of education levels (elementary school, junior high school, senior high school, vocational education, and college) and subgroups of learning outcomes (knowledge, thinking ability, and attitude). Findings: The theoretical effect size score of Standard Mean Difference or SMD = 1.01 (95% CI [0.802– 1.20). P 0.00001) for blended learning compared to conventional. Subgroup analysis obtained a high category effect size for Blended Learning’s application according to the level of education and learning achievement. Except for the effect size for attitudes belongs to the moderate category. Conclusion: This study concluded that Blended Learning positively affects knowledge mastery, thinking ability, motivation, and learning independence at all levels of education.Keywords: blended learning, learning outcomes, education level.Abstrak: Pengaruh Blended Learning Terhadap Hasil Belajar Siswa: Suatu Meta Analisis. Tujuan: Penelitian ini bertujuan untuk mengetahui pengaruh penerapan blended learning di Indonesia antara tahun 2016–2020. Metode: Penelitian ini merupakan penelitian meta-analisis dan 27 artikel telah memenuhi kriteria setelah dianalisis dengan menggunakan Revman 5.4. Dalam penelitian ini dilaporkan effect size dari blended learning terhadap hasil belajar yang terdiri atas subgroup jenjang pendidikan (SD, SMP, SMA, SMK dan Perguruan tinggi) dan subgroup hasil belajar (pengetahuan, kemampuan berpikir, dan sikap). Temuan: Skor effect size teoritik standar mean difference atau SMD = 1.01 (95% CI [0.802– 1.20). P 0.00001) untuk blended learning dibandingkan dengan metode pembelajaran konvensional. Analisis subgrup diperoleh informasi bahwa effect size berkategori tinggi untuk penerapan blended learning sesuai jenjang pendidikan dan hasil belajar. Kecuali effect size untuk sikap masuk ke dalam kategori sedang. Kesimpulan: Penelitian ini menyimpulkan bahwa Blended Learning memberi pengaruh positif terhadap penguasaan pengetahuah. kemampuan berpikir. motivasi dan kemandirian belajar di semua jenjang pendidikan.Kata kunci: blended learning, hasil belajar, tingkat pendidikan. DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202113
Co-Authors Adnan Adnan Akrom, Akrom Alvin Yehezkiel Nababan Annisa Putri Permatasari Anwar Manahor AR Supriatna Bagas Priatmojo Chaeruman, Uwes Anis Devita Ayu Lazuarni Soebijarto Fahrurrozi Fahrurrozi Faisal Rahman, Faisal Faiz Azhar Arhayu Gusti Yarmi Herman Lusa Ika Lestari Isna Putri Azizah Julius Sagita Kurnia Marifatul Latifah Latipa Hanum Latipa Hanum, Latipa Maya Adina Pratama Muhammad Abiyyu Maulana Nadifha Nisrina Putri Ridwan Nathasya Ayu Wulandari PUTRIANA, VIMA TISTA Rahmi Islamiati Ratih Purnamasari Reni Ramdayani Robbyah Muhyi Dianty Rukmini Handayani Rukmini Handayani, Rukmini Taofik Taofik Totok Bintoro Yarmi, Gusti Yofita Sari Yofita Sari Yofita Sari