Article Per Year (5 Year)
p-Index From 2019 - 2024
0.882
P-Index
This Author published in this journals
All Journal AKSIOMA JURNAL PENDIDIKAN MATEMATIKA Jurnal Edukasi Matematika dan Sains AL-ISHLAH: Jurnal Pendidikan IndoMath: Indonesia Mathematics Education
Retno Wahyu Arian Sah
Universitas Muhammadiyah Malang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Misconception Analysis of Minimum Competency Assessment (AKM) Numeration of High School Students from Field Dependent Cognitive Style Retno Wahyu Arian Sah; Alfi Rachma Nisfi Laila; Astri Setyawati; Rani Darmayanti; Dewi Nurmalitasari
JEMS: Jurnal Edukasi Matematika dan Sains Vol 11, No 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jems.v11i1.14112

Abstract

The purpose of this study was to describe the extent of misunderstandings experienced by high school students while tackling Minimum Numerical Ability (AKM) questions modeled on the basis of domain-dependent cognitive styles. The number of students used as subjects in the study was her XI-IPS students in class three (3). The study was conducted at Tawangsari, Tulungagung District, Kedungwal, MA Darul Hikma, Tulungagung District, Jl KH Abu Mansur I. The study was conducted in even-numbered terms of the academic year 2021-2022. A targeted sampling method with the GEFT test (Group Embedded Figure Test) is used to determine research topics and classify students as having subject-dependent cognitive styles or not (subject-dependent). The results showed that students were categorized based on their AKM numbering test response results of low, medium, and high misconceptions. The number of questions is 3 questions. The first item is used to make sure that the indicator cannot repeat the concept. The second item is used to determine that the indicator fails to formulate the concept correctly in various mathematical representations. The index cannot determine the formula that answers the question. Indicators cannot apply formulas or algorithms to solve problems. The third item is used to see indicators of inability to use formulas or problem-solving algorithms. The results obtained show that subject-specific style students with low misunderstandings score higher from responses to AKM numbering questions than students with moderate and high misunderstandings.
High School Students' Mathematical Skills in Addressing Minimum Competency Assessment Problems using Working Backward Strategy Siti Inganah; Annisa Nurina Vidyastuti; Retno Wahyu Arian Sah
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2454

Abstract

Strategy problem-solving is a technique or method for finding answers to problems. Students' different maths skills can affect how they use and figure out ways to solve problems. This type of research is descriptive and uses a qualitative approach. Its goal is to find out and analyse how the backward working strategy is used to solve the Minimum Competency Assessment (AKM) questions on the spatial structure in terms of students' maths skills. After giving people a test of their maths skills and giving them problems to solve, they were interviewed. Students with high, medium, and low maths skills are taking part in this study. Data analysis used is data reduction, data presentation, and data retrieval. The results were based on the six students who participated in the research. Students could use Polya problem-solving steps with high and moderate maths skills, but they didn't work well for students with low maths skills. Working backwards is not a method used by everyone. The first student with good maths skills can use the strategy of working backwards from the correct answer. The second student with good maths skills can't do that. The backward plan makes few mistakes. The answer is wrong for the first student with average maths skills because they do not have a backwards strategy. The second student with average maths skills can use the backward working strategy, but they make a lot of mistakes. The first and second students with low maths have not used the backward working strategy, even though the mathematically able student has. The first low can show that the statement is true.
DEVELOPMENT LEARNING MEDIA E.A.V ON MATHEMATICAL CONNECTION ABILITY OF JUNIOR HIGH SCHOOL Akhsanul In'am; Rani Darmayanti; Bhaskoro Prasetyo Adi Maryanto; Retno Wahyu Arian Sah; Kamilia Rahmah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 1 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (660.113 KB) | DOI: 10.24127/ajpm.v12i1.6267

Abstract

Technological advances that are overgrowing are also one of the challenges for teachers to use technology as a learning medium. Ethnomathematical animation video as a strategy for linking learning in the real world and mathematical connection skills in solving geometry problems. Therefore, this research aims to create an animated video media based on ethnomathematics on mathematical connection abilities in solving problems in class VIII students. This development study uses the ADDIE metho (Analysis, Design, Develop, Implementation, Evaluation). The results showed that the animated video learning media was adequate, with an overall average score of 3.73 after validation by a Material Expert and an average score of 3.64 after validation by a Media Expert. The responses from the 8th graders were positive (88%) based on the research. Animated video media based on ethnomathematics on mathematical connection abilities can be used as an alternative for teachers in elementary schools to learn geometry material.
DEVELOPMENT OF MATHEMATICS ANIMATION VIDEOS (MAV) WITH THE QUR'AN CONTEXT ON MATHEMATICAL REASONING ABILITY Retno Wahyu Arian Sah; Baiduri Baiduri; Siti Inganah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v12i2.7134

Abstract

Digital technology can help the learning mathematics process with learning designs in videos by linking mathematical material to the Qur’an context. This is used to help students use mathematical reasoning skills to solve problems and are less interested and enthusiastic when learning, so they can understand the material well and have religious values from the non-Qur'anic text presented. This study aims to create media and learning resources for mathematics in the Qur’an context on mathematical reasoning abilities. The e-module development model used is ADDIE. The data collection instrument uses a validation instrument as a useful data collection tool whether or not the video was developed. Moreover, the practicality instrument is a practicality aspect test given to students after participating in the learning process using the developed product. The study results obtained a score of 3.61 for the material expert and a score of 3.56 for the media expert with the criteria of being tested. The results of student mastery of 82.9% with reasonably practical student responses indicate that the Islamic-based animated video media used is effective and practical. Based on the study's results, the developed media meets the valid, practical, and effective criteria to help develop students' reasoning abilities.
Strengthening Student Concepts: Problem Ethnomatmatics Based Learning (PEBL) Singosari Kingdom Historical Site Viewed from Learning Styles in the Middle School Curriculum retno wahyu Arian Sah; Mohammad Mahfud Effendi; Rani Darmayanti; Akhsanul In'am
IndoMath: Indonesia Mathematics Education Vol 5, No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v5i2.33

Abstract

Ethnographic problem-based learning (PEBL) motivates students to apply what they already understand and encourages them to absorb new knowledge. They introduce cultural questions to help integrate mathematics into everyday life to connect the essence and deepen understanding of mathematics. This study used a sample of eighth grade students of MTs Unggulan Singa Putih, Pasuruan, who were students from several public and private schools, and from Madrasah Tsanawiah who developed the PEBL model to strengthen the mathematical concepts of students from different learning styles. This study uses the Plomp research and development method (a. Initial evaluation, b. Design stage, c. Realization/development stage, d. Testing, evaluation, review and e. Implementation). The data technique uses literature study, observation, tests and interviews. Data is analyzed by organizing and subtracting, displaying, summarizing and verifying. This research identifies theoretical foundations and identifies models, identifies and evaluates PBL models and validates media experts, research experts and social mathematicians. The mathematical mathematical model is more effective with the combination of the PEBL model. The PEBL model was developed to improve and optimize the concepts of mathematics learning in geometry
Co-Authors Alfi Rachma Nisfi Laila Annisa Nurina Vidyastuti Astri Setyawati Baiduri Baiduri Bhaskoro Prasetyo Adi Maryanto Dewi Nurmalitasari In’am, Akhsanul Kamilia Rahmah Moh. Mahfud Effendi Rani Darmayanti Siti Inganah