Article Per Year (5 Year)
p-Index From 2019 - 2024
0.444
P-Index
This Author published in this journals
All Journal Southeast Asian Mathematics Education Journal
Fani Yunida Anggraheni
Yogyakarta State University
Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Multilevel Model Analysis to Investigate Predictor Variables in Mathematics Achievement PISA Data Fani Yunida Anggraheni; Kismiantini Kismiantini; Fajar Ediyanto
Southeast Asian Mathematics Education Journal Vol 12, No 2 (2022)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v12i2.184

Abstract

This study aims to examine the relationship between predictor variables at the student and school levels and the interaction between variables in predicting mathematics achievement in Indonesia. Stratified analysis was implemented in Indonesia’s Programme for International Student Assessment (PISA) 2018 data. The variables of student level encompassed gender, economic, social, and cultural status (ESCS), metacognition, and learning time. This study revealed that the variables of ESCS, metacognition and learning time possessed a significant positive effect on mathematics achievement. The variables of school level are class size, school type, school size, and student-teacher ratio. This study demonstrated that only the data of class size produced a significant effect on mathematics achievement. Furthermore, the interaction between the learning time and class size also significantly affected learning achievement in mathematics. Therefore, variables increasing students’ mathematics achievement are ESCS, metacognition, learning time, class size, and interaction of learning time and class size.
Analysis of Metacognition Ability to Solve Mathematics Problem Fani Yunida Anggraheni; Kismiantini Kismiantini; Ariyadi Wijaya
Southeast Asian Mathematics Education Journal Vol 13, No 1 (2023)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v13i1.183

Abstract

In this study, two components of metacognition were examined, namely metacognitive knowledge and metacognitive skills. This study aims to analyse the students’ metacognitive abilities based on predetermined indicators, by looking at the relationship between the performance of metacognition knowledge and metacognition skill. The study discovers that the students with low, medium, and high scores perform differently. The conclusion is that students who have metacognition knowledge do not necessarily have metacognition skills or abilities. 
Co-Authors Ariyadi Wijaya Fajar Ediyanto Kismiantini Kismiantini