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All Journal Jurnal Elemen Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Journal of Community Service (JCOS)
Krida Singgih Kuncoro
Universitas Pendidikan Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Other

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The Effect of Module-Assisted Direct Instruction on Problem-Solving Ability Based on Mathematical Resilience Krida Singgih Kuncoro; Dadang Juandi
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 7 No 1 (2023): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas IVET

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (328.31 KB) | DOI: 10.31331/medivesveteran.v7i1.2137

Abstract

Mathematical resilience is necessary for learning mathematics because the nature and impression of mathematics is a complex subject for most students. This study aimed to determine the effect of the module-assisted Direct Instruction model and mathematical resilience on the problem-solving abilities of prospective teacher students at a private university in Yogyakarta. This research is a quantitative descriptive study with a quasi-experimental design of the nonequivalent control group design type. The sample used was 40 students divided into 19 students in the experimental class, namely the class that received the module-assisted Direct Instruction learning model, and 21 students in the control class, namely the class that received the Expository learning model. The data collection technique is done by giving a mathematical resilience questionnaire. The data analysis technique used quantitative descriptive analysis techniques. The results also show that the Direct Instruction learning model assisted by the module effectively supports problem-solving abilities controlled by the variable of mathematical resilience in discrete mathematics lectures.
Examining students' cognitive processes in solving algebraic numeracy problems: A Phenomenology study Monika Agnes Henny Kinanti; Imam Sujadi; Diari Indriati; Krida Singgih Kuncoro
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.13266

Abstract

Problem-solving can be understood as a cognitive process in which students know facts, processes, concepts, and procedures and then apply the knowledge to solve problems in real situations. Indonesia’s national average achievement of numeracy skills in 2021, the cognitive process of competence reasoning is higher than the competencies of knowing and applying. This study aims to analyze students' cognitive processes in solving numeration problems related to the algebraic domain. The algebraic domain in this study is limited to competencies in making generalizations from patterns in number sequences and object configuration sequences. This research was conducted qualitatively with a phenomenological design using three high-category and three low-category students to achieve data saturation. The supporting instruments are students' answers and interview results related to the algebraic domain. This study concluded that students' cognitive processes in solving numeracy problems associated with the algebraic domain in the high and low categories have different descriptions. This difference in intelligence has an impact when solving math problems. This research can help enrich the understanding of students' cognitive processes and contribute to the development of better mathematics learning strategies and curricula.
PENDAMPINGAN PENGAJUAN ISBN DAN HAK CIPTA KEKAYAAN INTELEKTUAL (HAKI) MODUL PEMBELAJARAN BAGI GURU SMA N 1 CEPER KLATEN Nia Kania; Agus Hendriyanto; Krida Singgih Kuncoro; Al Jupri
Journal of Community Service (JCOS) Vol. 1 No. 4 (2023): Oktober
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jcos.v1i4.759

Abstract

Teaching materials are materials used for learning. Teaching materials are certainly different from reference books. This is because the teaching materials have been adapted to the characteristics of the students to be taught. Teaching materials created and developed by teachers can be submitted for ISBN and copyright. This service activity follows the implementation of action activities consisting of Preparation/Planning, Implementation, Evaluation and Reflection. As a result of this activity, each participant has knowledge and insight about the basic concepts related to submitting ISBN and IPR learning modules.
Co-Authors Agus Hendriyanto Dadang Juandi Diari Indriati Imam Sujadi Monika Agnes Henny Kinanti Nia Kania