Zaenuri Zaenuri

Bio: Zaenuri Zaenuri is an academic researcher from State University of Semarang. The author has contributed to research in topics: Mathematics education & Humanities. The author has an hindex of 4, co-authored 12 publications receiving 39 citations.

Analisis Kemampuan Pemecahan Masalah Ditinjau Dari Gaya Kognitif Siswa pada Model Project Based Learning Bernuansa Etnomatematika

Abstract: Penelitian ini bertujuan untuk (1) mengetahui keefektifan pembelajaran dengan model Project Based Learning bernuansa etnomatematika dalam meningkatkan kemampuan pemecahan masalah, dan (2) mendeskripsikan kemampuan pemecahan masalah siswa ditinjau dari gaya kognitif. Penelitian ini merupakan jenis penelitian mixed method dengan desain sequential explanatory. Subjek dalam penelitian ini ditentukan berdasarkan analisis gaya kognitif menggunakan Group Embedded Figure Test (GEFT) pada siswa kelas VIIIA SMP N 1 Wates, Yogyakarta. Teknik pengumpulan data menggunakan observasi, tes dan wawancara. Efektivitas dianalisis berdasarkan (1) uji kesamaan rata-rata; (2) uji ketuntasan dan uji beda rata-rata. Hasil penelitian menunjukkan bahwa pembelajaran dengan model Project Based Learning bernuansa etnomatematika efektif terhadap kemampuan pemecahan masalah. Siswa dengan gaya kognitif Field Independent (FI) cenderung memiliki kemampuan pemecahan masalah yang lebih baik daripada siswa dengan gaya kongnitif Field Dependent (FD). Siswa FDL mampu memahami masalah, namun kurang mampu merencanakan penyelesaian dan melaksanakan rencana penyelesaian serta tidak mampu memeriksa kembali. Siswa FDK mampu memahami masalah dan merencanakan rencana penyelesaian, namun kurang mampu melaksanakan rencana penyelesaian dan memeriksa kembali. Siswa FIL mampu memahami masalah, merencanakan penyelesaian dan melaksanakan rencana penyelesaian, namun kurang mampu memeriksa kembali. Siswa FIK mampu memahami masalah, merencanakan penyelesaian, melaksanakan rencana penyelesaian, serta memeriksa kembali dengan baik.

The Problem Based Learning Model with Etnomatematics Nuance by Using Traditional Games to Improve Problem Solving Ability

Abstract: The purpose of this study was to determine the effectiveness of the Problem Based Learning (PBL) model with etnomatematics nuance by using traditional games to improve students problem solving ability. The population in this study was the fourth grade students of SDN Mandirancan, Kebasen, Banyumas Academic Year 2017/2018. Sampling was done by using simple random sampling. Data collection technique applied was problem solving ability tests, observation and documentation. This study was analyzed by using t-test. The results show that (1) the ability of problem solving using PBL models with etnomatematics nuanced by using traditional games has reached the classical completeness 75%, (2) the average scores of problem solving ability by using the model of PBL with etnomatematics nuanced by using traditional games was better than the average scores of problem solving ability by using the model of expository, (3) the average gap of problem solving ability by using the model of PBL with etnomatematics nuanced by using traditional games was better than the average gap of problem solving ability by using expository model. Based on the above results, it can be concluded that the model problem based learning with etnomatematics nuanced by using traditional games is effective in improving students' problem solving ability.

Identification of Mathematics Prospective Teachers’ Conceptual Understanding in Determining Solutions of Linear Equation Systems

Abstract: This research is motivated by a linear equations system, which is the basis for studying necessary linear algebra materials, such as rank, range, linear independent/dependent, linear transformations, characteristic values and vectors. There are still prospective mathematics teachers who have difficulty solving linear equations system and understanding the form of row echelon and reduced row echelon forms. In this study, subjects were three prospective mathematics teachers from Swadaya Gunung Jati University Cirebon who were taking matrix algebra courses. This study aims to reveal the conceptual understanding of prospective mathematics teachers in determining the solution to systems of linear equations. The results show that there are still prospective mathematics teachers who only use memory about the properties and procedures in determining whether a matrix is said to be a row echelon form or a reduced row echelon form. Then, there is still weakness in building the algorithms' relationship due to the immature knowledge of the concepts. Researchers found that many prospective mathematics teachers were more comfortable solving problems that were performed procedurally. Further research is needed to determine how the mental construction process and mathematical conceptual knowledge of prospective mathematics teachers are through meaningful learning so that conceptual understanding is maximized.

Kemampuan komunikasi matematis siswa kelas vii pada pembelajaran matematika dengan model knisley berdasarkan self efficacy

Abstract: Tujuan penelitian ini adalah untuk mengetahui keefektifan pembelajaran matematika dengan Model Knisley dan mendeskripsikan kemampuan komunikasi matematis siswa berdasarkan self efficacy . Jenis penelitian ini adalah penelitian mixed methods dengan explanatory sequential design . Populasinya adalah siswa kelas VII SMP N 13 Magelang. Pengambilan sampel dilakukan dengan teknik random sampling , diperoleh kelas VII B sebagai kelas eksperimen dan kelas VII A sebagai kelas kontrol. Subjek penelitian 2 siswa self efficacy tinggi dan 2 siswa self efficacy rendah. Pengumpulan data meliputi skala, tes, dan wawancara. Data dianalisis dengan uji proporsi, uji perbedaan rata-rata, uji beda rata-rata berpasangan, dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) proporsi kemampuan komunikasi matematis siswa kelas eksperimen mencapai ketuntasan belajar klasikal 75%, (2) rata-rata kemampuan komunikasi matematis siswa kelas eksperimen lebih baik dari rata-rata kemampuan komunikasi matematis siswa kelas kontrol, (3) terdapat peningkatan rata-rata kemampuan komunikasi matematis siswa kelas eksperimen dalam kategori tinggi yaitu sebesar 0,72, (4) siswa dengan self efficacy tinggi memenuhi empat aspek kemampuan komunikasi matematis, dan (5) siswa dengan self efficacy rendah memenuhi tiga aspek kemampuan komunikasi matematis. T he purpose of this research was to determine the effectiveness of mathematics learning using Knisley's Models and describe students' mathematical communication skills based on self efficacy. The method used in this research is a mixed methods with explanatory sequential design. The population is the seventh­grade students of SMP N 13 Magelang. Sampling was conducted by random sampling technique, is obtained as an experimental class in seventh grade B and the seventh grade A as a control class. The subject of this research is 2 high self efficacy students and 2 low self efficacy students. The data collection includes scale, tests and interviews. Data were analyzed by proportion test, the average difference test, different average in pairs test, and a descriptive qualitative. The results showed that (1) the proportion of student's mathematical communication skills in experimental class can reach 75% classical completeness, (2) the average of student's mathematical communication skils experimental class is better than the average of student's mathematical communication skils control class, (3) there is an average increase in students' mathematical communication skills experimental class in high category amounts 0,72, (4) students with high self efficacy meet four aspects of mathematical communication skills, and (5) students with low self efficacy meet three aspects of mathematical communication skills.

The Learning Trajectory Construction of Elementary School Students in Solving Integer Word Problems.

Abstract: Accepted: 05.07.2021 The integer is a basic concept in studying arithmetic and algebra. However, students still frequently experience misconceptions, especially in negative integer, count operations. Traditional games are activities that are often carried out by students in coastal areas so that they are relevant to be used as a tool to construct learning trajectories in solving integer word problems. The aim of this study is to produce a learning trajectory that can be used to solve integer word problems using traditional games. This study used a design-based research. Participants in this study were five grade sixth elementary school students. There are 6 sub-topics studied, i.e., the concept of negative integers, sequence integers, addition and subtraction operations, division and multiplication operations, mixed count operations, and solving problems related to integers. The results of this study obtained student learning trajectories for each sub-topic including the free play, collecting data from the game results, making mathematical relationships, building concepts, and applying them to various problems. Students are able to do problem-solving based on the sequence of tasks but require intervention so they can apply it to other situations without engaging in activities. Further research is required for more in-depth exploration on thinking process, instruction types, and behaviours that students might display independently without using traditional games in solving integer word problems.

Mathematical Connection Process of Students with High Mathematics Ability in Solving PISA Problems.

Abstract: The aim of this study is to analyze and explain the mathematical connection process for students with a high mathematical ability to solve problems in terms of gender. Explorative descriptive research with a qualitative approach was used in this study. Data was collected through written tests and interviews conducted to a male and female student of class X Mathematics and Natural Sciences with high mathematical abilities. Data credibility is obtained through triangulation of methods and time. Furthermore, the data are analyzed with a flowchart which includes data reduction, data presentation, and conclusion drawing. The results showed that there were similarities and differences in the mathematical connection processes of male and female students. Similarities in the process of mathematical connections occur when making mathematical connections with other sciences and with everyday life in each of Polya's stages. In addition, the similarity of the connection process also occurs when connecting in mathematics during the re-checking stage. While the difference in the connection process in mathematics between male and female students is done at the stage of understanding the problem, solving strategies and implementing problem solving.

Buginese ethnomathematics: barongko cake explorations as mathematics learning resources

Abstract: Mathematics is still viewed as a culture-free subject. This forms a negative perception for students on mathematics. Most students assume that mathematics and culture are not related. This may occur because mathematics taught in school is not contextual and far from the reality of everyday life. Historically, mathematics has become a part of daily life. As a maritime nation, Indonesia has a diverse culture. But many teachers are not yet aware of the integration of the culture into mathematics learning. Barongko cake is one of the Buginese cultural heritages. Buginese people have unconsciously been practicing mathematics in making these cakes. Therefore, this research aims to explore activities in making Barongko cakes in the Buginese community that involves mathematical concepts. This research is a qualitative descriptive with an ethnographic approach. The data collection methods are carried out through observation, documentation, interview with an expert in making Barongko cake. This research found that Barongko making process involves mathematics in the concept of division, congruence and similarity, as well as a triangular prism, and half sphere. This cake has the potential to be used as a source of contextual mathematics learning in schools.

Factors that Influence the Understanding of Good Mathematics Teaching

Abstract: This study explored the factors that influenced the understanding of good mathematics teaching. A mixed methodology was used investigate the beliefs of beginning secondary teachers on good mathematics teaching. The two research instruments used in this study were the survey questionnaire and an interview. Beginning teachers selected Immediate Classroom Situation, Mathematical Beliefs, Pedagogical Content Knowledge, and Colleagues as the top four factors from the survey analysis that influenced their understanding of good mathematics teaching. The study’s results have implications on investigating specific mathematical content knowledge that is important for classroom instruction at the secondary level. Furthermore, this study can be used as a reference for teacher education programs to improve the effectiveness of the pedagogical courses in mathematics education.

Students' Conceptions of a Mathematical Definition

Abstract: This article deals with 12th-grade students' conceptions of a mathematical definition. Their conceptions of a definition were revealed through individual and group activities in which they were asked to consider a number of possible definitions of four mathematical concepts: two geometric and two analytic. Data consisted of written responses to questionnaires and transcriptions of videotaped group discussions. The findings point to three types of students' arguments: mathematical, communicative, and figurative. In addition, two types of reasoning were identified surrounding the contemplation of alternative definitions: for the geometric concepts, the dominant type of reasoning was a definition-based reasoning; for the analytic concepts, the dominant type was an example-based reasoning. Students' conceptions of a definition are described in terms of the features and roles they attribute to a mathematical definition.

The differences of cognitive style fields-independent and dependent on students' mathematical problem solving abilities

Abstract: The study aims to determine the differences in field-independent cognitive styles with a dependent on students' mathematical problem solving abilities. This researcher uses a quantitative approach with a correlational survey method with factual exposure research types. The study population was the seventh grade students of Madrasah Tsanawiyah in Lombok Timur, amounting to 680. The sampling used was simple random sampling technique. The sampling technique uses percentage techniques. From a population of 680 people taken 10%, so the number of samples in this study was 68 people. The hypothesis analysis test used the t test with SPSS 22. The results showed that there was a difference between students' mathematical problem solving abilities in the group of students who had a field independent cognitive style and a group of students who had a field dependent cognitive style. the principal in recruiting students to enter the Madrasah Tsnawiyah, not only the value of the results of the National Primary School exam but rather the grouping of students based on independent and field dependent cognitive field styles