General Mathematics, Education, Discrete Mathematics and Combinatorics, Psychology
4
Scopus Publications
Scopus Publications
Developing students critical thinking ability through lesson study Risnanosanti, D Susyla, M Syofiana Journal of Physics Conference Series, 2019 there are many aspect that can make students literate in mathematics, one of the important is critical thinking ability. The ability of critical thinking is very important when students learn in mathematics. The mental processes like a categorize, attention, selection, and decide can make a students to think critically. The ability to think critically in providing assistance to students in thinking and working, besides that critical thinking skills are also students helping in determining the relationship between materials. When students are faced with a problem or task, critical thinking are needed to solve it. To develop students citical thinking can be done through the learning process in school. The aim of this is to identify the effects of mathematical learning process based on lesson study to critical thinking skills at junior high school students in Bengkulu. This study involved a total of 33 student grade 8 state junior high school (SMPN 11) in Bengkulu in academic year 2017-2018. The design of the study was descriptive qualitative method. The data in this study were analyzed descriptively. Based on the finding that there are effects of the use of lesson study activity to enhance the ability of critical thinking skills in mathematics students based on level of thinking skill in Taxonomy SOLO.
Developing students' mathematical literacy through DAPIC problem solving process Risnanosanti, Ristontowi Journal of Physics Conference Series, 2019 Students’ ability to formulate, use and interpret mathematics in various contexts is called mathematical literacy ability. Hence, the purpose of mathematics learning is not only to make students able to use and apply mathematical knowledge in solving real-world problems or situations, but also to develop students’ mathematical literacy. The process of problem solving is carried out through five stages, namely defining, evaluating, planning, implementing and communicating. These five stages are known as the DAPIC problem solving process. The development of students’ mathematical literacy can be done through the DAPIC problem solving process. In this current experimental research, learning activities were developed by using lesson study analysis and synthesis and the DAPIC problem solving process. 64 of eighth grade students from junior high school were taken as subjects of study. There were five steps done by researcher in developing learning activities, namely (1) posing problems in real life contexts, (2) solving problems either individual or in group, (3) presenting and discussing student’ works, (4) developing formal mathematics, and (5) applying mathematical knowledge. The experimental group was given treatments of learning activities based on learning plans developed by researcher, while the control group was given learning activities based on traditional learning plans. Data on students’ mathematical literacy ability were obtained through mathematical literacy tests. Based on the results of the study, it can be evidenced that the mathematical literacy ability of students in the experimental class were higher than the mathematical literacy ability of those were in control class.
Students' thinking styles and their proof writing levels Risnanosanti, Ristontowi Journal of Physics Conference Series, 2018 This study was done to investigate the relationship between thinking styles and proof writing levels among university students. Participants in this study were 124 students who were selected via multi-stage cluster sampling. Sternberg and Wagners’ thinking styles inventory was used for assessing students’ thinking styles and their proof writing levels were assessed by the proof-writing scale. The results indicated that there was a significant relationship between thinking styles and proof writing levels and the level of significance was 0.95. That means students’ thinking styles have the ability to predict their proof writing levels. There was also a positive and meaningful correlation between executive thinking style and the total scores of proof writing levels. The result was as follow: students who have external proofs schemes (44%), empirical proofs schemes (52%) and analytical proofs schemes (6%). There was a significant difference, in term of their thinking style, among students who had varying levels of proof-writing.
Mathematical thinking styles of undergraduate students and their achievement in mathematics Risnanosanti Aip Conference Proceedings, 2017 The main purpose of this study is to analyze the role of mathematical thinking styles in students’ achievement in mathematics. On the basis of this study, it is also to generate recommendation for classroom instruction. The two specific aims are; first to observe students’ mathematical thinking styles during problem solving, the second to asses students’ achievement in mathematics. The data were collected by using Mathematical Thinking Styles questionnaires and test of students’ achievement in mathematics. The subject in this study was 35 students from third year at mathematics study program of Muhammadiyah University of Bengkulu in academic year 2016/2017. The result of this study was that the students have three mathematical thinking styles (analytic, visual, and integrated), and the students who have analytic styles have better achievement than those who have visual styles in mathematics.
