Bookchapter Pendidikan

EMPOWERING INQUIRIES IN
THE ACADEMIC LANDSCAPE
Direktorat Program Pascasarjana Universitas Muhammadiyah Malang i

ii Empowering Inquiries in the Academic Landscape
Direktorat Program Pascasarjana Universitas Muhammadiyah Malang iii
Copy right ©2021, Bildung
All rights reserved
EMPOWERING INQUIRIES IN THE ACADEMIC LANDSCAPE
Aci Maria Jehaut Putri - Ainul Yakin - Andree Rivan Kurniawan - Andry Isweliyah
- Apliana Moto Bulu - Ayu Sri Kusmawati - Chissya El-Laudza’ - Chissya El-
Laudza - Daryanto - Dede Hasanudin - Devi Lisa Almira - Dhaniar Andhita - Dian
Asmi Setoningsih - Hadi Harianto - Haris - Ika Yuliana - Imam Yudy Prasetyo
- Imamah Dien Fitrieyah - Indah Lestari - Kartika Tiara Syarifuddin - Kasem
Datoh - Maksimianus Hendra Jaya - Mohammad Muchlis - Akhsanul In’am -
Mudzakkir - Nur Rohmah Yulia Ningrum - Putri Ayu Melyana Indrawati - Rosa
Avrinia - Samira - Sitti Karimah Sulfiah - Suhainee Sa-ah - Tika Rifky Kamil -
Usmiyatun - Wildan Pradistya Putra
Editor: Estu Widodo

Desain Sampul: Ruhtata
Lay out/tata letak Isi: Tim Redaksi Bildung
Perpustakaan Nasional: Katalog Dalam Terbitan (KDT)

Empowering Inquiries in the Academic Landscape/Estu Widodo (ed.)/Yogyakarta:
CV. Bildung Nusantara, 2021
x + 254 halaman; 15,5 x 23 cm

ISBN: 978-623-6379-00-4
Cetakan Pertama: 2021
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Malang
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iv Empowering Inquiries in the Academic Landscape

ACKNOWLEDGEMENTS
In the name of Allah the most merciful the most compassionate. Praise
be to God, our Lord and God’s blessing and peace be upon our prophet,
his family, and companion. We would like to acknowledge Prof. Akhsanul
In’am, Ph.D, the Director of the Postgraduate Program of Universitas
Muhammadiyah Malang, Assoc. Prof. Dr. Diah Karmiyati, M.Si and
Assoc. Prof. Dr. Wahyudi, M.Si, the Vice Directors, for encouraging
creativity and motivation to produce scientific works, more particularly
this book chapter. We hope that this book chapter inspirits more writers
and researchers to share their pensive ideas and experience. Presenting this
book chapter in front of us needs some helpers with passions. We would
like to thank Assoc. Prof. Dr. Dwi Priyo Utomo, M.Pd., the Head
of Masters in Mathematics Education, Assoc. Prof. Dr. Ribut Wahyu
Eriyanti, M.Si., the Head of Masters in Indonesian Language Education,
Assoc. Prof. Dr. Abdul Haris, M.A, the Head of Doctor and Masters in
Islamic Education, Dr. Romelah, M.Ag., the Secretary of Doctorate and
Masters in Islamic Education, and Dr. Estu Widodo, M.Hum, the Head
of Masters in English Education, for reviewing the manuscripts and
encouraging the postgraduate students to write the chapters. Thank you
also to Mbak Risma, Mbak Win, and the other administration staff at the
Postgraduate Program of Universitas Muhammadiyah Malang who have
assisted us in organizing the manuscripts.
Direktorat Program Pascasarjana Universitas Muhammadiyah Malang v

INTRODUCTION
Campus where we spend much of our time, has many aspects worth
studying. Student personalities, learning patterns, problems in learning,
learning needs, literature criticism, research methodology, teaching and
learning effectiveness, online learning, teaching and learning in the
New Normal, and teaching in the Society 5.0 era have yielded inquiries,
challenges, as well as opportunities among students, teachers or lecturers,
researchers, and policy makers. Postgraduate students and lecturers
from different departments—Islamic Education, Indonesian Language
Education, Mathematics Education, and English Education—share their
reflections in this manuscript. Knowing what happens in other colleagues’
classrooms and what exists in students’ minds might trigger more inquiries
to all of us which, in turn, lead to more creativities and innovations. With
these upsides, the book chapter entitled Empowering Inquiries in the
Academic Landscape is initiated.
This book chapter contains 33 articles written by lecturers and post
graduate students from different departments at the Postgraduate Program
of Universitas Muhammadiyah Malang.
vi Empowering Inquiries in the Academic Landscape

TABLE OF CONTENTS
ACKNOWLEDGEMENTS v
INTRODUCTION vi
TABLE OF CONTENTS vii
• Analysis of Student Learning Independence in Completing

Open-Ended Questions on Geometry Material 1
Aci Maria Jehaut Putri
• Student's Answers to Mathematic Story Problems in Algebra 9

Ainul Yakin
• The Language Needs for Computer Science Students at

Indonesian Telkom Schools: A focus on Reading Skills 18
Andree Rivan Kurniawan
• Student Mathematics Learning Outcomes Before the

Covid-19 Period and During the Covid-19 Period at SMPN
1 Kemlagi 27
Andry Isweliyah
• A Narrative Inquiry 32
Apliana Moto Bulu
• Litterateur Criticism and Ganzhiet Method 38

Ayu Sri Kusmawati
• Islamic Education for Early Childhood in The Era of Society

5.0 46
Chissya El-Laudza’
• The Inculcation of Characters toward Early Childhood in

the Society Era 5.0 52
Chissya El-Laudza
Direktorat Program Pascasarjana Universitas Muhammadiyah Malang vii

• The Implementation of Think-Pair-Share (Tps) Technique in
Teaching ESP Reading for Tourism 59
Daryanto
• Evaluation of New Normal Era Learning 65

Dede Hasanudin
• Language Characteristics of Chinese Communities in Jawa

Timur: a Sociolinguistics Approach 72
Devi Lisa Almira
• The Effect of Metacognition, Learning Motivation and

Learning Creativity Towards Mathematical Problem-Solving
Ability in Minimum Competency Assessment 80
Dhaniar Andhita
• Students' and Teachers' Perspectives on EMI (English

Medium of Instruction); A Phenomenological Study in an
Indonesian International School 88
Dian Asmi Setoningsih
• The Difficulty of Completing Geometry Problems From

Mathematics Communication 95
Hadi Harianto
• Analysis of Elementary Students' Concept Understanding of

Right Triangles in Review Based on Mathematical Ability 106
Haris
• How can extensive reading promote learning? 118

Ika Yuliana
• Demonstration Method to Enhance Students’ Willingness to

Communicate 122
Imam Yudy Prasetyo
• Effectiveness of Group Learning Methods on Student

Learning Outcomes in Geometry Transformation Materials 127
Imamah Dien Fitrieyah
viii Empowering Inquiries in the Academic Landscape

• Communication in Online Mathematics Learning in the
Covid-19 Era 137
Indah Lestari
• Postcolonial Literary Criticisms in Literary Works 145

Kartika Tiara Syarifuddin
• The Analysis of Idiomatic Use in Patani Malay Society: A

Sociopragmatic Approach 152
Kasem Datoh
• Analysis of Ability to Address Mathematics Problems

Assessed from Early High Ability and Cognitive Style of
Students of Smpn 1 Lawang 160
Maksimianus Hendra Jaya
• Analysis of Rural Students' Perceptions of During

Mathematics Learning with E-Learning Amid the Covid-19
Pandemic 168
Mohammad Muchlis
Akhsanul In’am
• The Role of Family in Establishing Children’s Character in

The Era of Society 5.0 178
Mudzakkir
• Attitude Assessment in Mathematics Learning during the

Covid-19 Pandemic 185
Nur Rohmah Yulia Ningrum
• Students' Logical-Mathematical Intelligence in Solving Non-

Routine Problems in Junior High School Geometry Material 192
Putri Ayu Melyana Indrawati
• Let Us Rethink about Phenomenological Study 200

Rosa Avrinia
• Case Study 209

Samira
Direktorat Program Pascasarjana Universitas Muhammadiyah Malang ix

• The Relationship between the Problem-Solving Process and
The Thinking Level of Elementary School Students 217
Sitti Karimah Sulfiah
• The Local Wisdom of Central Thailand in Buppe San Nivas

Novel by Rom Paeng 227
Suhainee Sa-ah
• Society 5.0 and Mathematics Online Learning 234

Tika Rifky Kamil
• Ethnomathematics Singosari Temple and Badut Temple

as Support of Realistic Mathematics Learning in Algebra
Material 238
Usmiyatun
• Imagery in Novel “Ranah 3 Warna” By Ahmad Fuadi 248

Wildan Pradistya Putra
x Empowering Inquiries in the Academic Landscape

Analysis of Student Learning Independence in
Completing Open-Ended Questions on Geometry
Material
Aci Maria Jehaut Putri1
Introduction
Improving the quality of education is guided by the quality of
students based on the level of student achievement, while high or low
student achievement is influenced by the student's learning independence
[1]. Therefore independent learning is needed by students to develop their
potential in learning mathematics either alone or with their friends [2].
Independent learning, namely students learn actively with the provision
of knowledge and aim to master a competency [3]. Independent learning,
namely students learn actively with the provision of knowledge and aim
to master a competency [4]. Learning without depending on others, like
students can learn independently, create effective learning methods, and
carry out the assigned tasks properly [5]. Independent learning can make
students more confident and responsible for overcoming every problem
and is done on their own will [6]. Independent learning can make students
more confident and responsible for overcoming every problem and is done
on their own will [7].
One important aspect to support student learning success is also
assessed from the student's learning independence [8]. If there are problems
or the low independence of students in learning will cause low learning
outcomes to be achieved by students [9]. However, in Indonesia there
are still so many students who cheat on exams to get good grades, thus
indicating a lack of independent value of students in learning, and this
is caused by students who do not believe in their abilities [10]. Some of
the problems found in the field also state that many students are still very
dependent on teachers, carrying out activities must be based on people's
orders, unable to learn independently so that homework given by the
teacher is not done at all [11]. Therefore independence in learning needs
to be improved so that students do not have to wait and depend on certain
1
Master of Mathematics Education, Postgraduate Program University of Muhammadiyah
Malang, chicyjehaut@gmail.com
Direktorat Program Pascasarjana Universitas Muhammadiyah Malang 1

learning sources [2]. Learning independence in students can be seen with
the following characteristics: 1) self-confidence which means that students
can create effective learning methods and carry out tasks independently,
2) can work alone which means students are able to try to complete a task
independently with the provision of knowledge have, 3) mastering skills
and skills which means that students are able to master the skills that are
needed in the work environment, 4) appreciate the time which means that
students are proficient in managing the time for very useful activities, 5)
responsibility which means that students can maintain mandates or tasks
has been entrusted to him with the best possible [11].
To achieve success in education it is necessary to have independence
from students so that the learning outcomes obtained are satisfactory
and students can be motivated and more creative in learning [12].
Independent learning means learning to be responsible, having great
courage or confidence in digesting teaching material, and being able to be
self-learners [13]. There are 4 indicators of independent learning, namely
having a sense of responsibility, not depending on others, having curiosity,
having a confident attitude [14]. In learning mathematics, students need
to be independent in learning so that students can be more enthusiastic
and feel learning is a necessity [15]. One way to assess students' learning
independence is by giving questions. The questions used in this study are
open-ended. Open-ended questions are questions that have many ways
of solving and many correct answers so that they can indirectly stimulate
students' thinking to create or discover new things [16]. Giving open-
ended questions is very useful in learning mathematics because it can
encourage the active thinking skills of students [17].
Open-ended questions are questions that contain problems that can
be solved in various solutions and ways [18]. Open-ended questions can
also affect the independence of students in learning where students not
only complete, find, and calculate but can make guesses, analyze, and
explain the problem-solving process [19]. Giving open-ended questions to
students is also very useful in improving students' mathematical reasoning
abilities [20]. [21] also said that students' reasoning abilities improved
significantly by giving open-ended questions. Open-ended questions can
make students accustomed to thinking not monotonously and not only
being fixated on examples obtained from the teacher [16]. By giving open-
ended questions, it is hoped that students will be provided with several
benefits, namely that students can independently make a conclusion, make
a completion plan, develop methods, and apply them [22]. Open-ended
questions require students to develop all methods or approaches to obtain
2 Empowering Inquiries in the Academic Landscape

answers to solving a problem and be responsible for the answer [18]. The
mathematics learning material used in this research is geometry material.
Geometry is a mathematical material that is closely related to every
part of mathematics that is always used in everyday life [23]. One of the
branches of mathematics that have been learned from elementary school is
geometry, in which grade 4 elementary school students have been taught
to calculate the circumference and area of a flat shape, then proceed with
the properties of the polygon and in grade 5 SD will be taught geometry
[24]. Skills in geometry can be applied, such as recognizing various shapes
and spaces, describing and sketching images, recognizing differences
and similarities between geometric shapes [26]. Studying geometry in
mathematics has a positive influence on students because geometry
provides problem-solving with various approaches through pictures,
diagrams, coordinate systems, vectors, and transformations. [25].
Based on the background of this problem, the researcher is interested
in researching to know how independent students learn mathematics in
solving open-ended questions on geometry material in junior high schools.
Discussion
The research used a descriptive form with a qualitative approach.
The research was conducted in junior high schools with 2 students as the
subject consisting of student A (male) and student B (female). Random
selection of subjects and based on teacher recommendations. The data
collection methods from this study were test questions and unstructured
interviews. For the test using open-ended test questions on geometry
material. Meanwhile, interviews were conducted to support the validity
of the test result data. The data from this study were student learning
independence as seen from the student's ability to solve open-ended
questions on geometry material. While the data source comes from the
results of student tests in solving open-ended questions based on student
learning independence. The data analysis technique used is data reduction,
display, and conclusion.
The test questions used in this study used open-ended geometric
questions on flat-sided geometry to measure students' abilities which were
adjusted to the indicators of student learning independence. Indicators
of student learning independence in this study include responsibility, not
depending on others, having curiosity, having a confident attitude [14].
The results of the analysis of the student's test answers to the open-
ended questions on the flat-sided shape of the material:

In the aspect of responsibility, it appears
that student A is doing the assigned task
quite responsibly because it can solve the
problems correctly
On the aspect of not depending on

others, it appears that student A can
complete the work on their own without
help from anyone
In the aspect of having curiosity, it

appears that student A has a good
curiosity because he can solve the
problems given with the knowledge he
has.
In the aspect of having a confident

attitude, it appears that student A is quite
confident in his answer but still hesitates
to answer if he is given a question again
related to the process of the problem.
Figure 1. The Answer of Student ‘A’ (male)

Figure 1 shows that student A (male) has fairly good learning
independence. This can be seen from students' answers and observations
of students when working on the questions given. Student A has fulfilled
the four indicators of learning independence under study, namely in the
aspect of responsibility, it appears that student A is doing the assigned task
quite responsibly because it can work on solving problems correctly where
students can write questions and solve them, but they are still incomplete
in the rules for solving them because do not write down known, asked,
and conclusions. On the aspect of not depending on others, it appears
that student A can finish the work on their own without help from anyone
where students work on the completion process from start to finish, not
by cheating from books or asking anyone. In the aspect of having curiosity,
it can be seen that student A has a good curiosity because he can solve the
problems given with the knowledge he has in learning mathematics. In the
aspect of having a confident attitude, it can be seen that student A is quite
confident in his answers but still hesitates to answer when the researcher
gives back questions related to the process of working on the problem.
From the results of this analysis, it can be seen that student A has quite
good learning independence.

In the aspect of responsibility, it
appears that student B does the
assigned task with full responsibility
because he can solve the problem very
well and correctly.
On the aspect of not depending on

others, it appears that student B
can also complete the work on his
own without any help from anyone
In the aspect of having curiosity, it

appears that student B has a very
good curiosity because he can
solve the problems given with the
knowledge he has.
In the aspect of having a confident

attitude, it appears that student B is very
confident in his answers and can answer
any questions related to the completion
process of his answers.
Figure 2. The Answer of Student ‘B’ (female)

Figure 2 shows that student B (Female) has very good learning
independence. This can be seen from students' answers and observations
of students when working on the questions given. Student B has fulfilled
the four indicators of learning independence studied, namely in the aspect
of responsibility, it can be seen that student B does the task given with full
responsibility because he can complete the problem solving very well and
correctly where students can write questions and solve them accompanied
by problem-solving rules a very complete list of knowledge, questions, and
conclusions. On the aspect of not depending on others, it appears that
student B can also complete the work on their own without help from
anyone where students work on the completion process from start to finish,
not by cheating from books or asking anyone. In the aspect of curiosity, it
appears that student B has a very good curiosity because he can solve the
problems given with the knowledge he has during his mathematics lessons.
In the aspect of having a confident attitude, it appears that student B is
very confident in his answers and can answer any questions related to the
completion process of his answers, where student B is very confident when
the researcher gives back questions related to the problem-solving process
he has done. From the results of this analysis, it can be seen that student B
has excellent learning independence.
Based on the results of the analysis of the answers and observations
of the two students regarding the independence of student learning when
working on open-ended questions on geometry, it can be seen that student

A and student B have good learning independence, but student B (female)
shows better independent learning than student A (male). -man). Student
B has a higher responsibility and self-confident attitude than student A.
This is following the research conducted by Erni Puji Astuti [1] entitled
Student Mathematics Learning Independence of SMP/MTs in Kecamatan
Prembun with the results of the study showed that the student learning
independence, in general, was included in the predicate sufficient so that
it is suggested that teachers need to pay attention to student learning
independence and try to always monitor so that students have learning
independence at least in good predicate Previous research was also entitled
Differences in Student Independence in Learning Mathematics through
Group and Individual Assignment Grade VII SMP Negeri 7 Salatiga by
Dwi Yustiani Sanjaya (2013) who obtained the result that there was a
significant difference in the students' mathematics learning independence
between individuals and groups where it was seen that students who
were given assignments individually had better mathematics learning
independence than students who were given assignments in groups. In this
study, it is suggested that teachers should provide guidance and direction
to foster independent learning mathematics in doing assignments in
groups and individually.
Conclusion
From this research, it can be concluded that the independent
learning of students consisting of student A (male) and student B (female)
when working on open-ended questions on geometry material is in a
good category. The results of the analysis of the answers to questions and
observations when students worked on the questions showed that student
B had better or higher learning independence when compared to student
A. confident in being responsible for the complete process that is carried
out if asked again by the teacher or researcher.
References
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[3] H. Mujiman, Manajemen Pelatihan Berbasis Belajar Mandiri.
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[16] N. R. Setyaningrum, “Analisis Kesulitan Menyelesaikan Soal Open
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2014.

Student's Answers to Mathematic Story Problems in
Algebra
Ainul Yakin1
Introduction
Mathematics is one of the most important sciences to learn. By
studying mathematics, students will learn to think critically and creatively
and have the opportunity to equip themselves in shaping their future [1].
Mathematics education is one of the areas studied by students in the formal
learning [2]. Learning mathematics is also very important for everyday life
and for other subjects mathematics is still needed, it is hoped that students
will be able to have good mathematical problem-solving abilities because
strategies in problem-solving have an impact on students' learning abilities
and skills [3],[4]-[5] mathematics is defined as a condition in which
someone can answer questions/tests in a way or in a habit of everyday life.
Problems in mathematics are questions that produce solutions without
using methods [2]. Mathematics learning has evolved to cooperate with
solving problems, both problems in real life and those that are not real [6].
Based on the objectives of learning mathematics, solving
mathematical problems is very important for students to master to form
and support other mathematical skills [5]. One of the achievements of
educational goals in mathematics learning can be assessed by the success of
students in understAnding mathematics and utilizing that understAnding
to solve mathematical problems and other sciences [7]. The ability to solve
problems is very important in education and everyday life [8],[2]-[6].
Students' difficulties in solving problems in high school can be seen based
on indicators of problem-solving abilities [3]. The problem is a situation in
which there is an attempt or way to solve the problem [5] in solving math
problems. It is not enough to gather facts and generate charts, diagrams,
and dialogue. Students must also understand how these diagrams and
charts have problems and eventually come up with solutions [8] besides
that students often still have difficulty using the new concepts they have to
solve problems in new situations [9].
Mathematics lessons at the junior high school level are based on the
1
Malang, ainulyakinnul@gmail.com

current curriculum, the 2013 Curriculum, which applies more material
than the previous curriculum. The material presented is also a little more
difficult than the previous material, this generally makes mathematics
learning more emphasis on the problem-solving process. Seeing this, some
students have the opinion that mathematics is very difficult to learn and
solve problems. This problem causes students to be lazy to learn mathematics
and makes student learning outcomes in mathematics low [10]. Algebra
is one of the materials taught in grades VII and VII of junior high school
and is very important to learn and apply because it has many contributions
both in mathematics material for advanced classes and in everyday life.
But in fact, many students have difficulty applying this algebraic material
to advanced grade mathematics material. Factors in students can also be
the cause of student difficulties in learning algebra such as the lack of
student attention to the material presented by the teacher in algebraic form
because basically, each student has a different learning method according
to the characteristics of each student. In addition, factors from outside the
students are also the cause, such as a lack of support and motivation from
parents and those closest to supervising children to learn. Most parents
only tell their children to study without supervising and guiding their
children to study. This makes children lazy in learning [11].
Solving math problems has different ways, one of which is by
providing examples of questions on how to solve problems in the
mathematics process, without giving students many opportunities so that
students can try to find their own solutions to the problems that have been
given [7]. Problems often occur when someone wants to solve a problem
and there is no clear solution available [8] for example, students do not
know what they have to solve first if they find a math problem, even
though students actually have adequate ways to solve the problem [7]. The
analysis of student answers was carried out to find out from the answers
given by students whether there were mistakes made by students because
it was seen from the students' previous grades that students often got low
scores. The formulation of the problem raised by the researcher is whether
the students' answers to algebra questions are different? Do students find
it difficult to solve algebra problems? Judging from the formulation of the
problem above, the learning objective is to find out there are several types
of student answers to algebra questions and to find out where students
find it difficult to solve algebraic questions. The benefit of this research
is that it can be used as an experience for researchers in analyzing student
answers to algebraic questions, as input for teachers about the importance
of paying attention to student answers and can be used as a reference for
future researchers.
Results and Discussion
Good mathematical communication between students and teachers
can provide students with opportunities to present or express ideas and
strategies as well as how to solve math problems clearly and with direction.
When students can convey ideas or ideas in solving a mathematical
problem well, it can make it easier for teachers to identify misconceptions
or procedures experienced by students where it lies. Even though the
mathematics problem-solving strategy or idea communicated by the
students is wrong, if the teacher can understand what the purpose of the
student's answer is, the teacher will be able to easily see where the mistakes
or difficulties the students are experiencing are in which part. Conversely,
if students have good ideas and strategies but students find it difficult to
communicate well, the teacher will find it difficult to assess or see the right
and wrong mathematical ideas that are communicated and conveyed by
students. Students who can communicate and convey their ideas well will
indirectly influence the teacher's assessment of student answers and the
teacher can easily understand the conditions experienced by students. The
correct mathematical ideas will be wrong if they are not communicated
properly because communication is an important thing in assessing what
is right and what is wrong and evaluating students' answers. As in research
“M. A. Maulyda, A. M. Annizar, V. R. Hidayati, and M. Mukhlis” that
mathematical communication skills are very important for students to
make it easier for teachers to see where students find it difficult to solve
mathematical problems [12] Below there are questions to be solved and
mathematical problem solvers by students.
The questions given to students are in the form of a story problem
with one number and the problem is the age of you is 4 times the age
of Andi, the difference in their age is 30 years, state it in mathematical
notation and determine the age of Andi and Father for each! Below are
some categories of student answers. It can be seen from the analysis of
students 'answers that there are some students who have difficulty working
on algebraic questions and there are also some students who can solve
the questions correctly, the percentage of students' answers that have been
analyzed can be seen in Table 1 below:
Table 1 Percentage of Students' Answers to Story Questions
No. Students who Students who The student who
answer answered incorrectly answered correctly
1a 13 1 12
1b 13 10 3

Judging from the table above the students who answered correctly
to the questions state the questions in the form of mathematics were as
many as 12 students and there were as many as one people who answered
incorrectly, while for the questions determine each Andi's age and the age
of the father of the students who answered correctly were 3 students and
students who 10 students answered incorrectly. Judging from the results
of student algebra learning above, there are still many students who do
not understand how to determine how old Andi are. For this reason,
learning outcomes are the abilities obtained by students in carrying out the
assignments given with the notes that students have gone through learning
activities that include cognitive, affective, and psychomotor domains from
a teaching and learning interaction between teachers and students. Besides
that, the learning outcomes as a reference to see students' abilities in
achieving success, with the learning outcomes, students and teachers can
find out how far students understand the material given. Internal factors
that affect learning outcomes from within individual students include
physical factors, namely health and physical disabilities. Psychological
factors include integrity, attention, interests, talents, motivation, maturity,
and readiness. Physical and spiritual fatigue factors. External factors are
factors that exist outside of a student who is studying, among others, family
factors including how parents educate, home atmosphere, family economic
conditions, and understAnding of parents. School factors such as teaching
methods, curriculum, teacher-student relationships, learning tools, school
time, and school discipline. Community factors such as student activities
in society, mass media, social friends, and forms of community life [10].
Representatives of the first student answers to questions number 1a
and 1b in a different way from their peers are in Figure 1 as follows:
Figure 1 Answers to the First Subject in questions number 1a and 1b

Judging from the students' answers above, it is found that students
have difficulty in determining the mathematical notation applied to the
questions that have been given. Meanwhile, to find the age of the father

and the age of Andi the students used the addition and multiplication
operations as in the description of the students' answers, namely 49 from
7x7 and 14 from 7x2 while 50 was 49 added 1 and 15 was 14 added 1
and for 35 was 7x5. For that students have difficulty in determining how
old father are and how old is Andi. The researcher also conducted a short
interview with the subject that students had difficulty in determining what
steps should be taken first in determining mathematical notation in a story
problem besides that students also had difficulty determining how the
pattern was to make it easier for them to determine how many different
ages of Father and Andi's age were.
Everyone must have used the concept of algebra in everyday
problems because learning algebra plays an important role in real life,
both consciously and unconsciously. But the reality in the field shows
concerning results in learning algebra. Many students ask the teacher to
repeat their explanation in each algebra learning process and there are still
many students who often make mistakes in working on problems related
to algebra. Students are often afraid to ask questions so that students can
state that they have understood, despite the fact that often happens, at
almost the same time when students are asked to do practice questions,
students make mistakes again [11]. Representatives of the second student
answers to questions number 1a and 1b are in Figure 2 as follows:
Figure 2 Answers to the Second Subject in question number 1a

Judging from the student's answer above, that students have no
difficulty in determining mathematical notation and one of the correct
answers in determining mathematical notation. One of the first students
to determine the mathematical notation of the problem correctly is that
the answer is drawn 2 with the result 4x-x = 30, while for question number
1b, this one student answered wrongly with the result of the difference
between father's age and Andi's age being equal to 7,5 years and it is a wrong
answer because the student did not perform the subtraction operation on
4x-x=30 and students directly divide it so that he could not determine the
correct age of the father and Andi's age. The researcher also conducted a
short interview with the student that he had difficulty in determining what
steps he had to complete, whether the division or subtraction was for it, he

had difficulty determining the age of each father and Andi correctly.
The obstacle in learning mathematics is that students have a special
basic difficulty where students experience several difficulties, namely (1)
students sometimes have difficulty in expressing concepts, one of which
is that students forget what mathematical object is, (2) The difficulty of
students learning in using principles because learning mathematics is not
allowed carelessly solving problems, there are many principles that must
be considered, and (3) Difficulty solving problems in verbal form, students
sometimes do not understand what they read due to students' lack of
knowledge of concepts or some unknown terms. Based on the quote
above, it can be concluded that the difficulty in learning mathematics is
in the form of difficulty using concepts, difficulty remembering objects,
difficulty using principles, and difficulty solving verbal problems [11].
Representatives of the third student answers to questions number 1a
and 1b are in Figures 3 and 4 as follows:
Figure 3 Answers of the Third Student in line number 1a
Figure 4 Answers to the Fourth Student on question number 1b

Judging from the third student's answer above that students have
no difficulty in determining mathematical notation. With clear steps that
students determine Andi's age first namely x, father's age is 4x and the
difference between the age of father and Andi's age is 30 years so that
students can easily determine the form of mathematical notation because
students have found the correct pattern. For the second question, how
old is the father, and how old is Andi? Students also do not feel difficulty
in determining how much difference the father's age is and Andi's age,

because the operations performed by students in determining Andi's age
are correct, eating very easily, makes it easier for students to determine the
age of the father with the correct results, namely Andi's age of 10 years and
father's age of 40 a difference of 30 years as there is a form of mathematical
notation. Based on data obtained from the results of previous research
by “Irwitadia Hasibuan” dengan judul "Student learning outcomes
in algebraic form material". In class vii junior high school ”classically,
students have not mastered algebraic form material because students who
are classified as mastering algebraic form material only get a score below
85%, which is only 3.7%, and individually, students have not mastered
algebraic form material because only 19 students (70.4%) who achieved
completeness from the 27 students studied. One of the keys to success in
learning mathematics is practice. If students practice a lot, students will
increasingly understand the material. Students who practice by working
on different problems [11].
In general, students' mathematics learning outcomes in Indonesia are
still far from expectations, although for some students their mathematics
learning achievements are able to achieve maximum results. The factors
that influence students' mathematics learning outcomes in the mastery of
solving mathematical problems, one of which is numerical ability. Learning
mathematics in schools must be able to make students nimble in calculating
math problems quickly, think logically, and like to ask analytical questions.
Because mathematics will be easier to learn by people who have numerical
abilities. Where numerical ability is a special ability in arithmetic, resulting
in the ability to count quickly accompanied by managing numbers by
thinking logically and being able to easily understand the lesson, so that
with understanding and mastery of the material possessed, students are able
to obtain optimal results [13]. The causes of student learning difficulties
from school are, such as (1) bad personal teachers (2) teachers who are
not good at making methods used in teaching that are in accordance with
learning needs, (3) the school atmosphere is less pleasant, for example,
the sound is the sound noise because of the location of the school which
is close to the main road (4) lack of time discipline in school, and 5)
incomplete library with textbooks for students [11].
Conclusion
Judging from the students' answers above, it can be concluded
that students have been able to determine how to make a mathematical
notation in the form of story problems, but many students are still not able
to find out how old father and Andi are if what is known is the difference

because it is seen from the results of the research that students who work
For questions to determine mathematical notation are 13 people who
answer, 12 people who answer correctly and 1 person who answers wrong,
while for questions how old is father and age of Andi or question number
1b is students who answer as many as 13 students, students who answer
correctly are 3 the person and the student who answered incorrectly was
10 thousand. Suggestions for teachers are that in the future they pay more
attention to how student learning is and for students to delve deeper into
the lessons given by the teacher.
References
[1] M. R. Wasida and H. Hartono, “Analisis kesulitan menyelesaikan
soal model ujian nasional matematika dan self-efficacy siswa SMA
An analysis of the difficulty in solving mathematic problem national
examination model and self-efficacy of students of SHSs,” vol. 5,
no. 1, pp. 82–95, 2018.
[2] L. Ulandari, Z. Amry, and S. Saragih, “Development of Learning
Materials Based on Realistic Mathematics Education Approach to
Improve Students’ Mathematical Problem Solving Ability and Self-
Efficacy,” International Electronic Journal of Mathematics Education,
vol. 14, no. 2, pp. 331–340, 2019, doi: 10.29333/iejme/5721.
[3] N. Nurkaeti, “Polya’S Strategy: an Analysis of Mathematical
Problem Solving Difficulty in 5Th Grade Elementary School,”
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, vol. 10,
no. 2, p. 140, 2018, doi: 10.17509/eh.v10i2.10868.
[4] H. Tambunan, “The Effectiveness of the Problem Solving Strategy
and the Scientific Approach to Students’ Mathematical Capabilities
in High Order Thinking Skills,” International Electronic Journal of
Mathematics Education, vol. 14, no. 2, pp. 293–302, 2019, doi:
10.29333/iejme/5715.
[5] S. H. Kaliky, E. Nurlaelah, and A. Jupri, “Analysis of mathematical
problem solving ability students of junior high school to Polya
model,” Journal of Physics: Conference Series, vol. 1157, no. 4, pp.
4–7, 2019, doi: 10.1088/1742-6596/1157/4/042064.
[6] S. Mustapha, M. S. Rosli, and N. S. Saleh, “Online learning
environment to enhance HOTS in mathematics using Polya’s
problem solving model,” Journal of Physics: Conference Series, vol.
1366, no. 1, 2019, doi: 10.1088/1742-6596/1366/1/012081.
[7] N. Evianti, J. Jafar, B. Busnawir, and L. Masi, “Analisis Kesalahan

Siswa Kelas IX MTs Negeri 2 Kendari Dalam Menyelesaikan Soal-
Soal Lingkaran,” Jurnal Pendidikan Matematika, vol. 10, no. 2, p.
138, 2019, doi: 10.36709/jpm.v10i2.7247.
[8] B. Eichmann, F. Goldhammer, S. Greiff, L. Pucite, and J. Naumann,
“The role of planning in complex problem solving,” Computers
and Education, vol. 128, no. August 2018, pp. 1–12, 2019, doi:
10.1016/j.compedu.2018.08.004.
[9] N. K. C. Oktaviani, A. P. A. Prastika, F. Fajaroh, and S. Suharti,
“Incorporation of polya’s problem solving into process guide inquiry
in learning buffer solution,” AIP Conference Proceedings, vol. 2215,
no. April, pp. 1–6, 2020, doi: 10.1063/5.0000692.
[10] R. R. Sidi and T. N. H. Yunianta, “Meningkatkan Hasil Belajar
Matematika Siswa Junior high school Kelas Vii Pada Materi Aljabar
Dengan Menggunakan Strategi Joyful Learning,” Maju, vol. 5, no.
1, pp. 39–50, 2018.
[11] J. Peluang, “Hasil Belajar Siswa Pada Materi Bentuk Aljabar Di
Kelas Vii Junior high school Negeri 1 Banda Aceh Tahun Pelajaran
2013/2014,” Jurnal Peluang, vol. 4, no. 1, pp. 5–11, 2015.
[12] M. A. Maulyda, A. M. Annizar, V. R. Hidayati, and M.
Mukhlis, “Analysis of students’ verbal and written mathematical
communication error in solving word problem,” Journal of Physics:
Conference Series, vol. 1538, no. 1, 2020, doi: 10.1088/1742-
6596/1538/1/012083.
[13] lucia maria aversa Villela, “How to Manage Numerical Abilities in
Algebra Material?,” Journal of Chemical Information and Modeling,
vol. 53, no. 9, pp. 1689–1699, 2013.

The Language Needs for Computer Science Students
at Indonesian Telkom Schools: A focus on Reading
Skills
Andree Rivan Kurniawan1
Introduction
The development of English for Specific Purpose (ESP) begins
around the 1950s to 1960s. Then it is booming in the use of English
teaching around the year of 1970s. The growth of ESP was dominated
by English for Academic Purpose (EAP); the material produced on ESP
development came from a written form and the research explained in
English for Academic Purpose[1]. The Vocational High School offers
students EAP programs in the sense of Indonesia[2]. The development
of ESP/EAP, especially in vocational high school programs, follows the
pattern that starts from 'common ground' ESP courses and turns into
a specific one. Indonesian education should be furnished in regards of
this situation to students' needs, especially in the major of science and
technology.
The English language needs investigation to be able to decide the
language required in a particular field. As per numerous essayists in the
ESP setting, needs investigation is essential for planning and building up a
course and the advancement of prospectuses and materials [3][1][4]. This
study examines vocational high school students' English language needs in
reading computer science skills at Telkom Schools of Indonesia. The study
investigates the pupils' difficulties in reading in the English language for
academic purposes explicitly at the private Vocational High Schools.
Language Needs Analysis
The key stage in ESP is needs analysis. Needs analysis is the corner
stone of ESP and leads to a focused course [1][5]. According to Robinson
[6], needs analysis is generally regarded as critical to ESP, I although ESP is
by no means the only educational enterprise which makes use of it".
Hutchinson and Waters [7] argue that “teaching English course
or whatever the language course should be considered based on needs
analysis”. Dudley-Evans & St John [1] state that “need analysis could be
1
Master of English Education, Postgraduate Program University of Muhammadiyah Malang

clarified in answering two basic questions; those are what and how”. They
further argue that, “needs analysis is neither unique to language teaching-
needs assessment, for example, is the basis of training programmes and
aid-development programmes-nor, within language training, is it unique
to LSP (Language for Special Purposes) and thus to ESP”. Dudley-Evans
& St John [1] stress the following three aspects of needs analysis:
First, needs examination means to know students as individuals,
language clients, and language students. Second, a requirement
examination concentrates on how language learning and aptitudes learning
can accomplish for a given student gathering. Third, the necessities
examination study expects to know the objective circumstances and
learning climate so that information can be easily comprehended. (p.126).
Inner of Language Analysis
In this part, the researcher might now want to quickly depict Target
Situation Analysis (TSA) and Current Circumstance Investigation (PSA),
and Learning Situation Analysis (LSA). These are because the investigation
depends on these three segments of requirements examination. First, Target
Situation Analysis (TSA) seems to be a research method into needs that
focuses on understanding the language prerequisites of learners in the word-
related or academic circumstances for which they are trained[8]. Second,
"PSA (Present Situation Analysis) reveals how to get students attention,
of course, to know strength and weaknesses of students competence."[9]
Third, "Learning Situation Analysis (LSA) includes subjective, felt, and
process-oriented needs" [1]. LSA also refers to what learners want to learn.
Reading Skills
Perusing aptitudes are fundamental among the four language abilities.
Understudies should have thoughts regarding understanding aptitudes and
sub-abilities. These understanding abilities and sub-aptitudes for scholastic
understanding perspective [4]:
1. Making prediction
2. Skimming (perusing rapidly for the principle thought or significance)
3. Examining (perusing rapidly for a particular snippet of data)
4. Recognizing verifiable and non-authentic data
5. Recognizing significant and less significant things
6. Recognizing pertinent and unimportant data
7. Reaching surmisings and determinations
8. Giving reasons for obscure words
9. Understanding a realistic introduction
Understanding content association and phonetic/semantic

perspectives (e.g., the connection between and inside sentences –
attachment and perceiving talk/semantic markers and their capacity)
Method of Research
In this study, the examination utilized a survey, which was planned
by an analyst as a needs evaluation instrument. The subjects picked to
direct the requirements examination study were 50 understudies, 523
understudies of Telkom Schools Malang, Indonesia, studying Computer
programming and Systems administration Design.
The survey consists of five areas, each intended for a particular reason.
The inquiries tried to evoke data on respondents' sexual orientation, training
level, and English language grades; brought about TOEIC Assessment
in segment one. In zone two (Scholastic Understanding Requirements),
the inquiries looked to examine learners' saw scholarly understanding
necessities, learners' present degree of understanding aptitudes, and the
need of EL perusing for the field of software engineering. In segment three,
the inquiries looked for data concerning learners' challenges in perusing
abilities in the English language for software engineering. The inquiries
in all territories were defined depending on TSA (Target Circumstance
Investigation), PSA (Current Circumstance Examination), and LSA
(Learning Circumstance Investigation). A pilot study was completed to
decide the instrument's unwavering quality (the poll) utilized, which is
more than 0.7. The outcome implies that the instrument was dependable.
Discussion
Several points are noteworthy pertaining to the vocational high
school reading skill knowledge for academic purposes and the key to the
completion of reading assignments in English for academic purposes.
The Vocational High School Reading Skill Knowledge for Academic Purposes
The findings show that 18 understudies (36%) evaluated their perusing
aptitudes in English for academic purposes as excellent, while three (6%)
understudies appraised their abilities as impressive, as shown in Table 1.
About a portion of the understudies (24 or 48%), then again, evaluated
their perusing abilities as standard, while five understudies appraised their
perusing aptitudes as feeble. The outcomes uncover that a big part of the
understudies did not think they were skilled in understanding English.

The key to the Completion of Reading Assignments in English for Academic
Purposes
Most of the students (47 understudies or 94%) reacted that perusing
ability in English for scholastic intentions was vital for messages/reference
books, while just three students (6%) were uncertain (see Table 2). the
dominant part of the students (43 understudies or 86%) reacted that
perusing abilities were essential for technical diary articles, while just
three students (6%) reacted as superfluous. Hence, it is perceived here
that software engineering understudies should be capable of perusing to
comprehend articles from specialized diaries written in English. The more
significant part of the students (39 understudies or 78%) reacted that
perusing abilities were fundamental for research reports, while just two
students reacted as superfluous. Then again, nine students (18%) were
uncertain about responding to the need to peruse aptitudes for research
reports.
Most students (94%) found reading skills as important for
interpreting magazine articles written in English, as seen in Table 2. Just
four students, by comparison, did not recognize those abilities as needed.
Seven students (14%) were unsure, on the other hand, to address whether
reading skills were needed to comprehend magazine posts. Most students
(40 students or 80%) felt that the value of newspaper articles written in
English required reading skills. Just six students (12%) did not think the
same thing, although four students were unable to share their beliefs. For
the reading of memos and short notes, most of the students (31 students or
62%) thought that reading abilities for academic purposes were necessary.
Just eight respondents expressed that reading skills were unnecessary for
reading and short notes, while eleven students (22%) were reluctant to

respond. Most of the students (38 students or 76 %) responded that
they needed reading skills for education purposes to read public bulletins
written in English. Just eight students (16%) thought that reading skills
for educational purposes were inappropriate for reading English-language
government bulletins, whereas four students (8%) were unsure to react.

Most of the students (47 understudies or 94 %) replied in Table 3
that they intended to learn unique or specialized terminology to enhance
information engineering perusing skills. Only two students (4%) said they
did not understand the unique or specialized vocabulary, whereas only one
student (2%) did not know how to answer.
From the results, it is clear that for most understudies to dominate

the course library books, technical diary papers, research guide, magazine
articles, paper articles, updates, and brief government announcements
available in English, it was necessary to peruse scholastic intentions. It
is unequivocal that perusing aptitudes for scholarly reasons for existing
are genuinely necessary abilities for these understanding errands. Likewise,
a review by Gillett (1989) does not thoroughly underpin this finding.
His research found that checking and skimming were two fundamental
perusing abilities for the learners at Coventry Polytechnic as in the United
Kingdom. The findings eventually show that most understudies have
chosen to acquire basic technical terms to enhance their scholastic abilities
in software engineering. It is proposed that specialized jargon is necessary
to improve perusing aptitudes in software engineering's English language.
Conclusion
All in all, the examination uncovered the particular perusing needs of
English language for the college understudies of programming and systems
administration designing at Telkom Professional Secondary School,
Indonesia, in light of the three segments of investigating understanding
requirements: TSA (Target Situation Analysis), PSA (Present Situation
Analysis) and LSA (Learning Situation Analysis). The study also revealed
that most of the undergraduate students of computer science discipline
found difficulties in reading skills in English language for academic
purposes.

Examination results can sometimes assist the ESP specialists/analysts
in planning an English language course for the Professional Secondary
School in terms of perusing skills for educational purposes, specifically
English for Software Engineering, which can be maintained and explicitly
dependent on their main software engineering. The findings of this
study may empower the ESP professionals to settle on educated choices
on the students' English necessities of software engineering discipline in
creating schedules and materials. The exploration may likewise help the
understudies know their qualities and shortcomings in English language
abilities, especially in understanding aptitudes. This exploration will lead
to shortcomings for students in perusing English for educational uses.
English language teachers who teach general English courses to review
all controls of the technical high school in Indonesia for education may
benefit from the exploration as they might be better educated regarding
the understanding assignments and aptitudes in explicit English language
to instruct and zero in on the professional students in the field of software
engineering or other professional schools in the nation.
References
[1] T. Dudley-Evans, "Genre analysis: a key to a theory of ESP?,"
Ibérica, 2000.
[2] R. Gholami, N. Noordin, and G. Mustapha, "Investigating EFL
students' EAP needs on productive skills in Malaysian universities,"
Pertanika J. Soc. Sci. Humanit., 2013.
[3] 37–41. http://doi.org/10.1037/a0022390 Tuma, J. M., & Pratt,
J. M. (1982). Clinical child psychology practice and training:
A survey. \ldots of Clinical Child & Adolescent Psychology,
137(August 2012) et al., "Action research and reflective practice :
towards a holistic view Action Research and Reflective Practice :
towards a holistic view," Educ. Action Res., 2006.
[4] M. Rahman, "English for Specific Purposes (ESP): A Holistic Review,"
Univers. J. Educ. Res., 2015, doi: 10.13189/ujer.2015.030104.
[5] S. Nolan and B. Reid, "Reviews," ELT J., vol. 49, no. 4, pp. 346–
348, 1995, doi: 10.1093/elt/49.4.346.
[6] N. P. Markee, "ESP today: A practitioner's guide. Pauline
Robinson. Hemel Hempstead, UK: Prentice Hall International
(UK) Ltd, 1991, xii + 146 pp," English for Specific Purposes. 1993,
doi: 10.1016/0889-4906(93)90006-A.

[7] P. Nübold, "English for specific purposes: A learning-centred
approach. Hutchinson, Tom and Waters, Alan, Cambridge:
Cambridge University Press, 1987, viii + 183 pp., L5.95," System.
1988, doi: 10.1016/0346-251X(88)90041-3.
[8] R. West, "Needs analysis in language teaching," Lang. Teach., vol.
27, no. 1, pp. 1–19, Jan. 1994, doi: 10.1017/S0261444800007527.
[9] D. Nunan, "Syllabus Design (Language Teaching: A Scheme. for
Teacher Education)," Mod. Lang. J., 1994.

Student Mathematics Learning Outcomes Before the
Covid-19 Period and During the Covid-19 Period at
SMPN 1 Kemlagi
Andry Isweliyah1
Introduction
Permendiknas No. 20, 2007 about written education assessment
standards that educational assessment is the process of collecting and
processing information to determine the achievement of student learning
outcomes [1]. The optimal learning process can be reflected in the overall
involvement of students in the learning process. The involvement referred
to here is student-centered learning and the role of the teacher is as a
motivator and facilitator in charge of motivating students, providing
learning support facilities in the form of media and learning resources.
Indirectly, learning in the classroom will be optimal by providing learning
support facilities [2]
A good authentic assessment will be able to improve the quality of
learning and improve the quality of student performance, especially if the
teacher provides feedback to students. Four main assessment elements
that have a direct impact on student performance in learning: (1) giving
written feedback (2) giving feedback time can play a role (3) providing the
help students need when they experience difficulties and (4) implementing
self-assessment in learning. Authentic assessment can encourage students
to be more active and more responsible because they have to answer
questions and/or complete assignments given by the teacher in the form
of problems found in real life. In face-to-face learning, this assessment can
still be carried out during the learning process, the teacher can directly
observe student activities individually or in groups (assessment of project
or product assignments or others) in completing assignments in class. If
students are less clear in understanding the assignment, it is immediately
directed by the teacher.
In mid-March 2020, to be exact, March 17, 2020, there was a change
in the world of education, not only in Mojokerto but also throughout
Indonesia and even around the world experiencing changes, namely the
1
Malang

covid-19 pandemic, education that was in the classroom or at school
experiencing changes, because to suppress the spread of covid-19 for a
while all students carry out the learning process at home, as urged by the
government in a circular. Education policy in the emergency period of the
spread of covid 19 in Mojokerto Regency, namely the Learning Process at
Home, the Education Unit of SMP Negeri 1 Kemlagi temporarily transfers
learning activities from the Education unit to the home by utilizing virtual
classroom learning houses developed by the Ministry of Education's Data
and Information Center and Culture (http://belajar.kemendikbud.go.id)
or other virtual classes.
Discussion
Learning before the covid-19 period
Learning before the Covid-19 pandemic is face-to-face learning in
class and outside the classroom under teacher supervision and students
are directed directly by the teacher at school. In face-to-face learning,
this can still be assessed during the learning process, teachers can directly
observe student activities individually or in groups (assessment of project
or product assignments or others) in completing class assignments. If
students are not clear in understanding the assignment, the teacher will
immediately direct it.
Lessons learned during the covid-19 period
In online learning students learn by themselves at home, this cannot
be carried out in an assessment while the learning process takes place at
home, the teacher cannot directly observe student activities at home even
though using video the results of the assessment cannot be maximized
(assessment of project or product assignments or others) in completing
tasks at home.
If students are not clear in understanding the assignment, the teacher
cannot immediately direct them. even if you can but it can't be maximized.
Student learning outcomes are sent online, while authentic assessment
can encourage students to be more active and more responsible because
they have to answer questions and/or complete assignments. given by the
teacher in the form of problems found in real life, all of which cannot be
implemented online.
The sample of 50 students of class VII and VIII junior high school
1 again filled out a questionnaire (preferably face-to-face learning with
online learning)
1. How do you think you prefer face-to-face or online learning?

RESPONSE :
Of the 50 students/respondents, 100% said that they prefer face-to-face
learning rather than online. Respondents explained that face-to-face
learning was more understandable and understood about the material
explained by the teacher. Neither new nor given material.
2. Online learning constraints di SMPN 1 Kemlagi by students

RESPONSE :
From the results, respondents said that the obstacles experienced during
online learning were the limited quota/pulse and the network they had
(it should be noted that the location of SMPN 1 Kemlagi, most of
the people were classified as middle to lower class, so they experienced
difficulties/objections to purchasing credit. , although there is already
assistance from BOS funds it is not comprehensive and the internet
network is still classified as somewhat difficult because the location of
the house is close to a forest area)
3. Obstacles to assessing the end of the semester on line according to

students
RESPONSE :
The results of the respondent's assessment during online learning
are unsatisfactory for the results and they do not understand and
understand the material that has been explained by the teacher through
online learning.
The results of online assessments have decreased, some are fixed,
there may be increases, but even if the scores are good but most of them
do not understand, they only write but do not understand what they write,
maybe see on the internet or from books or friends.
Part of a student questionnaire results

The results of student assessments before the Covid-19 period were
average. Students whose math average score was 85 before the Covid-19
period. The results of student assessments during the Covid-19 period are
average. During the Covid-19 period, the average value decreased slightly
to 82

Conclusion
Student assessment results decreased with online learning. Most
students answer math problems by looking at books or from the internet
but students do not understand just writing so that students' abilities
decline.
References
[1] emadwiandr, “済無 No Title No Title,” J. Chem. Inf. Model., vol.
53, no. 9, pp. 1689–1699, 2013.
[2] I. M. Suarjana, N. P. Nanci Riastini, and I. G. N. Yudha Pustika,
“Penerapan Pendekatan Kontekstual Berbantuan Media Konkret
Untuk Meningkatkan Aktivitas Dan Hasil Belajar,” Int. J. Elem.
Educ., vol. 1, no. 2, p. 103, 2017.

A Narrative Inquiry
Apliana Moto Bulu 1
Introduction
A narrative has the potential for demonstrating both the uniqueness
of individual lives and the similarity among lives that are lives under
different circumstances. In regard to uniqueness, narratives enable readers
to participate vicariously in other people's thoughts and emotions that are
associated with events the readers would never directly experience in their
own lives. Furthermore, narratives collected from people living under very
different circumstances can show that those individuals may have much in
common in the desires, emotions, and responses they display under their
dissimilar life conditions. Narrative inquiry is the process to get information
from research through storytelling. Inquirer writes a narrative focus on
the experiences of an individual. "Humans are storytelling organisms who
individually and collectively, lead storied lives. Thus, the study of narrative
is the study of the ways humans experience the world." [1]
Narratives inquiry becomes a research design of qualitative research.
Which has become a way to study people's life stories. In narrative inquires
study will describe the life of someone, collect and tell his or her stories,
and then write it stories into narratives form. This kind of study tend to
focus on identifying the experiences of someone or several individuals and
understanding their past experiences, or present, and their future life
Discussion
What Is Narrative Inquiry?
Narrative research is a study about a story. In several things, the story
can occur as history notes, fiction, autobiographies, and genre. This story
is written through a listening process or direct meet with the participant
through an interview. In other words, narrative inquiry is the process of
gathering information of individual past it means the researcher writes
a narrative consist of the experience of an individual. [1] "Everyone
has a story to share inline the narrative research is the study of humans
experience in the world."
Narrative inquiry is categorized based on the data source and
1

presentation. It categorizes into three parts, such as written narrative,
oral narrative, and multimodal narrative. First, Oral narrative, the data
collected through interview, which is the interview should be in-depth
and interview is the main procedure of data collection. Second, written
narrative. It takes from many sources, such as teaching or learning diaries,
language learning histories, learning reports, reflective teacher journals,
and narrative frames. Third, multimodal narrative. It is now a growing
trend among narrative researchers thanks to the rapid development of
information technology.
In narrative research design. The researcher describing an individual
life, collecting the story, and retell the story about an individual’s life and
write the story of a certain individual. In case, narrative research focuses
on the investigation of one individual. Narrative research has much of
science and takes root from the different disciplines (science) of humanity
and society. The narrative can be mentioned as a term that is given to text
or certain discourse, or text that is used in context or form of investigation
in qualitative research. The narrative also is a written text or oral text that
giving a note about one case, series of the event, and series of event that
relate according to the chronology.
When Narrative Inquiry is used?
Narrative inquiry is used when an individual wants to share their
experience and the inquirer will reporting their experience. In an educator
to find the personal experiences, it can include the settings of school,
narrative research gives practical, certain knowledge, by doing a narrative
study, researcher builds up the closest relationship with the participant.
Apart from that, in a study when the participant could share their past
even it can make them feel if their story will beneficial to others. Sharing
some stories is participation to appreciate the interviewer, in case everyone,
of course, has a story it can about anything related their experiences. In
other words, a narrative study is a form of qualitative that is used if a
researcher wants to share the stories of individuals. Many examples are
used of narrative design, it is including autobiographies, interviews, oral
histories, and personal history.
The source of data in narrative research including field text, from
result sharing experience, journal participant, interview, storytelling,
a letter written, and autobiography. Some of the important points that
are needed to consider when doing narrative research are the researcher
must listening to the story of the participant, build up a good relationship
between the researcher and participant so the process of gathering data can
run well.

How to develop narrative inquiry?
In education, there are several trends that developing narrative
inquiry”. According to [2] there are three factors to develop narrative
inquiry. The first, increasing the teacher reflection. The second, giving the
opportunity to the teacher to share knowledge about their understanding,
their point of view, and how they make some rules in the classroom.
The last, the educator gives chance to the teacher for talking about their
experiences.
Some Characteristics in Narrative inquiry
Here several major characteristics of narrative inquiry:
a. Focus on personal experiences.
In the narrative, the inquirer consists to study an individual experience.
In other words the inquirer focus on the experience of one or more
people. In other cases, the investigation of an individual, the inquirer is
more interested to investigate the experiences of an individual. [1] For
the experiences in narrative inquiry means that is related to individual
experiences and how an individual interact with the neighbor in society.
b. The individual experiences should be chronological.
Understanding the past of an individual is like in the present-day and
future is one of the key elements in narrative research. The narrative
researcher analyzed a chronology and reported that individual experience.
When the researcher focuses on understanding this experience of an
individual. The researcher will get information about the past, present-
day, and future of the participant. The chronology that is meant in
narrative research is researcher analyzed and write about an individual
life in regular form.
To focus on understanding the experience of an individual, the
researcher gets the data through the interview, the chronology may refer
to a period or sequence of events that become the topic of interest, the
researcher gets information about an individual experience.
c. Collect the personal story
In collecting the participant story. The researcher asks the participant to
tell a story about life experience. The narrative inquirer has the priority
of collecting the story that has got from an individual or can be got
from a variety of documents. The story should be chronological. From
this point, to collect stories it is using discussion, or interviews, among
an inquirer and one individual.
d. Re-storying.
After the inquirer got an individual experience, then the narrative
inquirer retells the story in his or her own words which aim to provide

order and sequences to it. The story of the individual experience that
is told to the researcher here the researcher retells the story in the
researcher's own words. The researcher doing this to combine and
arranging it. Restorying is a process in which the researcher collects
the story, analyzed some of the key elements of the store such as scene,
place, time, and, plot and then rewrite that story to placing in order
chronology. There are some steps to conduct the story:
• The researcher doing the interview and write the conversation from
the record.
• The researcher writes the raw data with the identification of the key
elements.
• The researcher restoring the story by organizing the key code to
become one series or sequence in which the character, action, event,
and resolution of the story.
e. Coding for themes.
The researcher describing in detailed the background of individual
experience is a more important thing. When doing the story of the
story individual and determine the topic, the researcher entering the
background and context of individual experience. Identification of
themes provides the complete of a story and will have a depth insight
about knowing of an individual experience.
The Steps In Conducting Narrative Inquiry
There are several steps to conduct narrative inquiry:
1. Identifying an event to explore the problem.
In this research, the process beginning with a focus on the statement of
the problem to be observed then identifies the problem in qualitative
research is important to be done. Through this problem in the narrative,
it needs to identify the content of the story. Such as, the issue in
narrative research of students in a classroom, consists of stories about
the hard thing that she and her students faced, then the teacher knows
the various needs of students.
2. Purposefully select an individual experience about the phenomenon.
Here the inquirer finds out the individual who can provide and know
the reality of their story. The participant maybe someone who is typical
or critical to study because everyone has a different experience situation.
“such as the study of Naomi was a critical case about the issue of teacher
conflict between a special education junior or senior high school teacher
and a supervising teacher over the placement of a special needs student
[3], there are many narratives studies that focus on individual past, but
it can be studied for one or more individuals in a narrative. Each of

them must have a different story that can be supportive to the reader.
3. Gather the story of individual experience.
When you intend to get the document from fields texts which is
have the life story of someone. Exactly the right way to get the story
in having an individual who wants to tell about the experience, it can
be through in-depth interview. Other field texts can collect through:
Get the individual record story in their diary, collecting the individual
stories from family members, collect some of the documents from
memos, diary books, and social artifacts.
4. Re-storying an individual experience.
Re-storying is used as a technique for constructing the narrative account.
Upon the data collection, the data is re-storied and constructed using
a Re-storying technique. The researcher serves as a storyteller who
collaboratively with the participants.
To re-storying an individual experience, reviewing the data, and
restoring. This stage includes clarifying the raw data, identifying the
content of the story. Deciding or organizing the elements of a story and
then retold the story that includes an individual experience. It must
convey in its own words because the receiver will be more understand
the story told by the participants if it arranges into a logical order.
Restorying is a process in which the researcher collects the story, analyzed
some of the key elements of storage such as time, place, plot, and scene,
and then rewrite that story to placing in order chronology. There are
some steps to conduct the story: The researcher doing an interview and
write the conversation from the record, the researcher write the raw data
with identification of the key elements, and the researcher restoring the
story by organizing the key code to become one series or sequence in
which the character, action, event, and resolution of the story.
5. Collaborate with the participants' storyteller.
In the process of this step, the inquirer will be working closely with the
participant during the observation. The goal of this process is to create
a closed relationship to get an individual experience, then writing and
telling the individual's story in the inquirer's written form.
6. Rewrite the story of someone’s experience.
The main step in the process of observation is for the inquirer to write
and presented the story of someone's experiences, in case your retelling
must be arranged based on how to report narrative. In case, an inquirer
may analyze to highlight specific themes that emerged during the story.
Because the readers are not familiar with the narrative, the inquirer
can write a section and the procedures in implementing the study of

narrative inquiry. So the inquirer will share information with the readers
about narrative research.
7. Validate the accuracy of the report.
In the last section what the inquirer has got through observation must
be validated by using some instrument tool.
Conclusion
Narrative inquiry is a one-design of qualitative research that is
used to get information in storytelling form. The observer will write a
narrative based on the experience of the interviewee. [1] "Everyone has
a story to share. So, the study of narrative is the ways to get the each
person's experience." Narratives inquiry has appeared as a design form of
a qualitative study. It has become the available way to explore teachers,
students, in the educational world, Narrative inquires will show the life of
individuals, collect and tell their stories, and write narratives of someone's
experiences. Narrative inquirer collect stories from individuals and retell
the participants' stories into a chronological order it consists of characters,
setting, problem, action, and a resolution. In addition, the inquirer may
gather field texts and form them into themes or categorize and explain in
detail, based on the setting or context. Through the observation process,
the researcher has collaboration with participants.
References
[1] F. M. Connelly and D. J. Clandinin, “Stories of Experience and
Narrative Inquiry,” Educ. Res., vol. 19, no. 5, pp. 2–14, Jun. 1990,
doi: 10.3102/0013189X019005002.
[2] C. K. Riessman, Narrative analysis, Vol. 30. Sage, 1993.
[3] Huber and Whelan, “A Marginal Story as a Place of Possibility:
Negotiating the Self on the Professional Knowledge Landscape,”
vol. 15, 1999.

Litterateur Criticism and Ganzhiet Method
Ayu Sri Kusmawati1
Introduction
Litterateur criticism is part of applied literary criticism, which was
highly trending in the 1950s. Litterateur criticism examines the discussion
of Indonesian literature through general and surface assessment. Among
famous critical writers today are Rustandi and Harijadi S. Hartowardojo.
Litterateur criticism includes review on author’s biography, like birth
date, family, school, art activities, and litterateur activities. The presented
assessment was also linked to an author’s life experience.
Literary works are often criticized with an expressive orientation.
This expressive orientation is coupled with objective orientation, where
the author (as a creator) expresses his imagination, contemplation and
interpretation. Meanwhile, the objective orientation views his litterateur
work as inseparable from its authors.
Pradopo [1] argues that litterateur criticism begins by shortening the
literary work before giving brief comment and assessment. The language
style used in a literary work is also discussed in the litterateur criticism.
Ganzheit method was introduced by Arif Budiman in his essay “Metode
Ganzheit dalam Kritik Seni”.
On 31 October 1968 [2], Pusat Bahasa Jakarta (PBJ) brought together
a group of Ganzheit critics and Rawamangun critics in a symposium.
Their working paper and comments were documented by PBJ, and edited
by Lukman Ali in a book entitled “Kritik Sastra: Sebuah Diskusi” (Literary
Criticism: A Discussion) published in 1978. Some authors wrote about the
role of Gestalt psychology in art included H.E. Roose (A Psychology of
Artistic Greation), Worner Wolff (The Expressions of Personality), and
Rudolf Arnheim (Gestalt and Art).
Ganzheit criticism believes that literary appreciation is a process of
wholeheartedly recreation of litterateurs’ works. Literary appreciation is
unique because something that is very valuable may become meaningless at
some point, and vice versa. It is a dynamic meeting between living humans
and objects that forms a unique world. In this case, literature is no longer
1
Master of Pendidikan Bahasa dan Sastra Indonesia, PostGraduate Program University of
Muhammadiyah Malang, ayuudik13@gmail.com1

an object. It becomes a subject that rejects the analytic principle, putting
literature as a cadaver that prioritize analysis before totality analysis.
Discussion
Litterateur Criticism
Criticism is defined as responses and opinions that are accompanied
by descriptions of both good and bad considerations of a work. Meanwhile,
litterateur means literary expert, such as authors, poets, writers, or literary
intellectuals. Hence, authors refer to one that produces literary works,
such as novels, poetry, poetry, or playscripts. These professions can also be
named as writers.
In their work, litterateur criticisms point out excellence and
deficiencies of the authors that they criticise, followed by logical reasons
and analysis prior to the conclusion. By listening to critics, litterateurs
can improve their skills, sharpen their vision, and take many aspects into
considerations in creating their works. All of these will improve the quality
of their works [3].
A critic plays an important role as a guide for litterateurs to resolve
literary problems. In this case, critics would point out things that have
been and have not been worked on by previous writers, such as issues and
expression styles. A critic shows “new areas” to writers to follow.
Among the early litterateur critics in Indonesia were Sutan Takdir
Alisjahbana, Sanusi Pane, Armijn Pane, and J.E. Tatengkeng, who belonged
to Pujangga Baru (The Neo Authors). S.T. Alisjahbana was famous for his
sharp criticism, completed by thorough understanding that is in line with
the theories and existing views. He wrote most criticisms compared to his
peers. S. Pane’s criticisms were even nothing compared to Alisjahbana’s
works, although S. Pane had also produced many criticisms, too.
In Angkatan ‘45 (The ’45 Generation), H.B. Jassin was an outstanding
professional critic. He started his career in 1940 and spent the rest of his
life writing criticisms. Jassin produced many criticisms, mainly in the
form of applied criticism. Some of his works became less profound when
he aged; however, that did not reduce his logical reasonings and sensible
meanings toward the works that he criticised.
As members of communities, authors are inextricable from the order
of society and culture. These two are influential to an author’s literary
work, which is reflected in his production. Literary works are inevitably
prepared by the circumstances of society and the forces in their era. [4].

The three steps of litterateur criticism – where works are inseparable
from authors – are:
• Showing that the critics thoroughly traces the litterateurs’ works.
• The critics are associated with the litterateurs’ biography.
• Highlighting litterateurs’ experiences and ideology.
The three steps can be applied to the following poem by Taufik Ismail:
Kerendahan Hati
Kalau engkau tak mampu menjadi beringin
Yang tegak di puncak bukit
Jadilah belukar, tetapi belukar yang baik,
Tidaklah semua menjadi kapten
Tentu harus ada awak kapalnya….
Bukan besar kecilnya tugas yang
menjadikan tinggi
Yang tumbuh di tepi danau
Kalau kamu tak sanggup menjadi belukar,
Jadilah saja rumput, tetapi rumput yang
Memperkuat tanggul pinggiran jalan
Kalau engkau tak mampu menjadi jalan raya
Jadilah saja jalan kecil,
Tetapi jalan setapak yang
Membawa orang ke mata air
Rendahnya nilai dirimu
Jadilah saja dirimu….
Sebaik-baiknya dari dirimu sendiri
Karya : Taufik Ismail
This poem aims to remind people to always be humble, and to make
life more useful for others. It is important for one to have such positive
traits in the society. In this poem, the sentence yang tegak di puncak bukit
(Upright on the top of a hill) shows the visual imagery of the poet. He
seemed to invite readers to imagine a banyan tree that is standing uphill.
In the sentence jalan setapak yang membawa orang ke mata air (a
path that leads to a spring), the poet uses personification figure to equalise
someone with a path that shows others to a treasure (spring). Meanwhile, in
the sentence menjadi jalan raya (being a highway), the poet uses metaphors.

menjadi jalan raya (being a highway) can also be categorised as hyperbole
where the poet expresses something excessively.
Ismail was famous for his literary works that convey deep moral
messages and values. He grew up in a family of teachers and journalists,
which is not surprising that he had aspired to become a writer since he was
in high school. Apart from being a writer, Ismail was a veterinarian and
animal husbandry expert, and running a successful livestock business that
supported his pursue for literary passion.
Ismail was one of the founders of Dewan Kesenian Jakarta (DKJ)
(The Jakarta Arts Council), Taman Ismail Marzuki (TIM), and Lembaga
Pendidikan Kesenian Jakarta (LPKJ) (Jakarta Arts Education Institute
(LPKJ) (1968) [5]. He acted as the Executive Secretary in DKJ, the
Director of TIM, and the chancellor of LPKJ (1968–1978). In the years
that followed, Ismail worked for a private company as Manager of External
Relations of PT Unilever Indonesia (1978-1990).
He was once invited to be a guest writer at Dewan Bahasa dan Pustaka
(The Language and Literary Council) in Kuala Lumpur, Malaysia in 1993.
As a poet, Ismail had read his poetry at
various places, national and international. He represented Indonesia
in reading poetry and literary festivals in 24 cities in Asia, America,
Australia, Europe and Africa since 1970. He was highly productive that
his poem timely responded to Indonesian national events and histories,
such as the fall of the Soeharto regime, the Trisakti incident, and the
Bali bombing. His poetry has been translated into Javanese, Sundanese,
Balinese, English, French, Germany, Russia and China.
Since 1974, he had collaborated with musicians like Bimbo Music
Association (Hardjakusumah brothers), Chrisye, Ian Antono, and Ucok
Harahap. Ismail had produced 75 songs.
Ismail’s community activities include becoming PII librarian,
Pekalongan (1954-56). Together with S.N. Ratmana, he was the secretary
of the PII Pekalongan, Ketua Lembaga Kesenian Alam Minangkabau
(Chair of the Minangkabau Natural Arts Institute) (1984-86), Founder
of Badan Pembina Yayasan Bina Antarbudaya (1985). He was once a
chairman, in collaboration with the American Field Service scholarship
agency, organised student exchange. In 1974–1976, he was the elected
Board of Trustees of AFS International, New York.
Ismail also took a role in an NGO named Geram (Gerakan Antimadat)
(Anti-drug Movement) led by Sofyan Ali. In his anti-drug campaign, he
wrote poetry and lyrics for the song Genderang Perang Melawan Narkoba

(Marching against the drugs) and Himne Anak Muda Keluar dari Neraka
(The youth comes out of hell) together with his other fellows. Because of his
massive campaign, he received an award from ex-President Megawati.
Ismail was an active member of Badan Pertimbangan Bahasa
(Language Advisory Board), consultant of DKJ and Balai Pustaka, and a
senior editor of Horison magazine. Some of his works are:
• Tirani, Birpen KAMI Pusat (1966), Benteng, Litera ( 1966)
• Buku Tamu Musium Perjuangan, Dewan Kesenian Jakarta (buklet
baca puisi) (1972)
• Sajak Ladang Jagung, Pustaka Jaya (1974), Kenalkan, Saya Hewan
(sajak anak-anak), Aries Lima (1976), Puisi-puisi Langit, Yayasan
Ananda (buklet baca puisi) (1990)
• Tirani dan Benteng, Yayasan Ananda (cetak ulang gabungan) (1993),
Prahara Budaya (bersama D.S. Moeljanto), Mizan (1995)
• Ketika Kata Ketika Warna (editor bersama Sutardji Calzoum Bachri,
Hamid Jabbar, Amri Yahya, dan Agus Dermawan, antologi puisi 50
penyair dan repoduksi lukisan 50 pelukis, dua bahasa, memperingati
ulangtahun ke-50 RI), Yayasan Ananda (1995)
• Seulawah Â— Antologi Sastra Aceh (editor bersama L.K. Ara dan
Hasyim K.S.), Yayasan Nusantara bekerjasama dengan Pemerintah
Daerah Khusus Istimewa Aceh (1995), Malu (Aku) Jadi Orang
Indonesia, Yayasan Ananda (199 8)
• Dari Fansuri ke Handayani (editor bersama Hamid Jabbar, Herry
Dim, Agus R. Sarjono, Joni Ariadinata, Jamal D. Rahman, Cecep
Syamsul Hari, dan Moh. Wan Anwar, antologi sastra Indonesia
dalam program SBSB 2001), Horison-Kakilangit-Ford Foundation
(2001)
• Horison Sastra Indonesia, empat jilid meliputi Kitab Puisi (1), Kitab
Cerita Pendek (2), Kitab Nukilan Novel (3), dan Kitab Drama (4)
(editor bersama Hamid Jabbar, Agus R. Sarjono, Joni Ariadinata,
Herry Dim, Jamal D. Rahman, Cecep Syamsul Hari, dan Moh. Wan
Anwar, antologi sastra Indonesia dalam program SBSB 2000-2001,
Horison- Kakilangit-Ford Foundation (2002)
Ganzheit Criticisms
Ganzheit criticism is a litterateur criticism introduced by Arif
Budiman through his essay “Metode Ganzheit dalam Kritik Seni” in
Horison magazine No.4 Th.III, April 1968 [6]. Ganzheit criticism refers
to total criticisms based on the unity of elements that form a new quality.
It is different from the deep appreciation as a whole. In Ganzheit method,
a new quality will be obtained by readers as the basis of their appreciation

and reception, prior to their criticisms. One basic principle of Ganzheit
method is that every effort to appreciate a literary work is a recreational
process to produce a unique, valuable, and dynamic discovery in a literary
work. Hence, understanding a literary work is a critical first step to
determine the points that are connected.
Dian Lestari [7] states that Ganzheit method sees a literary work as
a whole. However, there is a debate on how litterateurs should react to
analytic criticisms. M.S. Hutagalung [8], a figure of academic litterateur
criticism), proclaimed his criticism as Kritikus Sastra Aliran Rawamangun,
where the Ganzheit party was represented by Arif Budiman. The polemic
did not stop until the mid-1970s.
In the world of Indonesian litterateur criticisms, Budiman is already
known as one of pioneers of the Ganzheit method, who investigated
literary works through Gestalt psychological thinking. In a discussion
with Pusat Kebudayaan Yogyakarta on 31 October 1968 [9], Goenawan
Mohamad, and Arief Budiman were the first critics to voice out their ideas
about litterateur criticism with Gestalt psychology.
Ali [9] stated that understanding a literary work is like understanding
a human being. We do not study it by parts or by elements, but as a whole
instead. This method is known as Ganzheit, which criticises literary works
spontaneously. It works better if we live in the same era with the litterateurs
where we can fairly judge his works based on some encounters. Ganzheit
method is preferable because it results on a vivid impression throughout
the litterateurs’ works [9].
Ganzheit Methodology
The basic premises, points, and descriptions of the Ganzheit method
do not acknowledge a priori conceptions to analyse a literary work. It
does not compare across literary works because it rejects the existence
of universal conceptions that apply to all artistic creations. Ganzheit’s
mechanical principle uses the position of understanding the work as a first
step for criticism, and further determines the related points to Ganzheit’s
principles.
Examples of Ganzheit Criticism
Kenangan dan Kesepian
Rumah tua
dan pagar batu.
Langit di desa
dan sawah dan bambu.

Berkenalan dengan sepi
pada kejemuan disandarkan
dirinya.
Jalanan berdebu tak berhati
lewat nasib menatapnya.
Cinta yang datang
burung tak tergenggam.
Batang baja waktu lengang
dari belakang menikam.
Rumah tua
dan pagar batu.
Kenangan lamadan
sepi yang syahdu.
Karya : W S Rendra
This poem tells the experiences of W S Rendra. The meaning of
this poem was vivid in the verses that the litterateur wants to convey.
The totality can be seen from the relationship between this poem and the
author, which is built through elements. In conclusion, the literary works
are presented as a whole, not by parts.
Conclusion
Criticism is defined as responses and opinions that are accompanied
by descriptions of both good and bad considerations of a work. Meanwhile,
litterateur means literary expert, such as authors, poets, writers, or literary
intellectuals. Hence, authors refer to one that produces literary works,
such as novels, poetry, poetry, or playscripts. These professions can
also be named as writers. In their work, litterateur criticisms point out
excellence and deficiencies of the authors that they criticise, followed by
logical reasons and analysis prior to the conclusion. Ganzheit criticism is a
litterateur criticism introduced by Arif Budiman through his essay “Metode
Ganzheit dalam Kritik Seni” in Horison magazine No.4 Th.III, April 1968
[6]. In a discussion with Pusat Kebudayaan Yogyakarta on 31 October
1968 [9], Goenawan Mohamad, and Arief Budiman were the first critics
to voice out their ideas about litterateur criticism with Gestalt psychology.
It works better if we live in the same era with the litterateurs where we can
fairly judge his works based on some encounters. An example of Ganzheit
method is applied in W S Rendra’s poem, Kenangan dan Kesepian, which
represents a literary work as a whole.

References
[1] Pradopo 2002: 343 teknik kritik sastrawan.
[2] Lukman Ali. 31.10.1968 Pusat Bahasa Jakarta kritikus Ganzheit.
[3] Pradopo .1967:13. Kritik sastrawan.
[4] Abrams (1981:178). Karya sastra.
[5] Taufiq. Dewan Kesenian Jakarta (DKJ), Taman Ismail Marzuki
(TIM), dan Lembaga
[6] Pendidikan Kesenian Jakarta (LPKJ) (1968).
[7] [Arif Budiman. Majalah Horison No.4 Th.III, April 1968.
[8] Dian Lestari, 2012 kritik sastra dengan metode Ganzheit.
[9] M.S. Hutagalung. 1970. Tokoh kritik sastra akademik.
[10] Ali, ed. 1978 pemikiran psikologi gestalt.
[11] Kritik Sastra Indonesia Modern, Prof.Dr.Rachmat Djoko Pradopo.
Maret 2002. Kritik Sastra Indonesia.)
[12] Dra. Ambarini Asriningsari, M,Hum. Nazla Maharani Umaya,
S.S., M,Hum. Universitas PGRI Semarang, 2016.
[13] Sang Pembunuh, Kritik sastrawan dan Metode Ganzheit. 18 April
2017.
[14] Sastra, Artikel kritik ganzheit. 25 September 2019.

Islamic Education for Early Childhood in The Era of
Society 5.0
Chissya El-Laudza’1
Introduction
Society 5.0 is a concept focuses on humans and technology based
on the Japanese government proposal. The concept develops from the 4.0
revolution, proposed in 2019, that is considered to degrade humans' roles.
Therefore, the concept is proposed to resolve the problems resulting from
the industry 4.0 revolution era [1, p. 35].
The resolution covers manufacturing and social issues with the aid
of physical and virtual spaces combination. The Indonesian Law on the
National Education System states that society 5.0 will affect all activities,
including urban planning, industry, health, transportation, agriculture,
and education [2, p. 61–66].
Raising and educating children during the millennium era is a
challenging task. Technology advancement that becomes more rapid has
facilitated people in many ways; thus, it requires parents and teachers to
supervise children in their daily activities at home and school, especially
technology-usage activities. Therefore, the educational field must educate
children from an early age to avoid any negative effects of the millennium
era [3, p. 4]
The basic of education is to conduct transmission of values, sciences,
and resilience from the older generation to the younger to survive.
Meanwhile, to solve the issues, Islamic education is responsible for the
guidance, training, development, and directing the children’s skills and
strength to function at its best. [4, p. 19]
The ministry of Cultural and Education in 2019 stated that Early
Childhood Education (PAUD) is the initial formal educational institution
to form the characteristics of the nation's future leaders. During its
development, PAUD in Indonesia has reached 230,370 institutions
starting from 2019 [5, p. 16]
Based on the regulation of the National Education System on
1
Master of Islamic Education, Postgraduate Program University of Muhammadiyah,
ellaudzachissya@gmail.com

the Early Childhood Education, there are three alternative ways to
proceed, namely formal, non-formal, and informal institution for child
development that consists of six parts listed in the regulation of ministry
of education number 137 the year 2014 on religion and moral, physical
motoric (gross and fine motor skills), cognitive (knowing and reacting
towards environment), language, socio-emotional, and art.
The Law of National Education System also includes religious and
moral aspects that cover the ability to measure the religious aspects of
every student, worship practice, honesty, being helpful, polite, respectful,
sportive, cleanliness maintenance for personal purpose and environment,
recognition of religious festivals, and tolerance over other religions.
(Kemendikbud, 2014). This study focuses on the Qur'an reading lesson, a
skill that is required for all Muslims so that they can read and comprehend
it with the aid of artificial intelligence. Parents and teachers will be easier
in teaching early childhood students by using the technology that becomes
one of society's significant characteristics 5.0.
Therefore, it is necessary to learn and master the new literacy skills in
facing the society 5.0 era, namely data literacy (the skill to read, analyze,
and apply big data within digital world), technology literacy (the skill to
understand machine and technology application), and human literacy
(humanity, communication and design) [6, p. 14]
Islamic education, early childhood, and society 5.0 are closely related
to form skills within children to prepare themselves to face the society 5.0
era in ways according to Islamic teachings.
Society 5.0
Having a different focus from the industrial revolutions of 4.0 that
oriented solely to the business sector, society 5.0 abolishes the gap within
society in terms of social, age, gender, and language and provides services
for various individual and public needs [2, p. 61–66]
On January 21, 2019, the Japanese Prime Minister proposed society
5.0 as the new social order that focuses on humans and is based on
technology. Society 5.0 is preceded by the era of society 1.0 (hunting),
society 2.0 (agriculture), society 3.0 (industrial), and society 4.0
(information technology) [1, p. 25]
The Japanese government refers to society 5.0 as the unification of
cyber and physical worlds. Social issues can be resolved in better ways
as artificial intelligence facilitates data processing for the users. People
with physical impairment also benefit from the data robot as human can

control it using computers and the internet. Human development, based
on history, produces positive and negative impacts on humans and the
environment. [1, p. 34]
The basic function of technology is to produce benefits at their best
for the human race and keep the balance of the environment. During the
era of society 4.0, technology and information were shared online, and
there were difficulties to conduct partnership and cooperation. On the
other hand, society 5.0 enables humans to reach the highest combination
between virtual and real worlds. During this era, huge data of the real
world's censors are collected in the virtual world to transform into data
and analyzed using artificial intelligence; the result will be provided into
the real world in various forms. According to the Japanese government,
the future society 5.0 will employ drones, artificial intelligence-based
electronic home appliances, robots, and autonomous vehicles to travel and
shop using the cloud. [1, p. 35]
Islamic Education for Early Childhood Children during the Society
5.0 Era
Islamic education pays significant concern in the building of Islamic
individuals through Islamic education groups, and at the same time through
the family as it is the first and foremost education center for an individual.
Furthermore, schools also take a significant role and responsibility for
children's education; nevertheless, children's mental formation depends
significantly on parents and school partnerships. Simultaneously, the family
determines children's characteristics significantly as it is where children
grow and develop, especially during their early stage of life when they can
easily be formed and shaped in terms of characteristics and attitude. [7,
p. 38–40]
Early childhood education aims at children around 0 to 6 years
old. This education is the foundation for a comprehensive characteristics
building. Therefore, the stimulation must be according to the children's
needs to make them ready for a higher education level in the future. [8,
p. 13]
Children at their early age are developing rapidly, which is the
basis for their future. The learning process as the implementation of
treatment inherited to children by exemplary must be according to their
characteristics and the stage of age.
We often see children demonstrate their skills in front of the public
during the disruption era through the internet and television. The ability
to memorize, translate, and acting are some of the skills demonstrated by

these children. The skills prove that the children are successful in improving
their potential skills [10, p. 20]
Having to be involved in many non-domestic activities for mothers
has become one reason for the school to act as the facilitator to supervise
and protect the children. The current situation has made Early Childhood
Education a wise choice for parents to leave their child (PAUD).
Unfortunately, most parents feel reluctant to do that as the school fee is
relatively more expensive than elementary school [10, p. 20]
In general, there are three major knowledge and skill to teach to
children at an early stage [11, p. 333], they are:
1. Aqidah: Basic aqidah must be implanted within the children to
be the basis for their faith in the future. The activities to support
this plan are making the children recite Allah's holy names, tasbih,
istighfar, sholawat, and short prayers.
2. Worship practice: The attempts to become an obedient servant of
Allah, who does everything that Allah commands, and avoid anything
He forbids.
3. Akhlak: To make children willing to eat together, wash their hands
before eating, recite a short prayer before and after eating.
Despite all the school's efforts and attempts, the children's education
at an early age requires an intense role from parents with proper agendas
and obstacles analysis; the plan includes social factors, family form, family
development stage, and role model. Therefore, a family plays a significant
role in the children's education. [12, p. 10]
Parents' role in introducing and implanting religious education,
especially the Qur'an, must become the ultimate necessity and start from
an early stage. Every parent has their idea and pattern for providing the
best education for their children. The difference is due to the experience
and knowledge every parent has. Some parents things that children at an
early age need fun and enjoyable activities, including for the religious field,
but some others believe that they must emphasize more discipline and a
particular achievement. [13, p. 9]
Parents' problems in educating their children have become easier as
society 5.0 provides artificial intelligence as a significant product that can
facilitate parents better. With the AI technology, parents are no longer
worried about the high educational fee they might spend to acquire some
important basic skills and religious-based knowledge and a good attitude.
The AI can serve all those functions. [14, p. 11]. Parents can save some
of their monthly income to purchase artificial intelligence gadgets, such

as Smart Pen. The tool can demonstrate how to read or recite an ayat or
a surah multiple times to ensure the children hear it clearly with assistance
and guidance from their parents. Another way, the current ordinary
smartphone can assist parents for similar purposes by downloading the
appropriate application, such as Qur'an recitation.
The Smart Pen, an AI-based gadget, refers to the learning media by
using audio-visual. The media functions to focus the children's attention
on increasing their learning motivation so that the learning process will
run well and quickly, but the message/ value can be well-comprehended.
[15, p. 11]
Johann Heinrich Pestalozzi, in his book entitled The Attractive
Learning Model at Kindergarten, audio-visual media can develop children's
skills such as imagination, creativity, talents, and interest. The auditorial
development forces the children to improve their hearing to the maximum
extent, as visual for their sights, and memory for their mind.
Conclusion
The Japanese government refers to society 5.0 as the unification of
cyber and physical worlds. Social issues can be resolved in better ways
as artificial intelligence facilitates data processing for the users. People
with physical impairment also benefit from the data robot as human can
control it using computers and the internet. Human development, based
on history, produces positive and negative impacts on humans and the
environment.
Early childhood education aims at children around 0 to 6 years
old. This education is the foundation for a comprehensive characteristics
building. Therefore, the stimulation must be according to the children's
needs to make them ready for a higher education level in the future.
In society 5.0 era, issues that occurred during the previous eras will
no longer be a problem because there will be many gadgets that carry the
Artificial Intelligence technology to facilitate the parents in educating and
teaching their children about Islam, especially the Qur'an learning.
References
[1] Suherman, Musnaini, H. Wijoyo, dan I. Indrawan, Industry 4.0 vs
Society 5.0. Jawa Tengah, 2020.
[2] F. E. Nastiti dan N. A. R. ’Abdu, “Kesiapan Pendidikan Indonesia
Menghadapi era society 5.0,” Edcomtech J. Kaji. Teknol. Pendidik.,
vol. 5, no. 1, p. 61–66, 2020.

[3] R. A. Rusliana, “Perkembangan Pendidikan pada Masa Kecil Era
Digital,” SPEKTRUM J. Pendidik. Luar Sekol., vol. 7, no. 4, p.
445–448, 2019.
[4] Jalaludin, Psikologi Agama. Jakarta: Rajawali Pres, 2010.
[5] S. Latief, “Pendidikan Anak Usia Dini (PAUD) Sebagai Pondasi
Pembentukan Karakter Dalam Era Revolusi 4.0 Dan Society 5.0
Teknik Dan Keberlanjutan Pendidikan Karakter,” J. Literasiologi,
vol. 3, no. 2, p. 45–59, 2020.
[6] Suryadi, “Pembelajaran Era Disruptif Menuju Masyarakat 5.0,”
Pros. Semin. Nas. Pendidik. Progr. Pascasarj. Univ. PGRI Palembang
10 Januari 2020, vol. 0, p. 16–29, 2020.
[7] S. F. Mustafa, Kurikulum Pendidikan Anak Muslim. Surabaya,
2010.
[8] Y. Yaswinda, Y. Yulsyofriend, dan H. M. Sari, “Analisis
Pengembangan Kognitif dan Emosional Anak Kelompok Bermain
Berbasis Kawasan Pesisir Pantai,” vol. 5, no. 2, p. 996–1008, 2020.
[9] Y. N. Sujono, Konsep Dasar Pendidikan Anak Usia Dini. Jakarta,
2011.
[10] Z. Herni, “Pendidikan Agama Islam Pada PAUD (Penerapan
Pembelajaran Sains Pada PAUD),” J. Edudeena, vol. 2, no. 1, p.
1–20, 2018.
[11] Mansur, Pendidikan Anak Usia Dini Dalam Islam. Yogyakarta:
Pustaka Pelajar, 2005.
[12] A. Lilawati, “Peran Orang Tua dalam Mendukung Kegiatan
Pembelajaran di Rumah pada Masa Pandemi,” J. Obs. J. Pendidik.
Anak Usia Dini, vol. 5, no. 1, p. 549–558, 2020.
[13] F. Islamiah, L. Fridani, dan A. Supena, “Konsep Pendidikan Hafidz
Qur’an pada Anak Usia Dini,” J. Obs. J. Pendidik. Anak Usia Dini,
vol. 3, no. 1, p. 30–38, 2019.
[14] A. S. Pratikno, “Implementasi Artificial Intelligence dalam
Memetakan Karakteristik, Kompetensi, dan Perkembangan
Psikologi Siswa Sekolah Dasar Melalui Platform Offline
Conference,” in Proceeding KMP Education Research Conference
Keluarga Mahasiswa Pascasarjana (KMP) Universitas Negeri
Yogyakarta, 2017, p. 18–27.
[15] E. Lubis, “Pengaruh media audio visual terhadap peningkatan
kosakata anak usia 4-5 tahun,” p. 1–11, 2014.

The Inculcation of Characters toward Early
Childhood in the Society Era 5.0
Chissya El-Laudza1
Introduction
Society 5.0 is a concept of society that is focused on humans and
based on technology developed by the Japanese government. This concept
is a development of the 4.0 Revolution which is considered to be able to
reduce the role of humans has been initiated since 2019. This concept was
presented in order to answer problems that occurred in the era of the 4.0
industrial revolution. [1, p. 35]
This is not limited to just manufacturing but also solves the social
problems with the help of combining physical and virtual spaces. According
to the Law of the Republic of Indonesia regarding the National Education
System, states that the existence of a society 5.0 will have an impact on all
activities ranging from urban planning, industry, health, transportation,
agriculture, and education. [2, pp. 61-66]
In this current millennial era, educating children is quite difficult
job. It is just because the technological developments are getting faster so
that it can make easier for humans in all aspects, the development requires
parents and teachers to continue to observe children in their daily activities
at home and at school related to the technology, so the education area
must be able to educate children early in order to prevent various issues of
negative influences from this millennial era. [3, pp. 445-448].
The Ministry of Education and Culture in 2019 explained that Early
Childhood Education (PAUD) is an early educational institution to shape
the character of the nation's next generation. In its development, PAUD in
Indonesia has numbered 230,370 as of 2019 [4, pp. 45-59]. Based on the
National Education System Law regarding Early Childhood Education,
it can be carried out in formal, non-formal, and informal channels and
towards child development in the six sections listed in the minister of
education regulation No. 137 of 2014, namely, religion and morals, physical
motor (gross and fine motor skills), cognitive (recognizing and showing
reactions from their environment), language, social emotional, and art.
1
Masters of Islamic Education, Postgraduate Program University of Muhammadiyah Malang

The National Education System Law also explains that the religious
and moral aspects cover the ability to judge the religion adhered to by
each student, do worship, behave honestly, helpful, polite, respectful,
sportsmanship, maintain personal and environmental cleanliness, know
the big day. religion, respect, and have tolerance towards other religions
[5].
Nowadays, the phenomenon that is happening in Indonesia is a
moral degradation. Our online and offline media, mostly present a variety
of news about the relationship between students and learning at school
or/and the students’ interactions in which not in accordance with existing
norms to the students’ attitudes towards educators, and their environment.
There are also actions presented in the news which are widely spread in the
form of disrespecting friends, insulting educators, and even committing
criminal acts. [4, p. 4
From the above phenomena, the Minister of Education and Culture
in the cabinet called “Kabinet Indonesia Bersatu” volume II initiated a
character education concept as a solution to the ongoing problems.
Character building is an educational plan formed by the Indonesian
government in a national long-term development program 2005-2025 by
producing virtuous human resources as its goal. In the National Education
System Law No. 20 of 2003 has been set by the government as the goal of
national education. [4, p. 46].
In the National Education System Law No. 20 of 2003, the education
system in Indonesia includes education before basic education, basic
education, junior and senior secondary education, and higher education.
One of the pre-basic education institutions is early childhood education
institutions. This is stated in article 28 of the Law on the National
Education system no. 20 of 2003 [4, pp. 46-47] as follows:
1. Implemented before taking basic education.
2. Implemented through formal, non-formal, and informal education
channels.
3. In the formal path, the forms of early childhood education are
Kindergarten (TK), Raudhlatul Athfal (RA), and other forms of the
equivalent.
4. In the non-formal forms of early childhood education are Play Groups
(KB), Child Care Parks (TPA), and / or other forms of the equivalent.
5. In the informal form of early childhood education is education in the
family and the environment.
The National Education System Law also explains that the religious
and moral aspects cover the ability to judge the religion adhered to by

each student, do worship, behave honestly, helpful, polite, respectful,
sportsmanship, maintain personal and environmental cleanliness, know
the big day. religion, respect, and have a tolerance for other religions. [5]
According to the statement above, as Indonesian citizens who have the
same Godhead, religious teaching are important in inculcating character in
early childhood so that they can grow and develop in accordance with the
values of Islamic teaching. It is hoped that the future form of human life
will not contradict toward the values of religious teaching which already
have attitude rules between human relations with one another, but can
cooperate with the development of science and technology.
This paper is an inculcation of character in early childhood which is
focused on the values of Islamic teaching. This is expected to be the right
answer to the problems mentioned above, also the roles of school as a place
for implementing education are expected to be a place for the realization
of the mission of character inculcation.
The Results and Discussion
The society revolution 5.0 is different from the industrial revolution
4.0 which is more focused on the business area only. The presence of
technology in the era of society 5.0, new values are formed that will erase
gaps occurred in society, such as; age, gender, language and provide services
for any individual and people needs [2, pp. 61-66].
The Japanese Prime Minister's Office began to give birth to Society
5.0 on January 21, 2019, which is focused on a human-centered and
technology-based society. Society 5.0 was preceded by the era of society
1.0 (hunting), society 2.0 (agriculture), society 3.0 (industry), and society
4.0 (information technology), and now society 5.0 is born. [1, p. 25]
The Japanese government defines society 5.0 as a union between
cyberspace and physical space. All social problems will be made easier with
the use of artificial intelligence which helps process data so that users only
receive finished data. In terms of physical limitations, the robotic data is
also used as a helper that is easy to control by computer and the internet.
The development of human history will have a positive or negative impact
on humans and the environment. [1, p. 34].
The Technology in all fields of development must be used maximally
for the benefit of mankind, and for the balance of the natural surroundings.
In the society 4.0 era, sharing knowledge and information in cyberspace
is not really enough, and doing collaboration only is difficult. But with
the existence of society 5.0, it is able to reach the highest peak between

virtual space and real space. In the Society revolution 5.0 era, accessing
the large amount of information available from sensors in real space is
collected in cyberspace, then the information is turned into the data and
analyzed by the artificial intelligence (AI) and the results of this analysis
are issued back to humans in real space with various shape. According to
the Japanese government, the forms of society 5.0 are drone technology,
household appliances that use artificial intelligence (AI), robots, shopping
and traveling only with cloud applications, and the use of autonomous
vehicles. [1, p. 34]
In the society 5.0 era, the concept of character education is needed.
Character education is defined as an education by instilling values in
accordance with the nation and culture with aspects of knowledge
(cognitive), affection felling, and actions towards God Almighty, self,
environment, society, and nation ( 6, p. 3]. The essence of character
education is a process in guiding students to change behavior, attitudes,
and culture that can create a civilized society. This aims to produce
Indonesian human resources who have noble personalities who are seen as
elements of character that are in line with the goals of national education
and in accordance with the development of the society 5.0 era.
The School institutions have a big responsibility in educating children.
But in the mental formation of children, it is very necessary to establish
cooperation between schools and families. It is because the formation of a
child's personality is based on the family environment in which the child
grows and develops. At the beginning of the child's development, their
behavior and thoughts are still very easy to educate at this stage. [7]
Early Childhood Education is defined as an effort in education
provided to children, starting from the zero age to the age of 6 years. Then
early childhood education is the beginning or the basis of the formation
of the human personality as a whole. Therefore, learning taught in early
childhood must be based on children's needs, by providing learning stimuli
appropriate to children's needs, so that children will feel better prepared to
face higher levels of education in the future. [8, p. 13]
Early childhood is an individual who is in the process of developing
very quickly and is fundamental to tomorrow's life. The learning process
as a form of treatment that is passed down to children must observe the
personality possessed by each period of child development.
In this disruption era, we often see some of the abilities of children
displayed in media such as television and the internet. The ability to
memorize, translate and represent intelligently and creatively presented

by children at an early age, based on their thought patterns, seems to be
successful in developing the potential of their own minds. [9, pp. 1-20]
The busyness of parents outside the home is one of the reasons
for entrusting children to look after and supervise at school. For early
childhood, in the current era of globalization, entrusting children to early
childhood education institutions (PAUD) is a wise action for parents.
However, many parents are reluctant to entrust their toddlers to early
childhood education institutions (PAUD) because many schools provide
very expensive rates when compared to children at the primary school or
equivalent level. [9, pp. 1-20]
In general, there are three main points of education that must be
taught to early childhood. [11, p. 333] which are as follows:
1. Faith education: the basics of faith in children must always be instilled so
that every child's development is based on the correct belief. By getting
used to glorify Allah SWT, tasbih, istighfar, sholawat, and short prayers.
2. Worship Education: being an obedient human being to carry out all
the commands of Allah SWT and stay away from all His prohibitions.
3. Moral Education: allowing children to eat together, wash their hands
before eating, and read prayers before and after eating.
However, the role of parents in educating children is very necessary.
Especially in early childhood who really need parental involvement with
various efforts and activities in accordance with the analysis of the barriers
of parents including social factors, family form, family development stage,
role models. So the role of the family is very big and essential in the process
of educating children. [10, pp. 549-558]
In an effort to improve character education in the country, the
government has made a program on Strengthening Character Education
(PPK) in 2010. This program is listed in the eight points of Nawacita,
namely the mental revolution movement and character revolution in
education [11, p. 34]. In the education dimension, there are five points of
character values that need to be encouraged, one of them is religion.
Religion is the cultivation of character education in the theological
aspect. Every behavior that will be carried out by individuals or groups
of people must be pursued in accordance with the values of religious
teachings and the Islamic divine principles [11, p. 34]. The form of
cultivating character by prioritizing religious values is by respecting and
respecting existing diversity, tolerance between religious communities, not
imposing wills on others, and having mutual love between people without
discriminating in any way. The development of the industrial revolution

4.0 presents its own challenges for the Indonesian people, especially in
the religious aspect. The society 5.0 era is more inclined towards the west,
so that the religious aspect will naturally fade away. This is also marked
by a model of community life that lacks attention to children's religious
education from an early age, so that it affects children in the future. [11,
p. 34]
Conclusion
Cultivating character in early childhood is a very essential need in
everyday life in the society 5.0 era which is in accordance with the values
of Islamic teachings. So that the phenomenon of moral degradation in the
future can be gradually eliminated by cultivating character starting from
early childhood education.
References
[1] M. H. W. d. I. I. suherman, , Imdustry 4.0 vs society 5.0, Jawa
Tengah: CV Pena Persada, 2020.
[2] F. E. Nastiti and N. A. R. 'Abdu, "Kesiapan Pendidikan Indonesia
Menghadapi Era society 5.0," Edcomtech J. Kaji. Teknol. Pendidik.,
vol. 5, no. 1, pp. 61-66, 2020.
[3] R. A. Rusliana, "Perkembangan Pendidikan Pada Masa Kecil Era
Digital," SPEKTRUM J. Pendidikan Luar sekolah, vol. 7, no. 4, pp.
445-448, 2019.
[4] S. Latief, "Pendidiksn Anak Usia Dini (PAUD) sebagai Pondasi
Pembentukan KArakter Dalam Era Revolusi 4.0 Dan Society 5.0
Teknik Dan Keberlanjutan Pendidikan Karakter," J. Literasiologi,
vol. 3, no. 2, pp. 45-59, 2020.
[5] Kemendikbud, Konsep Dan Implementasi Kurikulum 2013,
Jakarta: Kementrian Pendidikan Dan Kebudayaan, 2014.
[6] A. C. P. Harahap, "Pendidikan Karakter," Al-Irsyad: Jurnal
Pendidikan Dan Konseling, vol. 9, no. 1, p. 3, 2019.
[7] S. F. Mustafa, Kurikulum Pendidikan Anak Muslim, Surabaya:
Pustaka Elba, 2010.
[8] Y. Yaswinda and d. H. M. S. Y. Yulsyofriend, "Analisis Pengembangan
Kognitif Dan Emosional Anak Kelompok BErmain Kawasan
Pesisir Pantai," Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini,
vol. 5, no. 2, pp. 996-1008, 2020.
[9] Herni, "Pendidikan Agama Islam Pada PAUD (Penerapan
Pembelajaran Sains Pada PAUD)," J. Edudeena, vol. 2, no. 1, pp.
1-20, 2018.

[10] A. Lilawati, "PEran Orang Tua Dalam Mendukung Kegiatan
Pembelajaran di Rumah Pada Masa Pandemi," J. Obsesi: Jurnal
Pendidikan Anak Usia Dini, vol. 5, no. 1, pp. 549-558, 2020.
[11] M. Sukarno, "Penguatan Pendidikan Karakter Dalam Era
Masyarakat 5.0," in Proseding Seminar Nasional 2020 Fakultas
Psikologi UMBY, Yogyakarta, 2020.

The Implementation of Think-Pair-Share (Tps)
Technique in Teaching ESP Reading for Tourism
Daryanto 1
Introduction
Indonesia is one of a country which places English language as a
foreign language. However, English language has a big role in the 21st
century such as in economy, science, technology, education. Accordingly,
the need for English becomes an obligation for education field. The need
for English in many aspects in Indonesia needs considerable pressure on
the educational resources. In the context of English language, recently,
Indonesian government in educational sector considers the English
language to be taught in school as an extracurricular subject. This change
does not give quite enough chance to prepare students for adapting to the
future era.
The importance of English in many aspects has brought worldwide
demand for English for Specific Purpose (ESP). Student joins ESP course
to have good competence in their field of work or education because they
will learn English based on their field, such as English for tourism, English
for management, English for the law. Thus, many universities all over the
world are providing ESP courses to meet the global need as well as to meet
student’s future career needs [1].
Joining the ESP course, students are expected to master four skills
in the English language. Therefore, the ESP course provides four English
skills. Reading skill is one of the skills that is important for the students.
They should be mastered well to support other English skills. Students of
ESP for tourism who have already studied basic English have been tought
those skills. Hence, ESP reading materials for tourism, absolutely, are
different from English for Academic purposes (EAP), and other English
learning in general.
Reading is one of English skills which has a big role in learning
English because having good reading skills will affect the other language
skill. According to [2] “Reading can build others English component and
skill like conversational proficiency, vocabulary, and writing ability as well
1

as reading proficiency”. Students who have a pretty good ability in reading
skill will also be good in other language skills. Therefore, it is necessary for
students of English for Specific Purposes (ESP), and for students of ESP
tourism to master the reading skills.
To help students mastering the reading of English texts, ESP teachers
are an important factor in the teaching and learning process. Their
obligation is not only to convey the material but also to make an interactive
teaching and learning process. This is a strategy to make students active and
creative to learn, that is by implementing various methods and techniques
in teaching English. [3] A method is a core to any language teaching field.
It means that teaching methods should be implemented in the teaching of
any language. It can help students easily understand the material and get
interested in learning English. Moreover, the implementation of teaching
techniques is one of the factors to help to achieve the goal of language
learning activity. That is the reason why teaching technique is very crucial
in the teaching and learning English.
The teaching and learning process ESP needs an appropriate approach
because it is not the same as general English. [4] stated, ESP is different
from other areas of English teaching and learning programs, such as English
for Academic Purpose (EAP), English for Occupational Purpose (EOP),
English for Vocational Purpose (EVP). Teaching technique an important
part of teaching language, likewise in teaching English for Specific Purposes
(ESP). However, the ESP teacher should use a communicative technique
to make interesting class activities and to make ESP students understand
the material easily especially in teaching ESP reading skill to the student
of tourism.
The previous research of the implementation of the Think-Pair-Share
(TPS) technique in teaching reading comprehension conducted by [5],
the study investigated students’ improvement on reading comprehension
achievement after they were taught through the TPS technique and the
students’ constraints during the implementation of the TPS technique.
It showed that there was a significant improvement in students’ reading
comprehension. They suggested that the TPS technique can be applied
to improve student’s reading comprehension. Therefore, it needs more
analysis on how the teacher implements TPS in teaching reading for ESP
tourism.
There are a lot of teaching reading techniques that are used by ESP
teacher in teaching English. TPS is one technique that can be used by
the teacher to motivate and make students more active during learning
ESP reading. Therefore, the writer was interested in analyzing the

implementation of the Think Pair Share (TPS) technique in teaching ESP
reading. Then the questions were how is the teacher implement the Think
Pair Share technique in teaching ESP reading for tourism? What are some
steps in implementing Think Pair Share (TPS) technique in teaching ESP
reading for tourism? The questions led this paper to obtain the answers.
Discussion
The first problem was how is the teacher implement the Think Pair
Share technique in teaching ESP reading for tourism? This section will
picture the ESP reading of tourism class activities whose the teacher used
the TPS technique in teaching tourism class. Here also will be discussed
on how would pre-reading activities, whilst-reading, and post-reading
activities look like.
In the beginning, before the teacher started the class, he explained the
goal of learning. There were three goals of that meeting. “First, students
can understand written text comprehensively. Second, students can share
the passage in front of the classroom. Third, students are to understand
famous tourism in Thailand”. Meanwhile, the topic of the reading passage
was “A Travel Guide”. This passage tells about Bangkok landmarks.
The teacher then continued by engaging students to the related topic.
He invited students to focus and involve in the situation as if as they were
as tour guides. Some questions that used by teacher were whether they ever
went to overseas, what they have known about Thailand, how important
knowing some tourism places for the tour guide, and so on. Most of the
students realized that students of tourism had to know much about tourism
places both in this country and other countries. The teacher motivated
them that by reading they would know many things in the world. Most
students were motivated to read the text in that meeting.
After the teacher gave stimulation to the students, he started by pre-
reading activities. The teacher asked the students to match the definitions
(a-f ) with the vocabulary (1-6). There were six vocabulary items in math in
the pre-reading activities. [6] Pre-reading activities can motivate students
before the actual reading take place. For example, the teacher could ask
students questions that arouse their interest while previewing the text
which made the students engaged more with the topic. This task was also
expected to help students overcoming their vocabulary difficulties.
In whilst-reading, the next step was the main reading. In this step,
the teacher used the TPS technique to increase students' understanding.
The teacher asked the students to read a passage; he asked students to make
pairs. Afterwards, students worked in pairs, then the teacher asked them to

read the passage carefully and found out the main idea of each paragraph.
During reading a passage activity, the teacher gave them fifteen minutes
to comprehend the text. [7] Reading is the ability to draw meaning from
the printed page and interpret this information appropriately. Thus, when
students read a text, they also think about what the passage about, what
information the writer would share with the reader.
In this step, the teacher already conducted three steps of the TPS
technique. It was in line with Kagan in [8] that some steps of this technique
are 1) organizing the students into pairs; 2) posing the topics/questions;
and 3) giving time for students to think. Students got the passage from the
text. Two steps were already finished, and the further steps would be done
in the post-reading activities.
After the teacher was sure that all students read the text, then
learning activities continued to the last reading activities. That was post-
reading activities. Here, the teacher asked students to discuss what they got
from the text with their partners. They were given ten minutes to discuss
the passage. Then, the teacher requested some explanation from each pair
to share in front of the class on the content of the text based on what they
understand. These were the last steps of the think-pair-share technique in
ESP reading class. It was in line with Kagan in [8] that the fort steps of the
TPS technique is asking the students to discuss with their pairs, and then
calling on some pairs to share their ideas in front of the class.
The purpose of this sharing in front of the class was to increase
students' understanding and to train students in communicative skills. All
students had different capabilities in understanding the text. By sharing
sessions, it would emphasize the students’ understanding on the passage.
It would look like studying in the team to understand the text. Students
were considered to comprehend the material if they could convey what the
messages from the text in the sharing session.
The last activity in the teaching and learning process of ESP reading
for tourism was doing the task. This activity was the assessment part for the
teacher. By this task, the teacher could measure the result of the learning
process from the beginning until the end of the meeting. There were two
tasks to be done by all students individually. The first task was matching
the Bangkok landmarks and places with the description and the second
task was to answer the statement whether it was true or false.
All of the answers were submitted before the teacher closed the class.
He also gave students feedback related to the teaching and learning process.
He motivated the students that reading is very important to increase their

knowledge and that reading can be done anywhere. When the teacher
concluded the material, all students knew about Bangkok landmarks; they
would be ready to be a tour guide in the future.
Conclusion
Referring to the discussion above, the technique of Think-Pair-
Share can be implemented in teaching ESP reading for tourism. During
the implementation of this technique, the teacher also followed the pre-
reading, whilst-reading, and post-reading steps that were seen crucial
in teaching reading. Thus, using the TPS technique made the teaching
of reading more effective and was able to prevent student boredom in
learning reading. Students were given ample time and opportunity to
share what they got from the passage. It was in line with the previous study
results stating that TPS could improve students’ achievement in reading
skill. It can be seen from the results of the students’ mean score in the
pre-test and post-test. Therefore, this technique can be used to increase
students reading understanding.
In short, the teaching and learning process of ESP reading for
tourism by using the Think Pair Share (TPS) technique is suggested to be
implemented by ESP teachers. However, it needs further research on how
effective is TPS used in ESP reading class, whether the techniques is able to
improve reading performance, and advantages or disadvantages proposed
by the use of the TPS. Further writer might look at these issues in details.
References
[1] M. Bracaj, “Teaching English for Specific Purposes and Teacher
Training,” Eur. Sci. J., vol. 10, no. 2, pp. 40–49, 2014.
[2] R. A. Miriam Burt, Joy Kreeft Peyton, Reading and Adult English
Language Learners A Review of the Research. USA: Center for
applied linguistics, 2003.
[3] P. M. J. M.F. Patel, English language teaching. Jaipur: Sunrise, 2008.
[4] S. Paltridge, Brian. Starfield, The Handbook of English for Specific
Purpose. oxford: WILEY-BLAXKWELL, 2013.
[5] M. fajar Kurniasih, Ari Nurweni, “The Implementation Of Think-
Pair-Share (Tps) Technique In Teaching Reading Comprehension,”
2017.
[6] Hesham Suleiman Alyousef, “Teaching Reading Comprehension to
ESL / EFL Learners,” J. Lang. Learn., vol. 5, no. 1, pp. 379–380,
2006.

[7] W. G. and F. L. Stoller, Teaching and Researching Reading, Second
edi. New York: Routledge, 2011.
[8] P. Sugiarto, D. Sumarsono, “The Implementation of Think Pair
Share Model to Improve Students’ Ability in Reading Narrative
Texts,” . Int. J. English Educ., 2014.

Evaluation of New Normal Era Learning
Dede Hasanudin1
Introduction
Learning in the new normal era is a warm, actual, and mushrooming
conversation in various levels of education both among teachers and
students starting from the elementary and middle school level as well as
among lecturers and students at the college level. This learning has jolted
all people in all parts of the world who have to change their face-to-face
learning patterns (classroom learning) into online / synchronous learning
through digital devices. New terms have also sprung up from webinars,
cuddling, synchronous, e-learning, and virtual face-to-face.The word Era
new normal also served as a warm conversation between the government
and the Language Agency of the Ministry of Education and Culture. What
is the appropriate equivalent to replace the word new era normal. The
government proposes a New Era of Normality, while the Language Agency
proposes a New Era of Habit. Apart from the above debates, all is up to the
language users themselves. So that the term "New Habit Era" appears, and
the New Era of Normality "appears. Some even maintain the term 'Learning
Habits in the New Normal Era. Of the three terms above, actually it still
focuses on the same thing, namely how an educational institution prepares
everything related to the preparation of the learning process, starting from
facilities, infrastructure, learning devices (curriculum, modules, practical
manuals) to the readiness of educators. and students to be ready to accept
this new habit.
The Minister of Education and Culture did not remain silent in
responding to this situation. There are at least 4 things put forward to deal
with the learning process in this new era of habituation. The four things that
are meant are: 1) The direction of the new policy in the implementation of
the National-Based School Examination, 2) In 2020 the implementation
of the UN for the last time, 3) Simplifying the preparation of the Learning
Implementation Plan (RPP), and 4) Zoning for the Admission of New
Students. implemented. [1]
Of the four aspects above, there is one interesting thing, namely
simplifying the Learning Implementation Plan (RPP), if in higher
1
University of Muhammadiyah Prof.DR.HAMKA, denhas@uhamka.ac.id

education it is called the Semester Credit Development Plan (RPKS).
It is very natural, because the previous lecturer had prepared RPKS for
face-to-face, they had to change, adjust the learning process to face-to-face
or online. Of course, this change is not necessarily as easy as imagined.
There are many things that must be considered, considered so that the
learning process or lecture can run smoothly. In these conditions, each
individual who becomes a student will take part in this activity in order to
form a better personality. A good person will be manifested in a change in
behavior, as evidence that he has obtained learning outcomes. Learning is
a process of effort carried out by a person to obtain a whole new change
in behavior as a result of his own experience in interaction with his
environment. [2]. The same thing also states that "Learning is a process
of changing behavior in individuals because of the interaction between
individuals and their environment so that they are more able to interact
with their environment". [3]
One of the things that needs to get attention from lecturers is how
to design evaluations that were intended for face-to-face lectures, into
evaluations for online lectures so that the desired learning outcomes can be
achieved optimally. Evaluation is an absolute requirement to determine the
success of a learning process. Evaluation itself is part of the learning process,
because learning itself is a system in which there are various components,
including objectives, materials, methods, media, learning resources,
evaluation, students, environment and teachers who are interconnected
and dependent on one another. and take place in a planned and systemic
manner. [4] Whatever the conditions, evaluation should still be held to
determine the achievement and feedback of a learning process. Evaluation
is an activity to collect information about the work of something, which
is then used to determine the right alternative in making a decision.
[5]. With the existence of learning evaluation, as an educator they can
make the best decisions for their students, and take the necessary actions
to make a decision. Learning system evaluation means evaluation of the
combination of various components that apply a specific management
pattern that is deliberately designed, selected, and implemented in order
to create purposeful and controlled learning events. [6]
Since the declaration of the 2019 corona virus disease (Covid-19) as a
national epidemic on March 11, 2020, learning models in higher education
have begun to adapt, including through the online system. [7]. This system
is felt to be good enough to break the chain of spreading Covid-19 in
Indonesia. The online learning system has been implemented in several
schools, from early childhood education to higher education institutions to

continue providing services in the world of education and the application
form of the Industrial Revolution 4.0 which focuses on technology-based
learning [8]. In the online learning process, evaluation needs to be carried
out so that the quality of learning can be maintained. This is where the
creativity of teachers or lecturers is needed in preparing evaluations for
their students, for students so that there are learning outcomes obtained
even though only through virtual face-to-face evaluations.
Of course, there are many evaluation models that can be used to
assess student abilities. One of them is Donald L. Kirkpatrick's Four Level
Model which was developed a long time ago in 1959 but still has relevance
for use in this online learning process. The four models can be detailed as
follows: 1) Reaction Evaluation (Evaluating Reaction) Reaction is carried
out to measure the level of reaction which is designed to find out what
the training participants think about the training program, 2) Evaluating
Learning There are three things that the Instructor can teach. in training
programs, namely knowledge, attitudes and skills, 3) Evaluating Behavior
Evaluating Behavior) Assessment of behavior is focused on changes in
behavior after participants return to the workplace, and 4) Evaluating the
Results / Impact of the Training Program (Evaluating Result) Evaluating
the results focused on the final result (Final Result) that occurs because
participants have followed a program.
Discussion
Creativity, which is a lecturer innovation, is needed in making
evaluations related to virtual face-to-face lectures. In this discussion, the
author will describe how the evaluation process can take place in the
Indonesian Language and Literature Study Program, FKIP UHAMKA.
The author teaches Semantics in semester V and Psycholinguistics in
semester VII. The evaluation that the author means here includes individual
assignments, group assignments, midterm and final semester exams which
have different percentage weights and will be converted as the final score
that will be obtained after attending the lecture program for one semester
through virtual or online lectures.
The implementation of virtual face-to-face lectures requires
facilities and infrastructure to make it easier for students and lecturers to
communicate and interact in this lecture activity. Related to the above,
Uhamka as one of the educational institutions that conducts online
lectures uses the LMS (Learning Modle System) as the software used by
both lecturers and students, known as OLU (Online Learning Uhamka).
In practice, the lecturer uploads all learning tools in the form of files (ppt,

articles, individual and group assignments, fromative test, and sumative
test), as well as in the form of quizzes, and video shows. In addition,
lecturers and students also fill out BAP (Lecture Minutes) and conduct
Discussion Forums both synchronously and asynchronously to provide
opportunities for students to ask questions that are not yet clear during
lectures. Before lectures begin, the lecturer has uploaded the material
above to provide convenience and flexibility for students to download the
material provided by the lecturer.
The virtual face-to-face lecture process can run well if the lecturers and
students use the official devices set by Uhamka, namely Uhamka Online
Learning. So that lecturers and students can use this tool, each lecturer
and student is given a user name and password. Of course, if in practice
there are network problems experienced by students or lecturers or there is
network repair at BPTI (Central Agency for Technology and Informatics)
UHAMKA, then lecturers are given the authority to utilize other tools in
social media such as zoom, google meet, google class room, line, and whats
app, as long as this has been agreed upon by the lecturers and students.
In detail, the authors will describe one by one how the virtual face-to-
face lecture process takes place at Uhamka and how the learning evaluation
process continues well and smoothly. First, the BAP is carried out by
writing down the teaching materials that have been taught at the meeting
session. The BAP must be filled in by the lecturer after every online lecture.
Likewise, student attendance is held just before the lecture ends. This
attendance is directly connected to Uhamka's SIAP (Lecture Attendance
System) which will be saved automatically. Uhamka implements meetings
in one semester, 16 x meetings including formative test and sumative test.
This automatic connection makes it easy for lecturers to access this BAP
when needed when filling out the BKD (Lecturer Workload) or when
managing JAFUNG (Functional Position). Second, lecturers can upload
all the material needed by students in the form of files, (ppt, pdf, word),
practical video tutorials from lecturers related to assignments, as well as in
the form of pages, and urls that can be directly accessed by students. In
addition, lecturers can also create discussion forums to provide the widest
possible opportunity for students to discuss with other students or discuss
with lecturers about matters relating to lecture materials or assignments.
Third, OLU is equipped with a video device that can be used by lecturers
and students during online lectures. This makes it easier for the lecturer
to control whether students are really present, and open the camera and
psychologically there is closeness and togetherness between lecturers and
students during the lecture.

Fourth, lecturers can carry out evaluation activities by uploading
individual assignments. group assignments, fromative test, and sumative
test by setting a deadline that has been agreed between the lecturer and
students. This makes students motivated to do the assignment so they
are not late. Likewise with fromative test and sumative test they have to
upload answers according to the deadline, if it is too late, the system will
close automatically which results in the student being unable to upload
assignments, formative test, and sumative test.
In relation to learning evaluation, the author uses Donald L.
Kirkpatrick's Four Level Model which is used in this online learning
process. The four models can be detailed as follows: First. Reaction
Evaluation, anyone would be surprised at first, both lecturers and students.
However, that does not mean that lecturers cannot do anything. Lecturers
are excellent diplomats, instructors, and good class managers. Therefore,
he must change the student mindset following the learning and evaluation
process which is usually done face-to-face to virtual face-to-face. To
bridge this, the lecturers conducted interviews, discussion forums, and
questionnaires via google form to find out how they reacted to this face-
to-face learning process. The results show that of the two classes given a
questionnaire, almost all answered that they wanted face-to-face lectures.
However, that does not mean they reject face-to-face lectures. Various
reasons they put forward which all make sense. Starting from a weak
network, not all areas where they live are reached by OLU, which makes it
difficult to interact with lecturers and other student friends, and there are
still students who are still clueless (failing in knowledge and technology).
The proficiency and creativity of the lecturers are needed to create a pleasant
and joyous lecture atmosphere to answer the reactions of these students.
Second, learning evaluation is also carried out online during lectures
by livening up the atmosphere of giving quizzes or questions and answers
and more importantly assigning students to complete their assignments
both individually and in groups as part of evaluating their abilities.
Normally, especially in semantics and psycholinguistics courses, individual
and group assignments are usually carried out directly in the field to get
data from respondents. However, due to the covid-196 + 5 pandemic,
individual and group assignments were carried out at home only in WFH
(Work From Home). The individual assignments of students are asked
to do digital literacy about problems that arise on social media that are
associated with semantic studies or psycholinguistic studies (adjusted to
the courses taken), to be further made in a scientific article. Meanwhile,
for group assignments, they were asked to study theories about semantics

or psycholinguistics using data obtained from digital literacy results
from WAG, Line, Instagram, advertisements, online news, and YouTube
impressions. Specifically for this group assignment, they must be presented
in the form of a scientific research report and must be presented at the XIII
and XIV meetings. The hope is that they must be able to virtually account for
the results of their research in front of lecturers and other student groups.
Third, evaluation of behavior. This of course needs to be manifested
in the observation of each meeting to the meeting, how the student's
attitude in participating in this online recovery. Honestly, it can be said
that the student's interest in taking online lectures is increasing. Along with
a pandemic that hasn't ended until recently. However, the most powerful
reason is that they need knowledge, need assessment, need recognition,
and most importantly, need a continuous educational process. Therefore,
regardless of the form of their recovery, they still follow the lectures well.
They do not want their right to gain knowledge, and they do not want to
be excluded from sumative test activities because their attendance is less
than 75%.
Fourth, evaluation of the results which is the end of a long process
of lecturing for one semester. In this final evaluation, Uhamka adopts a
system of sharing the percentage assignment of 20%, formative test, 30%
and sumative test 50% to be converted into the final value. The results
of this study indicate that the complete individual student assignments
are uploaded to OLU, the results of the complete group assignments are
presented virtually, and the complete fromative test and sumative test
results are uploaded to OLU. Except for students whose attendance is less
than 75%, students who are on leave, are considered unable to participate
in the above activities. The good thing is that even though the lecture
is done virtually, the results of this study are able to prove students can
make a scientific article, students can in groups produce simple research
on Semantics and Psycholinguistics, and can take formative test and Final
Exam by uploading answers to OLU according to the deadline time.
Conclusion
Learning in a new habit era is not an obstacle to progress and develop
rapidly in the future. Lecturers and students must be prepared to face this
with full sincerity, tenacity, persistence and confidence in the success of an
educational process. Lecturers and students must work together, interact
and communicate in virtual face-to-face lectures so that the quality of
the lectures can be maintained. The expertise and innovation of lecturers
are needed to change the mindset of students so that they are ready to

take online lectures with various limitations, such as unstable networks,
running out of quota, not all student residences are reached by the devices
provided by the campus. Various applications can be used to continue to
conduct virtual face-to-face lectures, by taking advantage of existing social
media such as: WAG, Line, Instagram, Telegram, Google Meet, Google
Class Room, Zoom, Skype. In essence, the lecture process must continue
so that the RPKS that has been set as a reference for achieving the results
of a course can be carried out properly.
The results of this study have proven that even though students
learn by means of WFH (Work From Home) and by only doing digital
literacy, they can make a scientific article as an individual task, and make
simple research results in groups on Semantic Studies and Psycholinguistic
Studies that are presented virtually. In addition, they can also take part
in the evaluation of both formative test and sumative test. The point is
in virtual face-to-face lectures the quality of learning can be maintained,
and students get a final grade as a condition for passing a course taken in
a semester program.
References
[1] Keputusan Menteri Pendidikan Dan Kebudayaan Republik
Indonesia Nomor 719/P/2020 Tentang Pedoman Pelaksanaan
Kurikulum Pada Satuan Pendidikan Dalam Kondisi Khusus.
[2] Slameto, Belajar & Faktor-Faktor Yang Mempengaruhi. Jakarta:
Rineka Cipta, 2010.
[3] Eveline Siregar dan Hartini, Teori Belajar dan Pembelajaran. Bogor:
Ghalia Indonesia, 2014
[4] Indah, Komsiyah, Belajar Dan Pembelajaran. Yogyakarta: Teras, 2012.
[5] S. Arikunto, Dasar-dasar Evalsumative testi Pendidikan. Jakarta: PT
Bumi Aksara, 2007.
[6] Soeharto, Teknologi Pembelajaran Pendekatan Sistem, Konsep dan
Model, Evalsumative testi, Sumber Belajar, dan Media. Surabaya:
SIC, 2003.
[7] Agus Yudiawan, “Belajar Bersama Covid 19: Evalsumative testi
Pembelajaran Daring Era Pandemi di Perguruan Tinggi Keagamaan
Islam Negeri, Papua barat”, Al Fikr., vol.6, No.1. Juni 2020, pp.10-
16,2020.
[8] Muhamad Fitrah and Ruslan,”Eksplorasi Sistem Pelaksanaan
Evalsumative testi Pembelajaran di Sekolah pada Masa Pandemi
Covid-19 di Bima”, Jurnal Basicedu Research $ Learning in
Elementary Education, vol. 5 Nomor 1, pp.178-187, 2021

Language Characteristics of Chinese Communities
in Jawa Timur: a Sociolinguistics Approach
Devi Lisa Almira1
Introduction
Tribes across regions have unique culture and characteristics, one of
which is linguistics as characterized by different languages. For example,
China as a big country with its own language characteristics and distinct
letters. Along with globalization, Chinese descents have spread all over the
world, including Indonesia. The arrival of Chinese community to Jawa
Timur, such as in Surabaya, has led to a gradual change in the unique
characteristics of the language. They pronounce certain word changes,
such as shortening “pergi” to “pigi” while adjusting to the local dialect, but
maintaining Chinese nicknames like “koko” and “meme” [1]. Variations
in Bahasa Indonesia (BI) spoken by Chinese descents in Jawa Timur is
influenced by the sociocultural factor in the local community. Their BI is
different from Jawa Timur people where Chinese descents largely practice
code-switching and code-mixing resulting from Javanese influence. This
causes characteristic change in the language spoken in their everyday life
that can be studied from sociolinguistics and ethnolinguistics perspectives.
Sociolinguistics is a multidisciplinary branch of linguistics science.
This branch of knowledge has undergone a development partly from
anthropology, ethnography, sociology, and dialectology as a natural
epistemological heritage. Hence, linguistics phenomena can be
studied through interdisciplinary approach [2]. According to Hymes,
sociolinguistics study the relationship between language and society
based on their language along with the phenomena that occur within the
communities. Chaklader states that sociolinguistics focuses on the study of
a community’s use language with variety of patterns [3].
In speech production within interaction process, the involving parties
will consider some factors, such as peers, location, time, and topic [4]. This
in line with Pateda, who stated that sociolinguistics deal with “who to speak
to (or write), what language (or language variety), to whom, when, to what
end”. Sociolinguistics also views language as a part of society and culture
1
Master of Pendidikan Bahasa dan Sastra Indonesia, Postgraduate Program University of
Muhammadiyah Malang

[5] where language is inseparable from social life among individuals. The
use of language is inextricable from daily activities in human life [6]. It
can be concluded that the interdisciplinary study of sociolinguistics link to
social aspects, such as culture and environment. These simultaneous social
influences lead to language characteristic changes in a culture.
Additionally, ethnolinguistics has undergone rapid development
in research in the 21st century. Besides the global spread of scientific
publications via the internet, globalization has given major influence in the
discussions of ethnolinguistics and sociolinguistics. Globalization increases
human mobility across countries and regions, where ethnolinguistics has
influenced the used languages and practiced culture in an era. This also
impacts the emergence of large minority communities in certain areas
[7]. According to Riley, ethnolinguistic approach studies the relationships
and interactions that occur between the group and the interlocutors. In
this case, the type of individual communicative speech is resulted from a
mixture of personal identity (who they are and who they want to be taken
for) and community’s identity (who they think they are and who they are
taken for) [9].
In the relationship between language, society, and culture, language
plays a critical role in influencing ethnolinguistics [8]. This notion is
supported by Fishman, who states that language use does not only link
to speech and interaction, but also functions as the core value in human
life, such as religion or national identity. It is noteworthy that language is
not an isolated identity [9]. Hence, human speech production conveys an
essential value to facilitate human interaction. In this global era, especially,
immigrants must be able to adapt to the language used by the local
communities.
Chinese descents in Jawa Timur indeed were born and living within
their communities where their communication mostly takes place with
their fellow Chinese. Their internal socialization has slowly escalated to the
point where they must blend with Jawa Timur communities. As a result,
their language is influenced by the language of Jawa Timur people. It is
the interest of this research to study the characteristics of BI spoken by
Chinese descents Jawa Timur through sociolinguistics approach. Findings
of this research are expected to document the development of language use
in Chinese communities within the BI scope, and determine the factors
that influence their speaking.
Methodology
This study employed qualitative research to investigate the differences

in the exploration of social and human phenomena. It aims to identify
changes in language characteristics of Chinese descents in Jawa Timur as
influenced by sociocultural factors. The research process was conducted in
descriptive analytic approach that is: 1) inductive, 2) prioritizing meaning,
and 3) generating interpretations [10].
The data was obtained from secondary sources in the forms of books,
journals, articles, and news. This documentary research only sought
relevant sources that describe the changing characteristics of language
spoken by Chinese descents in Jawa Timur. A laptop was used as a primary
instrument. The obtained data was analyzed in six stages, those are: 1) data
preparation, from conversation transcripts, field notes, literature review, 2)
data reading to understand the given information, 3) coding process, 4)
data description from the results of coding process, 5) writing narrative to
document the findings, and 6) data interpretation.
Discussion
Chinese descents in Jawa Timur
China has acknowledged Indonesia’s location when Han Dynasty
reigned China in the 1st–6th century AD. The first Chinese immigrants
entered Indonesia in the 7th century when Hwui Ning came to Java and
stayed for 3 years. More Chinese came to Indonesia when the Tartar
Mongol Emperor sent Meng Ci to visit Singasari Kingdom, to colonize
it under the Mongol Empire. Mongol Emperor came to Java to invade
Singasari Kingdom when their request was refused. However, the number
of Chinese people has increased in Indonesia due to a massive migration
outside mainland China. They live throughout Indonesia with the majority
live in Jawa [11].
When the Dutch began to occupy Jawa, these Chinese immigrants
were oppressed. Chinatwon Geger, an anti-Chinese riot, happened in 1740
in Batavia where 6,000 to 10,000 Chinese were killed. This incident forced
Chinese to move towards the East, to the cities of Surabaya, Pasuruan, and
Banyuwangi [11].
Chinese supported Indonesians to announce the proclamation
of independence. Surabayan Chinese formed a Chinese community to
ally Indonesians. They pioneered the influence towards other Chinese
communities to reject minority oppression by the Dutch [12]. This
indicated Chinese’s feelings toward Indonesia as their place to live, blending
with the local residents. The Dutch, who came to invade Indonesia, was
considered as a threat to their lives as well.

BI characteristics of Chinese descents in Jawa Timur
Chinese descents used to preserve their original traditions and
culture. However, the migration forced them to adapt to the lifestyle of
the area where they live. These Chinese descents thus were less likely to
enforce their habits outside China. This caused a mixture of cultures,
named hybrid identity, where an original culture is not fully practiced by
the descents [13].
In his field notes, Karsono listed some unique utterances of Chinese
descent in Jawa Timur. Their BI is not fully formal as they mix it with
Javanese and Suroboyoan dialects. Some of the examples are summarized
in Table 1. Differences between loan words and formal words are written
in bold.
Table 1. Loan words spoken by Chinese descents in Jawa Timur
No Sentences Formal BI
1 Aku kalau lihat jauh segini Aku kalau melihat dengan jarak
sudah ndak ketok sejauh ini sudah tidak kelihatan
I can’t see this far
2 Kamu entik makan di mana? Kamu nanti makan di mana?
Where will you eat?
3 Entiksek aku mau ambil buku Tunggu sebentar aku mau ambil
dulu? buku terlebih dahulu
Wait a minute, I’ll get my
book
4 Kamu ae yang pergi, aku Kamu saja yang pergi, aku masih ada
masih ada urusan urusan
Go by yourself only, I have
other things to do
5 Enti-sek, aku sek mandi Tunggu dulu aku masih mandi
Wait a minute, I’m still taking
a shower
6 Bayaronosek, nanti Kamu yang membayar dahulu,
taktempoi nanti saya ganti
Please pay for me, I’ll pay you
back later
7 Panggilno taksi Panggilkan taksi
Call the taxi
8 Mosok kamu ndak punya Masa kamu tidak punya uang
duwek
I can’t believe you don’t have
money
9 Ngomonge jangan dowo- Bicaranya jangan panjang-panjang
dowo
Don’t speak too long
10 Marigini aku ke rumahmu Setelah ini saya ke rumahmu
I’ll come to your house after
this
Table 1 informs that the language used by Chinese descents in Jawa
Timur is a mix of BI, Javanese, and Suroboyoan languages and dialects.
The loan words are listed an explained as follows.

Table 2 The analysis of mixed loan words spoken by Chinese descents in Jawa
Timur
No Loan words Original words
BI Javanese Suroboyoan
1 Segini sejauh begini
this far
2 Kétok kétok
see
3 Ntiksek nanti sek
wait a minute
4 Aé aé
only
5 Enti-sék sék
wait a minute
6 Duwek duwek-e
money
7 Panggilno panggil added with ‘o’ at
call the end
8 Mari gini mari ngene
after this
9 Mosok masa
I can’t believe
10 Ngomonge ngomong
speak
11 dowo-dowo dowo
too long
The influence of society and social environment in BI spoken by Chinese

descents in Jawa Timur
Chinese descents in Jawa Timur practice their own culture, but
are open to the inclusion of the regional culture where they live in.
This is evident in their language use that is influenced by surrounding
social environment. Their language supports wider socialization where it
smoothens their interaction with the local Javanese. These Chinese descents
acquire Javanese words and expressions naturally, thus unconsciously
produce the dialects. This habit results in mixed language with similar
dialects to the local community.
Adaptations by Chinese community in Jawa Timur could also be
related to the history where Mongolian army explored Nusantara in the
13th century. Chinese community was also reported to live in the era of
Majapahit Kingdom. They came as merchants, entering through a bay near
Surabaya. During their first arrival, Chinese community lived separated
from Jawa Timur people due to the Wijkenstelsel Policy by the Dutch
colonial. However, they managed their ways to interact between traders
[14]. Adaptation is essential to Chinese community as they likely continue

their living in Jawa Timur. At first, Chinese learnt the local language used,
and later blend the language characteristics with their mother tongue.
Changes in dialects and words later occurred following their intensive
interaction with local people.
This sociolinguistics phenomenon showed that varieties in language
and life pattern of a particular society influenced their language use [3].
In this case, Javanese life pattern heavily influenced Chinese life patterns.
These Chinese descents not only adjusted their culinary, customs, or beliefs,
but also their language characteristics. This is in line with the notion where
sociolinguistics acknowledges language shifts due to the interaction within
society. For Javanese and Chinese in Jawa Timur, it is evident in the use
of massive code-switching and code-mixing between BI, Javanese, and
Suroboyan languages into Chinese. The longer the interaction, the more it
affects language characteristics of Chinese descents.
Fishman regards that changes in language characteristics are affected
by peers, location, time, and topic of conversation [4]. Pateda supports
that sociolinguistics deal with the interlocutors, the used languages, peers,
time, and the objectives of the conversation [5]. These notions are evident
in Chinese’s needs to be involved in social interactions in Jawa Timur.
Their interaction with the locals calls for adaptation that result on positive
response from the locals. Their initial intention to learn local language had
developed to a habit as reflected through their dialects and word choices.
The code-mixing and code-switching practiced by Chinese descents
are closely related to daily lives, as the language adaptation is influenced by
daily interaction [15], e.g.,
“Kamu entik makan di mana?” “Kamu nanti makan di mana?”
(“Where will you eat?”)
This sentence is commonly used when one wants to identify the
location or express his desire to eat together. In fact, Chinese can easily
communicate using their own language within Chinese community.
Residing in Jawa Timur, however, affected their language choice to use
mixed expression because they want their surroundings to understand
what they are talking about.
According to ethnolinguistics approach, the characteristics of language
spoken by Chinese descents in Jawa Timur is resulted from the mixture of
their culture and local culture. Riley states that the identity mixture among
peers with different background is effective for their communication [9].
This notion helps to identify the mutual relationship between language,
society, and culture. Mutual relationship as shown by Chinese descents,

Javanese, and Javanese culture is influential to each other as viewed from
ethnolinguistics perspectives. Further, language is not merely words and
sentences, but is also serving as a core value of personal identity. Hence,
individuals tend to adapt to the language used by their surroundings to
strengthen their position and identity in the society. Such adaptation is
critical for their communication with the local community.
Findings of this study show that Chinese migration to Jawa Timur
as merchants encourage them to adapt to the local lifestyle, including
the language use. These Chinese descents did not force to practice their
own culture, but blending with the locals instead. One of which is shown
through changes in their language characteristics. The language spoken by
Chinese descents is a mixture of BI, Javanese, and Suroboyoan dialects.
Conclusion
Variations in the language spoken by Chinese descents in Jawa Timur
is influenced by local culture. Both sociolinguistics and ethnolinguistics
perspectives regard this as a result from interaction between different
communities. This had led Chinese descents to mix their BI with Javanese
terms.
Sociolinguistics perspectives regard this as a unique result from
sociocultural influences on Chinese original culture. The influence mostly
occurs in daily interactions. Such high intensity of interaction has led
Chinse descents to adapt and practice the language characteristics as
impacted by Javanese culture.
References
[1] N. W. Sartini, "Varietas Bahasa Masyarakat Cina di Surabaya,"
Linguistika, vol. 14, no. 26, 2007.
[2] J. M. Hernández-Campoy, "Research methods in
Sociolinguistics," AILA Review 27, pp. 5-29, 2014.
[3] C. Alwasilah, Sosiologi Bahasa, Bandung: Angkasa, 1989.
[4] J. Fishman, Sociolinguistics, a Brief Introduction, Massachusitts:
Publiser Rowley, 1975.
[5] M. Pateda, Sosiolinguistik, Bandung: Angkasa, 1987.
[6] Suwito, Pengantar Awal Sosiolinguistik: Teori dan Problema,
Surakarta: Henary Offset, 1983.
[7] K. Yagmur and M. Ehala, "Tradition and Innovation in the
Ethnolinguistic Vitality Theory," Journal of Multilingual and
Multicultural Development, pp. 101-110, 2011.

[8] J. Fishman, Reversing Language Shift, Clevendon:: Multilingual
Matters, 1991.
[9] P. Riley, Language Culture and Identity an ethno linguistic
perspective, Continuum, 2007.
[10] J. Creswell, Research Design: Qualitative, Quantitative, and
Mixed Methods Approaches, 3rd ed., London: Sage Publications,
2009.
[11] T. Hariawan, "Menelusuri Jejak Hoakiau (Etnis
Tionghoa) Di Jawa Timur (1)," 7 October 2018.
[Online]. Available: https://www.kompasiana.com/www.
teguhhariawan/5bb97b956ddcae5b823d8cc2/menelusuri-
jejak-hoakiau-etnis-tionhoa-di-jawa-timur-1?page=all.
[12] Supriyadi, "Potret Komunitas Tionghoa di Surabaya," 26
May 2010. [Online]. Available: https://nasional.kompas.com/
read/2010/05/26/00492533/Potret.Komunitas.Tionghoa.
di.Surabaya?page=all#page3.
[13] O. M. F. Karsono, "Lagam Bahasa Etnis Tionghoa Jawa Timur
sebagai Sebuah Identitas," Universitas Kristen Petra, n.d..
[14] S. T. Fadhila, "Cerita Sejarah Masuknya Masyarakat Tionghoa
di Surabaya," 22 January 2020. [Online]. Available: https://
surabaya.liputan6.com/read/4160361/cerita-sejarah-masuknya-
masyarakat-tionghoa-di-surabaya.
[15] Suwito, Sosiolinguistik, Surakarta: Sebelas Maret University
Press, 1996.

The Effect of Metacognition, Learning Motivation
and Learning Creativity Towards Mathematical
Problem-Solving Ability in Minimum Competency
Assessment
Dhaniar Andhita1
Introduction
Activities in solving a problem are a basic activity for humans in
everyday life. Metacognitive ability is a knowledge procedure. This is what
a person does deliberately to control cognition. Metacognitive abilities are
part of the so-called "executive process" or "metacognitive strategy". This
metacognitive ability includes activities such as orientation/monitoring
of understanding task requirements, planning steps to be taken for task
processes, checking and managing cognitive processes in case of failure, and
evaluating process results. Metacognitive abilities as part of the process of
self-regulation, although we are aware that self-regulation cannot be reduced
to metacognitive abilities [1], [2]. The purpose of learning mathematics is
to develop students' skills in problem-solving. Metacognitive ability is the
student's ability to control cognitive abilities [3], [4]. A person's success
in learning is being able to manage their cognitive abilities. Metacognitive
abilities emphasize planning, monitoring, and evaluating problem-solving.
It is still common for teachers to carry out learning activities using the
memorization process. Because teaching in the traditional way or the
lecture method is a way of learning that is considered the easiest and
simplest way to teach mathematics material.
Motivation is a psychological factor that has a major influence in
determining the success of any human activity, including learning activities.
The higher level of student motivation is considered capable of having a
positive influence on the learning process and outcomes. Conversely, a
low level of motivation will reduce the desire to learn and will indirectly
have an adverse impact on learning outcomes [5],[6]. Learning motivation
has a significant positive effect on mathematics learning outcomes. Where
every change of 1 unit of learning motivation, will improve mathematics
1
Malang

learning outcomes [7]. The creation of a good climate in learning has
a very positive impact on the growth of motivation to learn and solve
problems in mathematics learning. The creation of a negative stigma about
the profile of mathematics teachers and the sigma of mathematics lessons
is difficult to be a challenge for teachers to evaluate learning.
Creativity plays an important role in higher-order mathematical
thinking. Creativity contributes to the first level in the development of
mathematical theory, allowing conjunctions to be presented as a person's
individual experience of a mathematical concept. Creativity is also a part
of formulating the final form of mathematics in forming a deductive
system with clearly defined axioms and formally structured proofs [8], [9].
Mathematics learning carried out in schools has not motivated students
to be directly involved in the formation of their mathematical knowledge.
Students are more dependent on the teacher so that this dependent attitude
is a characteristic of someone who has been unconsciously allowed to grow
and develop through this learning style [10]. Giving stimulus in the form
of questions that foster creativity needs to be carried out continuously in
the form of HOTS questions. This is something that is rarely found in
educational units to implement an evaluation process that uses HOTS
questions or questions oriented to TIMSS and PISA.
Focuses on problem solving in developing students' higher order
mathematical thinking. For this reason, students need to undertake
independent learning in mathematics learning with problem-solving
processes. Problem-solving plays an important role in mathematics
education and most of the learning occurs as a result of the problem-
solving process. Problem-solving is an integral part of all mathematics
learning [11], [12]. Problem-solving is important in mathematics because
the learning process and completion, students may gain experience using
the knowledge and skills they already have to apply it as problem-solving
in new situations. Problem-solving means engaging in a task for which
the method or solution was not known beforehand. Therefore, to find
solutions, students must explore their knowledge, and through this process,
they will often develop new mathematical understandings. This process
is carried out in a numerical minimum competency assessment activity
oriented on hots, PISA, and TIMSS questions [13]. The existence of
character surveys and environmental surveys in the minimum competency
assessment system is expected to be able to change the learning process.

Discussion
The ability to solve math problems is an integral part of all
mathematics learning. The low ability of students in solving contextual
problems is influenced by internal factors of students 1) metacognition
ability, 2) learning motivation, and 3) problem-solving. This must go
hand in hand and continuously so that students' ability to solve problems
develops optimally. Given that the process of assessing a minimum
numerical competency assessment has just been scheduled for grade 8
students as a substitute for the national exam activities carried out in grade
9. As well as to determine the student's learning interest tendency based
on the student's economic level.
The effect of metacognitive abilities on problem-solving shows
positive results [14], [15], [16]. Metacognition plays an important role
in communication, belief, understanding, reading, writing, language
proficiency, attention, storage, problem-solving, social cognition, and
various types of self-control and self-learning. Metacognition refers to
the understanding of knowledge, that is, an understanding that can be
described either as an effective use or a clear description of a question.
Paying attention to the definition of the metacognition aspect, namely
the awareness of a person on their knowledge or understanding of his
knowledge. It can be said that the student understands cognitive activity
if he can use it and discuss its use. Metacognition abilities can arise when
learning activities emerge that trigger or stimulate students' cognitive
abilities. Namely, by training students with questions oriented to PISA
and TIMSS.
To improve students' metacognition skills, one of the external factors
is the teacher. Not only developing metacognitive teaching, in some studies
teachers are also encouraged to apply strategies in their teaching and
learning, so that the strategies they implement can spur the emergence of
students' metacognitive abilities. The use of various strategies and learning
methods that apply scientifically can improve students' metacognition
abilities [15],[16]. The opposite also applies if learning still emphasizes the
memorization process and the lecture method, the metacognitive abilities
of students cannot be honed. Metacognitive is identified as a key factor
in the mathematical problem-solving process, but the main difficulty
of research conducted in the field of metacognition is the difficulty and
severity of finding valid measuring tools to determine the level of students'
metacognitive abilities. For this reason, it is still necessary to develop
and research valid measuring instruments to see the level of students'
metacognitive abilities, especially in mathematics learning [1],[19]. In

practice, teaching and learning activities or the learning process still use
the traditional model, namely lectures and focus on memorization. This
is one of the causes of untrained metacognitive abilities in students which
affects the evaluation process.
Motivation to learn is also the most important element in effective
teaching, students who want to learn and are motivated can learn anything.
The characteristics of students who have learning motivation are: diligent
in doing assignments, resilient in solving various problems and obstacles
independently, interested in the learning process, maintaining opinions,
thinking about problem solving. suggested that all components of
motivation are significantly correlated with all student performance in
tertiary institutions, and conclude that motivation is one of the factors
affecting one's performance in solving math problems [20],[16]. The
low motivation of students to learn in mathematics, among others, is
caused by 1) The stigma that mathematics is the most difficult subject. 2)
Mathematics subject teachers are teachers who are not favored by students.
3) Bad grades in math are normal.
Apart from academic potential, an internal factor that affects
achievement is learning motivation. Motivation to learn can be defined
as a situation within students where it encourages and directs behavior
towards the desired goals they achieve in following education [21], [22],
[23]. The low learning motivation of students is often blamed for the
low academic achievement of students. In educational institutions, this
factor raises a dilemma problem, because with low learning motivation it
is impossible for students to master teaching materials well so that students
get a low academic achievement and affect the quality of the institution.
Creating a pleasant learning atmosphere with various methods can reduce
negative stigma in mathematics learning and increase student motivation.
Creativity is the ability to interact between individuals and their
environment. A person influences and is influenced by the environment in
which he is located, thus changes in the individual and the environment
can support or hinder creative efforts [24], [8]. From the results of
interviews with students, it shows that mathematics lessons are identical
with memorization and standard formulas, this makes students unable to
arouse creativity in themselves. Learning that is still dominant with the
lecture method makes students' sense of creativity not grow.
Student creativity does not appear, so the learning process will be
static, meaning that there is no good interaction between educators and
students. Student learning creativity can be improved through increasing:
1) student internal factors, namely physiological (physical) aspects which

include the perfection of the functions of all five senses, especially the
brain and psychological (spiritual) aspects such as student intelligence/
intelligence, attitudes, interests, talents, motivation, and creativity.
students; 2) student external factors consisting of social and non-social
environmental factors, school social environment such as teachers,
administrative staff, classmates can influence a student's learning creativity;
and 3) instrumental factors, which consist of the building or physical
facilities for the classroom, teaching tools, teaching media, teachers and the
curriculum or subject matter and the teaching and learning strategies used
will influence the learning process and students' learning creativity. The
use of varied learning methods can foster creativity in students. However,
the length of the learning preparation process using varied methods and
the low demands on the learning process made educators more generally
use the lecture method.
Numerical Minimum Competency Assessment is an evaluation
process programmed by the government to measure students' higher-
order thinking skills. Oriented to students' numerical, literacy, and
character abilities. AKM problem solving - Numeration includes not only
mathematics but also physics. Students who carry out this activity are
grade 5 students at the elementary level, grade 8 students at the junior high
school level, and grade 10 students at the high school or vocational level
students. This assessment is guided by TIMSS and PISA questions so that
it is expected to be able to be an indicator and mapping of numerical skills,
literacy, character surveys, and learning environment surveys for students.
The problem-solving in this AKM activity aims to improve and evaluate
students' metacognitive abilities, motivation, and creativity in learning
that contains numerics. From the results of the survey on the student
nomination system, it shows that students with an upper economic level
attend public junior high schools and students with low economic levels
attend private schools. This shows that the stigma that private schools have
a large financial burden is wrong.
Looking at the results of TIMSS and PISA, Indonesia is always in
the bottom rank [25], [26]. This shows that the metacognitive abilities,
motivation, and creativity of students in Indonesia are still low. With
the AKM activities, it is hoped that the school program will focus more
on improving students' metacognition skills, motivation and creativity.
Metacognition abilities, motivation, and creativity of students have not
been well-honed and stimulated because in the learning process the
learning objectives are not centered on it.

Conclusion
Metacognition abilities, motivation and creativity of students have
not become the main goals in the learning process. And the use of learning
methods with traditional methods makes students' metacognitive abilities,
motivation, and creativity not stimulated well. So that the results of
student achievements in the minimum competency assessment process
do not show the results do not meet the expected minimum results.
Metacognition abilities, motivation, and creativity of students must
be used as references in lesson planning, implementation, evaluation,
and follow-up in learning. To achieve results following the minimum
competencies, it is expected that all learning processes can be a stimulus
to improve students' metacognition, motivation, and creativity abilities.
Because this is the main asset in solving problems in the assessment of
minimal competence in Numeration competence.
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10.26858/jds.v5i1.3027.
[13] Kementerian Pendidikan Dan Kebudayaan, “Peraturan Menteri
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Masalah Matematis Siswa,” PRISMA, 2017, doi: 10.35194/
jp.v6i2.58.
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Belajar dan Kemampuan Pemecahan Masalah Matematis Siswa
SMAN 5 Mataram,” AgriSains, 2014.
[16] Wahyuddin, “Pengaruh Metakognisi, Motivasi Belajar, dan
Kreativitas belajar terhadap Kemampuan Pemecahan Masalah
Siswa Kelas VIII SMP Negeri 2 Sabbangparu Kabupaten Wajo,” J.
Daya Mat., vol. 4, no. 1, pp. 72–83, 2016.
[17] S. Mastiyah, “Analisis Strategi Pembelajaran Sains Dengan
Perspektif Psikologi Perkembangan Peserta Didik Kelas V Pada

Buku Tematik Tema 8 Sub Tema 3 Memelihara Ekosistem,” e- J.
Mitra Pendidik., 2018.
[18] L. Tahmidatien and W. Krismanto, “Menumbuhkan Motivasi
Belajar Dari Aspek Value, Expectancy dan Self Regulated Learning,”
Publ. Pendidik., 2019, doi: 10.26858/publikan.v9i1.8509.
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dalam Menyelesaikan Soal Matematika PISA 2012,” 2017.
[20] A. Iqbal zhumni and M. Ali misri, “Pengaruh Tingkat Berpikir
Geometri (Teori Van Hiele) Terhadap Kemampuan Berpikir Siswa
Dalam Mengerjakan Soal Pada Materi Garis Dan Sudut,” Eduma
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“Meretas Sukses Publ. Ilm. Bid. Pendidik. J. Bereputasi,” 2015.
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[26] N. Mansur, “Melatih Literasi Matematika Siswa dengan Soal PISA,”
Prisma, 2018.

Students' and Teachers' Perspectives on
EMI (English Medium of Instruction); A
Phenomenological Study in an Indonesian
International School
Dian Asmi Setoningsih1
Introduction
To communicate and to connect in this globalized world, foreign
language learning is essential. Therefore, the implementation of foreign
languages in the school curriculum is increasing. In Indonesian, English
is considered a foreign language and becomes a compulsory subject
at secondary education levels. Although English is not used as a daily
communication, being able to communicate in English is highly needed
in all aspects of life, such as educational purposes, professional needs, and
international lifestyle development.
The use of English as a medium of instruction in some Indonesians'
classrooms is strongly encouraged since the desire to compete with the more
global academic environment is demanding. Based on ISC (International
Schools) research 2017, Indonesia has 195 English-Medium International
Schools, which accommodate approximately 59.600 students. These
schools are, for instance, Thursina IIBS Malang, Al-Izzah IIBS Batu, Sekolah
Ciputra Surabaya, and Global Jaya School. English as an Instructional
Medium (EMI) has rapidly spread and is considered to improve language
learning as it provides a natural environment for sufficient communication
in the target language. In such a natural environment, the learner does not
need to make a deliberate effort to improve his or her language skills. By
using EMI, learners are expected to will be given a chance in more real-
life to use the target language. Thus, EMI begins to develop as a growing
global phenomenon nowadays [1]. By comparing this phenomenon's rapid
growth and advantages, the EMI has not indicated immediate effectiveness
in its application, in particular.
In an Indonesian international school, however, English is not only
a compulsory course but also a medium of instruction in the classroom.
This means that the teachers and students in this school are demanded to
1

have highly proficient English since the learning sources and processes are
adapting to international standards. In Indonesian's national curriculum
itself, English begins to be taught at the junior high school level, where
the students learn English from the most basic competence. At Thursina
International Islamic Boarding School (IIBS) Malang, specifically, its
students come from most regions in Indonesia, which English levels
from one to another may differ significantly. Using EMI in Indonesian
secondary educations classrooms will be a big challenge for both students
and teachers. Students with little or no prior English learning in their
elementary school will likely have difficulty to read and make or copy notes
from their teachers. This results in students with poor English skills feeling
not convenient in EMI classes, and it is shown by their understanding of the
modules, class participation, the result of the examination, and their overall
performance [2]. The same goes for teachers; it is predicted that teachers'
low English proficiency may lead to inefficient and ineffective teaching
processes. As Ibrahim [3] said, a teacher who cannot speak English fluently
may face plenty of obstacles in teaching. Their instructions may be marked
by delays, hesitancies, circumlocutions, wordiness, and inaccuracies of the
grammatical, lexical, and expression, and this will undoubtedly delay or
even impede students' understanding of the teaching material.
Based on the research, it is clear that EMI can have many challenges
for both learners and teachers. In the same classroom setting, students
can demonstrate different attitudes to the language learning process.
These various attitudes require the teachers to be aware of their teaching's
weaknesses and the students' need to enhance the students' learning
development. When both teachers and students realize their insecurities
in EMI classes, the teacher can reflect on the factors that ultimately lead to
students' success in L2 learning.
Previous studies on EMI [4] & [5] have mainly focused on university
students and rarely explored Indonesian teenagers. In fact, studying
students at the very beginning of learning English can be very helpful in
providing meaningful insight into the implementation of EMI as well as
in directing teachers' and students' needs in teaching and learning English.
The study, therefore, aims to answer the following research questions:
1. What are the students' perspectives on the implementation of English
as a Medium of Instruction (EMI) at Thursina International Islamic
Boarding School (IIBS) Malang?
2. What are the teachers' perspectives on the implementation of English
as Medium of Instruction (EMI) at Thursina International Islamic
Boarding School (IIBS) Malang?

Discussion
Expected Qualifications for EMI
As for the first interview topic related to students' and teachers'
English proficiency and background, in general, the participating students
indicated that they had received English as one of their compulsory
subjects in their elementary schools. Therefore, English is not a brand-new
thing they need to learn since they have basic knowledge about it.
Moreover, all junior high students who either participated in
interview or focus group discussion session indicated that their English
level are mostly in B1 (Intermediate/ independent user) and some of
them are in A2 (Elementary/basic user) based on CEFR level (Common
European Framework of Reference for Language) the school uses; since
this school adapted Cambridge International curriculum, the students'
English class will be classified based on the CEFR level.
In line with the students, the teachers also have good English
proficiency. No participating teachers have a TOEFL score below 550
or B2 CEFR level (Upper Intermediate /independent user). The teachers
themselves mostly have experience in teaching international curricula for
more than three years. The essential expected qualifications in teaching
and learning using EMI have been met by considering both students' and
teachers' English language proficiency and background.
Perspectives of Students and Teachers on EMI
In the students' interview and focus group discussion questions
related to their perspectives regarding EMI implementation for teaching
academic subjects, all students agreed that they enjoyed the lessons since
EMI made the classes became fun and challenging. All students agreed
that studying in a program/lesson whose medium is English would
develop their language skills to access relevant content. In addition, they
all emphasized the importance of their efforts to develop their language
skills, as seen in the excerpts from the students below:
It's really fun and exciting to learn academic subjects using
English. Since we use the Cambridge curriculum and all
coursebooks are written in English, I think using EMI in the class
will help me enrich my vocabulary so that I would understand
the lesson better and comprehend the textbooks well.
Moreover, I feel my English proficiency is improving from when
I was 7th graders. I sometimes still have difficulty understanding
English lessons, so what I need to do is ask for teachers' help
to re-explained the lesson or independently search the difficult
vocabulary through the dictionary. Thus, I will have no problem
in learning. (Name:KL, Student 2, interview, October 13th, 2020)

On the teachers' side, they indicated that they also believed that EMI
has significant impacts on language skills and academic content learning.
They added that they would use more straightforward instruction if any of
the students are unable to cope with the knowledge presented:
Using EMI in teaching Biology is helpful both for the students
and for me as a teacher. Some Biology terms are more
comfortable and more effective to be conducted using English.
It will help them to understand the concept of the lesson better.
They will have a broader vocabulary and improve their speaking
skill since all discussions are in English. However, I will use
straightforward language to present the material/topic to make
junior high students understand the lesson easier. (Name: RF,
Teacher 1, interview, November 5th, 2020)
Teaching and Learning Practices Using EMI

The students were asked about their perspectives regarding the
implementation of EMI in their learning process in the classroom. They
agreed that even though they enjoyed learning using EMI, they still claimed
that they were more comfortable if their teacher did not fully deliver the
lecture in English. They preferred the lesson conducted partially using
Bahasa Indonesia. Ibrahim [3] noted that the partial EMI could not only
be specified concerning the percentage of curricula taught to the mother
tongue. It can also include participant constraints, scope, and settings.
The use of English fully can be applied in some learning activities such as
students' group presentation:
Most teachers use English entirely in the classroom. This
sometimes makes me get difficulty in understanding the
material explained by the teachers. I hope the teachers will
mix teaching using English and Bahasa Indonesia; for example,
the material written in PPT is fully in English, but when they
explain the lesson, they should translate it a bit using Bahasa
Indonesia. In some activities, such as group discussion and
group presentation, I prefer using English entirely to improve
my speaking skill. (Name:AAG, Students 1, interview, October
10th, 2020)
Supporting the students' claims, the teachers also agreed that when
the material taught became more complex, it was inevitable to shift English
to students' mother tongue (L1). In order to compensate for English,
Bahasa Indonesia is used. Teaching in mixed modes or code-switching
in the classroom can improve the productivity of teaching and learning
processes [4].

Language Problems
When the students were asked about the most persistent language
issue faced in learning using EMI, almost all students in this study
demonstrated their difficulty in learning the essential vocabulary and
understanding the teachers' lecture. Kagwesage [6] pointed out that
students' limited language skills prevented them from understanding the
lectures, taking notes, participating effectively in-class discussion, and
reading English texts.
When I try to follow the lesson, I often need to find the meaning
of difficult vocabulary in the dictionary, which sometimes takes
time. Fortunately, I can ask the teachers' help to explain me
what the words mean. Moreover, sometimes teachers speak
too fast, and their language is so rigid and stiff like written in
the books that sometimes more difficult to understand. I like it
when teachers explain the lesson in their own words. (Name:
HZ, Students 3, interview, October 15th, 2020)
Teachers were usually expected to teach or lecture and learn

knowledge from textbooks to pass it on to their students. They were
supposed to speak (giving/presenting the lesson to the students) and read
(understanding the textbooks for teaching) in English. The participating
teachers, especially Science and Math Teacher, claimed that sometimes
they got difficulty picking up the most appropriate and communicative
language in teaching. They admitted that they experienced this difficulty
since they were accustomed to reading teaching resources in English and
often had difficulty translating or paraphrasing them by using their own
words since they lack vocabulary. Linguistic problems might make it
difficult for teachers to deliver content through lectures effectively [7].
Language Support
Finally, the students were asked if they would obtain any language
help to enhance their language skills from the school. The participating
students delivered that they received a lot of English development
programs that help them to enrich their vocabulary as well as improving
their speaking skill and confidence:
In Thursina, we have a Vocabulary enrichment program once
every two weeks. It helps us to get a new vocabulary. We also
have a Public Speaking program every Saturday morning.
We can practice delivering a speech in front of our friends
confidently. Lastly, we have English Language Court. I know it
sounds scary, but it's an outstanding program that obligates
me to speak in English from 7 a.m; to 3 p.m. All programs are

beneficial for all students to improve their English skills. (Name:
KL, Student 2, interview, October 13th, 2020)
Not only the students, but teachers also received language support
from the school. The support is in the form of English Language Test
preparation, Teaching Cambridge workshop, and teachers’ reward:
All of us who haven't got any English certificate is obligatory
to take the TOEIC test. Before the test, we received the test
preparation first. All academic teacher also needs to join the
workshop to teach the Cambridge curriculum. Also, we have a
teacher of the Month (ToM) award. This award is to appreciate
the teacher who always tries to speak in English inside and
outside the classroom. I once received the ToM award, and I
feel proud of myself. (Name: RF, Teacher 1, interview, November
5th, 2020)
Conclusion
English-Medium Instruction (EMI) has become popular in
secondary education in Indonesia. The use of EMI in some Indonesians'
classrooms is strongly encouraged since the desire to compete with the
more global academic environment is demanding. From a pedagogical
viewpoint, the present study sheds light on the perspectives of teachers and
students about EMI. Moreover, as the researchers exposed instructors' and
students' views in this report, it can be considered as a remarkable effort
to provide advice to meet the needs of educating skilled and competent
learners in a globalized world.
The interview and FGD results showed that the EMI policy
implemented in an EFL context was proven effective and suitable in
delivering course content due to the strong background of English level
and language support given to the students and teachers. Both students
and teachers also demonstrated strong acceptance of the policy because
EMI has facilitated the teaching and learning process better and improved
their English skills. Therefore, this study provides suggestions from EFL
practitioners' perspectives to maximize the benefit of the EMI policy in an
EFL context.
The results of the study may also contribute to the awareness-raising
process of teachers and students and may cause stakeholders to pay
attention to the study about the need to raise awareness of EMI and how to
enhance their practice in the classroom. Finally, as it allows both teachers
and students to reflect on their current EMI activities and experiences as a
way to enhance teaching and learning, the present study is essential.

References
[1] I. Hrivnak, “Breakdown and repair of large spherical containers for
liquified hydrocarbon gases,” Rev. la soudure Bruxelles, vol. 45, no.
2, pp. 43–56, 1989.
[2] I. Sivaraman, A. AlBalushi, and D. H. Rao, “Understanding
Omani students’ (University) English Language Problems,”
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35, 2014, [Online]. Available: http://gssrr.org/index.
php?journal=JournalOfBasicAndApplied%5CnUnderstanding.
[3] J. Ibrahim, “the Implementation of Emi (English Medium
Instruction) in Indonesian Universities: Its Opportunities, Its
Threats, Its Problems, and Its Possible Solutions,” K@ta A Biannu.
Publ. Study Lang. Lit., vol. 3, no. 2, pp. 121–138, 2001, doi:
10.9744/kata.3.2.121-138.
[4] N. E. Simbolon, “Emi in indonesian higher education: Stakeholders’
perspectives,” Teflin J., vol. 29, no. 1, pp. 108–128, 2018, doi:
10.15639/teflinjournal.v29i1/108-128.
[5] I. Kym and M. H. Kym, “Students’ perceptions of EMI in higher
education in Korea,” J. Asia TEFL, vol. 11, no. 2, pp. 35–61, 2014.
[6] A. M. Kagwesage, “Higher Education Students’ Reflections on
Learning in Times of Academic Language Shift,” Int. J. Scholarsh.
Teach. Learn., vol. 6, no. 2, 2012, doi: 10.20429/ijsotl.2012.060218.
[7] R. Wilkinson, “English-medium instruction at a dutch university:
Challenges and pitfalls,” in English-Medium Instruction at
Universities, 2012, pp. 3–24.

The Difficulty of Completing Geometry Problems
From Mathematics Communication
Hadi Harianto1
Introduction
Education is the basis used as a measure of the success of a nation.
The quality of a nation is said to be good if the quality of education
provided by the nation is also good [1]. This is proven by the existence of
an education system that can answer the challenges in today's education
world [2]. Through education, students are expected to have provisions to
face challenges both in the world of work and in social life [3]. This is where
the teacher's role as a facilitator must prepare provisions for students to
face a challenge. This is what underlies why mathematics is taught at every
level of education [4]. Mathematics is a universal science that is used as the
basis for the development of modern technology and the foundation of
various disciplines. Learning mathematics in the classroom can introduce
contextual problems to students. Learning mathematics is learning to solve
problems [5]. Problem-solving done by students will also be able to lead
to logical thinking processes. By recognizing the logical thinking process,
students can make it easier for students to make decisions [6].
Introduction to logical thinking processes can be introduced through
learning geometry. Students have a considerable opportunity to study
geometry than other branches of mathematics. There are several reasons
for how important it is to study geometry, first geometry can relate
mathematics to the physical form of the real world. Second, geometry
allows ideas from other areas of mathematics to be drawn. Third, geometry
can provide a non-single example of a mathematical system. Fourth,
geometry can connect two-dimensional and three-dimensional objects
[7]. Also, learning geometry can visualize shapes in the surrounding
environment, such as determining the size of the angle formed at a time.
Moving a shape, and determining the angle of inclination when laying the
stairs are also applications of geometry learning [8].
The definition of geometry itself is a field of study in mathematics
that studies the relationship of points, lines, angles, and shapes [9]. With
1
Malang

geometry, the ability of spatial intuition and students' interpretation of
mathematical arguments can develop well [10]. Geometry is also a part of
mathematics that has a close relationship with other mathematics teaching
materials [11]. The role of geometry in everyday life is also many, namely
in the fields of engineering and geography. Several professions such as
scientist, architect, engineer, and home developer are a small part of the
implementation of the concept of geometry [12]. Because in fact, the
purpose of learning geometry is to increase the confidence of students in
solving problems and communicating mathematically. Therefore, starting
from the elementary school level to the higher level students are introduced
to learning geometry.
The role of mathematical communication in learning can be seen
from the standards set by NCTM (National Council of Teachers of
Mathematics). Learning programs related to communication skills will
enable students to (1) apply representation skills to make it easier to
communicate mathematical ideas; (2) applying representation to find
solutions to problems; (3) apply a mathematical representation to interpret
mathematical phenomena [13]. Several indicators of communication skills
used in this study are (1) presenting mathematical statements; (2) perform
mathematical calculations based on certain formulas; (3) conclude [14]–
[16].
Most of the students have difficulty learning geometry due to a
lack of understanding of concepts. More than that, the understanding
of a geothermal concept will also influence students in solving problems.
The learning environment of students can also affect learning presets.
Students who are not comfortable with their learning environment will
find it difficult to follow geometry learning. Several studies on learning
difficulties experienced by students have been carried out by [18], [19].
Then research on learning geometry which is associated with mathematical
communication skills has also been carried out by [20]–[22]. The thing
that distinguishes this research from previous research is to analyze the
difficulties of learning geometry in terms of mathematical communication
skills.
Discussion
This research was conducted in grade VIII SMP Muhammadiyah 1
Tulungagung. Based on the results of the written test, the students' results
were grouped into several sections. Consists of a high, medium, and low
mathematical communication skills. The test results can be described in
diagram 1 below:

Diagram 1. Results of the Mathematical Communication Ability Test
a. High Mathematical Communication Ability
Students who are selected as research subjects of high-ability
communication skills are LCB. LCB subjects can present written
mathematical statements. When asked several questions, LCB subjects
were able to explain correctly. In Figure 1, the following are the results of
the high mathematical communication skills test.
Figure 1. Results of the LCB Subject Mathematical Communication Ability Test

Based on the test results above, LCB subjects were able to write
answers coherently on the assignment paper. So that the answers given are
following predetermined mathematical rules. LCB subjects can write down
what is known and asked. Also, LCB subjects can write down the steps that
must be passed. However, LCB subjects had difficulty concluding. This

happened because LCB subjects were not used to expressing everything in
their language. The following is a snippet of an interview with the LCB
subject.
H : What information did you get after reading the question?
LCB : A circular pool with a radius of 40 cm.
H : Is that all the information?
LCB : No, sir. There is still some more information
H : Please explain what other information you got!
LCB : There is a path around the 5m wide pool. The cost to make a
way each is Rp 15.000
H : Next, what was asked in that question?
LCB : The costs involved in making roads, sir
Based on interview excerpts, LCB subjects can present mathematical
statements. The following is a snippet of interviews with LCB subjects,
related to doing mathematical calculations based on certain formulas.
H : After knowing what things were known and asked, what
should you do?
LCB : Find the total area and area of the pond.
H : Why do that?
LCB : Because to determine the area of a road you have to know
how wide it is the whole and area of the circle, sir.
H : Do you know the formula for determining the area of a circle
LCB : The formula for determining the area of a circle is
H : Can you explain the calculation process?
LCB : Yes, sir. The overall area is . While
the pool area
H : What next stage are you doing?
LCB : Conduct confinement operations over the entire area of the
pond. So that
H : How to find out the costs involved in building a road?
LCB : The cost for each meter is Rp 15.000, which means
Based on the snippets of interviews with LCB subjects, they can

explain their answers very clearly and in detail. The LCB subject is a
student who prefers the interview process to the written test process.
Because through the interview process LCB subjects can express what they

understand. However, LCB subjects had difficulty writing conclusions.
b. Moderate Mathematical Communication Skills
SCA subjects are students who are selected as research subjects of
moderate mathematical communication skills. SCA subjects have difficulty
in presenting written mathematical statements. In Figure 2, the following
are the results of the moderate mathematical communication skills test.
Figure 2. The results of the SCA Subject's Mathematical Communication

Ability Test
Based on the test results, the written answers of the SCA subjects
had several deficiencies. SCA subjects have difficulty in presenting
mathematical statements. This is indicated by the difficulties experienced
by SCA subjects in writing down what they know and ask. The results of
the work carried out by the SCA subject are classified as coherent. However,
there are still some shortcomings, namely the SCA subject does not write
down the unit in every math sentence. Furthermore, SCA subjects had no
difficulty concluding. The following is an excerpt from an interview with
the SCA subject.
H : Why on the answer sheet, you didn't write down the things
that were known and asked?
SCA : Because I have trouble converting everyday sentences into
models mathematics.
H : Yes, it's okay.
Based on the interview excerpt above, the SCA subject has difficulty
presenting mathematical statements. Furthermore, when the interview
process took place the SCA subject was able to make calculations based

on a certain formula. The following is an excerpt from an interview with
the SCA subject.
H : What did you do after getting the information?
SCA : Find the total area and the area of the circle, sir
H : Can you explain the steps for determining the area the
whole and the area of the circle?
SCA : Mmmmmhhhh... How do you explain it, Sir? I'm
confused, sir.
H : Oh well, if you have trouble you don't need to be forced
SCA : Yes, sir
Through the interview excerpt, the SCA subject had difficulty in
expressing the stages in making calculations based on certain formulas
orally. The results of the work done by the SCA subject are correct and
coherent. However, the SCA subjects were able to conclude. The following
is a snippet of interviews with SCA subjects regarding the concluding
stages.
H : Try to explain the conclusion of the problem
SCA : The cost required to build the road is
Based on the interview excerpt above, the SCA subject was able
to conclude correctly which is the total costs incurred to build a road
.
c. Low Mathematical Communication Skills
The students who were selected as subjects of the study of low female
communication skills were ADP subjects. ADP subjects have difficulty
presenting mathematical statements. This is indicated by the difficulty
experienced by ADP subjects is that it is difficult to determine what is
known and what is being asked. In Figure 3, the following is the result of
the low mathematical communication skills test.
Figure 3.The results of the ADP Subject Mathematical Communication Ability Test

Based on the test results, the ADP subjects experienced difficulty in
presenting mathematical statements. ADP subjects wrote only one known
statement. Even though there are still several statements listed in the
questions. The work done by ADP subjects was incomplete. However, it is
classified as incomplete, because the ADP subject did not write supporting
information. The ADP subject also forgot to write down the formula for
the area of a circular pool. The following is a snippet of an interview with
ADP subjects.
H : After reading the questions, what do you understand? Can
you state what is known about the problem!
ADP : What I understand is that there is a circular pool with
fingers\ - radius 40 m.
H : Is that all the information you got from the questions?
ADP : Um ... what's more, sir? As far as I am, that's all
H : Then what was asked from the question?
ADP : In the agreement, I was asked all the costs of building the road.
Based on the interview excerpt above, the ADP subject has difficulty
in presenting mathematical statements. Even though in the questions
given there is still some important information to make it easier to
find solutions. Not only that, ADP subjects have difficulty performing
mathematical calculations based on certain formulas.
H : What are the deep problems?
ADP : Mmmmmhh (thinking with a frown)
H : What was asked in what question?
ADP : All the costs of building a road.
H : To answer that question, what should you do?
ADP : Looks like to find out all the costs we have to find the area
from the pool, sir
H : Well, that knows. Try to explain what the formula for the
area of a circle is?
ADP : That's the problem, sir. I forgot - forgot to remember.
Mmmmhh ... Just a second, sir. (Thought for a moment)
H : Try to remember again.
ADP : Oh yes sir, I already remember. The formula for the area of a
circle is
H : Now, try to calculate how much the circle is!

ADP : What is the value of , sir?
H :
ADP : It means outside the formula circle
H : After that, what should you do?

ADP : Looking for an area of the road, sir. But what do you do, sir,
how?
H : Because the shape of the pool is circular, so to find the area
of the path is reducing the overall area by the pool area
ADP : Mmhh ... Then for the whole area .
Then the broad path =

H : After knowing the area of the road. How to determine all
the costs required?
ADP : Because the cost of each meter is Rp 15.000 so that the cost
needed is
Based on the interview excerpt above, the ADP subject has difficulty
doing mathematical calculations based on certain formulas. ADP subjects
must be given directions before finding answers. The results that are
written on the answer sheet also tend to be incomplete. This happened
because the ADP subjects did not understand mathematical concepts
related to the area of the circle. Furthermore, ADP subjects also had
difficulty concluding. ADP subjects did not write conclusions following
the instructions in the questions. The reason the ADP subject did not
write appropriate conclusions was that the student had difficulty expressing
them in his language.
The results of the research above indicate that each level of
mathematical communication skills possessed by students is different.
Students with high communication skills have difficulty concluding [8].
Students with high abilities are not classified as students who easily express
everything. Meanwhile, students with mathematical communication skills
are having difficulty presenting mathematical statements and performing
mathematical calculations based on certain formulas [17], [21]. Meanwhile,
students with low communication skills have difficulty presenting
mathematical statements, performing mathematical calculations based
on certain formulas, and drawing conclusions. Because students with low
communication skills prefer guidance from the teacher first.

Conclusion
Based on the explanation above and the results of the analysis
carried out, it can be concluded that the difficulty in solving geometric
problems in terms of mathematical communication skills is as follows:
(1) students with high mathematical communication skills have difficulty
in concluding; (2) students with mathematical communication skills are
having difficulty presenting mathematical statements and performing
mathematical calculations based on certain formulas (3) students with
low mathematical communication skills have difficulty presenting
mathematical statements, performing mathematical calculations based on
certain formulas, and concluding.
References
[1] D. Kusnadi, S. Tahmir, and I. Minggi, “Implementasi Kurikulum
2013 Dalam Pembelajaran Matematika Di SMA Negeri 1
Makassar,” MaPan, vol. 2, no. 1, pp. 45–54, 2014.
[2] Faisal and S. N. Martin, “Science education in Indonesia: past,
present, and future,” Asia-Pacific Sci. Educ., vol. 5, no. 1, 2019.
[3] M. O. Heyward, R. A. Cannon, and Sarjono, “Implementing
school-based management in Indonesia: Impact and lessons
learned,” J. Dev. Eff., vol. 3, no. 3, pp. 371–388, 2011.
[4] S. Kewalramani and S. Havu-Nuutinen, “Preschool teachers’ beliefs
and pedagogical practices in the integration of technology: A case
for engaging young children in scientific inquiry,” Eurasia J. Math.
Sci. Technol. Educ., vol. 15, no. 12, 2019.
[5] R. A. Pratama, “AL BARIK (TURORIAL GAMBAR GRAFIK):
SUATU MEDIA PEMBELAJARAN BERBASIS ARTICULATE
STORYLINE 2,” AdMathEdu J. Ilm. Pendidik. Mat. Ilmu Mat. dan
Mat. Terap., vol. 8, no. 2, pp. 185–197, 2018.
[6] T. G. Ratumanan and Y. Tetelepta, “Analisis Pembelajaran
Matematika Berdasarkan Kurikulum 2013 Pada SMA Negeri 1
Masohi,” JUMADIKA J. Magister Pendidik. Mat., vol. 1, no. 1, pp.
25–34, 2019.
[7] U. H. Fajar and S. Indah, “Komunikasi Matematika Berdasarkan
Teori Van Hiele Pada Mata Kuliah Geometri Ditinjau dari Gaya
Belajar Mahasiswa Program Studi Pendidikan Matematika,”
Cendika, vol. 9, no. 2, pp. 159–170, 2015.
[8] I. S. Wardhani, “Geometri dan Permasalahannya dalam
Pembelajaran Matematika di Sekolah (Suatu Penelitian Meta

Analisis),” Pros. Semin. Nas. Integr. Mat. dan Nilai Islam., vol. 3, no.
1, pp. 124–129, 2020.
[9] A. Novianti, “Meningkatkan Pemahaman Konsep Geometri
Menggunakan Benda Manipulatif Pada Siswa Kelas V SD
Muhammadiyah 4 Batu,” Inov. Pendidik. dan Pembelajaran Mat.,
vol. 1, no. 1, pp. 73–84, 2015.
[10] E. R. Diandita et al., “Kemampuan komunikasi matematis dan
metakognitif siswa smp pada materi lingkaran berdasarkan gender
1/2),” J. Pendidik. Mat., vol. 11, no. 2, pp. 79–97, 2017.
[11] S. Maarif, F. Alyani, and T. R. Pradipta, “Kemampuan
Mengkonstruksi Bukti Geometri Mahasiswa Calon Guru
Matematika Pada Perkuliahan Geometri,” J. Elem., vol. 6, no. 2,
pp. 211–227, 2020.
[12] B. Junedi, “Penerapan Teori Van Heile Pada Materi Geometri Di
Kelas VIII,” MES (Journal Math. Educ. Sci., vol. 3, no. 1, pp. 1–7,
2017.
[13] NCTM, Principles and Standards for School Mathematic. Copyright
© 2000 by The National Council of Teachers of Mathematics, 2000.
[14] P. Paridjo and S. B. Waluya, “Analysis Mathematical Communication
Skills Students In The Matter Algebra Based Nctm,” IOSR J. Math.,
vol. 13, no. 01, pp. 60–66, 2017.
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Development Creativity and Motivation in Geometry,” Univers. J.
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35, 2020.
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[20] P. A. Lamonta, M. B. Tandiayuk, and I. Puluhulawa, “Analisis
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Analysis of Elementary Students' Concept
Understanding of Right Triangles in Review Based
on Mathematical Ability
Haris1
Introduction
Mathematics is a subject that has a major contribution to human
life, so mathematics needs to be taught in every school [1]. And is one of
the many subjects taught in every elementary school [2]. Mathematics is
better known as basic science [3].
Students who have more understanding of mathematics will have a
firmer foundation in learning mathematics (source). One of the abilities
that form the basis of other mathematical understanding is conceptual
understanding [4]. Because it takes a strong mastery of mathematics from
an early age, therefore understanding the basic concepts is good and correct,
to understand the following concepts so that it is not just memorizing
formulas [5]. This means that understanding mathematical concepts must
take precedence to solve mathematical problems [6]. And is an important
step to provide initial concepts to students during learning [7].
When students are faced with math problems they experience
difficulties, including not understanding formulas, laziness in counting,
also not understanding the contents of the questions, this is all because
of the lack of teaching concepts [8]. One of the materials in learning
mathematics that needs understanding concepts is geometry [9] especially
triangular shapes, where this material is one of the materials taught since
elementary school [10].
Understanding the concept of school students on the material of flat
triangular shapes is still considered very necessary to be improved [11]
because in the field of geometry, especially the triangle material, students
seem to memorize the formula without understanding the concept [12],
and many students are still not familiar with the concept of triangles
even though the lesson is necessary because it is considered effective in
helping solve many problems from other branches of mathematics [13].
1
Malang

This is supported by research [14] There are also problems with students'
understanding of the triangle concept. So from this problem, the writer
intends to analyze the conceptual understanding of elementary students of
right triangles based on their mathematical abilities.
Result and Discussion
Results
The results of data analysis on the ability to understand mathematical
concepts on the right triangle material show that the scores obtained from
12 subjects are differentiated according to the classification of mathematical
abilities, along with the analysis:
1. Analysis of Problem Number 1
Question indicators: Identify the characteristics of the concept and
recognize the requirements for defining the concept
Problem: answer the questions below correctly
a) Have 2 opposite sides of the same
b) Has 2 perpendicular sides
c) Has 3 equal sides
d) Has 1 slanted side
e) Has 2 opposite angles equally
f ) Has 3 equal angles, namely 60°
g) One of the angles is a right angle
h) Has 1 fold symmetry
i) Has 3 fold symmetries
j) Has no folding and rotating symmetry
k) Has 1 rotational symmetry
l) Has 3 rotating symmetries
Based on some of the questions above, which are the properties of the
right triangle?
Answers of students with low math ability
Figure 1. Question number 1 Answers of students with low math ability

Students with low math abilities made many mistakes in choosing the
properties of right angles from some of the questions given. The following
is an interview with students with low math abilities (S1).
P1 : Are you having trouble answering question number 1?
S1.1 : Yes, because I don't know much about the properties of the
right triangle, so I just choose randomly.
Answers of students with moderate math ability
Figure 2. Question number 1 Answers of students with moderate math ability

From the picture above, it can be seen that students have chosen
many correct answers from the number of questions given, it's just that
students are wrong on the fourth choice. Following are the results of
interviews with students with moderate math abilities (S2).
P1 : Do you have difficulty answering question number 1?
S2.1 : Yes, I am not sure which “h” & “j” is the right one.
P 2 : Does a right triangle have fold symmetry? Try to fold the
rectangle shape in half to see if it will cover the other part
properly.
S2.2 : No.
P3 : This means that it has no folding symmetry.
S3.3 : hh... right "j".
Answers of students with high math ability
Figure 3. Question number 1 Answers of students with high math abilities

Student 3 has answered very precisely without making a mistake,
it is just incomplete because the part "j" is also a characteristic of a right
triangle. Following are the results of interviews with students with high
math abilities (S3).
P1 : Are you having difficulty answering question number 1?
S3.1 : Alhamdulillah, no.
P2 : Does the property of a right triangle have 3 properties?
S3.2 : I don't remember how many of the properties of the right
triangle are, but the properties I have chosen seem to be correct
for all.

P3 : Try to pay attention to part “j”, is it not included in the
properties of a right triangle?
S3.3 : I think so.
P4 : Yes, that includes the properties of a right triangle because a
right triangle does not have fold symmetry.
S3.4 : Yes, it means I didn't mention it.
2. Analysis of question number 2
Problem indicators: Making examples and non-examples.
Look at the picture below.
Figure 4. Problem number 2

Which includes the right triangle picture and include the reason?

From the students' answers, it can be seen that the students were
wrong in determining the right triangle image and also wrong in giving
the reason. Following are the results of interviews with students with low
math abilities.
P1 : Have difficulty answering question number 2?
S1.1 : No.
P2 : Is your answer correct?
S1.2 : Looks like is true

P3 : How come you still have doubts about your answer?
S1.3 : Yes, because I just guessed, every corner has the same value of
60° so it looks like that is what is meant by a right triangle.
Figure 6. Problem number 2

From the students' answers, it can be seen that the answers are correct
and the reasons are also correct, but they are still lacking in choosing
pictures and the reasons are incomplete. Following are the results of
interviews with students with high math abilities.
P1 : Did you have difficulty answering question number 2?
S2.1 : No, because the pictures are clear enough and the properties of
the right triangle I already know so it looks like they are correct.
P2 : Is the image in the “c” section, not a right triangle?
S2.2 : Not, because it is not perpendicular does not fulfill the
nature of a right triangle, namely it does not have 2 sides that
are perpendicular to each other, and all sides are oblique while
a right triangle has only 1 slanted side.
P3 : Is it not perpendicular and all the sides are slanted?
S2.3 : No, because the lines are not straight up and to the side, and I
see that all the sides are slanted.
Answers to students with high math abilities

From the students' answers, it seems that everything is correct, but
the reasons given are not perfect. Following are the results of interviews
with students with high math abilities.

S3.1 : No.
P2 : why in the image do you show that it is a right triangle even
though the image is tilted?
S3.2 : Yes, the picture is tilted but it is only tilted, sis, if the original
is the same as in the C part, and it fulfills the properties of a
right triangle.
P3 : Isn't it the property of a right triangle that it doesn't have a fold
and rotate symmetry?
S3.3 : Yes. I also did not mention the answer to question number 1.
Question indicators: Defining concepts both in writing and verbally
Question: what is meant by a right triangle?

From the students' answers, it can be seen that students cannot define
a right triangle, here are the results of interviews with students with low
math abilities.
S1.1 : Yes.
P2 : Where did you get this answer?
S1.2 : From my mind.
P3 : Look at question number 1, your answer is wrong, which one
is correct in what part?
S1.3 : That is the part g. You just said it.
P4. : yes part "g", if part a is a picture of an equilateral triangle,
because each side is the same, causing the angles to be the same.
S1.4 : Yes.
Figure 9. Question number 3 Answers of students with moderate math ability

Judging from the results of the students' answers, it appears that
students can define the meaning of a right triangle, but it is still not perfect,
and students show doubt about the answer when being interviewed, here
are the results of interviews with students with moderate mathematical
abilities.

S2.1 : There is a little difficulty in defining the meaning of the right
triangle.
P2 : Have you ever been taught what the meaning of a right triangle
is?
S2.2 : I just forgot a little, so I just answered according to what I
remember.
P3 : Try to pay attention to the answer to question number 1 again,
that's the meaning of a right triangle.
S2.3 : ooh yes, we can see it in its properties.
Judging from the results of the students' answers, it appears that
students can define the meaning of a right triangle, but it is still not perfect,
here are the results of interviews with students with high mathematical
abilities.
P1 : Are you having difficulty answering question number 3?
S3.1 : No, I still remember the definition of a right triangle.
P2 : Are you sure?
S3.2 : Yes, I’m sure that's the meaning of a right triangle.
P3 : Try to go back to the answer to question number 1, which is
the definition of a right triangle.
S3.3 : Alright.
P4 : Look at part 1 and 2, so the definition of a right triangle is a
triangular shape in which one of the three angles has an angle
of 90° which is right and also perpendicular
Question indicators: solve questions and make comparisons
Problem: Look at the picture below:

1. Determine the formula from the image above
2. Determine the area of the shape
3. From answers a) and b), what can you conclude from this figure
Figure 11. Problem number 4 answers of students with low math ability
From the picture above, it can be seen that the students did not give
any answers. Following are the results of interviews with students with low
math abilities.
Q1 : Did you have difficulty answering question number 4?
S1.1 : Yes, I don't know how to answer it, I don't even memorize the
formula.
Figure 12. Question number 4 answers to students with moderate math ability
It can be seen from the answers above that students can provide
the formula for the area of a right triangle, and can solve the questions
given, but students cannot provide conclusions from the questions given.
Following are the results of interviews with students with moderate math
abilities.
S2.1 : For sections a & b there is no difficulties sis, but I don't know
to give a conclusion from the answers to questions a & b.
P2 : Try to pay attention to the description and formula of the
problem.
S2.2 : Why sis with pictures and formulas.
P3 : Isn't the right triangle half of the square.
S2.3 : mmm... yeah, I just realized that.

It can be seen from the answers above that students are able to give
the formula for the area of a right triangle, and can solve the questions
given, but students cannot provide conclusions from questions given, here
are the results of interviews with students with high mathematical abilities.
S3.1 : it seems there is nothing but I am confused by the question in
section c, what can be concluded
P2 : try to look at the picture and also study the formula
S3.2 : Yes, draw a half-square right triangle.
P3. : Look at the formula too, .
S3.3 : yeah, I just realized the area of a triangle is half the area of a square.
P4 : Yes, in the picture you also noticed that a right triangle is the
result of a cut from a square that is cut diagonally.
Subjects with low math abilities from the four indicators of the test of
mathematical comprehension ability on the rectangular triangle material
do not meet the four indicators. Subjects with moderate mathematical
ability from the four indicators of the test of mathematical comprehension
ability on the right triangle material fulfill two incomplete indicators, and
one indicator is not correct. Subjects with high mathematical ability from
the four indicators of the test of mathematical comprehension ability in
the right triangle material meet the four indicators of incompleteness. The
results of the above analysis conducted on elementary school students in
Madura with the classification of the low, medium, and high mathematical
abilities shows that the ability to understand mathematical concepts in the
right triangle material is still lacking.
Discussion
The test of the ability to understand mathematics on the flat shape
of a right triangle as many as 4 questions were given to 12 students with a
sample of students with low, medium, and high abilities. From the results
of data analysis, it was found that all students with low, moderate, and
high mathematical abilities could not give perfect answers. Therefore,

the mathematical ability in right triangle material needs to be improved,
considering that the right triangle is a basic concept that must be mastered
by students to continue learning concepts in other more complicated
materials, this is in line with (Syifaya, 2012) which states that triangles
and rectangles are one of the concepts in mathematics at SMP/MTs
which are very fundamental and have an ongoing relationship with other
mathematical concepts.
Based on interviews and observations conducted by researchers,
the difficulty in working on mathematical comprehension questions was
because students only memorized formulas and the learning that was
delivered by the teacher was still procedural, this is in line with the results of
the research (Yezita, Rosha, & Yerizon, 2012) which stated that according
to students the material is triangles. and rectangles are still difficult for
them to understand. This is because in learning triangles and rectangles
in elementary school they tend to memorize formulas without knowing
where the formulas were obtained. They acquire knowledge from teacher
explanations without being directly involved in learning. This results in
the knowledge they gain do not last long in their memory. From the
descriptions above, it is clear that students' mathematical understanding
skills need to be improved by creative and innovative learning delivered by
the teacher.
Conclusion
Based on the discussion and the results of research on students'
understanding of the concept of right triangles in terms of the mathematical
abilities of elementary school students in Madura, it shows different results,
both those with low, moderate, and high math abilities. The following is
a review of the conceptual understanding of elementary students in right
triangles, conclusions about students with low mathematical abilities that
students cannot show right triangle shapes and cannot even give correct
answers to all questions, students with mathematical abilities are less
than perfect in giving answers. and still do not understand the concept
of sideways, and students with high mathematical abilities are also less
than perfect in giving answers.Most student errors indicate a lack of
understanding of the concept.
References
[1] A. Farida, “Profil Kemampuan Spasial Siswa Smp Dalam
Menyelesaikan Masalah Geometri Ditinjau Dari Kemampuan
Matematika,” J. Edukasi, no. Knpmp I, pp. 286–295, 2016.

[2] N. Pobela, “Improving Student Learning Outcomes in Class IV
Elementary School On The Circumference and Area of the Triangle
Through the Use Teaching Aids,” vol. 2, no. 1, pp. 64–72, 2020.
[3] T. J. Wulandari, S. Siagian, and A. M. Sibuea, “Pengembangan
Media Pembelajaran Dengan Aplikasi Macromedia Flash Pada Mata
Pelajaran Matematika,” J. Teknol. Inf. Komun. Dalam Pendidik., vol.
5, no. 2, pp. 195–210, 2019, doi: 10.24114/jtikp.v5i2.12598.
[4] N. Cintang and A. M. Nurkhasanah, “Peningkatan Pemahaman
Konsep Bangun Datar Melalui Pendekatan Konstruktivisme Berbasis
Teori Van Hiele,” Prem. Educ. J. Pendidik. Dasar dan Pembelajaran,
vol. 7, no. 01, p. 1, 2017, doi: 10.25273/pe.v7i01.1144.
[5] Ma’rufi, R. F. Pasandaran, and A. Yogi, “Pemahaman Konsep
Geometri Mahasiswa Berdasarkan Gaya Kognitif Mahasiswa,”
J. Penelit. Mat. dan Pendidik. Mat., vol. 1, no. 2, pp. 56–67,
2018, [Online]. Available: https://journal.uncp.ac.id/index.php/
proximal/article/view/1053.
[6] F. Haryanti and B. A. Saputro, “Pengembangan Modul Matematika
Berbasis Discovery Learning Berbantuan Flipbook Maker Untuk
Meningkatkan Kemampuan Pemahaman Konsep Siswa Pada
Materi Segitiga,” KALAMATIKA J. Pendidik. Mat., vol. 1, no. 2, p.
147, 2016, doi: 10.22236/kalamatika.vol1no2.2016pp147-161.
[7] L. Pitriyani, D. Indihadi, and A. Muiz, “Pengaruh Strategi Shared
Writing Terhadap,” pp. 148–158, 2015.
[8] A. P. Anugraini, “Pembelajaran Bangun Datar Berbasis Kontekstual
Aplikasi Insert Shape untuk Meningkatkan Pemahaman Siswa
Sekolah Dasar,” J. Tadris Mat., vol. 1, no. 2, pp. 123–136, 2018,
doi: 10.21274/jtm.2018.1.2.123-136.
[9] E. M. Yeni, “Pemanfaatan Benda-Benda Manipulatif Untuk
Meningkatkan Pemahaman Konsep Geometri Dan Kemampuan
Tilikan Ruang Siswa Kelas V Sekolah Dasar,” Ed. Khusus, no. 1,
pp. 63–75, 2011, [Online]. Available: http://jurnal.upi.edu/file/7-
Ety_Mukhlesi_Yeni.pdf.
[10] R. I. Safitri, S. Mulyani, and N. Ratu, “Profil Lapisan Pemahaman
Konsep Siswa SMP Terkait Garis Tinggi Segitiga,” J. Ilm. Soulmath
J. Edukasi Pendidik. Mat., vol. 6, no. 2, p. 65, 2018, doi: 10.25139/
smj.v6i2.1141.
[11] A. Purnama, Y. Suryana, and E. Elan, “Peningkatan Pemahaman
Konsep Bangun Datar Segitiga melalui Pendekatan Realistic

Mathematics Education di Kelas II SD,” Indones. J. Prim. Educ.,
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[12] N. Harnifah, P. Studi, and P. Matematika, “Deskripsi hasil belajar
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How can extensive reading promote learning?
Ika Yuliana1
Introduction
In Indonesia, the curriculum and textbooks emphasize reading
comprehension. The general objective of English Language Teaching
(ELT) is to develop English skills based on the Ministry Decree in the
syllabus. The extensive reading gives more emphasis on activities which
develop students’ reading skill and provide students with stimulus for
creative and imaginative reading comprehension.
There are also competencies which demand students to think
critically based on what they read. The students also need to be prepared
to have communicative and collaborative skills. Those are related to the
students’ soft skills defined as the competencies in having a relationship
with people (interpersonal) and the competency in managing themselves
(intrapersonal) [1]. These skills need to include communication skills,
creative thinking process, time management, relationship building,
or leadership in order to make students able to use their knowledge to
communicate, work together, create acceptable language production, and
think critically.
The aim of education is to build the foundation or basis for the
learners’ development to be creative, innovative, and critical human
being (Government Regulation, 2010). It means that through education,
students can be more responsive and critical toward a wide varieties of
issues in society [2]. Therefore, the source of learning provided by teachers
must be varied. The resources—novel, magazine, comic, newspapers, and
other kinds of literature—should be enjoyable and fit the students’ level.
Therefore they must be relevant to students’ interest and well-written on
the basis of students’ current level.
The students need to improve their reading skills since it is very
poor with their awareness of reading habit and there is one of the major
challenges faced by English language teachers. The teacher can design
extensive reading materials to improve the reading interest and reading
habits of students. This could be an approach that students read many
texts to develop good reading habits, to build up their knowledge of
1

vocabulary and sentence structure, and to encourage their interest in
reading. Also, we can engage the learning environments where students are
enjoy reading choose the place and the materials by themselves, shortened
texts written in English [3]. Lastly, it also builds the students' habit to
learn independently by using online or offline media and not to depends
on the teacher’s sources.
It has been proved by many researches have been proved that
extensive reading has a positive effect on general language proficiency,
macro-linguistic skills development, and vocabulary knowledge of the
students [4]. It also develops the vocabulary of the students since the
students do not stick with the limited vocabulary which only prided by the
teacher and the textbooks, they can build up their vocabulary by learning
it independently. To sum up, it can help the students to improve their
motivation to read, their habit in reading, and their confidence to read [4].
While extensive reading is successful in many contexts, it also has a
failure in some grades of the students due to the following reasons. First,
the school’s library is limited in providing the media written in English,
or the students have the limited facility to access it. Second, it is difficult
for teachers need to encourage them to read [5]. The teacher has limited
time to monitor the students do the extensive reading or independent
reading consistently or not. Third, extensive reading is not a part of the
English curriculum in Indonesia, which in Indonesia is mostly still based
on the textbook and based on the teacher sources. Being isolated from the
curriculum, teachers and students do not seriously do extensive reading
and gain their reading habit [3].
Many universities have already implemented extensive reading using
their specific models based on the curriculum in order to help students
improve their English language mastery in general and reading habit in
particular. Meanwhile, some other universities also integrate it into its
programs such as English for Specific Purposes (ESP) or academic writing.
In other words, students are directed to read as their habit as their own
choice; they choose the reading materials they like in the hope that they
will be able to progressively develop their reading habit and awareness, not
just in the light of the course objective.
Discussion
Some Impacts of Extensive Reading on Language Learning
Extensive reading expands students’ vocabulary mastery and
their understanding of words pattern and grammar [6]. In addition, it
also helps learners improve their reading speed and reading techniques.

Besides, due to students’ exposure to the language in the written texts,
they will also gain a better understanding of English grammar. To sum up,
students’ sense of learning and achievement are likely to develop positive
motivation and habit toward reading and learning English in general [6].
Impotantly, extensive reading can improve vocabulary mastery, reading
fluency, and general language competence[7]. To sum up, extensive
reading has positive impacts on the enhancement of students’ vocabulary,
word pattern understanding, and grammar, also developing their reading
speed and understanding the meaning. Therefore, if most of the school
and universities consistently implement extensive reading with the strong
support from the government in form of facilities along with improved
curriculum and syllabus, Indonesian students will have good reading habit.
Trends and Possibilities in Extensive Reading
In the implementation of extensive reading in different contexts,
different technological innovations have been introduced. The students
can access it offline and online depends on their necessity, but at first,
the teacher should give them background knowledge of extensive reading.
At the university level, the lecturer asked the students by giving them a
project. It is hoped that extensive reading activities help students to be
better equipped both in terms of linguistic competence and in terms of
developing their English skills. The effect of extensive reading on young
adults particularly reading read English novels showed that their vocabulary
mastery increases two and six times [5].
Extensive reading helps learners in vocabulary learning since it is
a receptive skill and the students can utilize the words [7]. Besides, the
extensive reading enhances students’ vocabulary skills and improves
students’ writing skills. The students in Taiwan consisting of 211 third-
year graduate students get the treatment of extensive reading by silent
reading. Also, the participant continues reading and maintains a record
by the daily reading on the record sheet, which asked them to write the
summary of what they have read [4].
Conclusion
Developing the students’ habit of reading through extensive reading
can be challenging due to lack of resources, facilities, and support by
our government, curriculum, and facilities. However, with teachers’ and
students’ creativity, problems may lead to opportunities or possibilities.

References
[1] B. P. D. Riyanti, C. W. Sandroto, and M. P. Warmiyati, “Soft Skill
Competencies, Hard Skill Competencies, and Intention to Become
Entrepreneur of Vocational Graduates,” Int. Res. J. Bus. Stud., vol.
9, no. 2, pp. 119–132, 2016.
[2] M. Spratt, A. Pulverness, and M. Williams, The TKT (Teaching
Knowledge Test) Course. Cambridge: Cambridge University Press,
2005.
[3] B. Milliner, “One Year of Extensive Reading on Smartphones: A
Report.,” JALLTCALL J., vol. 13, no. 1, pp. 49–58, 2017.
[4] C. C. Chien and K. Yu, “Applying Extensive Reading to Improve
Unmotivated Learners’ Attitudes Toward Reading in English.,” Int.
J. Learn. Teach. Educ. Res., vol. 13, no. 2, pp. 1–25, 2015.
[5] T. Robb and M. Kano, “Effective Extensive Reading Outside The
Classroom: A Large-Scale Experiment,” Read. a Foreign Lang., vol.
25, no. 2, pp. 234–247, 2013.
[6] R. Day, Bringing Extensive Reading Into The Classroom-Into the
Classroom. Oxford University Press, 2013.
[7] M. Villas, “Extensive Reading: Its Effects to Learners’ General
Language Competence,” Online J. New Horizons Educ., vol. 6, no.
4, pp. 80–85, 2016.

Demonstration Method to Enhance Students’
Willingness to Communicate
Imam Yudy Prasetyo1
Introduction
Speaking is oral production of written language but involves learners
in the mastery of a wide range of sub-skills [1]. It means that conveying
massage from written into spoken by speaking is one of the ways how
people communicate in their life. However, speaking process students
are expected to share their ideas and make interact with students in the
classroom and also with the teacher in the process of learning English in
the classroom.
Therefore, with few exceptions in the K13 curriculum, students have
to make productive work in conducting the materials including speaking.
Students who do not understand the input will not able to produce
expressions to which they have been exposed [2]. Some factors faced by
teacher have been identified, including the big scale of students’ classroom,
teachers’ low English improvement with media or internet sources, students
lack of vocabularies, teachers’ being unfamiliar with the implementation
of the new curriculum, and the usage of methods of teaching English skill
that does not run well.
Review of Related Literature
Teachers’ Beliefs
Teachers’ beliefs hold a very important role in teachers’ behavior,
making judgments, and decisions related to their teaching practice in the
process of learning English in the classroom. Beliefs emerge as a result of
experience, present situation, and future plans [3].
Teacher belief [4] serves a basic element in teaching English practices,
the convenience of investigating how they inform the teachers’ decisions
to conduct particular interaction strategies and roles to facilitate learners’
interaction.
The teacher also a good communicator to improve students’ WTC
in the classroom. The effectiveness of teaching English skill also needs
1

concern from the facility to support students’ proficiency in mastering
the language. The collaboration from teachers, students, and society as
the stakeholders is really needed to support the achievement of standard
competence.
Willingness to Communicate (WTC)
How affective variables such as attitude (international posture)
worked has been examined [5]. English learning process, motivation, and
English self-communication confidence, influence WTC in English. The
structural equation model clarifies that attitude influences motivation and
willingness to communicate (WTC); motivation influences proficiency
and self-confidence influences learners’ willingness to communicate
(WTC) these aspects like a chain to be related together.
The concept of WTC was originally developed in the first language
for communication, WTC has been expected as one of the main concepts
in a second language to learning and instructions in learning English.
Willingness to communicate is also a process readiness to interact. A
learner’s readiness to enter into discourse at a particular time with a specific
person or persons using a second language has been studied [6]. In these
cases motivation, proficiency, self-confidence as the basic structure build
up a willingness to communicate and also make readiness to communicate
higher.
Demonstration Method
It is important to note that speaking triggers the development of
fluency in spoken English [7] state that effective oral communication
requires the ability to use the language appropriately in social interactions.
There are several sets of plans in teaching English and the choice of teaching
methods is dependent on several components such as materials, time
allocation, media, students’ ability, and also the environment. Teachers'
personal guidance proposes that the demonstration method involves the
ways students practice something while observing the class. Students’
practice will follow the teachers’ demonstration in front of the class.
There are two types of demonstrations [8], namely the step-by-step
and the whole process demonstration. For example, a teacher practices and
shows how to make fried noodles is related to procedure text. The teacher
practices, and students observes while making a note. In Belfast English
course, the demonstrative method in front of people and the traffic light
can make students willing to communicate in English. This method is
effective to overcome students with anxiety and no ideas to speak.

Finding and Discussion
The Objective of Teaching Speaking
Speaking is the process of building and sharing meaning through the
use of verbal and non-verbal symbols, in a variety of contexts. Teaching
speaking becomes one of the main parts of teaching language. Speaking
practice during lesson [9], therefore, is important with the following
reasons.
1. Speaking enables students to develop new vocabulary and practice
grammar usage.
2. Speaking activities give students the chance to use the new language
they are learning. It means that students will also get the expression
of daily communication and terms like phrasal verbs to make
communication more interesting and also make students more
confident to communicate.
3. Speaking activities helps students to create certain topics and make
language or expressions that they already know to communicate.
These steps help students to learn English better and succeed. The
goal in teaching speaking skills, therefore, is how someone is able to
communicate effectively. Learners have to make themselves comprehend
the topic by using their current proficiency to the meaning. They must
try to overcome the shyness in the light of mispronunciation, incorrect
grammar, or wrong diction. To help students develop their speaking
communicatively, teachers can use some approaches that combine language-
input, and communicative-output. Language inputs are depicted in the
forms of teachers talk-active in the classroom learning process, listening
in classroom activities with using media like school laboratory, computers,
textbooks, online media, and the like.
The structured output is designed to make learners confident in
producing language items recently learned. Teachers sometimes need to
combining materials with materials recently learned to make a correlation
from previous materials. Teachers sometimes can also use structured
output exercises as transitional phases between the demonstrational stage
and the practical stage. Textbook exercises can also make a good output
combination in practice activities.
In order to be communicative outputs, the learners' main purposes
are completing some tasks such as looking for information from texts,
developing picture series to be a story, or creating a short drama video
recording. In communicative output activities, the criterion of success is
whether the learner is able to get the message.

The Materials in Teaching Speaking
Creating classroom speaking activities means developing student’
communicative competence. Teachers need to combine between a
purpose and an information gap conveying some expressions. Teachers
have to combine structured-output and communicative-output activities,
which control the students in error correction in doing the task or in
communicative activities in the classroom. Teachers also need to give
chances to students express their ideas freely.
Communicative output activities make students able to practice all
of the language items they know. In these activities, students must work
together in the classroom to develop some plans, resolve a problem, or
complete a task. The most common type of communicative output activity
demonstrating ideas.
The main part of the demonstration is the structured output step, in
which students are able to practice the instruction in front of the class. In
the structured output, the accuracy of performance is also important to
be observed. Structured output has been designed to make students feel
comfortable to express and practice the specific language items introduced
by the teacher.
Conclusion
There are several factors that make students anxious to communicate.
Importantly there are many steps to raise students’ motivation. Teachers
has significant role to facilitate their students to have opportunities to
communicate their ideas freely in the target language.
References
[1] J. McDonough and C. Shaw, Materials and Methods in ELT. John
Wiley & Sons.
[2] S. Rebecca, Speaking Your Mind: Oral Presentation and Seminar
Skill. Longman, 2001.
[3] F. M. Connelly and D. J. Clandinin, “Stories of experience and
narrative inquiry,” Educ. Res., vol. 19, no. 5, pp. 2–14, 1990.
[4] G. H. C. Lin and P. S. C. Chien, An Introduction to English Teaching,
A Textbook for English Educators. VDM Verlag Dr. Müller, 2010.
[5] T. Yashima, “Willingness to communicate in a second language:
The Japanese EFL context,” Mod. Lang. J., vol. 86, no. 1, pp. 54–
66, 2002.

[6] S.-J. Kang, “Dynamic emergence of situational willingness to
communicate in a second language,” System, vol. 33, no. 2, pp.
277–292, Jun. 2005, doi: 10.1016/j.system.2004.10.004.
[7] J. C. Richards and W. A. Renandya., Methodology in Language
Teaching: An Anthology of. Current Practice. Cambridge: Cambridge
University Press, 2002.
[8] B. Chikuni, The Teacher’s Handbook: A Practical Approach to
Teaching. Flame Publisher, 2003.
[9] J. Baker and H. Westrup, Essential Speaking Skills: A Handbook for
English Language Teachers. London: Continuum, 2003.

Effectiveness of Group Learning Methods on Student
Learning Outcomes in Geometry Transformation
Materials
Imamah Dien Fitrieyah1
Introduction
Education is very closely related to human life as a social being [1].
Education is a conscious and planned effort to create an atmosphere of
learning and the learning process so that students actively develop their
potential to have religious-spiritual strength, self-control, personality,
intelligence, noble character, and skills needed by themselves, society, the
nation, and the state (Law No. 20 of 2003 article 1 on the education
system). In essence, education is a maturation process to have a responsible
attitude both in mindset and behavior [2], [3]. The purpose of education is
to shape human culture, science, and technology [1]. Therefore, education
is one of the important things to determine the progress and decline of a
nation, so to produce quality human resources, capital is needed from the
results of education itself [4].
In improving the quality of education, continuous improvements
are needed, one of which is an effective and quality learning process [3].
The development of learning programs is closely related to improving
the quality of learning to create a more meaningful learning experience
[5]. Learning consists of various interconnected components [6] and is
also instructional which refers to a set of interconnected components [7].
Mathematics learning has a function as a means of developing critical,
logical, creative, and cooperative thinking skills that students need in
an increasingly advanced life [8]. Learning mathematics has become a
necessity for every individual in today's complex societal developments
[9]. The low math ability of students is a classic problem that cannot be
solved in a short time [10].
In the learning process, learning that is interesting, easy to
understand, makes students active and not boring, the delivery of material
can use learning methods and appropriate learning media so that learning
objectives are achieved [11]. In school learning in general, there are still
1
Malang, fibryspears@gmail.com

teachers who use the lecture method or the learning method given by the
teacher is not attractive, so that students feel sleepy and bored when the
learning process [12]. A teacher in delivering material needs to choose a
method that is appropriate to the circumstances of the class or students
so that students feel interested in following the lessons being taught. Poor
teacher teaching methods will affect student learning outcomes to be less
good as well [13].
The diversity of students' abilities in understanding a concept often
creates problems, among others, some students are very fast and some
students find it difficult but they are reluctant and even afraid or lack
the confidence to ask the teacher [14]. Therefore, a group learning model
is chosen which is expected to maximize the learning conditions where
students tend to prefer to ask their friends. Learning in groups is more
effective than learning by teachers [15]. Group learning is a learning
model in which the learning system works in small groups of 4-6 people
collaboratively so that it can stimulate students to be more passionate
about learning [16].
Geometry transformation has many roles in the development of
students' mathematics [17]. Transformation is an important knowledge
in geometry to build spatial abilities, geometric reasoning abilities, and
strengthen mathematical proof [18]. In fact, according to NCTM,
teaching programs from kindergarten to high school must be able to enable
students to use transformation and symmetry to analyze mathematical
situations. Based on the above conditions, a study will be carried out on
the effectiveness of group learning methods on student learning outcomes
in geometry transformation material.
Discussion
This research is a classroom action research (PTK) which was
conducted in three cycles. Each cycle consists of four phases of activity,
namely: planning, implementing actions, observation and reflection. The
research was conducted in the odd semester of the 2019/2020 school year
in class XI in a school in East Java. The subjects in this study were 33
people consisting of 19 male students and 14 female students. Student
learning outcomes data were taken by giving students tests at the end of
each cycle. This test is useful to determine the extent to which students
understand the concept of the material being taught after the action
process. Data on the implementation of student learning activities during
the learning process were obtained from observations using observation
sheets. To measure student learning outcomes, the average value of each

cycle was compared.
Cycle I
The stages of research in cycle I, as follows:
a. Planning Stage
At this stage, the researcher took the student's initial data from the
results of the students' daily tests on the previous subject to be used
as data that had not been given action (T0). Next, prepare a Learning
Implementation Plan (RPP), teaching materials, Student Discussion
Sheets (LDS), observation sheets, and test questions to assess student
learning outcomes, and determine a tutor by selecting five students
who excel academically and have faster abilities in understanding the
material. After that, provide teaching materials regarding the concept of
the material to be studied and provide direction regarding their duties
as tutors.
b. Action Stage
The action stage consists of the preliminary, core, and concluding
activities.
Preliminary activities: (1) The teacher conveys information about
the concepts of translation and rotation then explains the learning
objectives that must be achieved, (2) The teacher conveys apperception
and motivation related to the material concepts of translation and
rotation, (3) The teacher explains group learning.
Core activities: (1) The teacher presents the material for the concept
of translation and rotation briefly, (2) The teacher divides the students
to form study groups consisting of 6-7 heterogeneous students in
each group one student has been selected to act as a tutor, (3) ) The
teacher distributes Student Discussion Sheets (LDS) to each group for
discussion. The tutor here is to help his friends understand the material
and work on the questions on the Student Discussion Sheet. If there is
a problem that cannot be solved then the tutor asks the teacher for help,
(4) Presentation of the results of the group discussion. In presenting the
results of the discussion, it does not have to be the group leader, other
group members can also present the results of the discussion.
Closing activity: The teacher together with the students concludes the
learning that has been learned. Then, the teacher held a test for the cycle
I where students did the test individually.
c. Observation Stage
Based on student observations 11 students did not pay attention to
the teacher's explanation (students did not look at the teacher who
was teaching, blank stares, chatting, and playing in class). During

the discussion, 8 students asked the tutor, 5 students expressed their
opinions, 8 students participated in answering discussion questions, and
5 students recorded the results of the discussion. For tutor activities, no
one has been able to coordinate the group members, 2 tutors provide
material explanations to their group members and work together to
solve discussion questions, 3 other tutors are busy studying the material
then explain and answer questions from group members.
d. Reflection Stage
The analysis of student learning outcomes has increased from 18.18%
to 30.30%. The increase in student learning outcomes in the first cycle
compared to before the action shows that with group learning, students
are easier to understand the concept of the material given and facilitate
their memory because they are directly involved in finding answers to
problems with the group. However, there are still students who pay
less attention to the tutor's explanation and are not involved in the
discussion. Tutors also have difficulty explaining material to group
members.
The results of the interview showed that when discussing the tutor
still working on the discussion questions by himself without involving
other group members so that students could not understand the material
well and were reluctant to ask the tutor about material that was not
understood. Finally, students who were not invited to discuss became lazy
to take part in lessons, some played cellphones, were sleepy and chatted.
1. Guided by the results of the analysis and observations of students in
the class, there are still weaknesses in cycle I, namely, as follows:
2. All tutors have not been able to coordinate group members.
3. All tutors still find it difficult to explain the material and have not
been able to cooperate with group members.
4. The tutors in groups one and three have not been able to answer
some questions from group members.
To improve student learning outcomes, it is necessary to take further
action to improve learning in cycle II, namely:
1. Explain the concept of the material to the tutor so that they understand
it better so that they can explain it to their group members.
2. Give the tutor some questions so that they are used to answering
questions raised by group members
The tutor's role in helping his friends understand discussion
questions or material that was not understood is still not visible in cycle
I. There are still tutors who do not understand the material, so they are
unable to provide explanations to their friends. Therefore it is necessary to

make further improvements in the next cycle so that this group learning
method becomes more effective in the next cycle. The role of the tutor
has been seen in helping improve student learning outcomes, but it is still
not optimal, so it needs improvement so that it is better in cycle II so that
learning completeness can be better.
Cycle II
The stages of the second cycle of research are as follows:
a. Planning Stage
At the planning stage, the following things are carried out: (1) The
tutor is given directions outside of learning hours about the material to
be studied so that the tutor can understand the material and can help
other friends, (2) prepare lesson plans, teaching materials, LDS, sheets
observations, and test questions to assess student learning outcomes.
b. Action Stage
The action stage consists of the preliminary, core, and concluding activities.
Preliminary activities: (1) the teacher conveys information on reflection
material and explains the learning objectives that must be achieved,
(2) the teacher conveys apperception and motivation related to the
reflective material.
Core activities: (1) The teacher instructs students to form pre-formed
study groups, (2) the teacher presents the reflection material briefly,
(3) the teacher distributes LDS to each group for discussion, (4) the
presentation of the group discussion results.
Closing activity: The teacher together with the students concludes the
lessons that have been learned. Then, the teacher held a test for cycle II
where students did the test individually.
Based on student observations, 9 students did not pay attention to
the teacher's explanation (students did not look at the teacher who
was teaching, blank stares, chatting, and playing in class). During the
discussion, 10 students asked the tutor about discussion questions
that they did not understand, 5 students expressed their opinions, 23
students participated in answering the discussion questions, and 15
students recorded the results of the discussion. As for tutor activities,
3 tutors can coordinate group members, 3 tutors can answer questions
raised by group members and cooperate with group members, and 2
tutors can respond to group members' opinions.
d. Reflection Stage
The analysis of learning outcomes after cycle II is quite good because after
being compared with the results of student learning completeness for

the first cycle from 30.30% to 51.52%. The increase in student learning
outcomes in cycle II compared to cycle I show that with group learning,
students are easier to understand the concept of the material given and
facilitate their memory because they are directly involved in finding
answers to problems with the tutor. After being given reinforcement of
the concept, the tutor who was not able to explain the material at first
was able to explain it to the group members.
Guided by the results of the analysis and observations of students in
the class, there are still weaknesses in cycle II, namely, as follows:
1. Group one and five tutors have not been able to coordinate group
members in discussions
2. The fourth group tutor has not been able to answer questions and has
not been able to cooperate with his group members.
3. Group two tutors are less able to respond to the opinions of group
members.
To improve student learning outcomes, it is necessary to take
corrective actions in further teaching in cycle III, namely:
1. Directing tutors to collaborate more with group members and
coordinating group members.
2. Provide tutors with practice questions so that they are accustomed to
answering questions so that they can answer questions and respond
to opinions raised by group members.
The tutor's role in helping his friends understand discussion questions
or material that was not yet understood has begun to appear in cycle II.
2 tutors did not understand the material, so they were unable to provide
explanations to their friends. Therefore, it is necessary to make further
improvements in the next cycle so that the tutor's role becomes more
effective in the next cycle.
Cycle III
The stages of the third cycle of research are as follows:
a. Planning Stage
At the planning stage, several things are carried out as follows. (1) The
tutor is given directions outside of learning hours to cooperate more
with group members, (2) prepare lesson plans, teaching materials,
LDS, observation sheets, and test questions to assess student learning
outcomes.
b. Action Stage
The action stage consists of the preliminary, core, and concluding
activities.

Preliminary activities: (1) The teacher conveys information about the
dilatation material and the composition of the transformation and
explains the learning objectives that must be achieved, (2) the teacher
conveys apperception and motivation related to the material of dilation
and transformation composition.
Core activities: (1) The teacher instructs students to form pre-formed
study groups, (2) The teacher briefly presents the dilatation material
and transformation composition, (3) The teacher distributes LDS to
each group for discussion and (4) Presentation of the results of the
discussion group.
Closing activity: the teacher together with the students concludes the
learning that has been learned. Then, the teacher held a test for cycle III
where students did the test individually.
Based on the student observation sheet, there is 1 student who does
not pay attention to the teacher's explanation (students do not look
at the teacher who is teaching, blank gaze, chatting, and playing in
class). During the discussion 12 students were asking the tutor about
discussion questions that were not understood, 8 students expressed
their opinions, 20 students participated in answering discussion
questions, and 14 students recorded the results of the discussion. As for
tutor activities, on average all tutors can coordinate group members, all
tutors can answer questions, cooperate and respond to group members'
opinions.
d. Reflection Stage
The analysis of the learning outcomes in cycle III increased from
51.52% to 87.88%. The increase in student learning outcomes in cycle
III compared to the actions given in cycle II shows that group learning
helps students to better understand mathematical concepts. Also, the
more effective the tutor's role, the better the learning completeness. The
test results that have been carried out at the end of cycle III show that
classically, this class has been declared complete learning, because it has
met the requirements for the percentage of classes that are said to have
completed the learning, namely 85%. Thus in this study, there was an
increase in the average score of students' mathematics learning outcomes
through group learning. This means that the tutor's role in each group
has gone well, thus the tutor's role can improve student mathematics
learning outcomes. Recapitulation of the frequency distribution of
student learning outcomes can be seen in Table 2.

Table 2. Recapitulation of Student Learning Outcomes
Average Value of Number of Students Student Completeness
Learning Outcomes Completing (%)
Learning
T0 50,30 6 18,18
T1 60 10 30,30
T2 70,30 17 51,52
T3 84,24 29 87,88
The increase in the percentage of student learning outcomes
completeness is because students have been involved in learning since the
beginning of learning activities. Students who are less able to understand
lessons quickly are assisted by other students who can master the material
well to better understand mathematical concepts. This can improve
students' understanding of concepts and better learning outcomes. The
more effective the tutor's role in each group, the better the learning
completeness.
The results of research that have been conducted on students of class
XI Sos 2 on the subject of geometric transformation show that group
learning can improve student learning outcomes. The average value of
student learning outcomes before action (T0) was 50.30, cycle I (T1) to
60, cycle II (T2) to 70,30, and cycle III (T3) increased to 84,24. Classical
completeness before action was 18.18%, cycle I became 30.30%, cycle
II became 51.52%, and in cycle III classical completeness increased to
87.88%. The group learning method has been going well so that student
learning outcomes have increased from each cycle.
Conclusion
Based on the research results it can be concluded that there has been
an increase in student learning outcomes through group learning methods.
The increase in learning outcomes is shown from the results of each cycle,
in the cycle I (T1) is 60 (30,30%), cycle II (T2) is 70,30 (51,52%), and cycle
III (T3) is 84,24 (87,88%). The completeness of the learning outcomes of
each cycle is T3>T2>T1>T0.
It is recommended that teachers who have the same problems as in
this study can use the group learning method to help the teaching and
learning process in the classroom. Schools can also support new learning
methods by providing facilities and infrastructure. The results of this study
can be used as a comparison in conducting further research.

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Communication in Online Mathematics Learning in
the Covid-19 Era
Indah Lestari1
Introduction
The spread of the Covid-19 virus is increasingly attacking people
in the world, including Indonesia. Hundreds of millions of people have
become victims of the virus, so the government has issued a circular
asking people to carry out social distancing to minimize the spread of the
Covid-19 virus. Social Distancing is an action that limits direct contact
with other people by maintaining a distance of 1 to 2 meters to avoid
spreading disease [1]. The form of application of Social Distancing is
reducing the use of public transportation, avoiding crowds, and working
from home (Work from Home). This of course has an impact on all fields,
especially in education. All schools in Indonesia were closed, teaching and
learning activities were delayed and did not run properly. Besides that
teachers and students began to lose communication because they did not
meet face to face directly.
Problems in communication can be overcome by the development
of Information and Communication Technology [2]. Advances in
Communication and Information Technology today have various benefits
that are very influential in the field of education, for example, they can
provide new experiences for teachers and students, extensive knowledge
because various information can be seen on the internet, increase human
resources, and facilitate effective learning activities. Learning that was
effective during the Covid-19 pandemic was online learning. Online
learning is an activity that can facilitate learning, especially mathematics
which allows face-to-face discussions even though they are in different
places [3]. Online learning is a medium that is used as a tool to convey
information or material, assess and facilitate student-centered teaching
and learning activities connected to the internet [4]. Online learning is
guidance from the teacher that can be done continuously without being
limited by space, time, and cost for transportation to school [5 , 6]. The
results of research conducted [2] shows that online learning systems can
1
Malang

save space and time between teachers and students in discussions or
consultations.
This online learning can improve communication between teachers
and students in learning activities even though they are far away and in
different places. Teacher and student communication play an important
role in creating a pleasant learning atmosphere and increasing student
motivation. Communication is a process of interaction between individuals
with other individuals or groups with other groups using spoken, written,
body language, expressions, or gestures [7]. Communication is the process
of transferring information using symbols, numbers, writing, etc. to make
it easier for the recipient of information to understand what is being
conveyed [8]. The purpose of communication in online learning is to
encourage students to be more active in learning, to raise awareness of the
importance of taking part in learning, and the media to deliver learning
material [5 , 9]. Learning is carried out face-to-face, communication can
be carried out using body language and facial expressions in delivering
material so that students can easily understand it, in contrast to online
learning that cannot be done such as face-to-face learning, this will cause
miscommunication between teachers and students who will mess up
the learning system. On research [7, 10, 11] shows that the effectiveness
of teachers in teaching is closely related to the way they communicate,
through communication students and teachers can discuss and convey
ideas or ideas to promote a more positive and fun learning atmosphere.
Discussion
The development of Information and Communication Technology is
currently growing very rapidly. In the world of education, the development
of Information and Communication Technology has many uses, especially
during the Covid-19 pandemic, which requires all people to do learning
activities at home. Good use of Information and Communication
Technology can help teachers in various ways, namely as follows, 1)
teachers can make learning more interesting and interactive by using
photos or videos that can explain learning material so that students are
interested in paying attention to the lesson; 2) assisting the teacher's work
in teaching, for example, the teacher no longer needs to write on the board
which can take up time; 3) can require students to learn independently;
4) improve the quality of learning; 5) learning is carried out anywhere and
anytime and 5) can foster a positive perception of learning.
Learning that was effective during the Covid-19 pandemic was
online learning or often known as e-learning. Where online learning is

an activity that can facilitate learning, especially mathematics which
allows face-to-face discussions even though they are in different places [3].
Online learning is a medium that is used as a tool to convey information
or material, assess and facilitate student-centered teaching and learning
activities, and is connected to the internet [4]. Online learning is guidance
from the teacher that can be done continuously without being limited by
space, time, and cost for school transportation. So it can be concluded that
online learning is distance learning that can be done anywhere as long as it
is connected to the internet [5 , 6].
Online learning has several characteristics, such as the use and
utilization of electronic technology services, teaching materials can be
stored on electronic devices such as laptops and computers so that they
can be accessed by teachers or students anytime and anywhere, all activities
related to educational administration can be accessed and the main media
used are Internet [12]. Online learning has the advantages of making it
easier for students and teachers to access material without time and space
so that it can broaden their horizons, can support student independence
in learning, can save costs in the process of teaching and learning activities,
can facilitate communication between teachers and students, are interactive
and innovative and facilitate the storage of learning material. While
the shortcomings of online learning are separate teachers and students,
students tend to focus on electronic devices rather than learning, only a few
students can operate computers and use the internet in learning. In online
learning, teachers must have the ability to understand what guidance is
suitable to give to each of their students [13 , 14]. Also, not only teachers
but students must have skills in utilizing the internet and several electronic
devices because this will greatly affect the success of online learning [15].
This research focuses on how communication in learning
mathematics online during the Covid-19 pandemic. The research was
conducted by an interview via Whatsapp with a math teacher. Some
of the questions that were asked in the interview were as follows, 1) Is
mathematics learning done online ?; 2) What media are used to improve
communication with students so that mathematics learning runs well ?;
3) Do students actively communicate during online learning in terms
of attendance, asking questions and discussing? 4) According to you,
what kind of communication is effective for students who are less active
in online learning? 5) What are the obstacles faced in communicating
with students/parents during online learning ?; 6) How is the solution
related to these constraints ?; 7) According to you, how do you build good
communication in online learning?

The results of the interview that was conducted on November 10,
2020, with the mathematics teacher at SMP Smart Indonesia School
Pekanbaru, namely, mathematics learning was carried out online using
media or the Google Classroom application, Zoom, and WhatsApp
Group. There are only a few students who take mathematics learning
online, of course, requires teachers to better communicate with parents
to pay more attention and monitor student learning hours. The obstacles
faced by teachers at the beginning of online learning were that many
parents complained about not being able to buy their child's internet
quota package, this math teacher argued that it was not an excuse because,
for learning applications, the school had provided quota assistance to all
students, it's just that when students are using a cellphone, it is not the
application or subject matter that is opened but games, watching Youtube,
Instagram, Facebook, and other applications so that the internet quota
quickly runs out. Based on these constraints, mathematics teachers always
provide understanding and direction to parents of students so that students
are monitored while using their cellphones during class hours. The way to
build good communication according to the mathematics teacher at SMP
Smart Indonesia School Pekanbaru is by still controlling the attendance
and collection of student assignments, communicating regularly with
parents if students are not present in online learning, if students are not
present, the teacher will directly contact students’ parents.
The results of the next interview were conducted on November 11,
2020, with mathematics teachers at SMP PGRI 61 Surabaya, mathematics
learning was carried out online during the Covid 19 pandemic, the media
or applications used were Microsoft Office PowerPoint, videos to explain
the material, Whatsapp Group, and Google Form. Google Form is used for
collecting student assignments, daily tests, midterm exams, quiz semester
exams, and so on. Students who are active in online learning in terms of
asking only a few students so that teachers are required to give questions to
students one by one. The obstacles faced by teachers and students in online
learning are internet connections that are not always smooth and busy,
parents who work and do not have cellphones so they cannot monitor
their children when class hours are in progress.
In interviews conducted with mathematics teachers at SMP PGRI
61 Surabaya and SMP Smart Indonesia School Pekanbaru through
WhatsApp, the online learning media used were Google Classroom,
Google Form, Zoom, and Whatsapp Group. Some of these applications
are very supportive of online learning such as the ease of delivering subject
matter, the ease of collecting assignments, and the ease of discussing

subject matter between teachers and students. In the world of education,
online learning will be successful or successful if communication between
teachers and students is well established and intensive. Communication
is a process of interaction between individuals with other individuals
or groups with other groups using spoken, written, body language,
expressions, or gestures [7]. Communication is the process of transferring
information using symbols, numbers, writing, etc. to make it easier for the
recipient of information to understand what is being conveyed. So it can
be concluded that communication is a process of interaction between two
or more people to convey information that requires reciprocity so that the
purpose of delivering information is achieved properly [8].
Communication has a very important role in learning, especially
mathematics because it is not only a learning tool but as a language, a tool
for solving math problems and drawing conclusions [9 , 12]. Some of the
obstacles faced by the mathematics teachers of SMP PGRI 61 Surabaya
and SMP Smart Indonesia School Pekanbaru are as follows, 1) Some
students do not have cellphones; 2) Not a few parents with low economies
complain about not being able to buy internet packages; 3) Parents are
busy working so they cannot monitor students' learning; 4) Students tend
to use internet quota more for games, watching YouTube, playing social
media such as Instagram, telegram, Facebook and so on rather than being
used for learning; 5) In the implementation of online learning, only 20%
of students are active in terms of attendance, communication, discussion
and assignment collection.
Interaction and communication between the school, teachers,
parents, and students can facilitate online learning activities [6] so that
the math teacher problems listed above can be solved with the following
solutions, 1) For students who do not have cellphones, the teacher gives
assignments that can be taken by students or parents at school to do at
home, then collect assignments back to school; 2) There is a free quota for
all students from the government, and private schools such as SMP Smart
Indonesia School Pekanbaru have also provided quota assistance to their
students; 3) Provide understanding to parents to set aside time to monitor
and communicate with their children regarding online learning that is
being carried out. This online learning requires teachers to be creative in
creating good and effective communication techniques so that learning
feels more enjoyable and students are motivated in learning [16].
Teacher effectiveness is closely related to how to communicate in
the teaching and learning process. The teacher communicates ideas and
material through speaking, body language, writing, and so on. Good

communication can increase student interest and motivation in learning
and can create a more attractive learning atmosphere for students
[11]. Effective communication is a process of exchanging knowledge,
information, and ideas in such a way as to achieve a goal [7]. Based on
interviews that have been conducted, teachers of SMP PGRI 61 Surabaya
and SMP Smart Indonesia School Pekanbaru concluded that effective
communication is face-to-face learning because when learning is face-to-
face and has complete facilities for the implementation of online learning.
Effective communication can be done in the following ways, 1) Creating
study groups that will provide information related to learning schedules
and materials and media for discussion; 2) Always communicate with
parents regarding student learning activities; 3) Monitor students both
from the aspects of attendance, aspects of activity and collection of student
assignments; 4) Always motivate, ask for news, and ask about the obstacles
faced by students so that students are not stressed by the assignments given.
Conclusion
In the explanation above, it can be concluded that online learning
is distance learning that can be done anywhere as long as it is connected
to the internet. The online learning process will not take place without
communication. Communication is a process of interaction between two
or more people to convey information that requires reciprocity so that the
purpose of delivering information is achieved properly. Communication
plays an important role in the implementation of online learning.
Establishing good communication between the school, teachers, students,
and parents can solve any obstacles faced so that online learning will feel
light and fun.
Penelitian ini hanya terfokus pada komunikasi pada pembelajaran
online sehingga peneliti berharap ada peluang untuk dilakukan penelitian
lanjutan dengan focus dan subjek yang berbeda.
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Postcolonial Literary Criticisms in Literary Works
Kartika Tiara Syarifuddin1
Introduction
As a rich country with abundant natural and cultural products,
Indonesia seems to be a resourceful target of colonisation. It is the dark
record for Indonesian nation as it was colonized for centuries by a number
of European countries. Atrocities such as murder, massacres, deprivation of
rights, and other kinds of torture were targeting Indonesians for hundreds
of years. Unsatisfied with torturing Indonesian natives for personal and
colonial interests, colonizers also exploited Indonesian crops. This is
evident where [1] Indonesia had experienced repeated colonization by the
Portuguese, Dutch, British and Japanese colonial rule.
Although the oppression towards Indonesians was officially over,
the impact remains until today. Atrocities and violence committed by the
colonizers have always haunted the development of Indonesia. Doctrines
on Western versus Eastern class are deeply rooted. It is a common
understanding among Indonesians where Western nations are superior to
Eastern nations. This may be caused by the fact that [2] during colonial
era, Indonesian livelihood and economic system were largely regulated by
the Dutch.
In this case, official historical records are not a sole way to understand
the living of Indonesians during colonial period. Literary works offer
another form of knowledge where miniature of people’s life expressed in
written form, fictions and non-fictions. Accordingly [3], literary works are
spontaneous outpouring of strong feelings, reflections of deepest emotions,
synthesised in a creation through thinking. Overflowing feelings in literary
works aims to allow the readers to be on the same shoes as the authors.
Some events in literary works seem vividly mimic real life because this work
is the miniature of life. This research acknowledges that some Indonesian
literary works document the sadness during colonial period.
Literary works of the colonial genre mostly highlight the life of
Indonesians under colonial system. Hence, the use of postcolonial literary
criticism fits the analysis of literary works with the themes of colonial life.
1
Master of Pendidikan Bahasa dan Sastra Indonesia, Postgraduate Program University of
Muhammadiyah Malang

A previous study by Buntu [4] entitled Membaca Teks dalam Pandangan
Poskolonial: Catatan Kritis atas Bacaan Terhadap Teks Kitab Suci (Text
reading in postcolonial views: Critical notes on religious books) employed
psotcolonial perspectives in analysing the connection between text and
contexts. It focused on the bible as a form of literary works. Hadriningtyas
[2] conducted a study entitled Mimikri, Mockery, dan Resistansi Gaya
Hidup Pribumi terhadap Budaya Kolonial Belanda dalam Tetralogi Pulau
Buru (Mimicry, mockery, and resilience of natives toward Dutch’s colonial
lifestyle in the tetralogy of Pulau Buru). Based on these two studies, this
research aims to investigate the development and postcolonial criticisms
in literary works.
This study investigates: 1) the development of criticisms toward
postcolonial literary works, 2) elements of postcolonial literary works, and
3) postcolonial analysis on literary works. These statements of problems
are based on the position of postcolonialism within the creation of literary
works. Hence, it focuses on the impacts of colonialism and lifestyle during
postcolonialism era as reflected through Indonesian literary works.
Discussion
The development of postcolonial literary criticisms
The term postcolonial is etymologically derived from the words
“post” and “colonial” [5]. Colonial comes from Roman language that
means agricultural land or settlement. Negative connotation is attached to
the word “colonial” because of social inequality between the authoritative
parties and the minority. In this case, immigrants are discriminated by the
natives, but they are in the position of power. Hence, they take out the
rights of the natives and dictate their obligations, as later practiced during
the colonial period.
Gandhi [6] states that postcolonial studies emerged when Bill
Aschroft and colleagues introduced literary studies (postcolonial literature),
resulting on two understandings, namely, the national model and the black
writing. Both models focus on the realtions between the natives and the
rulers. The national model emphasizes on the environmental relationships
that impact literary works and its polemics. On the other hand, the black
writing model focuses on the role of literary works on culture. It highlights
the determining role of the rulers in the development of a culture. In this
case, the hegemony between the rulers and what (and who) are ruled is
clearer and wider.
Walia [7] writes that postcolonial was introduced by Frantz Fanon
in his book entitled Black Skin, White Mask, and the Wretched of the Earth

(1967). This book developed a careful analysis on the psychological and
sociological impacts caused by colonization. It documents that the impact
of colonialism affects both psychology and sociology of a group of people,
especially those once colonized, let alone if it lasts for centuries. Long
colonization gradually shapes the attitude and behavior of the natives, for
example, to follow the lifestyle and thinking of the colonial nation.
According to Santosa [1], Edward W. Said (1978) explains that
orientalism marks a milestone in the birth of postcolonial theory.
Orientalism studies the connection between power and knowledge.
Specifically, orientalists argue that the West had created a construction
of thought about the East. Westerners describe the identity of Easterners
as underdeveloped, dirty, problematic, which all are the opposite of the
modern, rational, and progressive Western nation. The West indoctrinated
the whole world, which slowly turns into the identification of personality in
the East. The gestures of acceptance through actions and habits performed
by the East made this personality identification is slowly acceptable.
Spivak responds to the statement of the orientalists in Jacques
Derrida’s Book Of Grammatology (1982). He firmly rejects all powers that
hinder and limit, while at the same time expressing the need of freedom,
by stating that oppressed and colonized society must speak, take initiative,
and run action for their silenced voices [1]. This criticisms marked the
birth of postcolonial criticism pioneered by Edward W. Said, Homi
Babha, and Gayatri Chakrovotry Spivak. These experts specifically strives
to understand the former colonial society and literary works as the primary
objects of their discussion. Postcolonial literary criticisms is thus defined
as a study of literature revelation on colonial traces in formerly colonized
countries.
It can be concluded that postcolonial theory is used to analyze
cultural phenomena in history, politics, economics, and literature that
have occurred in the former modern European colony [5]. Cultural
phenomenon in postcolonial literary criticism and what happens to the
natives are clearly illustrated in literary works that have historical themes.
Indeed, literary work contains elements from authors’ surrounding
environment that affect his work. Authors can also freely express all forms
of feelings and views of the colonial period through intrinsic and extrinsic
statements.
Colonial literary works written by either historical actors or observers
will likely bring out social inequality or reciprocal relations during the
colonial period. However, literary works of historical actors as authors
would feel more lifelike than observers or documenters.

The elements of postcolonial literary works criticims
Colonial practices do not always impact negatively. It may also bear
positive things where the colonized countries can learn from the colonial
country. They often copy the government system, economic principles,
lifestyle, ways of thinking, and work efficiency as shown by the colonizers.
However, this may trigger dilemma for the natives where they feel like
they have to thank the colonizers for the given knowledge, but also want
to oppose and break out the enforced authorization. Such dilemma,
according to postcolonial theory, is inextricable like two sides of a coin.
Literary works with the theme of colonial history commonly depicts
differences between natives and colonizers. The natives are often illustrated
as entities that can be humiliated and laughed at. This makes the natives
struggled to achieve equal position with the colonizers. However, their
ability to think of rebellion, ideas, and creation are the products of imitation
toward the colonial’s habit and lifestyle. The natives copy the way the
colonial’s dress, talk, and interact. Post-colonial literary criticisms consider
this as a primary cause of a lost identity in the effort of status equalization.
However, this action can also be regarded as a form of rebellion. Hence,
these two opoosite things are thoroughly described as follows.
Mimicry
Mimicry is a form of postcolonial action initiated by Homi K.
Bhaba. Bhaba [8] states that mimicry is a desire of a particular subject
to become “The Other”, which is almost the same, but not completely
the same. Mimicry is an “imitation”. This concept explores doubts of the
natives in addressing the rulers, physically and ideally. In this case, the
natives unconsciously imitate their colonizers as a form of desire to achieve
equality.
The natives tend to imitate to achieve equal position; on the other
hand, they also want to escape. They want to stand on their own feet,
practice their own beliefs and culture without blending in with the new
ideas brought by the colonizers. Mimicry causes confusion as the natives
want to practice the colonizers’ lifestyle that is easier, but they do not want
to abandon their cultural heritage either.
Hence, the natives become indecisive and turns into a hybrid creation
where they blend their lifestyle with the colonizers’. This cultural impurity
is caused by long colonialisation where indigenous identity erodes.
Subaltern
The Subaltern is an oppressed group of people that are expected to
speak out, oppose, take initiatives, and reclaim back their rights. Spivak

rejects a colonial system that is detrimental to a nation. His opinion fuel
the natives to fight back.
Literary works illustrate indigenous resistance by not only fighting
back, but also be able to voice their grief and rejection. These forms are
evident in the scenes, narrations, dialogues, and monologues of characters
in literary works. Besides physical actions, characters’ ideas is considered as
part of subaltern when they want to be free from the colonizers. It can be
said that the authors want to voice their solutions through his characters.
Forms of mimicry and subaltern, according to Endraswara [6], are
described as follows:
a. Colonial Reflections on Occupation and Physical Conquest
Such study can be based on the colonizers’ perspectives to physically
conquer the natives. The oppression was based on the understanding
that the colonizers were stronger. Such perspective is not merely based
on the physical power, but the desire to weaken and overthrow the
natives’ mentality. Forms of litearry works based on this view emphasize
efforts to fight for position, justice, or law to maintain and raise the
social status of natives.
b. Ideological reflection
Such study is based on the ideology or thoughts instilled by the colonizers.
In this case, the natives mostly always think that they are helpless, inferior,
unworthy, and do not deserve equal social position with the colonizers.
Ideological reflection is the most effective way in conquering thoughts
where the natives tend to surrender and obey the colonialist.
c. Assess the hegemony of power
The power held by the colonizers over the natives results in thoughts of
masters and subordinates. The colonizers acted as masters and demanded
to be served by the natives as subordinates. This was as a result of the
physical and ideological conquests carried out by the colonizers.
d. Assess hegemony from the gender aspect
Gender aspect is a critical aspect in post-colonial literary criticism. The
oppression of women by men during the colonial period is often seen
when colonizers objectify native women to satisfy their lust and desire.
Perspectives of postcolonial criticisms on literary works
Postcolonial studies view that literary works with colonial topics as an
attempt to convey aspirations, opinions, and reject the colonial system. It
is evident through the characters that oppose colonialism. Very often this
figure struggles to bring about change relecting authors’ intention. There
is an authors’ turmoil to get out of oppression, as triggered by the facts
that the natives were restrained from all aspects during colonialisation. The

prohibition to reject, enforcement of rights and obligations, and arbitrary
treatment of the colonizers made authors show rebellions as vented in their
literary works.
Literary work is an inner reflection, pleasant and unpleasant historical
heaps, during the colonial era [6]. The discussion of postcolonial means
that we have to bring back memories of the past that require correct
understanding. It calls for an appropriate point of view to grasp what is
implied. Besides, this attitude is also needed to find out how literary work
was created. It can study the authors’ desire and ideals.
Postcolonial literary criticisms were resulted from a massive rejection
of discriminatory notions during the colonial period. Day and Foulcher [9]
explains that literary criticisms view postcolonialism as a study of literature
to reveal traces of colonial encounters. For example, racial, national, and
cultural confrontations between people with unequal power relations since
the beginning of European imperialism. It can be said that postcolonial
literary criticism study the government system during the colonial period,
and its impacts on cultural contacts between colonizers and natives.
Postcolonial literary criticisms also focus on the doctrines by the
colonizers. It is often related to the differences between the West and the
East. Westerners are always depicted as owning higher position, worthy
to rule, advanced, and fully authorized, placing the Easterners under the
orders of the Western nation.
This is in line with Ratna [5] where postcolonial traces the thinking
patterns of the orientalists to build Western superiority, with the logical
consequence of Eastern inferiority. It is obvious that Westerners claim
their strengths as above the average ability of Easterners, instilling a sense
of discrimination. This perspective is sometimes found today although
the actual form of colonisation no longer exists. This shows that the core
problem is not visible, but comes in the forms of doctrine, mindsets, and
culture instead. The existence of postcolonial literary criticisms is critical
to uncover the impact of power exercised by the colonizers to the natives.
Conclusion
Postcolonial criticisms is a rejection toward colonial practices by
Western nations. It views literary works as a means of conveying aspirations
by parties that were once colonized. Postcolonial literary criticisms can also
be used to study the changes in cultural systems and indigenous mindsets.
The elements of postcolonial literary criticisms are mimicry and subalterns.
These two elements can be the bases of overview on how postcolonial
movements are expressed in literary works.

References
[1] P. Santosa, Kritik Postkolonial: Jaringan Sastra Atas Rekam Jejak
Kolonialisme. Jakarta: Badan Pengembangan dan Pembinaan
Bahasa. 2012.
[2] P. R. Hardiningtyas, Mimikri, Mockery, dan Resistansi Gaya Hidup
Pribumi terhadap Budaya Kolonial Belanda dalam Tetralogi Pulau
Buru. Denpasar: Metasastra, vol 11, pp. 91-112, 2018.
[3] Kusmawati, Ayu Sri. Budaya dalam Novel Cinta Putih di Bumi
Papua Karya Dzikry El Han Tinjauan Sosiologi Sastra. Sorong:
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya, vol 1, pp. 121-
133, 2020.
[4] S. Buntu, Membaca Teks dalam Pandangan Poskolonial: Catatan
Kritis atas Bacaan Terhadap Teks Kitab Suci. Toraja: Jurnal Teologi
dan Pendidikan Kristen Kontekstual, vol 1, pp. 179-190, 2018.
[5] N. K. Ratna, Teori, Metode, dan Teknik Penelitian Sastra dar
Strukturalisme hingga Postrukturalisme Perspektif Wacana Naratif.
Yogyakarta: Pustaka Pelajar, 2015.
[6] S. Endraswara, Metodologi Penlitian Sastra. Yogyakarta: CAPS,
2013
[7] S. Walia, Seri Postmodern Edward Said dan Penulisan Sejarah.
Yogyakarta: Jendela. 2003.
[8] Hafid, Diskriminasi Bangsa Belanda dalam Novel Sala h Asuhan
Karya Abdoel Moeis (Kajian Postkolonial). Kembara: Jurnal
Keilmuan Bahasa, Sasra, dan Pengajaran, vol 3, pp. 123-132, 2017.
[9] K. Foulcher, and T. Day, Sastra Indonesia Modern: Kritik Postkolonial.
Edisi Revisi. Alih Bahasa Koesalah Soebagya Toer dan Monique
Soesman. Edisi Pertama 2004. Jakarta: KITLV-Jakarta dan Yayasan
Obor Indonesia, 2008.

The Analysis of Idiomatic Use in Patani Malay
Society: A Sociopragmatic Approach
Kasem Datoh1
Introduction
Humans are social beings that need interaction. They use language
as a means of communication and group identity. For communication to
function, recipients and language speakers must master the language. In
this case, language is a communication tool used for human interaction.
It is a verbal communication with arbitrary system of sound symbols [1].
Language is important for human.
As an interaction means, language and humans are inseparable.
Language guides studies of the foundation of a society where there is
no society without language and vice versa. Language reflects the real
nature from responses about human perception of its surroundings.
Language is also resulted from human understanding, perception,
and conceptualization. They are the records of humans’ thoughts and
experiences. It acan be concluded that perception and conceptualization
play an important role in the origin of a language. It helps us to understand
the distinguishing features across communities. In conclusion, a particular
community group may have different perceptions from other community
group as their languages are different.
The discussion about language is inextricable from the nature
where speakers’ messages must be understandable by the recipients. The
importance of language lies on its meaning, for a language is not functional
if it has no meaning. Hence, language and meaning are inseparable.
This research employed Semantics whose many theories have been
long developed by philosophers and linguists around the concept of
meaning. Philosophers and linguists consistently question meaning in the
relationship between language (speech), thought, and reality. A theory of
meaning revolves around the relationship between output, thought, and
reality. Hence, various kinds and relations of meanings are theorized as
follows, a) Denotative meanings, which is considered a central factor in
language communication. It is a conceptua, original, or actual meaning
1
Master of Pendidikan Bahasa dan Sastra Indonesia, Post Graduate Program University of
Muhammadiyah Malang

of a lexeme; b) Connotative meanings, which refers to the communicative
value of an expression according to what is referred to, beyond its actual
conceptual content. Boundaries between conceptual and connotative
meaning is called vague, which is easy to understand due to the visible
difference between ‘language’ and ‘real world’. Connotation is intended
to give a ‘taste value’ to a word; c) Idiomatic meanings, which is conveyed
in language units in the form of words, phrases, or sentences. Idioms
have elements of meaning that hardly be guessed in terms of lexical and
grammatical meanings. The meaning of idioms is no longer related to
neither lexical nor grammatical meaning, in which it has own lexical units
with lexical meaning; d) Synonymy, which refers to a relationship of the
same meaning between two-way words. Two words that are synonymous
are not one hundred percent the same, but similar instead. This is because
the form of these words is not absolutely the same, making their meanings
slightly different; e) Antonymy, as described by Verhaar in Chaer [1] as
an expression (word, phrase, or sentence) whose meaning is the opposite
of another expression’s. Antonymy reflects an opposition of meaning
between two different forms of expression; and f ) Ambiguity, also known
as impermanence, which is defined as or a word with multiple meanings.
Ambiguity usually comes from a larger grammatical unit than words, such
as phrases and sentences.
This research focuses on the language of Patani Malay community
who used idiomatic expressions. In this case, the researcher studied the
idiomatic expressions used by the speakers of Patani Malay. Idioms are
used to express indirect meaning because the used words require special
interpretation.
Idioms are the combination of words with different meanings. The
data was obtained from the speech of Patani Malay community in Southern
Thailand, who discussed society reprimands. This research entitled “The
analysis of idiomatic use in Patani Malay society: A Socio-pragmatic
approach”. Problems of this research are: 1) What is the meaning of the
idiomatic?; 2) What are the idioms spoken by Patani Malay community in
Southern Thailand?; and 3) How does idioms reflect content?
Results of this study are expected to provide thorough analysis on the
idioms used in Patani Malay community.
Discussion
What is the Meaning of Idioms
Idioms is a lexical meaning formed from several words that can
produce different meanings [2].

1. Boundaries of Automatic Meaning
The term ‘idiom’ comes from Greek that means ‘alone, unique, special’.
It is also sometimes called language styles specified by certain class, dialect,
proverb, or strange designation, which is difficult to correctly translate into
other languages. Meaning of idioms is called idiomatic meaning [3].
Some idiomatic meanings include:
a. Construction, whose meaning is different from the combined
meaning of its members [4].
b. Phrases, whose meaning cannot be explained logically or
grammatically by solely relying on the meaning of the words that
make it up [5 pp. 109]
c. Language expression in the form of a word combination, whose
meanings are unified and cannot be interpreted with the meaning of
constituent elements (Soedjoto, 1987: 101: KBBI, 1988: 320).
Meanwhile, Chaer [1 pp. 76-77] defines idioms as units of language
(words, phrases, or sentences) whose meaning cannot be predicted from
the lexical meaning of the elements or the grammatical meaning of these
units. It is different from idiomatic meaning as a meaning of a language
unit (word, phrase, or sentence) derivates from the lexical meaning or
grammatical meaning of the constituent elements. There is no other way
than consult the dictionary to find out the idiomatic meaning of a word
(or phrase and sentence).
2. Idiom Forms
Sudaryat [3 pp. 80] divides idioms into two forms, named in full and
partial.
a) Full Idioms
It is an idiom whose meaning cannot be described by only looking at
each separate element. Meanings in full idioms are already integrated
and cannot be solely interpreted within single constituent (i.e., hard
and working = hard working).
b) Partial Idioms
Meanings in partial idioms can be described by a single constituent. It is
because each word in partial idioms have lexical meaning (i.e., oversized
can be interpreted as over and sized that do not change their original
meaning).
3. Sources of Idioms
Idioms are forms of language expression by mentioning something
experienced by the speakers. Language is the manifestation of life (culture)
of the people who practice it [3 pp. 81].

Idioms found in Patani Malay community in Southern Thailand
Sudaryat [3 pp. 81-88] mentions that the sources of idioms lay in
the speakers’ community, which is based on: a) body parts, b) names of
color, c) names of natural object, d) animal names, e) parts of plants, and
f ) numbers.
a) Body parts
Malay Phonetics Bahasa Interpretation Examples
Indonesia (BI)
Kengah /kegahɁ/ Keras kepala Does not Sifat keras
palo accept others’ kepala Dadang
/Palo/ (stubborn) opinions telah
membuatnya
gagal meraih
impiannya sejak
kecil.
Dadang’s
stubbornness fails
him to achieve
his dreams
Depe /daɁpɛ/, / Depan mata Visible but Sudah ada di
hidong hidoɳ/ hard to be depan tetapi
(within found tidak kelihatan
eyesight)
It’s within
eyesight, but he
can’t see it
Jaga /jagɔ/, / Jaga mulut Careful when Berhati-hati bila
mulot muloɁ/ speaking berbicara.
(watch
(someone’s) Watch your
mouth) mouth when you
speak
Gata /gata/, / Gatal mulut/ Likes to gossip Suka bercerita
mulot muloɁ / senag keburukan
menggosipkan orang
orang lain
They like to talk
(gossiping) behind our backs
Mulot /muloɁ/, / Mulut manis Everything’s Mulut yang
manih manih/ said is berasa manis
(sweet promises) always nice
and highly He likes to make
optimistic sweet promises
Akat /akaɁ/, / Angkat kaki Leaving a Akat kaki
kaki kaki/ place
(go away) Get out of here
Berat /bəɣaɁ/, / Berat mulut Asking but Berat mulot
mulot muloɁ/ late
(slow response)

Burok /buɣoɁ/, / Buruk siku Taking back Siku yang luka
siku siku/ something sehingga
(take back) that has been
given away menjadi buruk
Daging /dagiɳ/, / Darah daging Own children Isi pada manusia
darah daɣɔh/ atau
(descents,
offsprings)
Muka /muka/ Tidak tahu Tidak malu apa
teba malu pun
/Teba/
(shameless)
Buto /butɔ/, / Buta huruf Cannot read Tidak pandai
huruh huɣuh/ and write pembaca huruf
(illiterate)
Buto /butɔ/, / Buta tuli Cannot see
tuli tuli/ and hear
(blind and
deaf )
Men- Terus
dengar menerus
tidak ada
tujuan.
Jatoh /jatoh/, / Jatuh sakit Getting sick Jatuh mendapat
saket sakeɁ/ sakit
(getting sick)
Buto /butɔ/, / Buta huruf Cannot read Tidak pandai
huruh huɣuh/ and write pembaca huruf
(illiterate)
Buto /butɔ/, / Buta tuli Cannot see MendengarTerus
tuli tuli/ and hear menerus tidak
(blind and ada tujuan.
deaf )
Gilo /gilɔ/, / Gila Crazy because
iseng iseɳ/ full of demand
(mental)
Muroh /mugoʰ/ Baik hati Ibu Kind people
hati mengajarkan
/Hati/ (kind) untuk selalu
bermurah hati
kepada orang
lain.
Mothers always
teach to be
kind to others

Buta /buta/ Tidak berbelas Sifat buta
hati kasih hatinya
/hati/ membuatnya
(merciless) dijauhi oleh
semua warga
desa.
His merciless
actions make
other villagers
afraid of him
Lupa /lupo/ Tidak sadar Pendidikan Pendidikan
diri yang tinggi yang tinggi
/diri/ (forget his justru justru membuat
origin) membuat pejabat itu lupa
pejabat itu diri.
lupa diri.
His high
education
makes forget his
origin.
Cari /cʰaɣi/, / Cari makan Working Bekerja atau
make makɛ/ mencari rezeki.
(work hard)
Hile /hilɛ/, / Hilang akal Gila Pikiran sudah
aka aka/ hilang
(going crazy)
b) Idioms with Color Names

Patani Malay community has no special idioms with color names
c) Idioms with the Names of Natural Objects
Malay Phonetics Bahasa Indo- Interpretation Patani
nesia (BI) Malay
Gilo baye /gilɔ/, / Gila baying Cinta kepada Gilo baye
bayɛ/ seseorang yang
(deeply in love)
d) Idioms with animal names

Malay Phonetics Bahasa Interpretation Patani Malay
Indonesia (BI)
Boyo 'boiō Buaya darat Men who like Anton dikenal dengan
to manipulate sebutan si buaya
(womanizer) women darat karena suka
mempermainkan hati
wanita.
Kaki aye /kaki/, / Ceker Going barefoot Kaki pada ayam
hayɛ/
(chicken feet)

e) Idioms with Parts of Plants
Patani Malay community has no special idioms with parts of plants
f ) Idioms with Numbers
Malay Phonetics Bahasa Interpretation Patani Malay
Indonesia (BI)
Habih /habih/, / Habis tahun The end of the Tahun itu
tahun tʰahoɳ/ year sudah tidak
(end of year) adalagi
The year is
officially over
Habih /habih/, / Habis bulan The end of the Bulan itu
bule bulɛ/ month sudah tidak
(end of month) ada
The month is
officially over
Jale Jalɛ/ Jalan tegoh Make a fair keputusan
tegoh decision that yang di ambil
/Tegoh/ (being fair) does not in dari dua
favor of one pendapat
particular side secara
adil, tidak
memihak
salah satu
pendapat itu
Kaki /kaki/, /limɔ/ Teras Lima Front parts of Kaki yang
limo the house memepunyai
(five terraces)
Buleh /Buleh/ Beleh satu mau Is not being Orang yang
so nok dua satisfied with tidak syukur
duwo /So/nok / the things that dengan apa
duwo/ (one more two s/he got yang sudah
more) dapat
How is the use of idioms in Patani Malay community in Southern Thailand?

In this study, seven found idioms were divided into two types,
namely, full and partial, described as follows:
1. Full Idioms
Example: hard work
a. In such hard condition, everyone scrapes for hard work.
In this data, the meaning is to put food on the table as reflected from
the idiom hard work/ hard working.
b. The unhappy household will likely lead to divorce.
In this data, the full idiom means divorce (discharged) because the
separated constituent means exhausted. However, the context of this
sentence leads the word to be interpreted as discharged.

c. When people work tirelessly, they will be burnt out.
In this data, the full idiom means tired because the words burnt and
out is interpreted differently as a single constituent.
d. Healthy people may suddenly fall ill.
In this data, the full idiom means getting sick because the words fall and
ill will mean differently.
e. After four years of brokenhearted peace efforts, the world does not
seem to blame Israel as the culprit.
In this data, the full idioms mean very sad or full of sorrow. The words
broken and hearted will mean differently as a single constituent.
2. Partial Idioms
Examples:
a. Father was angry when he heard that his brother dared to scold his
mother. (Angry = emotion)
b. Oversized clothes = clothes relating to the height of rank / dignity
Conclusion
In conclusion, it is found that Patani Malay community practices
idioms in the forms of full idiom and partly idiom. Full idioms include
hard work, divorce, burnt out, fall ill, broken hearted; and partial idioms
include blood and oversized. There are six sources of idioms, named in
body parts (Kengah palo (Depe hidong, Keep mulot, Gata mulot, Mulot
manih, Akat foot); color names; natural objects (Gilo baye); animal names
(Boyo , Kaki aye); parts of plants; and numbers (Habih years, Habih bule,
Jale tegoh, Kaki limo, Buleh so nok duwo).
References
[1] Chaer, Abdul. 2009. Pengantar Semantik Bahasa Indonesia. Jakarta:
Rineka Cipta.
[2] Djajasudarma, Fatimah. 1999. Semantik 2 Pemahaman Ilmu
Makna. Bandung: PT Refika Aditama.
[3] Sudaryat, Yayat. (2008). Makna dalam Wacana (Prinsip-prinsip
Semantik dan Pragmatik). Bandung: Yrama Widya
[4] Kridalaksana, 1982: 62 Kamus Lingguistik, Jakarta : Gramedia
[5] Keraf, 1985: 109Argumenttasi. Dan narasi. Ende Flores: Nusa Indah
[6] Soedjoto1992. Kosakatabahsa Indonesia, Jakarta : Gramedia

Analysis of Ability to Address Mathematics
Problems Assessed from Early High Ability and
Cognitive Style of Students of Smpn 1 Lawang
Maksimianus Hendra Jaya1
Introduction
Qualified human resources have thinking and reasoning skills by
solving problems related to mathematics [1] argues that mathematics is
the queen of science. This means that mathematics is the root of various
sciences and became the forerunner of other sciences. So it can be said
that all knowledge comes from mathematics. Education is a process that
can change a person's mindset to always make changes and improvements
in all aspects of life (Makhmudah, 2016). Education for students aims to
provide provisions to continue to a higher level of education. Mathematics
needs to be taught at all levels of formal education, from elementary school
to tertiary education.
The materials in mathematics are arranged hierarchically and
correlated mathematical concepts with one another to form a new,
broader concept. Problem-solving is part of the mathematics curriculum
which is very important because, in the learning process and its solution,
students may gain experience using the knowledge and skills they already
have to apply to solving problems that are not routine (Nurfatanah &
Rusmono, 2018). Students are required to have problem-solving skills
which include the ability to understand problems, design mathematical
models, solve models, and interpret the solutions obtained. When solving
math problems, many things need to be considered considering that the
materials in mathematics are arranged hierarchically and correlated with
one another to form a new, more complex concept.
Students cannot solve the problem, maybe because of the students'
low level of initial mathematics ability. Students must be able to relate what
they already have in their thinking structure in the form of mathematical
concepts, with the problems they face. Based on this explanation, students'
1
Malang, Jayamaksimianus97@gmail.com

initial mathematical abilities need attention because it can affect their
ability to solve mathematical problems. The teacher must pay attention
to students who have high initial abilities with a cognitive style because
where the initial ability is high can solve math problems well and based
on cognitive style theory the results of solving mathematical problems
are more analytical, orderly, and clear. So, in solving math problems in
addition to the students' initial mathematical abilities, a teacher must also
pay attention to the cognitive style of students in carrying out learning [4].
The need for teachers to pay attention to students' cognitive styles in the
learning process is expected to help students achieve maximum learning
goals. Based on the description above, that students' initial mathematical
abilities accompanied by cognitive styles are one of the factors of difference
between one student and another so that it needs to be considered in the
learning process, so the researcher is interested in researching “ANALYSIS
OF ABILITY TO ADDRESS MATHEMATICS PROBLEMS
ASSESSED FROM EARLY HIGH ABILITY AND COGNITIVE
STYLE OF STUDENTS OF SMPN 1 LAWANG”.
Mathematics Problem solving is a process for solving problems. This
process is used by students to solve math problems. Problem-solving is a
very important part of the mathematics curriculum because the learning
process and completion allows students to gain experience using the
knowledge and skills they already have to apply to problems that are
not routine. Mayer (Djamilah, 2010:403) defines problem-solving as a
multi-step process in which the problem solver must find the relationship
between his experience (schema) and the problem he is currently facing
and then act to solve it. The ability to solve mathematical problems is an
important thing in mathematics itself and learning, because in the learning
process and its solution students are allowed to gain experience using the
knowledge and skills they already have, which can appear in problem-
solving abilities. Problem-solving is the effort made by students in solving
math problems until they find answers. The problem-solving indicator is
based on Polya's resolution steps [5] are as follows:
a. Understand math problems by determining what to know and what to
ask.
b. Plan solutions and develop strategies in solving problems by creating
mathematical sentences (models) of something that will be searched for
using meanings and relationships in math problems.
c. Carry out the completion plan by performing calculations and
completing mathematical sentences (models) that have been created
based on mathematical rules or principles.

d. Concluding, looking back at the answers that have been done, whether
the answers match what was asked.
Early math ability according to [6] The initial ability of mathematics
is an ability possessed by both natural and learned learners to carry out
certain actions historically where they respond positively or negatively
to these objects by using logical, analytical, systematic, critical reasoning
and ways of thinking. creative, and innovative and emphasizes mastery
of concepts and algorithms in addition to problem-solving abilities.
Therefore. Before the teacher provides new material, the teacher must first
find out whether the students have understood the previous basic concepts
or not. A teacher must ask or detect basic knowledge in students as the first
step to learning, solving, and fixing problems that occur in the classroom.
So, the initial mathematical abilities that will be discussed in this study are
the level of students' ability to solve math problems that have something
to do with the material that underlies these questions.
This can be found in the learning outcomes of students from
mathematics lessons. This initial ability will be closely related to the
student's ability to solve math problems. Students' cognitive style occupies
an important position in the learning process. Even cognitive style is
one of the learning variables that need to be considered in designing
learning [7]. As one of the learning variables, the cognitive style reflects
the characteristics of students, in addition to other characteristics such as
motivation, attitudes, interests, thinking skills, and so on. As one of the
characteristics of students, the position of cognitive style in the learning
process needs the attention of the teacher in designing learning. Starting a
description of cognitive style, here are some definitions of cognitive style
proposed by several experts, including:
1. [8] defines cognitive style, namely: "a cognitive style is a characteristic
mode of functioning that we reveal throughout our perceptual and
intellectual activities in a highly consistent and pervasive way.”
2. (Fitri, et.al. 2014) states that the cognitive style is a characteristic of
individuals in thinking, feeling, remembering, solving problems, and
making decisions.
3. (Herliani & Wardono, 2019) states that the cognitive style is the
individual's initial step in processing information through responsive
strategies for the task received.
4. Woolfolk (Uno, 2008) c states that the cognitive style is the individual's
initial step in processing information through responsive strategies for
the task received.

The definitions above reveal that cognitive style is a typical way of
functioning perceptual activities, namely: the habit of paying attention,
receiving, capturing, selecting, organizing stimuli or the information
and functioning intellectual activities, namely: interpreting, classifying,
changing the form of intellectual information. This distinctive way is
consistent and can penetrate all behavior, both in the cognitive aspect and
in the affective aspect.
Methods
This type of research is qualitative research. The research strategy
used is the descriptive qualitative method. This study aims to describe
the ability of students to solve mathematical problems in terms of high
initial mathematical abilities. Research Subjects The subjects in this study
were students. SMPN 1 Lawang class VII Total of 2 people based on high
initial ability. The research focus aims to guide and direct the course of the
research process so that it can answer the problem formulation. The focus
of this research is to describe the students' ability to solve mathematical
problems in terms of their high initial mathematics abilities at class VII
SMPN 1 Lawang.
The research instruments used in this study were the researchers
themselves and the supporting instruments in the form of the initial
ability test, GEFT, tests of math problems, and interview guides. Data
Collection Techniques The data collection techniques used in this study
were the provision of initial ability tests, GEFT, tests of math problems,
and interview guidelines. Data Analysis Techniques In data analysis is
carried out by the following steps: data reduction, data presentation, data
validity, concluding.
Results and Discussion
The results will discuss students' abilities in solving mathematical
problems based on their initial mathematical abilities and cognitive
styles. The results of the initial ability test are grouped into groups of
students with a high initial ability (KT). Meanwhile, the cognitive style
test results provide information to researchers about how students solve
math problems based on their high level of initial mathematical ability and
cognitive style. Meanwhile, the results of interviews were used to verify,
obtain additional data, and triangulate research data.

1. Data Analysis of Ability to Solve Math Problems
a. Subject KTI1
Table 1. The summary of the results of the data analysis on the mathematics
problem test by the KTI 1 subject
Problem 1 Problem
1 2
1. Understand the known and 1. Understand the known and
questionable elements questionable elements
2. Formulate math sentences 2. Formulate math sentences
3. Write down the completion 3. Write down the completion
steps correctly. steps correctly.
4. Able to check the 4. Able to check the
correctness of the answer correctness of the answer
5. The answer is correct 5. The answer is correct
Based on table 1, it can be explained that:
a. In problem 1 the KTI1 subject can write down the known and
questionable elements can make plans in solving problems by
making mathematical sentences (models) of something to be
searched for, can solve problems, and can check the answers that
have been obtained.
b. In problem 2 the KTI1 subject can write down the known and
have been obtained.
b. Subject KTI2
problem test by the KTI 2 subject
Problem Problem
1 2
1. Understand the known and 1. Understand the known and
questionable elements questionable elements
2. Formulate math sentences 2. Formulate math sentences
3. Write down the completion 3. Write down the
steps correctly. completion steps correctly.
4. Able to check the 4. Able to check the
correctness of the answer correctness of the answer
5. The answer is correct 5. The answer is correct
Based on table 2, it can be explained that:
a. In problem 1 the KTI2 subject can write down the known and

have been obtained.
b. In problem 2 the KTI2 subject can write down the elements that
are known and what is asked, can make plans in solving problems
by making mathematical sentences (models) of something to be
have been obtained.
2. Data Analysis of Ability to Solve Mathematical Problems in KTI1 Subjects
and KTI2 Subjects.
This section will discuss the ability to solve math problems from the
same initial abilities and cognitive style with different subjects.
problem test by the KTI subject
Subject KTI1 Subject KTI2
1. This subject can understand 1. This subject can understand
the problem well because they the problem well because they
can see what elements are can see what elements are
known and what is asked of known and what is asked of
the problem posed and can the problem posed and can
determine what is needed in determine what is needed in
doing the problem. Also, this doing the problem. Also, this
subject can see the elements subject can see the elements
implied in the problem. implied in the problem.
2. This subject can make 2. In general, this subject can
assumptions from known make assumptions from
things and be able to make known things and can make
mathematical models of the mathematical models of the
problems given by making problems given by making
equations. equations.
3. This subject can complete the 3. This subject can complete
complete plan that has been the complete plan that has
made. This can be seen in the been made. This can be seen
correctness of the steps in the in the correctness of the steps
process and the results obtained in the process and the results
are correct. obtained are correct.
4. This subject can recheck the 4. This subject can recheck the
answers obtained as seen answers obtained as seen
from the process of proof by from the process of proof by
entering a value into one of the entering a value into one of the
equations. equations.

From the explanation above, it can be seen that the two subjects who
have high abilities and cognitive styles are both able to solve problems
well. Based on the table above, shows the relationship between cognitive
style and initial abilities. The cognitive style is influenced by the high and
low initial abilities seen in solving math problems, namely, the correctness
of calculations and the correctness of the steps for solving them. While
the initial ability is influenced by the cognitive style seen in solving
mathematical problems, namely, the results of their work where the FI
subject is more analytical and orderly and has its perceptions.
Conclusion
Based on the results and discussions and research findings that have
been presented, several conclusions can be made, which are:
a. Subjects with cognitive style have their ability to solve problems in order,
clearly and analytically. In solving problems able to analyze problems
well with high initial mathematical abilities.
b. In general, based on their cognitive style, high ability subjects can solve
problems well because they have high initial mathematical abilities.
c. The relationship between cognitive style and initial abilities. Cognitive
style is influenced by the high initial ability to solve mathematical
problems, namely, the correctness of calculations and the correctness
of the steps to solve them. Meanwhile, the initial ability is influenced
by the cognitive style which is more analytical and orderly and has its
perception.
References
[1] N. dan Leonard, “Pengaruh Kemampuan Pemahaman Konsep
Matematika Terhadap Hasil Belajar Matematika,” pp. 758–766,
2018.
[2] M. A. * Siti Makhmudah, “Revolusi Mental Dalam Mengubah
Pola Pikir Tenaga Pendidik Dari Segi Persefektif Islam,” J. Pendidik.
Indones., vol. 2, no. April, pp. 86–91, 2016.
[3] N. NURFATANAH, RUSMONO, “Kemampuan Pemecahan
Masalah Matematis Siswa Sekolah Dasar,” pp. 546–551, 2018, doi:
10.31227/osf.io/a5qyh.
[4] Akramunnisa and A. I. Sulestry, “Analisis Kemampuan
Menyelesaikan Masalah Matematika Ditinjau Dari Kemampuan
Awal Tinggi Dan Gaya Kognitif Field Independent ( Fi ),” Pedagog.
J. Pendidik. Mat., vol. 1, no. 2, pp. 46–56, 2016.

[5] D. F. Argarini, “Analisis Pemecahan Masalah Berbasis Polya
pada Materi Perkalian Vektor Ditinjau dari Gaya Belajar,” Mat.
Dan Pembelajaran, vol. 6, no. 1, p. 91, 2018, doi: 10.33477/
mp.v6i1.448.
[6] M. Muchlisin, “Hubungan Antara Kemampuan Awal Matematika
dan Motivasi Berprestasi Dengan Hasil Belajar Matematika Materi
Segitiga dan Segi Empat Kelas VII SMP Askhabul Kahfi Polaman
Mijen Semarang Tahun 2009/2010,” pp. 1–92, 2010.
[7] W. H. Mailili, “Pengaruh Model Pembelajaran Terhadap
Hasil Belajar Matematika Ditinjau Dari Gaya Kognitif Siswa
(Eksperimen Semu Pada Kelas X Sma Negeri Di Kota Palu),” Mat.
Dan Pembelajaranyaatematika Dan Pembelajaranya, vol. 2, no. 1,
pp. 105–126, 2016.
[8] L. Nasution, “Stroke Hemoragik Pada Laki-Laki Usia 65 Tahun,”
Medula, vol. 1, no. 3, pp. 8–13, 2013.
[9] A. D. Fitri, Budiyono, and I. Sujadi, “Karakteristik Berpikir Kreatif
Siswa Kelas Vii Mengajukan Masalah Matematika,” vol. 3, no. 10,
pp. 1073–1084, 2014.
[10] E. Fitria Herliani and Wardono, “Perlunya Kemampuan Literasi
Matematika Ditinjau Dari Gaya Kognitif dalam Pembelajaran
Realistic Mathematics Education (RME),” Prism. Pros. Semin.
Nas. Mat., vol. 2, pp. 234–238, 2019.

Analysis of Rural Students' Perceptions of During
Mathematics Learning with E-Learning Amid the
Covid-19 Pandemic
Mohammad Muchlis1 Akhsanul In’am2
Introduction
Education is the most important thing in life [1] every human being
is obliged, with the main objective to educate the nation's children [2].
Likewise in its implementation, educational structuring is very necessary
to provide the best facilities for educators, students, and all the stakeholders
in it [3]. School in this case as an applicable means in which there is an
interaction between teachers and students.
Coronavirus (covid-19) has hit many countries [4], It has been
recorded that more than 200 countries have been affected by the Covid-19
pandemic since the beginning of 2020, one way to break the chain of
the spread of Covid-19 is by limiting community interaction which is
implemented with the term physical distancing. However, this physical
distancing policy can inhibit the rate of growth in various fields of life,
both in the economic, social, and of course education. The government's
decision to dismiss students, move the teaching and learning process in
schools to at home by implementing the Work From Home (WFH) policy
made some parties uneasy, especially in the field of education, during the
Covid-19 pandemic that hit Indonesia in general, providing lessons for us
will be a great revolution in the world of education [5], things we should
do normally become out of the ordinary [6], with the government's appeal
to study at home.
Several alternative solutions are needed in dealing with the Covid-19
pandemic, especially in the world of education. Among them by using
Online mode [7] In the implementation of the teaching and learning
process, several applications that can be used are Google Meet, Zoom, or
other applications as a substitute for face-to-face learning. To make more
efficient time during the implementation of during, supporting facilities
1
Malang, muhliscaem1@gmail.com
2
Postgraduate Program University of Muhammadiyah Malang, ahsanul_in@yahoo.com

are needed for educators in conveying their learning such as Edmodo,
canvas, and many other e-learning applications that can be used.
E-learning is a means of supporting the implementation of this
all-digital teaching and learning process [8]. However, there are certain
obstacles in running e-learning [9], this is felt not only by students,
especially for teachers as well, given the limited ability of teachers to
carry out e-learning [4]. Limitations of infrastructure and supporting
features are a separate reference in revealing some of the weaknesses in the
implementation of learning during e-learning.
This study is aimed at students who come from inland (rural)
geographical areas. This study aims to reveal the perceptions of students
who are in the hinterland (rural) scope of the implementation of During
using e-learning. This was done to be used as reference material for schools
and to be used as an evaluation material for conducting During learning
using e-learning media.
Discussion
Research on the implementation of e-learning has been carried out,
including by [4], this research was conducted by Rimba Hamid, et.al, on
2020, This research was conducted in Southeast Sulawesi, this study used a
descriptive method by providing a survey to one of the students of PGSD
UHO. The purpose of this study was to show students' perceptions of
e-learning learning carried out by lecturers of FKIP PGSD UHO, this
research results that students see that the implementation of e-learning
which is carried out on campus is not yet fully effective, as for the
research conducted by [10] Mufidatul Islamiyah on 2016, the study aims
to measure how the effectiveness of the use of website-based e-learning
media on student learning outcomes, this study was conducted using an
experimental method with a pretest-posttest randomized control group
design and this study resulted in the conclusion that student learning
outcomes on the subject of electric circuits used learning that makes use of
e-learning is no better than using conventional methods.
The studies mentioned above provide an overview of how the use of
e-learning is carried out, and it can be concluded that face-to-face or during,
e-learning that is carried out is deemed less effective, it requires further
development that schools must do to provide e-learning facilities better.
From some of the results of previous research, we have an assumption on
how the implementation of e-learning is carried out with the online mode
among students, the majority of which are from “rural” mountainous
geographic areas, how do students respond to the implementation of

e-learning considering the government's recommendation to study at
home only must heed.
This research method uses a descriptive quantitative method [11] by
collecting data by distributing questions in the form of questionnaires and
examining the results of respondents' answers in terms of differences in
types of geographic areas, namely rural areas, the research step is taking
data by distributing questionnaires [12] which includes four choices, such
that Score 1 = Strongly Disagree, Score 2 = Disagree, Score 3 = Agree, and
Score 4 = Strongly Agree, and then from the data on the questionnaire
value obtained, it is reduced to conclude the answers to the respondents
to the questionnaire given by analyzing the results of the questionnaire
which is given.
The population in this study we took from students who live in rural
areas (inland) by taking a sample of 21 students of class X and 18 students
of class XI, we provide a research instrument in the form of a questionnaire
using the help of google form, for those who are not biased due to service
constraints internet and others, we distributed the questionnaire in hard
copy (print out).
The data collection technique used was a questionnaire consisting of
8 questions for students. Then the value generated from the questionnaire
that we distribute through google form media is analyzed, while the data
analysis technique in this study is to reduce and analyze the value generated
from the respondent's answer through a questionnaire distributed to
students [13], and the standard deviation value is taken by consulting the
table of perceptual level provisions that we present in the table below:

Table 1. Perception Level Provisions
Interval Category Explanation
0-1 Very Low
1-2 Low
2-3 Moderate
3-4 High
The indicators that are placed in several questions in the student
questionnaire to measure the level of student perceptions are presented in
the following table:
Table 2. Questionnaire Indicators
Indicator Total of Questions Explanation
Benefit 3
Complexity 1
Educators’ Competence 1
Time Allocation 1
Method used 1
Carrying capacity 1
Total 8
Following are the results of a questionnaire given to students to
find out how big the perceptions of rural (inland) students are in the
implementation of During learning with e-learning during the Covid-19
pandemic which we present in the table below:

Table 3. Analysis of students' perceptions of e-learning learning
No Statement 4 3 2 1 Total 4 3 2 1 Total 4 3 2 1 Total
(Students’ Grade X) (Students’ Grade XI) (TOTAL)
N=21 N=18 N=39
1 Learning 39
mathematics
with e-learning
is useful in
filling empty
time in the
Empowering Inquiries in the Academic Landscape

midst of the
Coronavirus
23.8%
42.9%
33.3%
16.7%
44.4%
38.9%
20.5%
43.6%
35.9%
0.0%
0.0%
0.0%
pandemic in
21
18
Indonesia
2 The 39
implementation
of e-learning in
Mathematics
provides new
experiences to
students that
learning is not
57.1%
38.1%
16.7%
77.8%
10.3%
66.7%
23.1%
0.0%
4.8%
0.0%
5.6%
0.0%
only done face-
21
18
to-face.
3 With the 39
e-learning
mode in
mathematics,
we can find
relevant
references in
fulfilling the
33.3%
42.9%
23.8%
16.7%
72.2%
11.1%
25.6%
56.4%
17.9%
0.0%
0.0%
0.0%
assignments of
172
21
18
the teacher.
4 Media 39
173
limitations and
weak cellular
networks do
Direktorat Program Pascasarjana Universitas Muhammadiyah Malang

not hinder
the process of
implementing
e-learning in
mathematics
learning
14.3%
19.0%
42.9%
23.8%
16.7%
66.7%
16.7%
15.4%
41.0%
30.8%
12.8%
0.0%
educator
21
18
competence
5 The use of 39
e-learning can
show how
competent a
teacher is in
using online
media and 57.1%
42.9%
22.2%
77.8%
10.3%
66.7%
23.1%
0.0%
0.0%
0.0%
0.0%
0.0%
how to manage
21
18
classes online.
6 The lack of 39
time and
limitations
of cellular
networks are
not a barrier
33.3%
14.3%
28.6%
23.8%
11.1%
66.7%
22.2%
23.1%
38.5%
25.6%
12.8%
0.0%
to e-learning
21
18
implementation
7 The models 39
and methods
used by the
teacher are
quite relevant
and effective in
14.3%
14.3%
42.9%
28.6%
27.8%
72.2%
20.5%
56.4%
15.4%
0.0%
0.0%
7.7%
implementing e
21
18
learning

8
Average
Score
Frequency x
Percentage
Frequency
learning
interest in
foster student
attractive and
to be more
mathematics
of e learning in
implementation
school allow the
infrastructure at
facilities and
The
16 2.47619 7.7% 0.61905 0.0%
/ 3.71429 15.5% 1.2381 14.3%
8 7.33333 45.8% 3.66667 52.4%
= 2.47619 31.0% 2.47619 33.3%
2.00 100.0% 8 21
18.5 1.11111 3.5% 0.27778 0.0%
/ 7.5 31.3% 2.5 16.7%
8 9.33333 58.3% 4.66667 83.3%
= 0.55556 6.9% 0.55556 0.0%
2.31 100.0% 8 18
17.1538 1.84615 5.8% 0.46154 0.0%
/ 5.46154 22.8% 1.82051 15.4%
8 8.25641 51.6% 4.12821 66.7%
= 1.58974 19.9% 1.58974 17.9%

2.14
100.0%
39

From the results of the table that we present above, it can be seen that
the level of student approval on the indicators of benefit and the media
used is at a low level, at least more than half of the students disagree with
the statements on these indicators. Overall, the opinion polls of students
who came from inland (rural) geographic areas at the level of agreement
reached low. This indicates that the level of student approval of e-learning
learning during the Covid-19 pandemic was quite low. This is confirmed
by the results of an interview we conducted with one of the students to
whom we gave a questionnaire.
“online learning with e-learning is quite troublesome for us
considering the lack of facilities provided and offered, such as the lack of
internet networks in remote areas, and the lack of money we can afford to
buy a large enough internet quota”
From the results of these interviews, we can also conclude that
learning during using e-learning is quite troublesome for students, the lack
of internet package facilities as well as the geographic area status that makes
it difficult to find internet packages is the main obstacle in implementing
e-learning.
However, seen from the deviation value obtained for class X it
reaches 2.00 which is at a low interval, while class XI has a higher deviation
value than class X which is 2.31 which is at moderate intervals, it can be
concluded from some of the standard values of the division that there
is no number. shows a very good perception in the implementation of
mathematics learning during using e-learning in rural areas.
Conclusion
From some of the discussions above, we can conclude that the
implementation of mathematics learning using e-learning has not attracted
enough interest for students who come from rural areas (inland). This can
be seen from several survey results using a questionnaire, the percentage
level of student approval of the implementation of during e-learning is
quite low, this is due to several things, including the geographic status of
rural areas experiencing limited internet networks that are not following
the demands of learning during. From the economic sector, purchasing
internet packages which are quite expensive and a large enough quota is
required to meet the needs of learning during this also causes the difficulty
of students in carrying out online learning from home. Some alternative
solutions that we can propose are: (1) increasing evenly distributed internet
network services so that areas with different geographic status do not
become obstacles in the implementation of during e-learning, (2) there

is repressive action from the government in the form of internet quota
assistance for students further improved. Given the economic status of
rural communities is in the middle to lower status.
References
[1] Sunhaji, “The Implementation of Integrated Learning in the
Islamic Religion Education as to Grow the Religiosity and Faith of
Learners,” Int. J. Humanit. Soc. Sci., vol. 6, no. 11, p. 12, 2016.
[2] Kementerian Pendidikan Nasional, “UU Nomor 20 Tahun 2003
tentang Sistem Pendidikan Nasional,” p. 26, 2003, [Online].
Available: http://kemenag.go.id/.
[3] S. Gogoi, “IMPORTANCE ’ S OF TEACHING LEARNING
MATERIALS FOR YOUNG CHILDREN,” Int. J. Curr. Res., vol.
7, no. 09, pp. 20269–20273, 2015.
[4] R. Hamid, I. Sentryo, and S. Hasan, “Online learning and its
problems in the Covid-19 emergency period,” J. Prima Edukasia,
vol. 8, no. 1, pp. 86–95, 2020, [Online]. Available: https://journal.
uny.ac.id/index.php/jpe/article/view/32165.
[5] M. Irfan, B. Kusumaningrum, Y. Yulia, and S. A. Widodo,
“Challenges During the Pandemic: Use of E-learning in Mathematics
Learning in Higher Education,” Infin. J., vol. 9, no. 2, p. 147, 2020,
doi: 10.22460/infinity.v9i2.p147-158.
[6] Winaldi, Y. Roza, and Maimunah, “Mathematical Learning
Resources Using Android Applicatioan for Online Learning during
Pandemic Covid-19,” J. Phys. Conf. Ser., vol. 1655, no. 1, 2020,
doi: 10.1088/1742-6596/1655/1/012092.
[7] Mustakim, “Efektivitas Pembelajaran Daring Menggunakan Media
Online Selama Pandemi Covid-19 Pada Mata Pelajaran Matematika
the Effectiveness of E-learning Using Online Media During the
Covid-19 Pandemic in Mathematics,” Al asma J. Islam. Educ., vol.
2, no. 1, pp. 1–12, 2020.
[8] P. T. Febrianto, S. Mas’udah, and L. A. Megasari, “Implementation
of online learning during the covid-19 pandemic on Madura Island,
Indonesia,” Int. J. Learn. Teach. Educ. Res., vol. 19, no. 8, pp. 233–
254, 2020, doi: 10.26803/ijlter.19.8.13.
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Sekolah Menengah Pertama Dan Solusi Alternatifnya,” vol. 2, no.
1, pp. 23–31, 2019.

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Berbasis Website Terhadap Hasil Belajar Mahasiswa STMIK Asia
Malang Pada Mata Kuliah Fisika Dasar,” J. Ilm. Teknol. Inf. Asia,
vol. 10, no. 1, pp. 41–46, 2016, doi: ISSN: 0852-730X.
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Mengimplementasi Pembelajaran Tematik Di Sd Kecamatan
Salahutu Kabupaten Maluku Tengah,” J. Prima Edukasia, vol. 1,
no. 2, pp. 184–194, 2013, doi: 10.21831/jpe.v1i2.2635.
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Kuantitatif, dan Mixed. Yogyakarta: PUSTAKAPELAJAR, 2010.

The Role of Family in Establishing Children’s
Character in The Era of Society 5.0
Mudzakkir1
Introduction
Education is one of the most important factors for someone to
be able to improve their skills, intelligence, potentials and also forming
responsible, smart and creative human being. Education does not only
come from school, but could also be obtained from the environment
outside the school. According to Cummins and Master, building human
resources depend on their surrounding environment, family, and society [1].
Family is a place where a child grows and develops, so family plays
a big role in establishing the child’s characters. For most kids, family is
the place that could influence their development, and schools and society
comes next. Family is the first thing that was built by the family members,
like both parents. Families have their own way in educating their kids, so it
differs on a family and another. The habits that are done by the parents will
be copied by their kids and eventually making it their own characters [2].
According to Abdul Majid, character is the nature, disposition,
manners, or morals possessed by a person in the form of a particularity
that can distinguish a behavior, action and deed from one and another.
Children’s character education is influenced by how their family treat
them. A person's character is formed from an early age, thus the role of the
family, especially the parents, is very influential. Education in the family is
very important and is the main pillar of character building for a child [3].
The era of society revolution 5.0 is where humans are facing high-
speed and sophisticated technology development which emphasizing on
economical digital pattern, artificial intelligence, big data, robotics and
so on. Humans are spoiled by sophisticated technology that is empirical,
practical, rational and material. In a way, this brought positive impact for
humans but also comes with negative impact on human’s personality. Such
as individualistic, materialistic, and ignoring the spiritual aspect in their
life. Character education has strategic role for children to obtain the true
education [4].
1
Masters of Islamic Education, Postgraduate Program University of Muhammadiyah Malang

Family should be able to establish children’s character to face the era
of society 5.0. Where with such rapid progress in the field of technology,
the role of the family is swallowed up by the progress of the times in terms
of disseminating good character. Therefore, it needs maximum family role
in terms of educating and building children's character so that they could
apply it in their lives.
Based on the explained description above, the researcher is interested
in knowing how the role of the family in establishing children’s character
in the era of society 5.0.
Discussion
Family is the smallest unit of the society which consists of husband,
wife and their kids. According to Dival, family is a group of people whom
connected by the bond of marriage, adaptation, and birth which aims to
create and maintain a common culture, improve physical, mental, and
emotional development, as well as individual social development, seen
from their regular interactions and characterized by dependence and
relationship to achieve common goals. Ministry of Health of the Republic
of Indonesia said that family is the smallest unit of the society which
consists of a head of the family and several people who gather and live in a
place under one roof in a state of interdependence [5].
Family is the main source of education for children. A good family
life will be an asset for the child in the next life. According to Agustin,
for children, both parents will give a great meaning in their life as well
as those whom they identify and make role model of and the results will
be developed by the child, making it their own distinctive personality.
Therefore, parents both as a figure and role model to children should
try to give examples and habits good enough for the children, also being
responsible to all the things they have done [6].
Family has the fundamental role in preparing the children for
the future. Attitudes, principles of behavior, and habits are instilled in
children in the family environment. It is important to create a good family
environment so it could benefit the development of the child's personality
and achieving goals on family education. A good family, has at least three
characteristics, first, a family could provide a good emotional atmosphere
for children, namely a sense of being loved, safe, happy, and protected.
Second, parents should know the basics of children's education, especially
those related to the responsibilities and obligations of parents to educate
the children also the objectives of the education given to them. Third,

collaborating with educational institutions, a place where parents mandate
their children's education [7].
Family is an important to establish children’s character. According to
the Great Indonesian Dictionary, characters are the qualities of psychic,
moral, or characters that differentiate a person from others. Meanwhile,
according to the Language Center of the Ministry of National Education,
characters are innate, heart, soul, personality, character, behavior,
personality, and temperament [8]. Djaali defines character as a tendency to
behave consistently physically and mentally. While according to Imam Al-
Ghazali, character is closer to morals, namely the spontaneity of humans
in their attitudes or actions that have been integrated in humans, it comes
out unplanned [9]. According to Lickona, noble characters consist of
moral knowledge, raises intentions towards goodness (moral feelings), and
finally doing the good deed (moral behavior). In other words, character
refers to a set of knowledge, attitudes and motivation, and also behaviors
and skills [10].
Efforts should be done in shaping children's character through
character education. Character education is an effort to educate children
so that they could take wise decisions and practice it on their daily life, thus
making them give positive contributions to the environment. Character
building must be done systematically, continuously, and involving aspects
of knowledge, affective, and also psychomotor or skills [11].
Currently, we are entering the era of society 5.0, a human-centered
and technology-based society concept. Through society 5.0, artificial
intelligence will transform big data collected from the internet in all
areas of life into a new wisdom that will be dedicated to improve human
abilities to make more opportunities for humanity [12]. Society 5.0 aims
to create a human-centered society where economic development and the
resolution of societal challenges are achieved, so that people could enjoy a
high quality of life that is fully active and pleasant [13].
In the era of society 5.0, humans will be the object of innovation.
Empowerment of technology and information will be equipped with data
management and artificial intelligence which will simplify every human
needs. One of the biggest impact in this era is the changes in social and
economic behavior [14].
According to the commission of education for the twenty-first
century, the industrial revolution 4.0 followed by community development
5.0, are marked by these following situations:

a. Humans and everything else that is connected to the internet network,
will make knowledge and information quickly received from all over
the world, and finally new values in society emerge.
b. Social problems will arise and people will be freed from various
problems.
c. Artificial intelligence will free humans from the burden of processing
huge amounts of information.
d. The use of robots and automatic machines can ease human’s work [15].
Family is one of the most important things in children's education,
this is because children are raised and guided by their family. The role of
parents in educating children is not limited to directing or guiding children
when they have difficulties in achieving their desired goals. Choosing
educational methods applied by the parents in directing and guiding
children in the era of society 5.0 must be based on the development of
sophisticated technology, which parents must assume that children are
more proficient in finding various information on their own. It is the
parents’ job to guide the children so they don't fall into negative things
that are caused by progress in this 5.0 era. Children in this generation
are digital native era, which means they are familiar with electronics and
digital since birth. Parents are expected to be able to protect their children
from the threats of the digital era, but not hinder the potential benefits
that can be offered [16].
There are several methods that parents could use in establishing
children's character for the better, including the following:
1. Habitual Method. This habituation method is very fitting in
developing children's character and will produce children with
characters. The children will imitate good habits and behavior from
their parents. Likewise, when a child has been accustomed to doing
good things since the early age, a good character will be embedded
in his soul.
2. Exemplary method. Children are good imitators. If the child sees
their parents being kind and do well, they will grow into a child with
good character. The opposite applies to this method, if what the child
sees is bad, their character will also be bad. Children need good role
models for their character development.
3. Method of advice. This method is considered as able to develop
children’s character. Communication using words that can touch the
heart accompanied by discipline is the meaning of the method of
advice. It is best that the advices are given in the form of stories, tales,
parables, and in wise and kind words.

4. Method of reward and punishment. This method is one of the most
important methods to be done because basically everyone needs
appreciation and wants to be appreciated. If children do praiseworthy
things, parents should give them appreciation. However, if it is
necessary to give punishment, then parents should not give physical
punishment such as hitting and others and also must not be angry
or furious. The punishment must be fair in accordance with the
mistakes committed by the child [17].
In addition, the steps that parents need to take in accompanying and
guiding children facing the technological advances in the 5.0 era are as
follows:
1. Parents must increase their knowledge. In this case of course it is very
difficult to set a rule if the parents do not understand blogs or how
to run social media, so parents can take their spare time to study or
browse sites that children have visited.
2. Guiding and directing the use of digital media and devices properly.
When the child has been influenced by digital devices, parents should
provide directions using effective communication so that they could
make rules for how long and when to use them. Example; parents
could use digital media device to control when to use and stop their
screen time at the specified time.
3. Balance the time of using digital media devices with real-world
interactions. In this case, parents could compensate the digital media
exposure by introducing the children to the real world such as doing
artistic activities, reading books, sports, playing in the parks, and so
on.
4. Selecting and sorting positive applications or programs. Parents must
be able to identify which applications are useful and have a good
impact on children's development.
5. Increase interaction and accompany children. In this case, parents
must interact and accompany the children while they are on screen
time. When the children are surfing the internet, parents must
accompany them and treat it as a part of an activity done together.
This is also could increase the level of interaction between the children
and their parents.
6. Using digital media devices wisely. Parents need to pay attention
to the age limit of an application or program usage when the child
wants to use digital devices. When the parents interact with children,
the use of digital media must be curated or used wisely [18].

Conclusion
Family has an important role in guiding and directing children so
that they could form a good character in themselves. In the era of society
5.0 where technological progress is increasingly sophisticated, of course it
will have an impact on children's character, both positive and negative. The
role of the family is to be able to compensate this so that children are able to
grow up having good characters. The methods that can be used by parents
to establish the children's character are habituation methods, exemplary
methods, methods of advice, and methods of reward and punishment. In
addition, the steps that parents could take in developing and directing their
children towards the progress of the 5.0 era so it could make good impacts
on establishing their characters is as follow; parents must increase their
knowledge, direct the use of digital media clearly, balance digital usage
time with real-world interactions, choose positive programs/applications,
accompany and increase interactions, and use digital devices wisely.
References
[1] Wahyuningsih. Rona, Hanurawan. Fattah dan Ramli, “Peran
Keluarga pada Perkembangan Moral Siswi SD di Lingkungan Eks
Lokalisasi”, Jurnal Pendidikan, vol. 5, no. 5, 587-593, 2020.
[2] Anwar. Muhammad Khoirul, “Peran Keluarga dalam membentuk
Karakter Anak (Telaah Surat An-Nahl Ayat 78)”, Skripsi, 1-60,
2017.
[3] Budiman. Arif dan Suva. Pinkan Regina, “Urgensi Pembentukan
Karakter Anak di Era Globalisasi Melalui Pengutan Keluarga”,
Jurnal Aplikasi Ilmu-ilmu Agama, vol. 18, no. 135-142, 2018.
[4] Kosim. Muhammad, “Penguatan Pendidikan Karakter di Era
Industri 4.0: Optimalisasi Pendidikan Agama Islam di Sekolah”,
Jurnal Pendidikan Islam, vol. 15, no. 1, 88-106, 2020.
[5] Kansil. Reginal, “Fenomena Komunikasi Keluarga Tradisional
dan Keluarga Modern dalam Membentuk Kepribadian Anak di
Kelurahan Bahu”, Acta Diurna Komunikasi, vol. 6, no 3, 1-13,
2017.
[6] Inten. Dinar Nur, “Penanaman Kejujuran Pada Anak dalam
Keluarga”, Jurnal Pendidikan Kesejahteraan Keluarga, vol. 3, no. 1,
36-45, 2017.
[7] Holis. Ade, “Peran Keluarga/Orang Tua dan Sekolah dalam
Mengembangkan Kreativitas Anak Usia Dini”, Jurnal Pendidikan
UNIGA, vol. 1, no. 1, 22-43, 2017.

[8] Kobandaha. Istianah Masruroh, “Keluarga sebagai Basis Pendidikan
Karakter”, Irfani, vol. 15, no. 1, 81-92, 2019.
[9] Ginanjar. M. Hidayat, “Keseimbangan Peran Orang Tua dalam
Pembentukan Karakter Anak”, Jurnal Pendidikan Islam, vol. 2, no.
3, 1-13, 2017.
[10] Anisah. Anis Siti, “Pola Asuh Orang Tua dan Implikasinya terhadap
Pembentukan Karakter Anak”, Jurnal Pendidikan UNIGA, vol. 5,
no. 1, 70-84, 2017.
[11] Syafe’I. Imam, “Pondok Pesantren: Lembaga Pendidikan
Pembentukan Karakter”, Jurnal Pendidikan Islam, vol. 8, no. 1, 61-
82, 2017.
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110, 2019.
[13] Slameto, “Reformasi Pendidikan Era Masyarakat 5.0”, Jurnal Ilmiah
Pendidikan Trisala, vol. 3, 412-419, 2019.
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Masyarakat Ekonomi (E-Commerce)”, Jurnal Ilmiah Ilmu-ilmu
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sebagai Pondasi Pembentukan Karakter dalam Era Rovolusi 4.0
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Disrupsi”, Confrence on Islamic Studies, 1-10, 2019.
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Menghadapi Era Society 5.0”, Jurnal Bimbingan dan Konseling”,
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Karakter Berbasis Keluarga Perspektif Islam di Tengah Pandemi
Covid-19”, Jurnal Pendidikan Islam, vol. 8, no. 1, 1-20, 2020.

Attitude Assessment in Mathematics Learning
during the Covid-19 Pandemic
Nur Rohmah Yulia Ningrum1
Introduction
Covid-19, which has become a disease outbreak and attacked 213
countries in the world, including Indonesia. Coronavirus Diseases 2019
(COVID-19) is a new type of disease with common symptoms such as
acute respiratory problems such as fever, cough, and shortness of breath
[1]. As a result of this epidemic, almost all sectors of life have an impact,
one of which is education. The President issued an appeal to the public
and all agencies to avoid direct contact, social distancing, and avoid
crowds [2] [3]. Carrying out worship and all activities at home, including
working and studying from home. This has brought about many changes
and policies that must be applied, especially in the world of education.
All schools, Islamic boarding schools, and colleges were closed. So
that the government through the Ministry of Education and Culture
(Kemendikbud) implements an online or distance learning policy. Online
learning that is currently being implemented is through web networks
[1], [2]. Online learning uses several applications such as Zoom, Google
Classroom, WhatsApp groups, and video conferencing.
Under any circumstances, learning must continue to help students
increase their potential, including the potential for mathematical
abilities. The Ministry of Education and Culture (Kemdikbud) continues
to innovate in the field of education, one of which is by gradually
updating the educational curriculum. The government has implemented
Curriculum 13 since 2013 from primary to secondary education [5].
This was done as an effort to control the quality of education to be better
and to realize educational goals based on national education standards.
Curriculum changes also affect the assessment system. Assessment is a
process of observing, recording, and documenting what students have
done. Assessment of mathematics learning in Curriculum 13 consists
of four competencies, The Core Competencies 1, 2, 3, and 4. Core
Competence 1, namely spiritual attitudes and Core Competence 2 which
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leads to social attitudes, Core Competence 3 leads to knowledge, and Core
Competency 4 leads to skills (application of knowledge) [6]. These three
aspects are assessments that are included in the 2013 Curriculum which
teachers must carry out to see the development of students during the
learning process [7]. In the domain of curriculum 13, the assessment of
mathematics learning must also be able to portray student attitudes [8].
Assessment is an important component in learning that must be
carried out by the teacher, assessment becomes a major role in knowing
the success of the teacher in delivering or teaching material and what
students get after studying it which allows information about student
understanding [3], [9]. This assessment is internal and part of learning
[10]. The assessment process which includes gathering evidence about
student achievement is not always obtained through tests alone, but
can also be collected through observation or self-reports. Assessment is
expected to be an instrument of quality assurance, quality control, and
quality improvement in the education system. So the assessment is carried
out systematically over a certain time.
Attitude assessment is an assessment of student behavior trends both
inside and outside the classroom as a result of education [8]. Attitude refers to
a person's behavior. Assessment of student attitudes in the learning process
consists of spiritual attitudes and social attitudes. Attitude assessment has
different characteristics from knowledge and skills assessment, so the
technique is also different. In this case, attitude assessment focuses more on
fostering student behavior to build character. Attitude assessment consists
of primary assessment and supporting assessment. The main assessment is
obtained by daily observation, and the supporting assessment is obtained
from the assessment of students' attitudes towards their friends [11].
In mathematics learning, the assessment of knowledge, skills, and
attitude assessment must also be done explicitly by the teacher. The teacher
plans and decides the attitude that is assessed in the learning process and
the assessment outside the learning process by observing student behavior.
The results of the attitude assessment are used to obtain information
about student attitudes, identify progress so that they can follow up on
the results of the assessment. This adds to the difficulties faced by teachers,
especially in attitude assessment in online-based learning. Therefore, in
this online-based learning, teachers have their way of assessing student
attitudes during the Covid-19 epidemic.

Discussion
Learning during the pandemic currently used is online learning
through web networks, while still focusing on learning objectives.
The current curriculum in primary to secondary education is the 2013
curriculum. The implementation of curriculum 13 is expected to be able
to produce productive, innovative, creative, and effective human resources
through strengthening competency in knowledge, skills, and attitudes
[4], [10]. In learning mathematics, it is hoped that it will also be able to
measure aspects of student attitudes. The attitude component according to
[8] is divided into three as follows:
Table 1. Components of Attitude
No Component Explanation
1 Cognitive Components related to aspects of knowledge, beliefs,
and views.
2 Affective Components related to feeling happy or unhappy with
the object of both positive and negative attitudes.
3 Conative and Components relating to a person's tendency and
behavioral behavior towards objects.
These three components can influence a person's actions in attitude.
The implementation of the assessment must be calm and comfortable and
apply the principles of being objective, fair, integrated, open, educational,
and accountable. Attitude is divided into two dimensions, namely spiritual
and social. Aspects of spiritual attitudes tend to be objects of attitude
which include belief, worship, appreciation, and practice of religious
teachings. Social attitude is the awareness of students in real actions in
social activities. In the attitude aspect, it is expected to measure spiritual
attitudes and social attitudes. According to [12] assessment of attitudes
in mathematics learning is related to several objects such as 1) attitudes
towards mathematics, teachers need to assess how students' attitudes
towards the material being taught; 2) attitudes towards subject teachers if
students have a positive attitude towards teachers it can increase student
motivation; 3) attitudes towards the learning process, students need to
have a positive attitude towards the learning process that takes place the
strategies and techniques used; 4) attitudes towards the material of the
existing topics; 5) attitudes related to certain material and values to be
instilled in students.
In an interview conducted with a mathematics teacher at SMP PGRI
01 Batu, the learning media currently used are through the WhatsApp
group and google classroom. The delivery of learning material is carried
out by the teacher through a web network so that students can still interact

with the teacher. The submission of assignments to examinations is carried
out via a web network. Learning takes place by the teacher sending
material or delivering material via WhatsApp and Google Classroom.
In this pandemic condition, learning must continue to help students
increase their potential, including the potential for mathematical abilities.
Not only in the learning process but also the process of evaluation and
assessment of student learning outcomes must be carried out because the
assessment has an important role in learning. Assessment is the process
of collecting and processing information continuously to measure the
ability of students both individually and in groups. The attitude aspect
is an assessment that is included in the 2013 Curriculum that the teacher
must carry out to see the development of student attitudes. This attitude
assessment includes spiritual attitudes and social attitudes. During online
learning, teachers have difficulty assessing and reporting student progress,
because the assessment is the result of learning activities based on direct
observation of student behavior and work. In learning, there are various
kinds of attitude assessment, namely the assessment of students' attitudes
towards subjects, towards teachers, attitudes towards friends, and attitudes
towards the learning process.
So that in online learning there are several difficulties, especially
in assessing the aspects of attitude, the teacher cannot make direct
observations. Some of the obstacles faced by mathematics teachers in
attitude assessment with online-based learning are as follows: 1) Not all
students have smartphones, so they cannot do online learning via zoom; 2)
Limited internet network; 3) In online learning the teacher cannot directly
monitor student attitudes; 4) monitoring the honesty and independence
of students in completing assignments because they cannot meet face to
face.
The implementation of attitude assessment that teachers can do during
a pandemic is in the following ways: 1) Assessment of student courtesy can
be done by monitoring conversations between students through WhatsApp
groups and student responses to teachers; 2) The responsibility of students
can be in the form of work that is collected; 3) Self-confidence is observed
through question and answer activities; 4) Discipline is assessed based on
timeliness in submitting assignments; 5) The courage of students in giving
questions, answering questions and expressing opinions; 6) Honesty is
assessed based on students submitting assignments to school with their
parents. In the attitude assessment, observation techniques cannot be
carried out by the teacher, because there is no face to face face to face.
Self-assessment is carried out by the teacher by providing self-assessment

sheets to students to express their lack of behavior. Meanwhile, peer-to-
peer assessments were carried out by sending a list of questions that had
to be answered by students. Self-assessments and peer-to-peer assessments
are carried out by the teacher in the context of building character attitudes,
the results of which can be used as a confirmation and as support. The
results of this study are in line with previous research conducted by [8]
[6] that attitude assessment is an assessment that is difficult to apply to
learning mathematics because mathematical values are difficult to focus on
aspects of spiritual attitudes. Attitude assessment can still be done through
online learning via WhatsApp. Attitude assessment can be done using
self-assessment techniques and peer-to-peer assessments. For observation
techniques in online learning, it can only be done by monitoring student
conversations and student responses to class WhatsApp groups, with
attitude indicators that can be assessed in online learning, namely student
responsibility, courtesy, discipline, confidence, and honesty [13]. However,
the assessment of attitudes in online learning is considered ineffective, due
to various factors such as limited internet networks and quotas so that the
responsibility for discipline and honesty of students is difficult to assess.
Positive behavior can be well internalized if positive behavior is
always exemplified, taught, and reminded. Referring to this fact, attitude
assessment in mathematics can be carried out concerning the following
attitude objects, 1) attitudes towards mathematics 2) attitudes towards
mathematics teachers 3) attitudes towards the learning process; 4) the
process of material from existing topics; 5) attitudes towards certain values
to be instilled in students through the certain subject matter. Of the
five attitudes that are less effective and difficult to apply to online-based
learning.
The importance of attitude assessment cannot be separated from
learning. Attitude assessment is less effective when it is carried out in
online learning because it is a gap in several areas related to limited internet
networks. The spiritual and social aspects also cannot be fully assessed if,
in online learning, the honesty and responsibility of students in doing
assignments cannot be assessed by simply submitting assignments. Habit
patterns that are difficult to change from conventional learning to online
learning and make it difficult for students to adapt. So that students
choose shortcuts with dishonesty in working on the questions given by
the teacher. Online learning must be directed so that it not only makes
students smart in intellectual terms but also has good character. Instill
the values of goodness in students and train each potential to develop in
a positive direction. So that the teacher plays a very important role in the

development of student attitudes and knowledge and skills, it is hoped
that the teacher can be a good role model and motivate students to always
be honest.
Conclusion
Based on the explanation above, it can be concluded that the
assessment that must be carried out in curriculum 13 is three aspects, namely
aspects of knowledge, aspects of skills, and aspects of attitude. Assessment
of aspects of spiritual attitudes and social attitudes in learning needs to be
done, especially learning mathematics, to see student development, such
as the extent to which students understand the material provided by the
teacher, student attitudes towards the subject matter, and student attitudes
towards subject teachers. However, with the Covid-19 pandemic, online
learning and student assessment must continue as it should be. For this
reason, the assessment of the aspects of the teacher's attitude has many
difficulties in terms of assessment because there is no face-to-face learning
so that the teacher cannot make direct observations. Attitude assessment
can only be carried out by the teacher through the WhatsApp platform by
monitoring student conversations or discussions through the WhatsApp
group, student responsibility in completing given assignments, student
discipline in collecting assignments, students' courage and confidence
in expressing opinions and asking related teachers material provided.
Self-assessment and peer-to-peer assessment can be done by the teacher
by giving a questionnaire or a list of questions to students then students
answer and return the answers to the teacher. In this case, the assessment
of aspects of spiritual attitudes is difficult to measure, especially in online-
based mathematics learning, because mathematical values are difficult to
direct there. Teachers as educators are expected to motivate and provide
good role models for students in being good, emphasizing the importance
of responsibility, discipline, and honesty, especially in online learning.
So that students can develop their potential well. In online learning, it
is hoped that the teacher can develop an effective attitude assessment
instrument to measure the development of students.
References
[1] W. Aji, F. Dewi, U. Kristen, and S. Wacana, “Dampak Covid-19
Terhadap Implementasi Pembelajaran Daring Di Sekolah Dasar,”
Edukatif J. Ilmu Pendidik., vol. 2, no. 1, pp. 55–61, 2020.
[2] I. F. Ahmad, “Alternative Assessment In Distance Learning In
Emergencies Spread Of Coronavirus Disease (Covid-19) In

Indonesia,” J. Pedagog., vol. 07, no. 01, pp. 195–222, 2020.
[3] Kisno, Turmudi, and N. Fatmawati, “Penilaian Pembelajaran
Matematika di Sekolah Dasar Selama Masa Pandemi Covid-19,”
MartabaJurnal Peremp. dan anak, vol. 4, no. 1, pp. 97–110, 2020.
[4] A. P. Satrianingrum and I. Prasetyo, “Persepsi Guru Dampak
Pandemi Covid-19 terhadap Pelaksanaan Pembelajaran Daring di
PAUD,” J. Obs. J. Pendidik. Anak Usia Dini, vol. 5, no. 1, pp.
633–640, 2021, doi: 10.31004/obsesi.v5i1.574.
[5] Lili, “Evaluasi Pelaksanaan Program Pembelajaran Matematika
Berbasis Kurikulum 2013 di Kelas VIII SMP Negeri 3 Palimanan,”
PEDIAMATIKA, vol. 01, no. 01, pp. 21–30, 2019.
[6] R. Wahidah, “Penilaian sikap Tanggung Jawab pada Pembelajaran
Bahasa Arab Daring Via WhatsApp di Madrasah Tsanawiyah,”
Konf. Nas. Bhs. Arab VI, pp. 506–519, 2020.
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Pembelajaran Matematika SMA Berdasarkan Kurikulum 2013,”
PYTHAGORAS, vol. 12, no. 2, pp. 135–148, 2017.
[8] Kusaeri, “Penilaian Sikap dalam Pembelajaran Matematika,” J.
Pendidik. Mat., vol. 5, no. 2, pp. 61–70, 2019.
[9] A. Mon, M. Alvarez, E. Fueyo, and A. Dobarro, “e -Self-Assessment
as a Strategy to Improve the Learning Process at University,”
Hindawi, pp. 1–9, 2020.
[10] W. Winarso, “Authentic assessment for academic performance:
study on the attitudes, skills, and knowledge of grade 8 mathematics
students,” Malikussaleh J. Math. Learn., vol. 1, no. 1, p. 1, 2018,
doi: 10.29103/mjml.v1i1.579.
[11] I. Ulumudin and S. Fujianita, “The Implementation Of Attitude
Assessment In Curriculum 2013 At Elementary Schools,” J. Penelit.
dan Eval. Pendidik., vol. 23, no. 1, 2019.
[12] H. Setiadi, “Pelaksanaan Penilaian Pada Kurikulum 13,” J. Penelit.
dan Eval. Pendidik., vol. 20, no. 2, pp. 166–178, 2016.
[13] J. Pendidikan et al., “Pengembangan Instrumen Penilaian Sikap
Berbasis Kurikulum 2013 Pada Pembelajaran Kimia Sma,” J.
Pendidik. Sains Indones. (Indonesian J. Sci. Educ., vol. 5, no. 1, pp.
44–51, 2017.

Students' Logical-Mathematical Intelligence in
Solving Non-Routine Problems in Junior High School
Geometry Material
Putri Ayu Melyana Indrawati1
Introduction
Mathematics is one of the compulsory subjects in schools because
mathematics is a global subject that plays an important role in the
advancement of science and technology [1]. Mathematics lessons build
students' ability to understand mathematical concepts by using reasoning,
solving problems, communicating ideas, and having an appreciative
attitude towards mathematics [2]. Mathematics is a basic science
that has a very important role in the development of science [3]. The
importance of mathematics for students is as a tool to practice thinking
and reasoning in drawing conclusions and developing the ability to solve
problems in everyday life [4]. Several factors influence one's mathematical
understanding in solving problems, one of which is intelligence [5].
Intelligence is the ability to solve problems or create valuable ideas in
the school environment and outside the school [6]. Humans have varied
intelligence and this intelligence combine in unique ways [7]. Intelligence
is no longer determined based solely on the results of standard test scores,
but on the languages spoken by individuals in the learning process [8].
Human intelligence competence requires a set of skills in problem-
solving, it also requires the potential to find or create problems [9]. With
intelligence, students can train and develop thinking processes to solve
problems during classroom learning and in everyday life [10]. Human
intelligence is divided into nine kinds of intelligence, namely visual-spatial,
oral or linguistic, mathematical logical, kinesthetic, naturalist, musical,
existential, interpersonal, and intrapersonal [11]. The intelligence that is
often used in mathematics is visual-spatial intelligence and mathematical
logical intelligence [10].
Theoretically, mathematical logical intelligence as one of multiple
intelligence (multiple intelligence) can be defined as a person's capacity to
think logically in solving cases or problems and performing mathematical
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calculations [1]. Meanwhile, Nurjanah et al., (2019), said that logical-
mathematical intelligence is the intelligence to use numbers, think logically
in analyzing cases, see the relationship between separate and different
information and perform mathematical calculations. The characteristics of
mathematical logical intelligence include (1) classification, (2) comparing,
(3) mathematical arithmetic operations, (4) inductive reasoning, (5)
forming hypotheses, and (6) checking again [12]. As for the description
of the indicators for assessing the characteristics of students' mathematical
logical intelligence in solving problems, namely (1) classification, students
can mention the information that is known in the problem and can
mention what is being asked in the problem; (2) comparing, students can
connect the known data with the knowledge they already have and can
plan problem-solving; (3) mathematical arithmetic operations, students
can perform mathematical arithmetic operations correctly; (4) inductive
reasoning, students are able to solve problems using several examples until
the announcement is obtained; (5) form a hypothesis, students interpret
the answers obtained; (6) checking again, students are able to check the
results obtained and able to review the problem solving that has been
made. Mathematical logical thinking is needed in solving mathematical
problems [2]. Mathematical logical intelligence belongs to multiple
intelligences which is one of the keys to teaching students to solve non-
routine problems [13].
Based on various approaches, the problem is divided into two, namely
routine problems and non-routine problems [11]. It is further said that
non-routine problems occur when a problem solver does not know how
to solve a problem and cannot see a solution. Meanwhile, according to
Fauziah & Setiawan, (2018), said that non-routine problems are problems
that are categorized as high-level questions because they require mastery of
complex conceptual ideas and do not focus on algorithms. Based on the
results of the field, students can quickly solve routine practice questions, but
on non-routine questions or questions that require more understanding,
students are confused and have difficulty solving them [14], [15]. According
to Nolismasari, Johar & Yusrizal, (2017), said that problem solving is a
form of non-routine questions, it cannot be solved directly using routine
procedures (formulas), requires understanding. However, based on the
results of the interview with the teacher, there were problems in learning
mathematics. One of them is the lack of students' ability in problem-
solving, especially in solving story problems. Students are not accustomed
to doing questions not routinely, so students have difficulty working on
these questions. Lack of understanding story problems or routine problems

in mathematics is a factor in low problem-solving abilities. The existing
mathematics textbooks do not contain problem-solving problems (non-
routine) and many contain regular (routine) problems whose completion
procedures can be said to be standard [16].
Geometry is one of the materials contained in mathematics textbooks
which is categorized as important material [1]. Geometry is a study in
mathematics that studies points, lines, planes, spatial shapes, and their
properties, sizes, and relationships to one another. This study is abstract, so
to be able to study it requires students to have the ability to visualize it [17].
The goal of learning geometry is to develop logical thinking skills, develop
spatial intuition to impart knowledge to support other material, and be
able to read and interpret mathematical arguments [18]. But in reality,
students are still accustomed to being given routine questions, so students
are not familiar with non-routine questions that can develop students'
thinking skills, and geometry is less favorable by most students because,
in addition to counting, they must understand and memorize formulas in
solving a geometrical problem [19]. The fact that currently low student
learning outcomes are influenced by mathematical logical intelligence and
language alone, even though each student has a variety of intelligence in
addition to mathematical logical intelligence and language [5]. Based on
the background of this problem, the researcher is interested in researching
to know the ability of students to solve non-routine questions in junior
high school geometry which are analyzed using mathematical logical
intelligence indicators.
Discussion
This study used a qualitative approach with descriptive methods
using a case study design. The subjects of this study were 2 junior high
school students. The data collection methods were unstructured tests and
interviews. The questions on the test are non-routine questions about
the shape of the flat side space. Meanwhile, the interview used was an
unstructured interview to support the validity of the test result data. The
data of this research is the ability to solve non-routine questions based on
mathematical logical intelligence. While the source of the data comes from
the ability to solve non-routine questions based on mathematical logical
intelligence. The data analysis technique used is data reduction, display,
and conclusion. The research was conducted in Junior High Schools by
randomly selecting subjects and teacher recommendations. Subjects
were selected by 2 people with the gender, namely 1 male (student A)
and 1 female (student B). Students are given flat-sided space questions

to determine their ability to solve non-routine questions as measured by
indicators of mathematical logical intelligence. The indicators in this study
include: (1) classification, (2) comparing, (3) mathematical arithmetic
operations, (4) inductive reasoning, (5) forming hypotheses, and (6)
checking again.
In the aspect of classification, The aspect of inductive reasoning,
students are less able to mention in solving problems, students do
known information, only some of not use several examples until the
the information in the questions announcement is obtained.
and do not mention what is being
asked in the problem.
In the aspect of comparing, students In the aspect of forming a

are able to connect the known data in hypothesis, students are able to
the questions with the knowledge they determine an answer process
already have. Students are able to which according to them is in
plan problem solving. accordance with what was asked
about the question.
Aspects of mathematical
arithmetic operations, students The aspect of checking back,
are able to perform students do not check the results
mathematical arithmetic obtained
operations correctly.
Figure 1 The Answer of The Student A

Figure 1 is the result of student A's work working on non-routine
questions on the material of flat-sided shapes. The command in the
question is that students are given a wire with a size of 2 meters, then
students are asked to find the remaining wire if they have to make 3 pieces
of beam frames of the same size. In the classification aspect, in student
worksheets, students are less able to mention known information, only
some information, and incomplete state all the problem information in
the questions and do not mention what is being asked in the problem, but
in the interview session, students can say what is known by the question
and understand what you want to ask in the question. In the aspect of
comparing, students can connect the known data in the questions with the
knowledge they already have. However, not all of the known data on the
questions are written completely on the worksheet. However, students can
compile a problem-solving plan from the data in the questions.
Aspects of mathematical arithmetic operations, students can perform
mathematical arithmetic operations correctly. In the aspect of inductive
reasoning in solving problems, students do not use several examples
until the announcement is obtained. However, it is directly related to
the information in the problem with the description of the outline of a

block that is in students' knowledge. In the aspect of forming a hypothesis,
students can interpret the answers obtained, by determining an answer that
according to him is following what was asked about the question. Without
interpreting other answers that may occur. The aspect of checking again,
students do not check the results obtained and do not review the problem
solving that has been made. Students also do not provide conclusions with
the results of the answers that have been obtained. it was asked by students
during the interview session. The reason for not checking again is because
the students are sure of the answer, so they don't check again.
In the classification aspect, In the aspect of inductive
students are able to mention reasoning, students are able to
information that is known in the solve problems using several
problem and are able to mention possibilities until they get the
what is being asked in the right announcement to use
problem
In the aspect of forming a

In the aspect of comparing, students hypothesis, students are able to
are able to connect the known data interpret several possible
in the questions with the knowledge answers to the process obtained,
they already have. Students are able by determining an answer
to plan problem solving. process that according to him is
in accordance with what was
asked about the question.
Aspects of mathematical The aspect of checking back,

arithmetic operations, students are students do not check the results
able to perform mathematical obtained
arithmetic operations correctly.
However, there is one unit
statement that is not written
Gambar 2 The Answer of The Student B

Figure 2 is the result of student B's work working on non-routine
questions on the material of flat-sided shapes. The command in the question
is that students are given a wire with a size of 2 meters, then students are
asked to find the remaining wire if they have to make 3 pieces of beam
frames of the same size. In the classification aspect, students can mention
information that is known in the problem and can mention what is being
asked in the problem. In the aspect of comparing, students can connect
the known data in the questions with the knowledge they already have.
Students can plan problem-solving. Aspects of mathematical arithmetic
operations, students can perform mathematical arithmetic operations
correctly. However, there is one unit statement that is not written down. In
the aspect of inductive reasoning, students can solve problems using several
possibilities until they get the right announcement to use. In the aspect of
forming a hypothesis, students can interpret several possible answers to the
process obtained, by determining an answer process that according to him

is following what was asked about the question. The aspect of checking
again, students do not check the results obtained, it is asked of students
during the interview session. Students also do not provide conclusions
with the results of the answers that have been obtained.
Based on the results of the work of student A and student B, students
can work on non-routine questions on the flat side room material. This
is consistent with the research conducted by Kurnia Hendra Wijaya and
Sudarmin (2016) in class VIIIA SMP N 2 Karangawen and SMP Al-Islah
Tanggungharjo. Previous research revealed that students were able to work
on story questions about SPLDV and non-SPDLV material. However,
some aspects of mathematical logical intelligence have not been able to be
done as a whole by students. Based on the aspect of ability in this study,
student A has not been able to do aspects of inductive reasoning and check
again, while student B just does not do aspects of checking again. Whereas
in previous research, some students were able to do all aspects of problem-
solving abilities based on mathematical logical intelligence, but some
students had not finished checking aspects again [20]. There are obstacles
in solving problems because students do not practice working on story
questions or non-routine questions. Another factor, because teachers or
other researchers often measure students' abilities using aspects of ability
based on their theoretical patterns, teachers rarely make assessments based
on the theory of mathematical logical intelligence.
Conclusion
From this study, it can be concluded that students can solve the
questions given, but there are several aspects or indicators of problem-
solving abilities that have not been able to be done by students in solving
non-routine problems. Student A, the clarification aspect did not mention
the information that was known and asked in writing, but verbally the
students were able to say. Even so, in the aspect of comparing, students can
connect the known data in the questions with the knowledge they already
have. So that it can perform aspects of arithmetic operations. Whereas
in the aspect of reasoning, it does not use several possibilities until the
announcement is obtained, but determines an answer process. The aspect
of checking back students does not check again because they are sure
of the answer. Student B, students can perform aspects of classification,
comparing, arithmetic operations, and inductive reasoning. However, in
the aspect of forming a hypothesis, students can interpret several possible
answers to the process obtained, by determining an answer process
which according to him is following what was asked about the question.

Meanwhile, in the aspect of checking back, students did not check again
because they were sure of the answer.
References
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dalam Menyelesaikan Masalah Geomteri Siswa yang Memiliki
Kecerdasaan Logis Matematis Tinggi ditinjau dari Perbedaan
Gender,” JPIn (Jurnal Pendidik. Indones., vol. 1, no. 1, pp. 85–98,
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[2] S. D. Wulandari, “Analisis Kemampuan Berpikir Logis Matematis
Pada Siswa Sekolah Menengah Atas (SMA) Berdasarkan Pola Sidik
Jari Arches,” Inspiramatika, vol. 5, no. 1, pp. 43–49, 2019.
[3] Hidayatullathifah and A. . Sujadi, “Peningkatkan Minat dan
Prestasi Belajar Matematika melalui Pembelajaran Make A Match
Siswa Kelas VII F SMP 1 Banguntapan,” J. Pendidik. Mat., vol. 5,
no. 3, pp. 229–236, 2017.
[4] S. Faizah, “Kemampuan spasial siswa smp dalam memecahkan
masalah,” Ed-humanistics, vol. 01, no. 01, pp. 67–77, 2016.
[5] S. Adilla, C. M. Zubainur, and A. Ahmad, “Pembelajaran
Matematika yang Berorientasi Multiple Intelligences pada
Persamaan dan Pertidaksamaan Linier Satu Variabel,” J. Peluang,
vol. 7, no. 1, pp. 193–206, 2019.
[6] H. Gardner, Multiple Intelligences: Teori dalam Praktik. Tangerang
Selatan: Interaksara, 2013.
[7] L. N. Pradana, “Pendekatan Multiple Intelligences Pada
Pembelajaran Matematika Untuk Meningkatkan Kualitas Lulusan
Sekolah Dasar Di Era Mea,” in Conference Paper, 2016, pp. 1–12.
[8] W. Winarso, “Analisis Kemampuan Pemecahan Masalah Matematika
Mahasiswa Jurusan Pgmi Melalui Pembelajaran Berbasis Multipel
Intelligensi Pada Mata Kuliah Matematika 2,” Holistik, vol. 15, no.
1, pp. 99–111, 2014.
[9] G. Zulfairanatama and S. Hadi, “Kecerdasan Logika-Matematika
Berdasarkan Multiple Intelligences terhadap Kemampuan
Matematika Siswa SMP di Banjarmasin,” EDU-MAT J. Pendidik.
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Berkecerdasan Matematis Logis Dalam Menyelesaikan Masalah

Matematis ‘ Ill Structured Problems ,’” J. Pendidik. Teor. Penelitian,
dan Pengemb., vol. 21, no. 11, pp. 1441–1447, 2019.
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dan Logis Matematis dalam Menyelesaikan Masalah Geometri
Siswa Kelas VIII A SMP Negeri 10 Jember (Visual Spatial and
Logical Mathematical Intelligence in Solving Geometry Problems
Class VIII A SMP Negeri 10 Jember ),” Artik. Ilm. Mhs., vol. 1, no.
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Pemecahan Masalah untuk Meningkatkan Kemampuan Pemecahan
Masalah Matematis Siswa Kelas VIII SMP Negeri 7 Padang,” J.
Pendidik. Mat., vol. 3, no. 2, pp. 20–24, 2014.
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2016.

Let Us Rethink about Phenomenological Study
Rosa Avrinia1
Introduction
In qualitative research, a phenomenological study is a research design
that deals with someone or some people's experiences. It is used to describe
someone or some people's experiences about what kinds of experiences
they had experienced and how they experienced. A phenomenological
study can be done for sociology, psychology, medical, and education field.
In the education field, a phenomenological study can be used to describe
how the students experienced certain teaching and learning process or how
the teacher perceived teaching the students with special needs.
According to Creswell [1],” a phenomenological study describes the
meaning for several individuals of their lived experiences of a concept
or a phenomenon”. “The description consists of what they experienced
and how they experienced it [2]”. A phenomenological study presents
a phenomenon as experienced by individuals’ perspectives in deep
understanding. It involves single or multiple interviews with participants as
the data collection. The phenomenological study also uses a philosophical
method and understanding of the essence of the phenomenon is associated.
In order to get more understanding of the phenomenological study.
Some topics will be discussed in this paper such as the definition of
phenomenological study, the characteristics, the types, how to conduct,
and the example of phenomenological study.
The Features of Phenomenological Study
A phenomenological study is a research design that is used to describe
and interpret the experience of the participants that they perceived.
According to Ary [3], the thing that makes a phenomenological study
different from other research designs is the use of subjective experience as
the center of the inquiry. It carries from the experience of a single person
into a universal essence. Essence describes the meaning by showing how
someone perceived the experience than what is someone's experience
toward a phenomenon.
1

In a phenomenological study, the researcher collects the data by
doing an interview. It can conduct personal or group interviews. It can be
done within 1 to 2 hours interview in order to get “insight thinking and
in-depth interview from their point of view [4]”. As long as the interview
takes a longer time, it is recommended to use a recorder. The interview has
a big role in phenomenological research because the research participant
can describe the situation as they see it and produce their justification or
rationale. It is also important to be done in order to know the research
participants’ understanding of the interview. So it will not produce
mistaken interpretation. According to Schutz [5], the phenomenological
study deals with “the mental processes through which humans make
sense of many things that they experienced”. So, humans make sense by
interpreting the things that they see from their point of view.
An example of a phenomenological study in education is how special
needs children integrate with a regular classroom. In a phenomenological
study, it focuses on the essence experiences of involved participants such as
the special needs children, other students, and the teacher. Also, it presents
the complex meaning of perceived experiences by describing a simple
unit of direct experience. According to Ary [3], the other examples of
topics in educational research that used phenomenological design are the
“disappointment in the teacher-student relationship, the experience of re-
reading and the experience of studying a foreign language”. All the topics
are used phenomenological design because it is described by someone or
some people's experiences in perceived a situation.
Before conducting a phenomenological study as a research design, it is
better to know its advantages and disadvantages. According to Denscombe
[6], there are several advantages and disadvantages in conducting a
phenomenological study. It will be explained as follows:
The Advantages of Using Phenomenological Study as Research
Method
First, the phenomenological study is suited to small-scale research.
Since phenomenological study uses an interview as the research instrument
in order to describe human experiences, so it is suitable to be conducted
in small-scale research. The interview can take a longer time than other
instruments, but it provides more in-depth data. It also needs a lower
budget and the main resource is the researcher himself or herself.
Second, the description of experiences can tell an interesting story.
It can tell an interesting story because the phenomenological study deals
with someone or some people's experiences. Every single person has his or

her different point of view from the same situation. So it can produce an
interesting description of each person's experience.
Third, this research method offers the prospect of authentic
accounts of complex phenomena. The researcher is permitted to deal
with complexity since it relates to human experiences. It offers authentic
complex phenomena because the researcher is directly involved in the
research. The researcher digs up the phenomena in-depth and administers
a detailed description of the complexity.
Fourth, it is a kind of humanistic style of research since this study
deals with humanism since it describes human life experiences inquiry. It
means that the researcher should be close to the research participants to get
detailed data from each point of view.
The Disadvantages of Using Phenomenological Study as Research
Method
First, the use of phenomenological study as a research method lacks
scientific rigor. This study lacks scientific fidelity because a phenomenological
study is subjective research that directs the data through description and
interpretation. If the research participants provide dishonest information,
it is worried that it will trigger ambiguity.
Second, it is associated with the description and no analysis. A
phenomenological study develops explanations based on descriptive
material. It does not need analysis, the researcher just collects the data
through interview and interprets it by connecting with his or own beliefs
toward the situation. So there is no warranty about authenticity.
Third, phenomenological study generalizations from
phenomenological studies. A phenomenological study is conducted in
small-scale research that does not involve a large number of participants
as the norm. It is said this study can be generalization research because
the representativeness of the data and the justifiable to generalize from the
findings are doubt by conducting small-scale research.
Fourth, it gives attention to the mundane features of life. A
phenomenological study describes everyday life and there is no special
discussion on it. it provides ordinary human experiences that may be
discussed by other researchers.
Fifth, it also can be the feasibility of suspending common sense. A
reasonable finding of the research is very needed because it can discover the
way things work and get a clearer view of it. If it just suspends common
sense, it should have self-consciousness from the way perceptions are

shaped by things like common sense and try to moderate the impact.
Characteristics of Phenomenological Study
A phenomenological study has some characteristics that distinguish
them from other research designs. There are six characteristics of a
phenomenological study that will be explained as follows:
First, a phenomenological study is subjective because it is one of some
qualitative research designs that use humans as the research instrument. It
is focused on the subject such as perceptions or meanings, attitudes, and
beliefs and also feelings and emotions which have a different point of view
from every subject.
Second, it focuses on the human experience. The researcher should
describe the experience of the participants in order to get the meaning and
essence of a phenomenon.
Third, it uses description and interpretation than analysis. The
researcher should describe the data and interpret based on his or her
thinking.
Fourth, it uses the interview as the research instrument. As we know
that a phenomenological study deals with human experience, so it is better
to conduct an interview in order to get in-depth data.
Fifth, in directing the data, the researcher uses bracketing or epoche.
It means that the researcher should understand first the phenomenon
that will be studied. Then the researcher makes some prejudgments or
presuppositions toward the phenomenon based on his or her experience.
After that, the researcher conducts an interview to get a fresh perspective
from the participants’ experience. Then the researcher eliminates the data
to get the findings.
Sixth, a phenomenological study uses purposive sampling. It means
that the researcher chooses the participants of the research based on the
criteria that are related to the research topic. It is a kind of individual criteria
or there are no fixed requirements in choosing the research participants.
Types of Phenomenological Study
A phenomenological study, it consists of two such as hermeneutic
phenomenology and transcendental phenomenology. Hermeneutic
phenomenology describes the researcher’s point of view of the lived
experience and interprets the text of life (hermeneutics). It is about the art
of reading that focuses on intention and meaning based on the researcher’s
point of view. First, the researcher should concern about a phenomenon.

Then the researcher writes the description of the phenomenon (researcher’s
own experiences toward a phenomenon) or it can be said that it is the
researcher’s prejudgments or presuppositions.
While transcendental phenomenology focuses on participants’
description of their experience toward a phenomenon. Transcendental
means that it is perceived for the first time or freshly to eliminate the
researcher’s prejudgments or presuppositions. Since a phenomenological
study is focused to understand the meaning and essence of human
experience, so the researcher should set this or her prejudgments first
toward the phenomenon. Then the researcher gains a fresh perspective of
experience from the participants’ point of view toward a phenomenon. It
examines the researcher's prejudgments and the participants’ experience to
get the essence of experience toward a phenomenon.
How to Conduct the Phenomenological Study
In conducting research that uses phenomenological study as the
research design, it is important to know the steps first. The steps will be
explained as follows:
1. The researcher should construct the research problems, whether it
appropriates to be conducted using a phenomenological study or not. If
it is suitable to use the phenomenological study as the research design,
then the researcher should explore his or her own experiences related to
the topic in order to examine his or her own biases and assumptions. In
a phenomenological study, the researcher uses bracketing or epoche. It
means that the researcher sets his or her own beliefs in order to take a new
perspective from the participants’ experience toward the phenomenon.
It is important to use bracketing or epoche in order to set the researcher’s
prejudgments and start an unbiased and receptive interview.
2. The researcher should choose the participant of the research using
purposive sampling. There are no fixed requirements in choosing
the research participants as long as the participants are related to the
criteria of the research topic that will be studied. In a phenomenological
study, the involved participants come from the people who have been
perceived the experience and they can tell their feeling to the researcher.
According to Maykut and Morehouse [7], “Human instrument is the
only data collection instrument which is multifaceted enough and
complex enough to capture the important elements of a human or
human experience”. The researcher of phenomenological study is asked
in having a critical skill for the interview. The researcher should focus
on the essence of the experience from the participants’ perspective. The

participants are asked to be encouraged well to the interview because it
is important in elaborating their experience.
3. The data can be collected through the interview. It is an effective way to
gather the data and it will produce in-depth data interviews since it deals
with human experiences. Another way to collect the data also can be done
through observations, art, music, films, and novels, but the better one
is through interviews. The researcher should understand the main study
in phenomenological is that the questions about what phenomenon has
been experienced by the participants and also what contexts influenced
the experiences. The interview usually uses unstructured interviews
because it is better to use unstructured interviews so the researcher can
develop the interview based on the data that the researcher needed and
get in-depth data interview. It takes a long duration of about 1 to 2 hours
for the interview. The researcher ideally conducts the interview with
10 to 25 individuals. Tape-recording is very needed for the interview
because it facilitates subsequent analysis.
4. The researcher analyzes the data by identifying the significant statements
or quotes that are called horizontalization. Horizontalization means
that every statement has equal value. Because each of the statements
has equal value, the researcher should discover some clusters from those
meaning and themes.
5. The researcher describes the findings based on some kinds of description
such as textual description, structural description, and composite
description. The textual description focuses on what was experienced
by the participants or biases toward the context of the participants’
experiences. Structural description deliberates the context that aroused
the experience such as how and what conditions and situations were
experienced. It provides a structured experience from the participants’
point of view. While the composite description of the invariant structure
is deliberating the essence of the phenomenon. It combines both the
textual description and the structural description.
6. The data were analyzed using the reduction process. It makes the
meaning more focused on the essence. The researcher should describe
the participants’ experience of how they perceived their experience.
Then the researcher deliberates the general meaning of the experience.
The Example of a Phenomenological Study
From the elaboration above, it is clear that a phenomenological study
deals with human experience. It is investigating personal experience in
order to get the meaning and essence. The example of research that uses
phenomenological study as the research design is from [8].

From the research, it could be known that the researcher has two
research problems: (1) How do students experience and understand the
university presidency?; (2) How does this experience and understanding
of the university presidency inform or shape the college experience for
students?. The research objective was aimed to explore how the students
experience and understand the university presidency. As said before, a
phenomenological study more focused on how someone or some people
perceived experience toward a situation.
The research participants were 10 college students consists of 5 male
and 5 female who had self-identified involved with extracurricular activities
and having occasional interaction with their president at a minimum. They
were aged 19-22 years old. The data were collected through in-depth face-
to-face interviews. The data were analyzed using clusters of meaning or if
we know it is the part of horizontalization. Then, the researcher described
the findings using a composite description that presents the essence of the
phenomenon.
The researcher divided the research findings into three themes such as
(a) value experiencing informal presidential encounter; (b) understanding
leadership through compassion and vision, and (c) meaningful impact
from presidential interaction. The researcher made some prejudgments
such as university trustee filled out the presidential negligence that
triggered students’ awareness with how they experience the presidency
and the staff developed well the interaction to support the students'
experience and understand the university presidency regarding the
relationship with the president. The finding revealed that from the first
theme, the students who had studied for the four or more semesters at the
university were experiencing taking part in the presidential encounter by
involving the students' organizations and campus governance. Then they
had experienced interaction with the university president although it was
still minimum occasional interaction. For the second theme, the students
had good responses toward the leadership. They believed that leadership
had involvement in their future professional interest. For the third theme,
the students had positive meaning toward their presidential interaction.
They thought that the university president had a big role for the university
because he was a down-earth person and had good communicative skills.
They trusted that the university president was the chief representative of the
university.
So, the example the research is reflected the phenomenological
research because it investigates how the individual perceived experience
based on his or her point of view. It also uses appropriate data collection

and analysis to find out the meaning and essence of a phenomenon.
Conclusion
In conclusion, a phenomenological study does not discuss the cause
of things, but it is more focused on how things are experienced seen
from a personal point of view. It investigates someone or some people's
experiences to understand and describe how someone or some people see
things. It stresses describing authentic experiences rather than analyzing
the experiences by providing an adequate description that includes the
complexity of the situation. In constructing the findings, the researcher
is also asked to put his or her own beliefs, expectations to the under
investigation phenomenon as the credibility. In a phenomenological study,
the researcher is also part of the research to interpret the data. In this case,
the researcher should pay more attention to assumptions and minimize
it using the fact. As we know that phenomenological study deals with
human experiences and sometimes it will discover different assumptions
from a different person. The researcher should focus on the research
problem by making the limitation about something happening. Before
conduct the research, the researcher should make their hypothesis toward
the research to get a clear view of other people's perspectives by suspending
or bracketing off his or her own temporary beliefs. Besides, the researcher
should have good skills in interviewing and interpreting the data in order
to get the meaning and essence of individual experience.
References
[1] J. W. Creswell, 2nd Eds., Qualitative inquiry and research design:
Choosing among five approaches. USA: Sage Publications, 2007.
[2] C. Moustakas, Phenomenological research methods. Thousand Oaks,
CA: Sage, 1994.
[3] D. Ary, L. C. Jacobs, C. Sorensen, and A. Razavieh, 8th Eds.,
Introduction to research in education. Wadsworth: Cengage Learning,
2010.
[4] M. Denscombe, “Interviews, accounts and ethnographic research
on teachers,” in The ethnography of schooling: Methodological issues,
M. Hammerley, Eds. Driffield: Nafferton Books, 1983.
[5] A. Schutz, The phenomenology of the social world. Evanston, IL:
Northwestern University Press, 1967.
[6] M. Denscombe, 4th Eds., The good research guide for small-scale social
research projects. England: Open University Press, 2010.

[7] P. Maykut and R. Morehouse, Beginning qualitative research: A
philosophic and practice guide. Washington, DC: Falmer, 1994.
[8] K. B. Schueman, “A phenomenological study into
how students experience and understand the university
presidency,” dissertation, Western Michigan University, 2014.
[Online]. Available : https://pdfs.semanticscholar.org/61d9/
eeda13c39c59909effa0d64c6685d8b9b567.pdf

Case Study
Samira1
Introduction
Some people become qualitative researchers for rather negative
reasons [1]. Maybe they are not so good (mastering) at statistics (or
think that statistics are not good) so they are not tempted by quantitative
research. Or perhaps, they are not happy with library work and are not
interested in writing pure theoretical dissertations.
The reasons for doing qualitative research are affected by their beliefs
based on their research experience [2]. Some researchers from various
disciplines, such as anthropology (philosophical orientation), as well as
phenomenology, who generally use qualitative methods in collecting and
analysing data turned out to have given satisfactory results. Another reason
is the nature of the research problem. Some areas of natural event studies
focus more on types of qualitative research, for example research that
seeks to express a person's experience with a phenomenon, such as illness,
religious beliefs, or addiction. Qualitative methods can provide detailed
phenomena that are difficult to convey.
The question is why we choose case studies. Before we enter the
discussion in this paper about case studies, there are several main reasons
why a researcher conducts case studies in his research design [3].
1. Case studies provide "solid descriptions" that are important for
naturalistic evaluation (research). Moreover, statements about this
information make it possible for people in other places or settings
who feel attracted to the good that might be available from the entities
assessed in their setting to make a speedy assurance about its precision.
2. Case studies are grounded; this gives an experiential point of view. Not
at all like numerous different ways to deal with assessment that rely
upon from the earlier instrumentation, plan, or speculations, contextual
investigations are perfect for the introduction of grounded information
that emerges from the setting independently.
3. Case studies are all encompassing and similar. The specialist shows an
image that can be trusted for the real members in a setting, and can
1

be effectively fused into the "characteristic language" of the individuals
(users) included.
4. Case studies simplify the range of data that a person asks for consideration
- this can be made as beautiful as possible so that they can act as well
as they can in the researcher's mind. Instead of confronting technical
tables that don't end, the pre-user is given basic data in an engaged and
discussion like organization.
5. Case studies centre around the user's consideration and explain the
significance. Rather than requesting that them-selves coordinate a wide
assortment of data given in various structures, the user is given a well-
incorporated explanation that expresses the things that are significant
(and their connections) and expels the remaining.
Above all, case study can impart more than can be said in relative
language. Case studies build on "hidden knowledge" from the reader. This
is an appropriate reporting tool for members' understanding and language.
Discussion
A case study is a particular occurrence that is as often as possible
intended to represent a progressively broad rule [4], it is 'the investigation
of a case in real life' [5]. The single occurrence is of a limited framework,
for instance a kid, an inner circle, a class, a school, a network. It gives
an interesting case of genuine individuals in genuine circumstances,
empowering pre-users to comprehend thoughts more unmistakably
than just by giving them dynamic speculations or standard. In reality
a contextual analysis can empower pre-users to see how thoughts and
conceptual standards can fit together (in the same place: 72-3). Contextual
investigations can enter circumstances in manners that are not constantly
vulnerable to numerical examination.
Another understanding of Stake [3] that case study is not a
methodological choice but a choice of what to be studied. This means, the
presence of cases is the cause of the need for research. Then the opinions
of those developed [1] state that case study is an investigation of a "limited
framework" or a case (or various cases) after some time through definite,
top to bottom information accumulation including numerous wellsprings
of data wealthy in setting. Contextual analysis research is a subjective
research approach in which the agent investigate a limited framework
(a case) or various limited framework (cases) after some time through
detailed, top to bottom information gathering including different source
data (e.g., perceptions, interviews, broad media material, and archives and
reports), and reports a case portrayal.

According to the researchers above, qualitative research, there are
objects that need special attention, so that the results of the research are
able to explore the detailed and comprehensive substance behind the
facts. This can be state as a case, which must be seen as a unified system
that is bound to a particular location and timeline. Due to its limited
characteristics cases are formed from kinds of variety elements, or sections
which interconnected and create a benefit. Therefore, to reveal why
and how these parts, components, or units are interrelated in forming
functions, an appropriate method is needed. The method must be able
to explore facts from various data sources, behind the case under study to
analyze and interpret them to carry out the basic substance contained. The
research is using a "case study" method.
From this explanation, not all objects can be examined using case
study research [6]. If the object can be seen as a restricted system that is
bound by the time and place of the object's occurrence therefore it can be
referred as as a case [7]. From the criteria described, some objects that can
be appointed as cases in case study research are events, processes, programs,
situations and activities [7]. , which will reveal an in-depth understanding
of a case or bounded system, which involves understanding an event,
activity, process, or one or more individuals. In other words, caution and
carefulness are needed to refer a case study in the research title. Because
case study research uses a variety of data sources as required above so the
results are able principally and comprehensively indicating and explaining
the particular subject of the case being examined.
Specifically views and places case study research as a research method
[8]. It does not explicitly refer to the research object as a case, however it
mentions the attributes of the article, which portray the qualities of a case. It
recommends the contextual analysis look into technique as an observational
request that examines a contemporary wonder inside its genuine setting;
when the limits among marvel and setting are not unmistakably obvious;
and in which various wellsprings of proof are utilized. According to Yin,
the article that can be delegated as a contemporary case implies that it
is continuous or has occurred, yet at the same time has wide effect
and impact. From the outset, the contextual analysis examine strategy
looks equivalent to other qualitative research methods. However, if the
explanation of [8] theoretically as well as in the form of practical examples
is studied more closely then, some specificities are obtained which causes
this research method to have a significant difference with other qualitative
research methods.

In collecting case study data, things that need to be considered are
[8]:
• Using multi-source evidence, using many informants and looking at
other sources of evidence.
• Create case study baseline data, organize and coordinate collected
data. Usually case studies take a long time and the data obtained is
quite a lot so it needs to be organized so that the collected data is not
lost when needed later.
• Maintaining a series of evidence. The aim is to be able to be traced
from the available evidence, regarding the case studies being carried
out. important when tracing lack of field data.
A conclusion derived from the explanation of experts on the
understanding of case studies that case study research is research that
examines a phenomenon that occurs thoroughly and deeply on an object
by using various kinds of data sources. In this study, the object of research
is placed as a case, which is a phenomenon that occurs in the view of a
whole unitary system, but is limited within a specific context.
Characteristics of Case Study Research
Particular characteristics of case study research is the method of
research on its purpose. In order to find an answer for how and why
questions therefore a case study research is very suitable to be used [8]. The
fundamental substance contained in the case under study can be explored
in depth through such research questions. In short, case study research is
appropriate for explanatory research, that is research intended to explore
the causality, or the causes and consequences contained in the object under
study.
Another particularity of case study research is the object characteristics
under study. Cases in case study research are contemporary in nature, still
related to the present, both those that are happening and those that have
been completed, but still have an impact that is still felt at the time of the
research [8]. That property is also supported [1] which states that case study
research is not the same as fundamental theory and phenomenology which
tends to attempt to analyzed classical, or definitive theories , particular
theories contained in study objects.
Cases as objects of research in case study research serves to provide
examples of those that already exist in specific contexts [8]–[10].
In a case study research, cases selected must be able to show changes
or differences caused by behaviour in the context under study. Because
of its contemporary nature, it is concluded that case study research can

improve or renew theory. That is, case study research try to explain about
theories from contemporary aspects. Existing theories is using in case study
research as a reference to determine result position of research on existing
theories. The theoretical position can be improved, complemented or
perfect from existing theories available in case study research, based on the
latest developments and changes as real.
The characteristics of case study research are as below [7], [8], [10]:
1. Placing the Research Object as a case.
Based on the earlier explaination, case study research aims to explain
and reveal the case as a whole and comprehensively. Thus, the case
is considered as a phenomenon that must be carefully examined and
interpreted as a unified and comprehensive whole in each of the
information variables contained therein.
2. Look at the case as a phenomenon that is contemporary
It is contemporary in nature, meaning that the case has been completed,
but there is an influence appear when the research is implemented, or
which can show differences to the usual phenomena. And as a bounded
system, case study research is only limited and focused on things that
are within that limit. Usually the restrictions can be in the form of time
or space associated with the case.
3. Performed in actual living conditions
As with other qualitative research approaches, case study research
implementations uses a naturalistic research approach. that is, case study
using a real face for research. Real life is a condition of life found in
the human environment both as individuals and as members of actual
groups. Because the object of research is real life, the case study research
examines all things that are around the object under study, whether
directly related, indirectly or completely unrelated to the object under
study.
4. Using various data sources
The use of various different data sources is aim to obtain detailed and
comprehensive data concerning the object under study. In addition,
it is also aim to reach validity (credibility) and reliability (consistent)
research. With the existence of various data sources, researchers can
ensure the truth and accuracy of the data obtained by checking the
cross-match between the data obtained.
5. Using theory as a research reference
Theory is used to develop direction and guidelines for conducting
research activities. Specifically, theory can be functioned to create
hypotheses, as is the case with the deductive or positivistic paradigm

[3], [10]. In the middle, theory is used to determine the position of
research findings on existing and developing theories [1]. Meanwhile,
the theory is used to maintain the position of the full results of research
on existing theories and have been created [7]
Through the use of the theory, case study researchers can develop
theories that are related to the conditions of the case being studied directly.
Conceptual and theoretical conclusions that are derived from case study
research will be more natural because of the characteristics of the case
naturally or as is.
Types of case study research
There are three types of qualitative research, namely [3];
1. Intrinsic case study
Intrinsic case studies, namely studies to get a better understanding of
specific cases, this is because all the specificity and exceptionality of
the case itself attracts attention. The purpose of intrinsic case study is
not to understand an abstract construction or construction of general
phenomena, such as literacy, use of drugs by adolescents or what the
principal must do. The aim is not to build a theory, although at other
times the researcher might work on it. The study was conducted because
there was intrinsic interest in it, for example extraordinary children,
clinics, conferences or curriculum.
2. Research Instrumental case studies
Instrumental case studies are special cases that are tested to provide a deep
understanding of a problem or to improve existing theories. Although
this case study is less desirable, it plays a supportive role, facilitating
understanding of something else (external interests). The case is looked
at in depth, and the context is scrutinized, activities to explore the case
are carried out in detail, because this case helps understanding external
interests. The basis for choosing to explore this case is because this case is
expected to broaden researchers' understanding of other interests. This
is because the researchers together have some ever-changing interests
that do not distinguish intrinsic case studies from instrumental case
studies and aim to integrate separation between the two.
3. Collective Case Study
This research is a combination of cases that intend to examine general
phenomena, populations, or conditions. Cases in collective case
study research are chosen because they are seen to understand them
collectively, can increase understanding of something, and can even
improve a theory by showing more facts and evidence.

Intrinsic case studies are carried out to better understand a particular
case. Researchers want to know intrinsically about the phenomenon, order
and specificity of a case. But on the contrary, instrumental case study
research is a case study of cases for reasons.
The Strengths and Weaknesses of Case Study
There are strengths and weaknesses of using case study [4] as follow:
1. Strengths
• The results are all the more effectively comprehended by a wide
group of spectators (counting non-scholastic) as they much of the
time written in ordinary, non-proficient language.
• They are promptly coherent; they represent themselves
• They get one of a kind highlights that may somehow or another be lost
in bigger scale information (for example overview); these remarkable
highlights may hold the way to understanding the circumstance
• They are solid on the real world.
• They give bits of knowledge into other, comparable circumstance and
cases, subsequently helping elucidation of other comparable cases.
• They can be embraced by a solitary scientist without requiring a full
research group.
• They can grasp and work in unforeseen occasions and uncontrolled
factors.
2. Weakness
• The results may not be generalizable aside from where different users/
researcher see their application.
• They are not effectively open to cross checking, thus they might be
specific, one-sided, individual and subjective.
References
[1] J. W. Creswell, Educational research: planning. Conducting, and
Evaluating. 2012.
[2] J. M. Corbin and A. Strauss, “Grounded theory research: Procedures,
canons, and evaluative criteria,” Qual. Sociol., vol. 13, no. 1, pp.
3–21, 1990.
[3] S. Y. Lincoln and E. G. Guba, Naturalistic inquiry. Thousand Oaks:
Sage, 1985.
[4] J. Nisbet and J. Watt, Case study: In J.Bell, T. Bush, A. Fox, J. Goodey
and S. Goulding (eds) Conducting Small-Scale Investigations in
Educational Management. London: Harper & Row, 1984.

[5] C. Adelman, D. Jenkins, and S. Kemmis, Rethinking case study: notes
from the second Cambridge conference. In H.Simons (ed.) towards a
Science of the Singular. University of East Anglia, 1980.
[6] B. Flyvbjerg, “Five Misunderstandings About Case-Study
Research,” Qual. Inq., vol. 12, no. 2, pp. 219–245, Apr. 2006, doi:
10.1177/1077800405284363.
[7] J. W. Creswell and D. L. Miller, “Theory into practice,” in
Determining validity in qualitative inquiry, 2000, pp. 124–130.
[8] R. K. Yin, Case study research: Design and methods (4th Ed.).
Thousand Oaks: Sage, 2009.
[9] L. M. Dooley, “Case Study Research and Theory Building,” Adv.
Dev. Hum. Resour., vol. 4, no. 3, pp. 335–354, Aug. 2002, doi:
10.1177/1523422302043007.
[10] R. VanWynsberghe and S. Khan, “Redefining Case Study,”
Int. J. Qual. Methods, vol. 6, no. 2, pp. 80–94, Jun. 2007, doi:
10.1177/160940690700600208.

The Relationship between the Problem-Solving
Process and The Thinking Level of Elementary
School Students
Sitti Karimah Sulfiah1
Introduction
The ability in problem-solving is one of the standard processes that
students must have [1] so it is important and must have so that they can
solve problems, especially those related to mathematics and other fields
of life [2], by getting used to solving problems in his daily life can affect
learning achievement [3] as previous research conducted by [4] that
students who are used to solving problems, find it easier to solve when
given a problem. is there a correlation between the problem-solving
process and the student's level of thinking, where according to the bloom
taxonomy, high-level thinking skills are at the level of analyzing (C4),
evaluating (C5), and creating (C6) while low-level thinking is at the C1
level (Remembering), C2 (Understanding), and C3 (Applying) [5].
HOTS (Higher Order Thinking Skill) or commonly known as high-
order thinking skills is a person's ability to analyze and use their knowledge
in new situations [6] or a thinking process that includes processing
information in solving problems with the skills of identifying, evaluating,
and creating [7]. The thinking level of students' HOTS is still low, there
are several mistakes of students in solving HOTS questions, namely errors
in the use of logic in concluding, errors in using definitions or theorems,
and errors in technical work [8], [9]. Some of the factors that affect
student errors in solving HOTS questions are the lack of reasoning skills
and students' creativity so that they are unable to change problems based
on real contexts into mathematical forms [10], [11] which is caused by
the lack of practice in solving a problem, especially in the HOTS category
questions [10].
In this study, it will focus on solving problems in geometry material
because geometry is one of the mathematical content that students must
master and supports student achievement [1]. Based on the latest research
conducted by [12] that in learning geometry the learning approach
1
Master of Mathematics Education, Postgraduate Program University of Muhammadiyah Malang

is still centered on the teacher and there are still misconceptions about
teaching geometry material by the teacher [13] which if allowed to happen
continuously will affect student knowledge. There are several difficulties
students have in solving geometry problems, in the use of concepts,
principles, and verbal problems [14]. From some of these descriptions, this
study aims to see more about the problem-solving process and the level of
thinking of elementary school students as the first level in education so
that learning can be carried out at the next level.
Methods
Qualitative research and descriptive approaches are the methods in
this research because based on the aim of the study, we want to know
the relationship between problem-solving and the level of thinking of
elementary school students which will then be described in detail to obtain
valid and easy to understand research data. The subject selection is based
on grade 5 elementary school students who have taken geometry material,
especially looking for the area and circumference of flat shapes, and are
subjects with high mathematical abilities because they want to see how
problems are solved and their level of thinking. In this study the subject
used as a single subject, there was only an elementary student who was
used in the study based on certain considerations, namely the limited two-
way communication due to the Covid-19 pandemic.
The instruments used were test questions and interview guidelines to
know the problem-solving process and the level of thinking of students,
especially on flat geometry material, and to be able to dig deeper into
information or research data and obtain a degree of confidence in the
correctness of data acquisition so that a conclusion can be drawn. There
are three test questions used, the first question is HOTS based questions
with complex problems, while the other two questions are semi HOTS
questions with less complex problems, to know the extent of students'
thinking levels.
The stages used in data analysis are following qualitative research steps,
namely data reduction, data presentation, and concluding. The results of
the test questions that have been done by the subject and the interview
transcripts are then reduced, the data that are considered important are
then presented in the results and research discussion, to then conclude.
Discussion
In this study, the indicators used to determine the student problem-
solving process used problem-solving steps according to Polya [15], such:

1) understanding the problem, 2) devising a plan, 3) carrying out the plan,
and 4) looking back. Table 1 below is a more detailed explanation of each
problem-solving indicator according to Polya.
Table 1. Indicators of problem-solving according to Polya
Indicators Description Students’ Problem-Solving Aspects
understanding 1. Students write what is 1. Students can write down
the problem known what is known in the
2. Students write what is problem
asked 2. Students can write down
what is asked in the question
devising a 1. Students write down 1. Integrating what is already
plan facts or formulas known with formula or fact
related to problem- in progress
solving 2. Integrating what is known
2. Write down what is with what is not known
not known in the in the problem to create a
problem related to solution to the problem
problem-solving
carrying out Carry out a problem-solving Solve problems based on what has
the plan procedure based on what has been planned
been planned
looking back Re-check the problem-solving Re-check the problem-solving
process process to see the truth of the
solutions that have been made
Based on the research that has been done on the subject, the results
of the research are shown in table 2 below:

Table 2. Results of the subject's work
No. Test questions The answer of the test questions Results of the
subject's work
A swimming
pool is
rectangular, 20
meters long
and 10 meters
wide. Around
the outer
swimming
pool, 1-meter Noted that: the initial length of the
wide road will pool (p1) = 20 meters, and the initial K = 2 x (p + l)
be made. If the width of the pool (l1) = 10 meters. = 2 x (20 + 10)
road will be The length and width of the pool = 2 x 30
installed with and the pool area to be installed with = 60
ceramics for ceramics = 60 x 60.000
Rp. 60,000 P2 = 22 meters = 3.600.000
per square l2 = 12 meters
1. meter, the costs Per meter costs = Rp60.000,00
required for The thing asked is how much the cost
installing the required for installing the tiles around
tiles are. . . the pool?
Answer:
The area of the pool (L1)
= p1 x l1 = 20 x 10 = 200 meter2
Pool and path area (L2) = P2 x l2
= 22 x 12
= 264 meter2
Path area = L2 - L1
= 264 – 200
= 64 meter2
Cost = 64 x 60.000
= 3.840.000
So the cost required for installing
ceramics is Rp.3.840.000
A rectangular Noted that, the length of the yard
courtyard with (p) = 30 meters and the width
a length of 30 of the yard (l) is = 20 meters
meters and a Per meter cost = Rp. 50.000,00
width of 20 The thing asked is how much cost
meters. A fence require to make the fence?
will be installed Answer:
around the the circumference of the fence
yard for Rp. = 2 x (p + l)
2. 50,000.00 = 2 x (30 + 20) K = 2 x (p + l)
per meter. = 2 x 50 = 2 x (30 + 20)
Determine the = 100 meter = 2 x 50
costs required Cost = 100 x 50.000 = 100
to make the = 5.000.000 = 100 x 50.000
fence. . . So the cost required for the = 5.000.000
manufacture of the fence is Jadi biaya yang
Rp.5.000.000 diperlukan untuk
membuat pagar
adalah 5.000.000

The garden Noted that: the length of the garden
is rectangular (p) = 30 meters and the width of
with a size of the garden (l) = 20 meters. Distance
30 m x 20 m. between trees = 5 meters
Around the The thing asked is how many trees are
garden are planted?
planted with Answer:
3. trees 5 m apart. the circumference of the garden
Many trees that = 2 x (p + l) K = 2 x (p + l)
are planted = 2 x (30 + 20) = 2 x (30 + 20)
are. . . = 2 x 50 = 2 x 50
= 100 meters = 100
The total of the trees = 100 : 5 = 20 = 100 : 5
So the number of trees planted are = 20
20.
1. Analysis of student work results
In the answer to the first question, the subject looks for the
circumference of the pool to solve it, using the formula to find the
perimeter of the rectangle, but this solution is not quite right. After all,
he should be looking for the area of the pool, because in the problem he
will attach the ceramic to the path around the pool. Based on the results
of interviews with the subject, it was found that the reason he was looking
for a circuit was that in the question it was known that the surrounding
pool would be fitted with ceramics, so from this it could be said that he
was only able to analyze the information in the problem but he was unable
to evaluate or create anything new from the question. although in the next
step he carries out the correct steps that when after getting the result of the
circumference he multiplies it by the price for installing tiles per meter,
which is Rp. 60,000.00.
In the answer to the question, the two subjects have been able to
complete correctly and the stages of completion are also correct, based
on the results of the interview, he said that in the question asked to find
how much it costs to make a fence, he first looked for the circumference
of the house yard to then multiply the results of the circumference earlier.
with the cost of installing a fence per meter of Rp. 50,000.00 so that
the required cost is Rp. 5,000,000, so based on the subject's answer he
concludes that the cost required to make a fence is Rp. 5,000,000.00. In
this second problem, he did not have any difficulty in doing it, he was able
to analyze the questions well. He has been able to understand, apply, and
analyze the material he knows about finding the area and perimeter of a
rectangle.
In the answer to the three questions the subject has also been able
to complete correctly and the stages of completion are also correct, based
on the results of the interview he said that in question he was asked

how many trees were planted around the garden, so he first looked for
the circumference of the garden then he shared the proceeds around the
distance between Then it was found that the number of trees planted in
the garden was 20 trees, although in the student's answer the conclusion
was not written, in the interview he said that it can be concluded that
many trees are 20 trees. In this third question, he had no difficulty in doing
it, he was able to analyze the questions so he got the correct answer. He has
been able to understand, apply, and analyze the material he knows about
finding the area and perimeter of a rectangle.
Based on the three answers of the subject, he did not write down
what was known in the problem, he did not write down what was asked
even though overall he had been able to make a solution strategy and was
able to solve the problem correctly. Based on the results of interviews with
the subject, he was not accustomed to writing what he knew and what
was asked in the questions so that he could quickly finish working on the
questions, and in school, he was also not obliged by his teacher to carry out
this first problem-solving process. When students do not do this problem-
solving procedure, there are no meaningful sanctions so that students
become unfamiliar. Students also have difficulty solving them, because
according to him they are not used to doing questions like that, they are
used to working on LOTS-based questions, namely questions that only
cover what is known and then students can immediately work on them, not
questions based on context. Story questions are also very difficult questions
to solve because they contain complex problems that require linking many
formulas and procedures. Difficulties in understanding the problem,
determining a mathematical formula or concept to be used, making a
connection between the formula or concept, and seeing or checking the
answer are some of the difficulties students usually experience because they
are not used to solving problems in the form of story problems, they only
accustomed to doing only an algorithmic calculation [16].
2. The relationship between problem-solving and students' level of thinking
Based on the description of the analysis of the results of student
completion, it was found that the process of solving student problems
based on the pattern was quite good. Written answers, he did not meet the
first indicator but based on the results of the interview he had carried out
a problem-solving process for the first indicator. He is not accustomed to
doing a problem-solving process based on his pattern, one of the factors is
the lack of encouragement from the teaching teachers at school so that this
habit becomes a bad habit considering that elementary school students are
first-rate schools before taking secondary school.

While the student's level of thinking has entered the high-level
thinking category or HOTS, although based on the bloom taxonomy, he is
at the C4 level (analyzing), he has not been able to step into the realm of C5
(evaluating) and C6 (creating). From the results of the interview, he stated
that he found it difficult to solve story problems because besides containing
complex problems so that many procedures needed to be used in solving
them, he was also not used to solving story problems with problems like
that because in school he was rarely taught or maybe rarely, this is in line
with previous research conducted by [17] that the lack of encouragement
to develop students' abilities at the Higher Order Thinking Skill (HOTS)
level is one of the causes, so it is necessary to reframe the exercises so that
students are accustomed to solving HOTS category questions [18].
Apart from the lack of training given related to HOTS, teachers also
rarely provide contextual-based problems so that learning in schools needs
to be done with a contextual learning approach because contextual-based
learning is effective for students in building problem-solving processes
[19], [20]. However, before teaching in class, teachers need to prepare
themselves as best as possible because conceptual abilities, professionalism
in teaching teachers have an impact on student achievement [21] In
addition to beneficial contextual learning for students, this approach is also
beneficial for teachers. After all, the use of contextual-based mathematics
learning is effective for teachers to be able to develop their capacity in
designing mathematics learning [22]. The teacher is one of the influential
factors in exploring student knowledge even though there are already
textbooks for students to study on their own [23].
Conclusion
The problem-solving process is an important ability that students
must have. When students are accustomed to solving problems in school,
it will be easier for them to solve problems in their daily life. Apart from
the problem-solving process, the level of thinking of students also needs
to be considered, to what level has the student's level of physics. Based on
the above discussion, it can be concluded that the problem-solving process
carried out by students is quite good, based on written answers they have
not met the problem-solving indicators according to Polya on the first
indicator, although based on the interview they have met these indicators
it's just that she is not used to doing a problem-solving process based on Polya.
The thinking level of students is already in the high-level thinking
category or HOTS even though based on the bloom taxonomy it is still at
the C4 level (analyzing) not yet at the C5 (evaluating) and C6 (creating)

levels because of the lack of HOTS category exercises which contain a
problem complex and have not implemented a contextual-based learning
approach. It can be concluded that students with sufficient problem-
solving processes do not necessarily have a low level of thinking, because
the problem-solving process is a habit of solving what students do while
the level of thinking is the ability to solve a problem.
One solution that can be done to improve the problem-solving
process and students' level of thinking is to familiarize students with a
problem-solving process by accustoming them to working on story-based
questions starting from simple problems to complex problems. Their habit
of only working on algorithmic or calculating form problems makes them
unable to hone their brain's ability to think deeper so that teachers as the
main movers at the Elementary School level need to be the driving force
for this change. And hopefully, this research can be useful for the parties
involved, especially teachers, so that Indonesian students become excellent
individuals.
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[2] P. Anggraeni, Saripudin, and L. S. Zanthy, “Analisis Kemampuan
Pemecahan Masalah Siswa SMP Pada Soal Problem Solving,”
MAJU J. Ilm. Pendidik. Mat., vol. 7, no. 2, pp. 204–211, 2020.
[3] S. Y. Chen and S. W. Lin, “A Cross-Cultural Study of Mathematical
Achievement: from the Perspectives of One’s Motivation and
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1149–1167, 2020.
[4] M. D. Ginsburg-Block and J. W. Fantuzzo, “An Evaluation of the
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[5] G. Ega, B. Firmansyah, and N. Julia, “Menakar Keampuan Berfikir
Tingkat Tinggi Calon Guru Matematika Melalui Level HOTS
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[6] H. N. Dinni, “HOTS ( High Order Thinking Skills ) dan Kaitannya
dengan Kemampuan Literasi Matematika,” Prism. Pros. Semin. Nas.
Mat., pp. 170–176, 2018.
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( HOTS ) Berdasarkan Kriteria Hadar Ditinjau Dari Kemampuan
Awal Siswa,” Issues Math. Educ., vol. 3, no. 2, pp. 162–173, 2019.
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Educ., vol. 46, no. 5, pp. 781–795, 2014.

The Local Wisdom of Central Thailand in Buppe San
Nivas Novel by Rom Paeng
Suhainee Sa-ah1
Introduction
Thailand is rich of culture, customs, traditions, and local wisdom
must be preserved. In this case, literature captues real life situations that
reflect social, cultural, and values held by people in the society. It also
conveys the feasibility of policy, welfare, economy, culture, and educational
issues. This is evident in Thai literature written with language, ideas, and
imagination carried out through various strategies. For example, Thai prose
and poetry are unique where historical events become an integral part of
literary creation that perpetuate particular values. It can be said that Thai
literary works conveys authors’ missions to introduce Thai culture golbally.
Literary works snaps sequences of lifelike events that are meaningful
to the readers. Novel is a type of literary works that often mimics daily
conditions in the society. Novel authors invite readers to appreciate life
phenomena portrayed by the characters in the story [1].
Literature and society are interrelated. Literature reveals themes
that are rooted from society’s sociocultural conditions. It depicts humans’
daily life that concur to the belief system, rules, customs, environment,
and instructions, which grow naturally or are created as part of cultural
development. Thai literature is famous for its fictions, which many literary
works is set on the Ayutthaya and Ratnakosing periods. “Buppe San Nivas”
by Rom Paeng – or Canwee Somprida – is one of the most famous novels.
Accordingly, local wisdom refers to a set of life views, knowledge,
and life strategies that are tangible in the activities of local people. Local
wisdom is able to answer humans’ various problems in fulfilling their needs
[2]. Such wisdom becomes basic knowledge of life because it is based on
real experiences or truth. It can also be both abstract and realm, which is
balanced with nature and culture of a certain group of people [3]. Local
wisdom is practiced by communities and individuals.
Some forms of local wisdom are values, norms, ethics, beliefs,
customs, laws, and specific rules. Values that
are relevant to local wisdom
1
Master of Pendidikan Bahasa Indonesia, Post Graduate Program University of
Muhammadiyah Malang

include honesty, responsibility, discipline, creativity, and hard work [4]. In
literary works, especially traditional art, local wisdom is reflected in spoken
and written languages through proverbs, rhymes, songs, or adages.
“Buppe San Nivas” is a historical novel about a woman of 2010
that could travel to the past. She was a plump female teacher named Ket
Surang. She was involved in a car accident that left her unconscious, but
made her wake up in the body of a thin beautiful woman living in the Prak
Narai era, that was Ayutthaya period. This novel narrates huge differences
practiced by past and present societies through many dimensions. Some
examples are lifestyle, art, culture, technology, politics, government, law,
customs, and traditions. The difference includes views, ideas, and beliefs of
past and present people. “Buppe San Nivas” warmed the readers’ heart and
instill pride of Ayotthaya period. It was a huge success that made away to
Thai drama broadcasted on national television in 2018.
“Buppe San Nivas” also conveys love story that took place in the
centuries of King Pra ‘Narai. It successfully attracts the readers through
engaging language style, while educating them on Thai culture, beliefs,
lifestyle and history.
It can be said that Rom Paeng has particular writing style that engages
readers in Thai history and culture. His literary work carefully illustrates
important historical events, influential figures in the era of Ayutthaya and
Rattanakosin, and even traditional Thai food and clothings.
Hence, this research aims to identify the tradition of politeness, food,
and clotjing of Central Thai people as represented in “Buppe San Nivas”.
Results of this study is expected contribute to the documentary of Thai
culture, tradition, and local wisdom. The historical background of this
novel is believed to reveal the truth of the past, and aid reflections on life
at the present.
The concept of local wisdom
Local wisdom is used by community groups to control their lifestyle
in terms of family relationships and interactions with others in a wider
environment [5]. Local wisdom covers knowledge, culture, and intelligence,
and is also named as local knowledge and local genius. The characteristics
of local wisdom are: 1) combining knowledge of virtue that teaches about
ethics and moral values; 2) teaching people to love nature and not destroy
it; and 3) passing through generations from older community members
[3].

Countless elements are included in the practices of culture, such
as food, shelter, employment, defense, social control, psychological
protection, social harmony, and life goals [6]. It is critical for a culture
to make life easier by ‘teaching’ people to adapt to their environment.
As Triandis wrote, culture “plays a critical role in improving the way a
particular group members adapt to a particular ecology. This involves
adequate knowledge that allow people to carry out active roles in their
environment [6]. According to Sowell [6] culture exists to serve our most
vital and practical needs – to shape society, maintain species, pass valuable
knowledge and experiences, and save costs and dangers from the learning
process. Culture provides cautions toward mistakes learnt from trial-and-
error process.
Culture in Thai is translated as Wattana Tham. It is etymologically
derived from two words, those are Wattana that means prosperity, and
Tham that means action. It can be said that culture in Thai is the practices
to achieve prosperity. National Culture Law defines culture as a way of
life, ideas, beliefs, values, ritual habits, and wisdom created by community
groups. It is inherited from learning to improve and change to achieve
prosperity. Thai cultural traditions are shared and inherited activities in the
life of a community, such as religious traditions, festivals, norms, values,
and food traditions.
The anthropological dictionary defines traditions as customs. It
refers to the religious habits of indigenous people that include interrelated
cultural values, norms, laws, and rules, which further becomes an
established regulation system to regulate social actions [7]. Meanwhile,
the sociology dictionary defines traditions as preserved customs and beliefs
over generations [8].
Tradition includes similarities on the material objects and ideas
originated in the past, but still exist today and have not been destroyed.
It is interpreted as true inheritance or legacy from the past. However,
tradition deliberately occurs repeatedly, and not by accident [9].
Thai politeness
KBBI refers politeness as a refinement and goodness of mind,
language, and behavior. Meanwhile, Muslich.M.blogspot.com defines
politeness as etiquettes of procedures, customs, or habits that apply in
society. It is an established code of behavior that is mutually agreed upon
by a particular society. Hence, politeness often refers as “manners”.
Thai politeness (มารยาท ไทย) includes courtesy in the form of
spoken words, and other actions like standing, walking, sitting, lying

down, and receiving and delivering goods. Respect and greetings are
conducted in a variety of politeness and orderly ceremonies in accordance
with the appropriate regulations for Thai society.
Respect (การ แสดง ความ เคารพ) defines manners to older people.
Several ways of respect, including bowing your body; and Wai (ไหว้),
carried out by joining palms together and placing them in front of our
chest or face, are practiced by Thais when they meet each other. They
commonly greet each other (greeting: Sa Wat Di Krab/ Kaa) and bow to
show respect. This is a part of specified Thai culture to show respect of
respecting other people [10].
“Pin, a servant, warned his master while chatting with Khunying
Champa. Uh, madam. If the adults haven't said anything, there is no need to
question it,” [11].
The above quote implies that Pin is being warned about courtesy and
respect for older people. This particularly happened because Ket Surang
showed inappropriate behavior as a Thai woman.
Thai food
According to Marwanti [12], traditional food refers to a community’s
everyday food in the forms of staple food, snack, or special dishes passed
down over generations. Specifically, both taste and method of processing
traditional food recipes are hereditary where every region has its own
traditional food.
Thai food is one of the most unique cuisines in Southeast Asia. It
is influenced by several cultures with the domination of hot and spicy
seasonings. Thai cuisine largely uses fresh chilies and lime to incorporate a
variety of flavors in every dish.
Thais usually serve food in family service. Every serving portion
is completed by garnish, which people pay the most attention to. Fruit
containers are commonly used following the used ingredients used, as
reflected in the following quote:
Ttwo of them sat on the reed mat in the center of the hall. This was
followed by a large frying pan filled with fried fish, vegetables, and rice. Ket
Surang sat with his family, and she saw Khun Ying Cham Pa eating with his
hands. There was a small clay bowl that contains water and had two lemon
peels for washing … [11].
The above quote reflects the eating method in Thai families. The
author describes how the main characters ate different types of food,
prepared ingredients, cooking methods, and utensils. This description is

concluded with Thai dining manners that give knowledge on the culture
of Thai people.
Thai clothes
Traditional clothing refers to typical regional dress. It represents
the community and customs of an area, which differentiates it from the
customs of other areas [13].
Thai traditional clothing has a long history and identity, and can be
dressed at any age. Thai men wear a royal robe, loafers and shoes, while
Thai women wear a scarf or blouse and a cape or loincloth. These clothes
are commonly found in Thai wedding ceremony.
Our Som (woven cloth) Hua Men Mahad Lek, Hua Men Nai Wen, and
Cau Krung Palad Nung we recently served in the government service. We don’t
have to wear Som Pak cloth (woven cloth) [11].
In this quote, Men Sun Thon Tewa talked about fabrics and costumes
that suit his including sompak, woven fabrics, and silk. Woven fabrics as
the central of Thai clothing have variety of colors and patterns in different
width and length, from ordinary sarong to traditional songkraben sarong.
Sompak cloth was commonly worn during Ayutthaya period. This type of
clothing will be given by the King to government servants in accordance
to their position.
The wisdom of tool crafting
Khoi Trees
Khoi tree (siwak tree) is a natural toothbrush made from tree branches
or roots. It is a famous local herb in Thai because of its multifunctionality.
Its gums are used as pesticide and its woods are used to make paper. Besides,
the Thais believe that Khoi trees can expel evil and calamity from houses.
Before getting ready for bed, two servants took her to the bathroom to
brush her teeth. The waiter told Ket Surang that some black and white powder
and a Khoi tree toothbrush were on the way. This was salt mixed with alum,
crushed charcoal ...[11].
The author explains in detail how to use a toothbrush made of Khoi
tree. People in the past also believe that Khoi trees are able to reduce bad
breath.
Pha Khi Ma
Pha Khi Ma (or lining cloth) is a cloth made of several layers that are
folded together. Soaked coconut husk (or cotton wool, rice, or straws) is
inserted in the layers to increase menstrual absorption. The name Pha Khi

Ma (riding cloth) is taken from it wearing style, which means to tie the
cloth between the legs. A straw or banana rope is also around the waist to
strengthen it.
This is the bandage! Is it like this?I didn’t think that using a coated cloth
actually uses coconut bandages. This is a lint! Yes, there are many strands, you
can replace them ... [11].
The dialogue explains the process of using pa khi ma by Thai women
in ancient times as a menstrual pad.
Conclusion
In conclusion, “Buppe San Nivas” by Rom Paeng consists of local
culture and wisdom, namely, Thai politeness, Thai traditional food, Thai
clothing traditions, and the wisdom of tool crafting. Practiced culture is
a measure of human life and behavior. It also reflects the values of
human
responses to the world, environment, and society.
References
[1] Ika Dwi Astutik. (2012). Budaya Jawa Dalam Novel Tirai Menurun
Karya Nh. Dini (Kajian Antropologi Sastra). Header halaman
genap: Volume 01 Nomor 01. Sastra Indonesia Fakultas Bahasa
Dan Seni Universitas Negeri Surabaya.
[2] Fajarini, Ulfah. (2014). “Peranan Kearifan Lokal dalam Pendidikan
Karakter”. Jurnal Sosio Didaktika, 1 (2), 123—130.
[3] Mungmachon, Mmiss Roikhwanput. (2012). “Knowledge and
Local Wisdom: Community Treasure”. International Journal of
Humanities and Social Science, 2 (13), 174-181.
[4] Haryanto, Triu Joko. (2014. “Kearifan Lokal Pendukung Kerukunan
Beragama Pada Komunitas Tengger Malang Jatim”. Jurnal Analisa,
21 (02), 201-213.
[5] Kamonthip dan Kongprasertamorn. (2007). “Local Wisdom,
Environmental Protection and Community Development: The
Clam Farmers In Tambon Bangkhunsai, Phetchaburi Province
Thailand. Manusya: Journal of Humanities, 10 (1), 1—10.
[6] Samovar, Larry A, Richard E.Porter, Edwin R McDaniel. (2014).
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[9] Piotr Sztompka. 2007. Sosiologi Perubahan Sosial. Jakarta: Prenada
Media Grup.
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และภูมิปัญญา Budaya dan Kearifan Lokal. Thailand: Bangkok
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Banna Publisher: 2018.
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Nusa, Yogyakarta.
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Adat dan Senjata Tradisional 33 Provinsi di Indonesia. Jakarta:
Penebar Cif.

Society 5.0 and Mathematics Online Learning
Tika Rifky Kamil1
Introduction
The concept of a super-smart society or 'Society 5.0' is to form a
human-centered society for prosperity which is technology is a part of
humans itself [1]. Society 5.0 aims to provide the solution to the rapid
changes which occur in science and technology [2]. In this era, to challenges
the rapid changes, we could use Big Data, Artificial Intelligence (AI), and
robots [3], [4].
In learning, the implementation of technology is really important.
Technological advances, especially the use of the internet, have given rise
to new approaches to the learning process outside the classroom and are
characterized by mobility [5]. It was further explained that mathematics
learning follows the development of the internet through the e-learning
system. The application of e-learning cannot be avoided and becomes a
challenge because it is part of learning that involves the student experience.
It could help students to improve their critical thinking and problem-
solving skills.
E-learning has a slight difference between remote learning and
distance learning. Students can still use the e-learning system in schools
under the supervision of the teacher, while in remote and distance learning,
teachers and students are separated by distance and time. Remote learning
still involves contact with the teacher even through online learning, chat,
or email discussions, because the teacher still has an element of control
over the direction of learning that is taking place. On the other hand,
distance learning is remote learning that is carried out by students without
having to meet face to face with the teacher in the classroom.
Discussion
It is necessary to know how independent study materials, face-to-
face tutorials, and online tutorials can affect student learning outcomes
and whether the effect of these learning support services on student
final exam results [6]. In this study, when they studied the material
1
Malang

provided without assistance, group C who only did face-to-face tutorials
had difficulty understanding the material. Learning support services
are deemed ineffective for them so that their value is still low. Then to
improve the mastery of substandard material for students in the teaching
material module, face-to-face tutorials may be effective. However, it has a
big enough gap for group C to master the material required in the exam.
Then Australian schools that have gone through a period of closure
can indirectly create threats and opportunities for teachers and students [7].
A challenging online learning experience designed for distance learning.
Creating math lessons for the classroom is a substantial experience, but
adapting these skills to distance learning requires a lot of repetition and
discussion. The home learning experiences will be a significant challenge
but many parents take their role as home tutors seriously.
The limitations of writing mathematical symbols and the basic
abilities of a learning management system to support online learning would
be unavoidable problems [8]. Overall, to use online learning, lecturers
must at least master presentation software, text processing, assessment, as
well as video conferencing but ultimately be limited to presenting material
using PowerPoint and/or text. Widely available e-learning platforms (e.g.
Edmodo and Google Classroom) or using video conferencing (zoom or
Skype) instead of university-developed e-learning are preferred by most
teachers. Higher education policies that can support online learning by
implementing online learning are not accompanied by the ability to use
the platform.
Student learning and student outcomes can also be affected by poor
internet connectivity, inflexible scheduling, and insufficient tools [9]. The
e-learning method has a positive effect on participation and independence,
mathematical concepts, and the results. This method is considered effective
for use and leads to an increase in adult students studying mathematics at
the high school level if compared with the expository method.
The asynchronous online learning provides a challenging environment
for mathematical learning [10]. However, it takes hard and smart work,
creativity, and a willingness to learn and take advantage of new technology,
as well as belief in the human ability to explore and develop the potential
of online education.
Learning from home may be productive, if teachers develop
math learning experiences that challenge students' thinking. Including
how school and home learning differ, teachers may be able to conduct
discussions and find ways to re-engage students with school while also
addressing differences in productive learning opportunities.

The sophistication of new technologies in the society 5.0 era, as well
as the abstraction of mathematical thinking, making an online learning
environment an extremely challenging task. Mathematics learning
materials must also be arranged in such a way as to be modules that are
studied independently by students. In such a way that learning assistance
help students overcome difficulties related to learning materials. This needs
to be implemented according to individual difficulties because support
services in classical learning are proven to be less effective when compared
to individual learning support services. Ultimately, improving concepts
and outcomes increases the qualifications of students and teachers, so that
increased self-evaluation of didactic action will continue to flourish.
Conclusion
In society 5.0, online mathematics learning is unavoidable. Distance
learning mathematics finds many obstacles and possibilities [6]. It is
further explained that the effectiveness of the support services provided
for the implementation of distance learning mathematics depends on
the preferences of the students. This is because the skills of learning
independently through distance learning also need to be mastered by
students. On the other hand, distance learning mathematics becomes
more difficult for teachers to pay attention to students and can cause stress
to parents or caregivers [11].
References
[1] K. Iwano and J. Spohrer, “Future Services & Societal Systems in
Society 5.0,” 2016, pp. 1–254.
[2] D. S. Setiana, “The Role of Ethnomathematics in Welcoming
the Society 5.0,” in Proceedings of the SEMANTIK Conference of
Mathematics Education (SEMANTIK 2019), 2019, pp. 130–134.
[3] A. Supendi and Nurjanah, “Society 5.0: Is it High-Order Thinking?,”
in The 2nd International Conference on Elementary Education, 2020,
pp. 1054–1059.
[4] E. Aprilisa, “Realizing Society 5.0 to Face the Industrial Revolution
4.0 Teacher Education Curriculum Readiness in Indonesia,” in
Proc. Internat. Conf. Sci. Engin, 2020, pp. 543–548.
[5] D. Á. Jiménez, D. M. Mediavilla, P. O. Portús, V. P. López, and F. J.
S. V. Vicente, “Maths: from distance to e-learning,” Int. J. Interact.
Multimed. Artif. Intell., vol. 3, no. 4, pp. 5–12, 2015, doi: 10.9781/
ijimai.2015.341.

[6] Sugilar, “Teaching mathematics at a distance: learning from practices
at Universitas Terbuka,” J. Phys. Conf. Ser., vol. 1321, 2019.
[7] P. Sullivan et al., “Threats and opportunities in remote learning of
mathematics: implication for the return to the classroom,” Math.
Educ. Res. J., vol. 32, pp. 551–559, 2020.
[8] M. Irfan, B. Kusumaningrum, Y. Yulia, and S. A. Widodo,
“Challenges During the Pandemic: Use of E-Learning in
Mathematics Learning In Higher Education,” Infin. J. Math. Educ.,
vol. 9, no. 2, pp. 147–158, 2020.
[9] A.-J. Moreno-Guerrero, I. Aznar-Díaz, P. Cáceres-Reche, and S.
Alonso-García, “E-Learning in the Teaching of Mathematics: An
Educational Experience in Adult High School,” Mathematics, vol.
8, no. 5, pp. 1–16, 2020.
[10] S. Trenholm and J. Peschke, “Teaching undergraduate mathematics
fully online: a review from the perspective of communities of
practice,” Int. J. Educ. Technol. High. Educ., vol. 17, no. 37, pp.
1–18, 2020.
[11] L. Rycroft-Smith, D. Macey, R. Horsman, and L. McClure, “What
does the research suggest about remote mathematics learning?
How would you classify the design principles of your digital maths
learning resources ?,” Espresso. Cambridge University Press, pp. 1–2,
2020.

Ethnomathematics Singosari Temple and Badut
Temple as Support of Realistic Mathematics
Learning in Algebra Material
Usmiyatun1
Introduction
Mathematics and culture are something that cannot be avoided in
everyday life, because, culture is a complete and comprehensive unity,
prevailing in society, while mathematics is the knowledge that humans
use in solving daily problems. But sometimes mathematics and culture are
seen as something separate and unrelated. Mathematics grows from the
skills or activities of a cultural environment that are influenced by their
cultural background [1] [2]. Ethnomathematics is a form of mathematics
that is influenced or based on culture to renew mathematics education in
the form of learning that can provide contextual experiences to students
so that mathematics is felt close to students without leaving the cultural
values they have [3], [4], [5]. Today, ethnomathematics has developed
rapidly and is seen as one of the two centers of thought for forming a
collection of intersections between cultural anthropology and institutional
mathematics using mathematical modeling to solve real-world problems,
utilizing available resources (e.g., digital technology, knowledge from the
environment everyday life, etc.), and translate them into the modern
mathematical language system of mathematics [5], [6].
Modern mathematical concepts can replace the real world. Various
mathematical concepts can be explored, including through A design with
symmetry and patterns from a house façade, A circular design from a
house façade, A craftsman designing a rectangle, geometric concepts at
Trowulan temple, a relic of the Majapahit kingdom, The application of
Plane Figure in Ceniga, Plane Figure Surface Area Question Application,
The relationship between Geometry and Legong dance, Kolam pattern in
front of home, explored through Japanese Origami, Audio frequencies can
be explored through the use of an African mbira (thumb piano), Viewing
a dodecahedron through different lenses, The Eye of Horus - Egyptian
notation for measures of capacity, Freedom Quilt Displayed on Window-
1
Malang, usmyfeda35@gmail.com

sill, A hoogan model, A basket tray, A Makhuwa hat, a form of market
snacks in the city of Jogjakarta, Fence, Shipyard, Batik Tegalan, do you
know, hut, Houses of Kampung Naga, Baduy calendar. [6], [7], [8], [9],
[10], [11], [12], [13].
The results of the PISA (Program for International Student Assessment)
study in 2009 and the results of the TIMSS (Trends International
Mathematics Science Study) study in 2011 put Indonesia in a rank that
is still far from expectations, which means that it is still below average. Of
the 100 students sent to take part in the international level competition
held by PISA (Program for International Students Assessment), 73 of the
100 students sent were below level 1. This result was due to the lack of
students' mathematical skills in solving reasoning and problem-solving
problems. One of the reasons is that the current mathematics learning
tends to be conventional and less contextual [11], [13], [14].
The results of this study seek a good change in improving students'
mathematical abilities with innovative and creative learning as a good
alternative to address this. One of the improvements in the learning
process, especially in improving students' thinking or reasoning processes,
solving problems, and arguing and communication, ethnomathematics
based learning can be an alternative solution for the process of improving
student learning through mathematical objects. Through the application
of ethnomathematics in education, especially mathematics education, it
is hoped that students will be able to master the targeted mathematical
abilities without leaving their cultural values. The role of the teacher in
the formal learning activities here, one of which can be done by providing
relevant contextual meaning related to the mathematics learning material
given to students, must be integrated with the culture of the environment
the student lives in [16], [2], [15].
Based on the description of the problems above related to students
'difficulties in learning mathematics, a breakthrough is needed to attract
students' interest in learning mathematics again with an ethnomathematical
exploration approach which is then used by teachers to plan a learning
process based on local culture. This research study aims to explore
ethnomathematics at Singosari Temple and Candi Badut Malang, with
the hope of providing input or contribution to the world of mathematics
education.
The method used to find data is the ethnographic method, which
describes, explains, and analyzes the cultural elements of a society or
ethnic group. Data about Singosari Temple and Malang Badut Temple
were obtained from the shape of the temple, the bricks used for the temple

were the source of the researchers. To explore matters related to Singosari
Temple and Malang Badut Temple, the researcher conducted interviews
with resource persons, literature studies related to Singosari Temple and
Badut Malang Temple, and ethnographic notes (field notes). The data
used in this study is written data describing mathematical ideas found in
Singosari Temple and Badut Temple Malang. Ethnographic records related
to Singosari Temple and Candi Badut Malang were obtained during the
observation and interview with the speakers.
This research is a qualitative descriptive study. The research
instrument in this study used human instruments and qualitative research.
The researcher acts as the main instrument to collect data, after obtaining
the data the researcher makes test questions related to algebraic material
then tested at MTs Diniah Barabai.
Ethnomathematics factors at Singosari Temple and Candi Badut
are related to the field of geometry, but in this article, we will convey it
algebraically which is limited to flat geometry.
Discussion
Based on the results of exploration, observation, documentation,
and literature study Singosari Temple has shaped such as rectangular,
rectangular, trapezoidal, triangular, beams, cubes, cylinders, and semicircles.
Meanwhile, Badut Temple has a square, rectangular and triangular shapes,
cubes, and blocks. In this discussion, the shapes of Singosari and Badut
temples are presented, and the mathematical concepts that explain these
forms. The ethnomathematics factors in the two temples (Singosari
Temple and Candi Badut) are approached in the field of geometry, but in
this article, we will convey it algebraically which is limited to flat geometry.
The waking form of Singosari and Badut temples is related to the Ajabar
material in MTs Diniah
Singasari Temple is a Hindu-Buddhist temple, a historical heritage
from the Singasari Kingdom, located in Candirenggo Village, Singosari
District, Malang Regency, East Java, Indonesia, about 10 km from Malang
City. This temple is located in a valley between the Tengger Mountains and
Mount Arjuna at an altitude of 512m above sea level. The Singosari temple
building consists of ancient bricks. In the discussion from a mathematical
point of view, we find that some of these buildings can represent several
types of shapes. After observing it, there are several types of shapes found
on the walls of Singosari Temple, one of which is Square and Rectangle.
The results obtained were tested in MTs Diniah Barabai school, South
Kalimantan. Pictures of Singosari Temple can be seen in the following figure:

Square
Rectangle
Figure 1. Singosari Temple

Candi Badut is a temple located in the Tidar area, in the western part
of Malang. Administratively, the clown temple is located in Karang Besuki
hamlet, Dau District, Malang Regency, East Java. Candi Badut faces west,
the remaining three pieces of the ancillary temple are in front of it, and
formerly surrounded by a wall. The temple with a square shape with a size
of 11x11 meters is not known for its height. The specialty of the Badut
temple is that the plinth is two meters high without any decorations. The
temple building of Badut consists of ancient bricks. The shape of the
building at the Badut Temple is as follows:
Square
Rectangle
Figure 2. Badut Temple

Bentuk persegi dan persegi panjang yang dikaitkan dengan konsep
aljabar yang terdapat pada Candi Singosari dan Candi Badut adalah
sebagai berikut:
Kalimat terbuka adalah kalimat yang belum dapat diketahui nilai
kebenarannya. Variable (peubah) adalah lambang (simbol) pada kalimat

terbuka yang dapat diganti oleh sembarang anggota himpunan yang telah
ditentukan. Sedangkan Konstanta adalah lambang yang menyatakan suatu
bilangan tertentu.
Problems example:
In the following sentence x + 5 = 12.
Can not say whether the sentence is true or false, because the value (x) is
not known. If the symbol (x) is replaced with a whole number symbol,
then it can be said that the sentence is true or false. If (x) is replaced by
“3”, the sentence is false; but if (x) is replaced by 7, the sentence is true.
The symbol (x) can also be replaced by using lowercase letters in other
alphabets, namely; a, b, c,… x, y, z from the above form.
x + 5 +12 (is an open sentence)
variable: x
constants: 5 and 12
1. Square
From this figure, it can be seen that the modeling is in the form of a flat
shape that has four sides. Based on this, the next researcher analyzed the
perimeter of the rectangular flat shape in the ancient brick.
Area of Square = side x sides,
Perimeter of Square = side + side + side + side
2. Rectangle
From the Figure above, it can be seen that the modeling is in the
form of a rectangular shape. Based on this, the researchers then analyzed
the circumference of the rectangular shape in the ancient brick.
Area of rectangle = length x width
Perimeter of rectangle = 2 x (w + w)

Below are the results of most of the ways MTs Diniah Barabai South
Kalimantan students answered the questions that had been tested:
1. If the length of the ancient bricks in one of the Singosari temples
is (2x + 3) cm, and the width is (x-1) cm, then:
a. Determine the circumference of the ancient bricks of the temple
expressed in x
If x = 4, calculate the perimeter
Answer:
a. Perimeter= 2.(p + l)
= 2 (2x + 3) + 2 ( x – 1)
= 4x + 6 + 2x – 2
= 4x + 2x + 6 – 2
= 6x + 4
b. Perimeter = 6x + 4
= 6 (4) + 4
= 24 + 4 = 28
So, the circumference of the length of the ancient bricks in the
rectangular Singosari temple is 28 cm.
1. If the length of the ancient brick in one of the Badut temples is (3x + 5)
cm, and the width is (x - 2) cm, then:
a. Determine the circumference of the ancient bricks of the temple
expressed in x
b. If x = 4, calculate the perimeter
a. Perimeter = 2.(p + l)
= 2 (3x + 5) + 2 ( x – 2)
= 6x + 10 + 2x – 4
= 6x + 2x + 10 – 4
= 8x + 6
b. Perimeter = 8x + 6

= 8 (4) + 6
= 32 + 6 = 38
So, the long circumference of the ancient rectangular brick on the
clown temple is 38 cm.
Based on the implementation that has been done, it was found that
student learning outcomes at MTs Diniyah Barabai about Ethnomatematics
at Singosari Temple and Candi Badut as Supporting Realistic Mathematics
Learning in Algebraic Materials obtained satisfactory results. With an
average above 80. Therefore, it can be concluded that ethnomathematics
learning at Singosari Temple and Candi Badut as support for realistic
mathematics learning in algebra has been successfully implemented.
Conclusion
Mathematics and culture are two interrelated things. Mathematics
in culture is known as ethnomathematics. We can find mathematical
concepts in a certain culture, one of which is in the Sngosari and Badut
temples. In this temple area, you can find the concept of a flat rectangular
shape in several parts of the temple, including a square and a rectangle.
Teachers can take advantage of the rectangular shapes in Singosari and
Badut temples as a concrete learning resource. Ethnomathematics
objects that are around us can be used to carry out innovative and fun
learning both in algebra, geometry, and other mathematical materials.
Based on the trials that have been carried out, it was found that student
learning outcomes at MTs Diniyah Hulu Sungai Tengah Barabai, South
Kalimantan regarding Ethnomatematics at Singosari Temple and Candi
Badut as Supporting Realistic Mathematics Learning in Algebraic Materials
obtained satisfactory results. With an average above 80. Therefore, it can
be concluded that ethnomathematics learning at Singosari Temple and
Candi Badut as support for realistic mathematics learning on algebra has
been successfully implemented.
This research is still not in-depth and if it is continued to be
explored more deeply, there are still many mathematical elements that
can be recovered. So the authors suggest digging back into the process
of ethnomathematics discovery at Singosari Temple and Badut Temple,
for example, linked to other flat geometric materials such as triangles,
trapezoidal and spatial geometry such as calculating the area and volume
of blocks, cubes, and cylinders and calculating height of pyramid base, as
well as on In this ethnomathematics research, teachers and students should
work together in the field of observing objects directly.

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BANGUN DATAR SEGIEMPAT PADA CANDI MUARO
JAMBI," Aksioma, vol. 8, no. 2, pp. 99-110, November 2017.
[2] Agung Hartoyo, "Eksplorasi Etnomatematika pada Budaya
Masyarakat Dayak Perbatasan Indonesia-Malaysia Kabupaten
Sanggau Kalbar," Jurnal Penelitian Pendidikan, vol. 13, no. 1, pp.
14-23, April 2012.
[3] Rizky Esti Utami, "Pengembangan E-Modul Berbasis
Etnomatematika Untuk Meningkatkan Kemampuan Pemecahan
Masalah," JNPM (Jurnal Nasional Pendidikan Matematika), vol.
2, no. 2, p. 268, September 2018.
[4] Dwi Nur Santoso, Handoko Fitriyah, "Bahan Ajar Transformasi
Geometri Berbasis Discovery Learning melalui Pendekatan
Etnomatematika," Jurnal Elemen, vol. Vol. 4, no. 2, pp. hal. 145
– 158, Juli 2018.
[5] Fitra Yogi Aditya., Faqih Khamdan Aziz Bayu Prasetya, "LKS
CERITA BERGAMBAR BERBASIS ETNOMATEMATIKA
MATERI SPLTV SEBAGAI INOVASI BAHAN AJAR
MATEMATIKA," in Prosiding Seminar Nasional Matematika dan
Pendidikan Matematika, “Integrasi Budaya, Pekalongan, 2018, pp.
351-356.
[6] Milton Rosa Daniel Clark Orey, "Ethnomathematics: Cultural
Assertions and Challenges Towards Pedagogical Action," The
Journal of Mathematics and Culture, vol. 4 (1), no. 1558-5336,
pp. 57-78, May 2006.
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"Ethnomathematical research and drama in education techniques:
developing a dialogue in a geometry class of 10th grade students,"
Revista Latinoamericana de Etnomatemática, vol. Vol. 8, No. 2,
no. -, pp. 105-135, Juni - September 2015.
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"Ethnomatematics in Majapahit’s Culture: Geometry," Journal of
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Imagery in Novel “Ranah 3 Warna” By Ahmad Fuadi
Wildan Pradistya Putra1

Introduction
Literary works often convey critical thinking to answer life problems.
A number of perspectives are delivered in literary works, such as education,
social, and economy. Readers can benefit much, such as increasing their
cultural knowledge, from reading literary works.
The value of literary works is not solely determined by its plots
and course of story. There are norms, values, and elements that also play
important role in the development of literary works. Specifically, language
style is a part of elements that underlie creation, and has own beauty to
attract readers. Authors’ choice of language style is a special, characterized
feature in a literary work.
Keraf [1] defines language style as a rhetoric style. It is derived from
Latin word “stylus”, which means a writing tool on wax plates. Language
style refers to a way to expres thoughts using language in a typical way,
which reflects the writer’s identity and language. Aminuddin (1995: 4)
explains that language style is a technique and form used by an individual
in presenting ideas that concurs his ideology. Language style is important
in classical rhetoric insight.
Stylistics studies unique characteristics used in language expression.
Ratna [2] defines stylistics as the science of style that is included in a
broader context of language expression. Stylistics are often reflected
through literary works such as novels. Kridalaksana [3] further elaborate
stylistics as: 1) science that investigates the language used in literary works;
and 2) interdisciplinary linguistics in te research of language style.
Imagery is a form of stylistics, which refers to the use of language
to evoke impressions on the readers while give meanings to objects and
actions. Pradopo [4] divides imagery into sight, hearing, motion, and local
colors. In this research, the study of imagery was carried out on the novel
“Ranah 3 Warna” by Ahmad Fuadi.
Previous research by Ermanto [5] entitled “Nilai-Nilai Pendidikan
Karakter dalam Novel Ranah Tiga Warna Karya A. Fuadi” (Values of
1
Master of Pendidikan Bahasa dan Sastra Indonesia, Post Graduate University of
Muhammadiyah Malang

Education Character in ‘Ranah 3 Warna’ by A. Fuadi”) studied the values
of five characters included in the novel. They are, faith and piety, honesty,
intelligence, resilience, and care. Meanwhile, another study conducted by
Delvita [6] entitled “Ideologi Tokoh Utama dalam Novel Ranah 3 Warna
Karya Ahmad Fuadi dan Implikasinya dalam Pembelajaran Membaca
Apresiasi Sastra” (The Ideology of Main Characters in Ranah 3 Warna by
Ahmad Fuadi and Its Implications on Literature Reading) describes the
positive traits of a main character named Alif Fikri. This study found that
Fikri is a socialist, idealist, religious, optimistic, and also sensitive. These
values are reflected in his persistency to pursue his ideals. Fikri was higly
motivated and resilient, and he was also a proud Indonesian who were
always speaking up for his ideas.
Despite of many previous studies about “Ranah 3 Warna”, there has
been limited studies on the imagery of the novel. Hence, this research aims
to: 1) describe the imagery in “Ranah 3 Warna”, and 2) the language style
used in “Ranah 3 Warna”. Findings of this researc is expected to expand
the existing knowledge on imagery that is useful for literary academics.
Methodology
This research employed qualitative approach to obtain non-numeric
data sources through “Ranah 3 Warna”. It used descriptive approach to
analyze the imagery of the novel.
The data was in the forms of quotations of sentences and dialogues
that describe the images of the characters. The research instruments were
data codification guide, data identification guide, and data analysis guide.
The data collection employed documentation technique. The data
analysis was carried out in four stages, they are: 1) novel reading, 2)
identifying data and coding, 3) analyzing findings, and 4) data conclusion.
Findings and Discussion
This section describes the forms and functions of imagery found
in “Ranah 3 Warna”. Imagery is part of Stylistics study focusing on the
language used in literary works. Findings of this research aim to investigate
the functions and purposes of imagery used by Fuadi in his work. Imagery
will impact senses captured by the readers and strengthen their imagination.
Imagery is a vivid description of sensory experiences through words.
It is different from description where authors describe objects and the
quality of sensory responses with literal and figurative explanations.
The analysis of imagery started by data identification in the forms
of quotations. It was followed by imagery categorization along with

descriptions of the critical imagery. This research also examines the reasons
of using various imagery, and how this reason impacts the language style
of the novel.
a. Visual Imagery
Visual imagery is created by sight. It stimulates the sense of sight to
allow readers to imagine a real-life condition. The depiction of character
traits, such as friendliness, anger, joy; and physical traits, such as beauty,
flexibility, masculinity, strength are often put forward by the author
through visual imagery. This imagery is largely used in “Ranah 3 Warna”
compared to other imageries. The visual image is the most productive
image used by Ahmad Fuadi in the novel Ranah 3 Warna compared to
other images.
Apart from the depictions of physiological, psychological, and
sociological aspects of the main characters, visual imagery is also used to
describe situations, places, landscapes, or buildings. A vivid visual imagery
arouses readers’ imaginationand aesthetic feelings that makes reading more
enjoyable.
Some examples of visual imagery in “Ranah 3 Warna” are as follows:
1) A girl with round eyes and curly lashes, an oval face. [7 pp. 49]
2) Etek Samsidar was busy chewing betel, tapped my back sympathetically,
his blood red mouth was wide open [7 pp. 7].
Such visual imagery might guide the readers to feel like they were
present in the situation. It is evident that the author depicted a girl based
on her physical characteristics. He also wrote ‘blood red mouth’ to allow
readers to imagine the events. It can be said that readers who read such
expressions would feel like they were parts of the incidents.
b. Auditory Imagery
Auditory imagery is generated through hearing. It will easily
stimulate readers’ image by attempting to achieve aesthetic effects [8 pp.
54]. Auditory imagery guides readers to hear sounds as written in the
literary work. In “Ranah 3 Warna”, auditory imagery was assisted through
the characters’ hearing senses during occurrence of events. An example is:
3) “You know, the new kid is pretending!” his voice was high pitched. I
just smiled. The more I smiled the higher the voice; it sounds like a
hoarse [7 pp. 47]
This quote helps readers to imagine how a senior student scolded the
main character. The “high pitched” voice illustrates a real-life event when
a senior student felt superior against the new students. Auditory imagery
could also build readers’ understanding on the characterisations.

c. Tactile/ Thermal Imagery
Tactile imagery is the manifestation of sense of touch. This imagery is
often presented through characters and situations revolving around them.
Tactile imagery allows readers to feel the effects of touch, such as gentle,
rough, clean, or gross.
Tactile imagery in “Ranah 3 Warna” raises readers’ imagination,
thoughts and emotions, as if they experience the same with the characters.
An example is:
4) Each and every cold raindrop hit my skin. I ran dragging my feet
across the grove-lined path to the main road [7 pp.120].
In this case, tactile imagery is used to describe rainy conditions
around the main character. He felt that the raindrop was cold, and the
drop hit his skin.
d. Smell Imagery
Smell imagery describes experiences through the sense of smell [8 pp.
55]. This imagery facilitates readers’ imagination, arouses thoughts and
feelings, and provides readers with a real-life atmosphere from the story.
An example is as follows.
5) He spread the cloth wide in his arms. He didn’t care when it covered
his face and slid through his head. A red and white cloth. It smelled
just like a dried cloth on a hanging line. He kissed it with his eyes
closed [7 pp. 233].
The phrase “It smelled just like a dried cloth on a hanging line” gives
a strong smell imagery to the readers. It allows the readers to imagine the
smell of the cloth besides visualizing the colors that are red and white.
e. Movement/ Kinesthetic Imagery
Movement imagery is used to express how something is not actually
moving, but being able to move through a general motion picture [4
pp.87]. Movement imagery results on dynamic lifelike situations. It is easy
to understand because readers can imagine the events are continuing each
other.
“Ranah 3 Warna” uses movement imagery quite intensely. An
example is as follow:
6) Suddenly the wooden barn door opened. There were loud growling
sounds from inside. An object hurtled out of the warehouse. Not a
car, not a motorcycle. [7 pp. 374].
Such movement imagery is able to illustrate the atmosphere in the
story. It narrates how an object moved quickly through the word ‘hurtled’.

The readers will feel like they are taken into the situation where they can
see a quick movement from inside a barn.
f. Taste Imagery
Taste imagery narrates the experience of sense of taste in our tongues.
It is used to turn on readers’ appetite. Taste imagery helps readers to
imagine the texture and tase of food or drink [8 pp. 55]. An example is as
follows.
7) Some were sitting and some were ducking! Such a perfect and
beautiful ending. For a moment the room was silent. Our sweat
dripped onto the floor. My undershirt felt sticky against my back.
The audience was stunned. We were gasping for breath. Franc stuck
out his tongue like he had finished a spicy food. One, two applause
slowly broke out, followed by a more boisterous and cheering crowds
[7 pp. 413].
The phrase “Franc stuck out his tongue like he had finished a spicy
food” allowed readers to imagine the taste of spicy food that makes people
stick out their tongues.
g. Intellectual Imagery
Intellectual imagery is produced through intellectual associations. To
turn in readers’ imagination, the author employs the associations of logic
and thought. It stimulates readers’ intellectualism to associate with the
author’s idea [8 pp. 56]. It can be said that the more knowledge the readers
have, the easier for them to understand the author’s idea. In “Ranah 3
Warna”, some intellectual imagery is highly associated with the main
character’s religion. An example is as follows:
8) I also spend 2 hours a week teaching Arabic at Masjid Salman in ITB.
Of course, for free. This is my way to devote the knowledge I got
at Pondok Madani to the community. Kiai Rais’ advice was always
ringing in my head, “Be like the Prophet, khairunnas anfauhum
linnas, the best human beings are those who bring benefit to others
[7 pp.64]
The intellectual imagery conveyed by this quote is how the main
character attempted to be a good human being. It was also essential for
readers to understand an Islamic value of passing knowledge on to others.
Conclusion
There were seven imageries in “Ranah 3 Warna”, named in, auditory,
visual, tactile, movement, smell, taste, and intellectual. These imageries
were presented through characters’ actions throughout the story. Visual

was used to depict the characters. Auditory was used to describe sounds
accompanying events. Tactile was used to describe a character’s condition.
Smell was used to arouse readers’ feelings. Movement was used to narrate
the continuing events. Taste was used to illustrate taste. Intellectual was
used to connect the main character to their educational background.
References
[1] Keraf, Gorys. 2006. Diksi dan Gaya Bahasa (cetakan XVI). Jakarta:
PT Gramedia Pustaka Utama.
[2] Ratna, Nyoman Kutha. 2009. Stilistika: Kajian Puitika Bahasa,
Sastra, dan Budaya. Yogyakarta: Pustaka Pelajar.
[3] Kridalaksana, H. 1988. Kamus Linguistik.Gramedia: Jakarta:
Gramedia.
[4] Pradopo, Rachmat Djoko. 2009. Pengkajian Puisi. Yogyakarta:
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[5] Ermanto, dkk. 2015. Nilai-Nilai Pendidikan Karakter Dalam
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Pengkajian Estetika Bahasa. Solo: Cakra Books.
[9] Aminuddin. 1995. Stilistika Pengantar Memahami Bahasa dalam
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[10] Nurgiyantoro, Burhan. 2009. Teori Pengkajian Fiksi. Yogyakarta:
Gadjah Mada University Press.
[11] Supriyanto, Teguh.2009. Stilistika dalam Prosa. Jakarta: Pusat
Bahasa Departemen Pendidikan Nasional.


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EMPOWERING INQUIRIES IN

THE ACADEMIC LANDSCAPE

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang i

EMPOWERING INQUIRIES IN THE ACADEMIC LANDSCAPE

Editor: Estu Widodo

Perpustakaan Nasional: Katalog Dalam Terbitan (KDT)

x + 254 halaman; 15,5 x 23 cm

Cetakan Pertama: 2021

Bekerja sama dengan Direktorat Program Pascasarjana Universitas Muhammadiyah

Hak cipta dilindungi oleh undang-undang. Dilarang mengutip atau memperbanyak

iv Empowering Inquiries in the Academic Landscape

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang v

vi Empowering Inquiries in the Academic Landscape

• Analysis of Student Learning Independence in Completing

• Student's Answers to Mathematic Story Problems in Algebra 9

• The Language Needs for Computer Science Students at

• Student Mathematics Learning Outcomes Before the

• Litterateur Criticism and Ganzhiet Method 38

• Islamic Education for Early Childhood in The Era of Society

• The Inculcation of Characters toward Early Childhood in

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang vii

• Evaluation of New Normal Era Learning 65

• Language Characteristics of Chinese Communities in Jawa

• The Effect of Metacognition, Learning Motivation and

• Students' and Teachers' Perspectives on EMI (English

• The Difficulty of Completing Geometry Problems From

• Analysis of Elementary Students' Concept Understanding of

• How can extensive reading promote learning? 118

• Demonstration Method to Enhance Students’ Willingness to

• Effectiveness of Group Learning Methods on Student

viii Empowering Inquiries in the Academic Landscape

• Postcolonial Literary Criticisms in Literary Works 145

• T﻿he Analysis of Idiomatic Use in Patani Malay Society: A

• Analysis of Ability to Address Mathematics Problems

• Analysis of Rural Students' Perceptions of During

• The Role of Family in Establishing Children’s Character in

• Attitude Assessment in Mathematics Learning during the

• Students' Logical-Mathematical Intelligence in Solving Non-

• Let Us Rethink about Phenomenological Study 200

• Case Study 209

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang ix

• The Local Wisdom of Central Thailand in Buppe San Nivas

• Society 5.0 and Mathematics Online Learning 234

• Ethnomathematics Singosari Temple and Badut Temple

• Imagery in Novel “Ranah 3 Warna” By Ahmad Fuadi 248

x Empowering Inquiries in the Academic Landscape

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang 1

2 Empowering Inquiries in the Academic Landscape

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang 3

On the aspect of not depending on

In the aspect of having curiosity, it

In the aspect of having a confident

Figure 1. The Answer of Student ‘A’ (male)

4 Empowering Inquiries in the Academic Landscape

On the aspect of not depending on

In the aspect of having curiosity, it

In the aspect of having a confident

Figure 2. The Answer of Student ‘B’ (female)

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang 5

6 Empowering Inquiries in the Academic Landscape

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang 7

8 Empowering Inquiries in the Academic Landscape

Direktorat Program Pascasarjana Universitas Muhammadiyah Malang 9

• The Analysis of Idiomatic Use in Patani Malay Society: A