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All Journal Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains International Journal of Progressive Mathematics Education Journal of Primary Education Jurnal Didaktik Matematika
Heri Purnomo
Universitas Negeri Surabaya
Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Mapping Prior Knowledge Middle Students in Solving Arithmatics Problems Anita Adinda; Khashlati Hilyatul Ajda; Heri Purnomo; Zulhamdi Zulhamdi
Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Vol 10, No 2 (2022)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/logaritma.v10i2.6153

Abstract

This study aims to determine the effect of prior knowledge in solving arithmetic problems and to describe the mapping of middle students' prior knowledge in solving arithmetic problems. The method used in this study is a mixed method. A total of 63 students of MTsN Batu Malang were involved in this study. The subjects used in this study were 2 students. Both students were selected based on their ability to provide written and oral answers. The instruments used in data collection were a prior knowledge diagnostic test and an arithmetic problem-solving test. The results of this study indicate that prior knowledge affects students' problem-solving abilities, and prior knowledge is needed to solve arithmetic problems, but the low problem-solving test scores are caused by a lack of initial knowledge and also students' understanding of the problems given. The implication of this research is that educators can get an idea of how to map students' prior knowledge. In addition, educators can also design an arithmetic problem learning program design in accordance with the description of students' students' prior knowledge.
Project-Based Learning in Mathematics Classrooms: How It Improves Students' Problem-Solving Skills Purnomo, Heri; Abdullah, Abdul Halim; Afnia, Pangestika Nur; Shiddieqy, Abdullah Ash
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 1 (2025): March - August 2025
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v10i1.5590

Abstract

The aim of this research is to determine whether Project-Based Learning (PjBL) affects middle school students' ability to solve mathematical problems during the learning process. This research is mix-method research with explanatory sequential design, namely the data is analyzed quantitatively first and continued with descriptive qualitative analysis. The results of the test indicated a t-value of 2.7354 with a p-value of 0.007751 (which is less than 0.05), signifying a significant difference of the experimental group and the control group after the treatment was applied. PjBL has an influence in improving problem solving of middle school students. Students can identify important elements in a problem, create appropriate problem representations, use relevant knowledge and skills to solve problems, and are able to interpret relevant results and conclusions. This study suggests that PjBL provides an impact on meaningful learning experiences and in-depth learning.
From complex to simple: Analyzing prospective teachers' analogy reasoning in creating accessible geometry problems Rosyidi, Abdul Haris; Sa'dijah, Cholis; Purnomo, Heri; Abdullah, Abdul Halim
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp73-93

Abstract

Students often struggle to identify relevant analog problems when solving new tasks, highlighting the need for teachers to design simple analog problems that serve as scaffolding. This study aims to analyze prospective teachers’ analogical reasoning processes in simplifying complex geometry problems using the Analogical Reasoning in Mathematics (ARM) framework. This qualitative research involved 34 prospective mathematics teachers from a public university in Surabaya, Indonesia. Participants were selected through purposive sampling based on their academic performance and prior coursework in geometry and problem solving. Data were collected through task-based interviews, written work, and observations during problem-simplification activities. The collected data were analyzed thematically, guided by the components of the ARM framework. The results indicate that prospective teachers with varying ability levels employed different analogical reasoning strategies to simplify complex problems through ARM activities. High-ability prospective teachers identified a broader range of student difficulties and adapted the problems into two-step analog problems featuring variations in visual representations, number of circles, and geometric shapes. Conversely, low-ability prospective teachers focused on difficulties related to verbal representation and the need for concrete numerical information, adapting the problems into single, highly simplified analog problems with specific images and numbers. Overall, prospective teachers actively utilized analogical reasoning to design analog problems that addressed student difficulties. Differences in ability were associated with the complexity of adaptation strategies and the depth of difficulty identification, underscoring the importance of training prospective teachers to integrate both approaches to effectively support student understanding.
Pemecahan masalah kontekstual: sebuah analisis diferensiasi berdasarkan kemampuan awal matematika siswa Napfiah, Siti; Katupu, Paulus; Purnomo, Heri
International Journal of Progressive Mathematics Education Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i2.20396

Abstract

Purpose: This study aims to analyze and precisely describe the profile of students' contextual problem-solving skills differentiated by their initial mathematical proficiency levels. Design/methodology/approach: This descriptive qualitative study involved two purposefully selected students (one with high and one with low mathematical ability). Data were systematically gathered utilizing written diagnostic tests and in-depth interviews, structured around four fundamental problem-solving indicators. Findings: Both subjects successfully satisfied the four basic problem-solving indicators. Nevertheless, the high-ability student exhibited superior cognitive mastery, evidenced by significantly clearer articulated resolution strategies and meticulous mathematical justifications in both test responses and interviews compared to the low-ability peer. Practical implications: These findings compel mathematics educators to operationalize differentiated instructional strategies, systematically tailoring pedagogical interventions to students' baseline proficiencies to optimally cultivate their contextual problem-solving capabilities. Originality/value: This research provides a microscopic perspective into the qualitative disparities in cognitive articulation and procedural detail between students of varying abilities, particularly highlighting nuances that persist even when baseline problem-solving metrics are ostensibly met.   Purpose: Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan secara spesifik profil kemampuan pemecahan masalah kontekstual siswa berdasarkan perbedaan tingkat kemampuan awal matematika. Design/methodology/approach: Studi kualitatif ini melibatkan dua siswa (satu berkemampuan matematika tinggi dan satu rendah) sebagai subjek penelitian. Data dikumpulkan melalui instrumen tes tertulis dan wawancara mendalam yang dievaluasi menggunakan empat indikator pemecahan masalah. Findings: Kedua subjek pada dasarnya mampu memenuhi keempat indikator pemecahan masalah. Namun, subjek berkemampuan tinggi menunjukkan tingkat penguasaan yang lebih superior, ditandai dengan artikulasi strategi dan justifikasi matematis yang jauh lebih jelas dan terperinci pada hasil tes maupun wawancara dibandingkan subjek berkemampuan rendah. Practical implications: Temuan ini mendorong guru matematika untuk merancang strategi pembelajaran berdiferensiasi yang menyesuaikan intervensi pedagogis dengan profil kemampuan awal siswa untuk mengoptimalkan keterampilan pemecahan masalah kontekstual secara individu. Originality/value: Kajian ini memberikan wawasan mikroskopis mengenai kesenjangan kualitas artikulasi dan detail proses kognitif antara siswa dengan kemampuan berbeda, meskipun keduanya secara teknis mencapai ambang batas indikator dasar pemecahan masalah.
Characteristics of Students' Metacognitive Ability in Solving Problems using Awareness, Regulation and Evaluation Components Anita Adinda; Heri Purnomo; Desi Rahmatina; Nur Choiro Siregar
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i1.29041

Abstract

The process of solving absolute value problems is not only associated with the simplification of equations or inequalities. Students also need to pay close attention, ask the right questions, carry out the right strategies, and acquire adequate information. This step is essential to prevent students with good metacognitive ability from drawing wrong conclusions. The research discusses the metacognitive characteristics of mathematics education students in solving absolute value problems from the awareness, regulation and evaluation components. Participants consisted of 101 students from four state universities in the city of Malang. Data were obtained through written answers, transcripts of think aloud, and interviews. The data collected were analyzed to determine their metacognitive abilities in terms of awareness, regulation and evaluation components. The result showed that the metacognitive ability of low-skilled students only exists in the awareness component, which is thinking about what is being asked. Furthermore, those medium capable of the awareness component still lack adequate thinking ability. In the regulation and evaluation components, students do not realize that there are still inappropriate steps in solving problems and fail to check the correctness of their answers. However, high-ability students can solve problems in different ways and easily distinguish accurate information using effective strategies. Learn how the metacognitive characteristics of students in solving non-routine absolute value application questions, provides space for educators to be able to create appropriate learning models.
From computation to justification: Prospective mathematics teachers’ conceptions of proof in learning limits Purnomo, Heri; Rosyidi, Abdul Haris; Wijayanti, Pradnyo; Abdullah, Abdul Halim
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30888

Abstract

Purpose: This study investigated the conceptions of proof of prospective mathematics teachers’ learning limits, with a particular focus on how these conceptions were manifested in representational activity. Method: A qualitative teaching-research design was used to collect data from 82 first-year prospective mathematics teachers enrolled in a Calculus I course at a public university in Indonesia. The main data were prospective mathematics teachers’ written responses to an ε–δ limit proof task, classroom discussions, and reflective teaching notes. Data was analysed using iterative, thematic coding and constant comparative analysis, following a representational-epistemic framework. Findings: Four qualitatively different conceptions of proof were identified: proof as computation, proof as algebraic procedure, proof as formal display, and proof as logical argument. Most participants used computational or procedural approaches and a small proportion of participants constructed logically coherent deductive arguments. The results indicate that prospective mathematics teachers’ difficulties are not only related to algebraic manipulation but also to understanding the epistemic function of proof in university mathematics. Specifically, ε–δ notation was often taken as a formality of notation rather than as a relational structure for reasoning. Significance: The study adds to research on the secondary–tertiary transition in mathematics education by demonstrating the relationship between prospective mathematics teachers' representational practices and different conceptions of proof. The findings are also relevant to designing introductory calculus instruction to support prospective mathematics teachers’ transition from verifying procedures to deductive justification.
Stimulation of Early Mathematics Concepts in Early Childhood through Balloon Number Coloring Activities Heri Purnomo; Wahdah Zakiyatun Nisa; Abdul Halim Abdullah
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.11186

Abstract

Mathematical learning starts in early childhood, a fundamental phase for laying the groundwork of academic concepts. This study seeks to explore the early numeracy development in young children through balloon-number coloring activities. This research used a qualitative descriptive study design in an early childhood classroom. Data were obtained from in-class observations, children’s worksheets documentation and reflective notes of the teacher during a learning activity based on the theme: “Numbers and Balloon Colors”. The results suggest that the balloon-number coloring activity engaged multiple aspects of early mathematical development, including number recognition, number–color association, symbolic thought and simple pattern recognition. While coloring, the children engaged with numerical symbols and showed interest in numbers. The findings indicate that playful and developmentally fit learning environments can significantly support the growth of early numeracy concepts when creative visual activities are activated.
Coloring as meaning-making: Exploring developmental dimensions in early childhood art activities Wahdah Zakiyatun Nisa; Purnomo, Heri
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v91.30808

Abstract

Background: Coloring activities in early childhood education often considered to be simple art activities but could instead represent powerful markers of child development. Nevertheless, most of these studies focused on coloring activity through piecemeal perspective on development and little attention has been given to their role as a continuum of integrated indicators of children's development. Coloring displays physical coordination, symbolism and values being formed as aspects connected with more real learning contexts. Objective: This study seeks to investigate the function of children's coloring activities as visual manifestations of developmental processes in early childhood education. Methods: This qualitative exploratory study employed a fixed comparative characterisation methodology to analyse authentic preschool children artworks in their classroom environment. The analysis of visual data obtained from the children's drawings being used these drawings to delineate reliable characteristics of physical and mental development in the computed visual representations of construction activities. Result: The qualitative analysis indicates there are three major developing areas, each interrelated. Firstly, fine motor development demonstrated as stroke control, pressure adjustment, and spatial coordination. Secondly, Visual-Symbolic representation: Visual choice of colours, rigid shapes remaining the same appendage, symbolic semantic colouring. Third, moral-cognitive meaning-creation is indicated by deliberate color choices that are based on perceived guidelines, context, or values. Conclusion: Findings from drawing activities help to reveal more about integrated developmental domains of children rather than talents alone. It highlights the importance of reflective observation, dialogic engagement, and accounting for the importance of children's visual narratives in art-based learning settings, and positions coloring as an important marker of early-childhood development as well as an important tool for child-centred speech.
Co-Authors Abdul Halim Abdullah Abdul Haris Rosyidi Abdullah, Abdul Halim Adinda, Anita Afnia, Pangestika Nur Cholis Sa’dijah Katupu, Paulus Khashlati Hilyatul Ajda Nur Choiro Siregar Pradnyo Wijayanti Shiddieqy, Abdullah Ash Siti Napfiah Wahdah Zakiyatun Nisa Wahdah Zakiyatun Nisa Zulhamdi Zulhamdi