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All Journal JMPM: Jurnal Matematika dan Pendidikan Matematika Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains Prima Abdika: Jurnal Pengabdian Masyarakat International Journal of Progressive Mathematics Education Mathematics Education Journal Jurnal Didaktik Matematika
Heri Purnomo
Universitas Negeri Surabaya
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences 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.
Pelatihan Penyusunan Soal Matematika Berbasis Keterampilan Berpikir Tingkat Tinggi untuk Guru SMA di Kabupaten Magetan Wijayanti, Pradnyo; Mauladaniyati, Ratu; Lisnani, Lisnani; Purnomo, Heri; Sumarni, Sumarni; Alia, Hilma; Noviari, Rahma
Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 5 No. 4 (2025): Volume 5 Nomor 4 Tahun 2025 (Desember 2025)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/abdika.v5i4.6817

Abstract

This Community Service Program aims to improve the competency of high school mathematics teachers in Magetan Regency in developing questions based on Higher Order Thinking Skills (HOTS). The training is designed to provide a deep understanding of HOTS concepts, including cognitive levels C4 (analysis), C5 (evaluation), and C6 (creation), and to equip teachers to design contextual, relevant questions that meet students' needs. With this approach, teachers are expected to produce questions that not only assess students' basic abilities but also foster their critical, creative, and analytical thinking. The training will be conducted through several stages: HOTS concept socialization, a question development workshop, classroom simulations, and post-training mentoring. Teachers will be trained to develop question outlines, select engaging contextual stimuli, and develop HOTS-based questions in accordance with the Merdeka Curriculum and Minimum Competency Assessment (MCA) standards. Additionally, a questionnaire will be used to assess teachers' understanding of the training material. Participants found this activity highly beneficial in improving teacher competency, both in material delivery, question development, and knowledge of the latest curriculum.
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.
Teacher Collaboration in Designing Context-Based Numeracy Tasks Sari, Yurizka Melia; Rahaju, Endah Budi; Rosyidi, Abdul Haris; Prihartiwi, Nina Rinda; Purnomo, Heri; Putri, Taszkia Aulia
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp71-96

Abstract

This study investigates the individual and collaborative designs of context-based numeracy tasks developed by mathematics teachers employing three different contexts, namely, Islamic inheritance law, population census, and genetics. The tasks were designed at different levels of knowing, applying, and reasoning. The obtained data were analyzed using PISA’s contextual framework and Indonesia’s cognitive taxonomy to evaluate task solvability, context type, context level, and cognitive demand. The results show significant differences: most individual designs remained at the knowing level (88.23%), had first-order contexts (88.23%), and had 19.05% of tasks that could not be solved due to insufficient information. Collaborative designs eliminated all tasks that could not be solved, increased the number of reasoning-level tasks from 7.84% to 24.39%, and removed all zero-order context levels. Both preferred social settings (52%), but collaborative designs showed more integration. For example, context-based numeracy problems created individually ask students to determine the percentage of Generation Z. In contrast, group-created problems ask them to analyze the impact of demographics on planning. These findings demonstrate the importance of teacher collaboration in increasing the authenticity and complexity of learning activities. Systematic collaboration frameworks should be incorporated into teacher professional development programs.
Co-Authors Abdul Haris Rosyidi Abdullah, Abdul Halim Adinda, Anita Afnia, Pangestika Nur Alia, Hilma Katupu, Paulus Khashlati Hilyatul Ajda Lisnani Lisnani Noviari, Rahma Nur Choiro Siregar Pradnyo Wijayanti Prihartiwi, Nina Rinda Putri, Taszkia Aulia Rahaju, Endah Budi Ratu Mauladaniyati Shiddieqy, Abdullah Ash Siti Napfiah Sumarni Sumarni Yurizka Melia Sari Zulhamdi Zulhamdi