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All Journal PRISMA Jurnal Pendidikan Matematika (Jupitek) Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Lathiful Anwar
Department of Mathematics, Universitas Negeri Malang
Education Mathematics Social Sciences

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Students' Creative Thinking in Solving Integrated Mathematical Problems Cultural Context Reviewed Based on Specialization Indrani Eka Prastya Zahroh; Lathiful Anwar; Tjang Daniel Chandra
PRISMA Vol. 14 No. 2 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i2.5817

Abstract

Creativity in mathematics is essential for developing students’ problem-solving skills and innovation, yet in Indonesia, students’ creative thinking remains low, as shown by PISA and TIMSS results, indicating a significant gap between expectations and current practices in mathematics learning. To address this issue, this study aimed to analyze the creative thinking characteristics of Grade IX students when solving culturally integrated mathematical problems, while also considering differences among student specialization groups: Mathematics, Science (IPA), and Social Studies (IPS). The research employed a qualitative case study design involving 30 students from a junior high school in Malang City during the 2024/2025 academic year. Based on a creative thinking test, 15 students (6 mathematics, 5 science, and 4 social studies specialization) were selected for in-depth interviews. Data were analyzed through several stages: preparation, coding, categorization, presentation of findings, interpretation, and validation. The findings revealed distinct creative thinking characteristics across the three groups. Mathematics specialization students demonstrated strong fluency through generating many ideas, filtering logical ideas, and responding quickly; flexibility through diverse approaches and adaptability; and originality through expressing unique and innovative solutions. Science specialization students showed similar traits in fluency and flexibility, with originality evident in their ability to create and articulate unique ideas. Social studies specialization students demonstrated fluency and flexibility but lacked originality characteristics. These results highlight variations in creative thinking profiles among different specialization groups and emphasize the importance of targeted instructional strategies to foster creativity in mathematics education.
Development of Mathematics E-Modules with Cultural Context to Support Mathematical Literacy Rhoro Qurota A'yun; Lathiful Anwar; Vita Kusumasari
Vygotsky: Jurnal Pendidikan Matematika dan Matematika Vol. 7 No. 1 (2025): Vygotsky: Jurnal Pendidikan Matematika dan Matematika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/voj.v7i1.1139

Abstract

This research aims to develop a culture-based mathematics E-Module to support students' mathematical literacy in a valid, practical, and effective way. The ADDIE development model was used in this research. Data was collected with validation sheets, response questionnaires, and evaluation questions and analyzed descriptively qualitative and quantitative. The validity of the E-Module, with a validation score of 81.5%, fits the valid criteria. Practicality with a response questionnaire score of 90.49% according to practical criteria. Effectiveness was assessed from student evaluation results with an average  percentage of 63.166% according to somewhat effective criteria. The results showed that the E-Module with cultural context is feasible and practical and has a positive impact on improving students' mathematical literacy skills.
Written Mathematical Communication Profiles: Symbolic, Visual, and Metacognitive Features in Inclusion–Exclusion Problem Solving Nurma Wahyu Utami; Lathiful Anwar; Makbul Muksar
Jurnal Pendidikan Matematika (JUPITEK) Vol 9 No 1 (2026): On Progress
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/jupitekvol9iss1pp1-15

Abstract

This study explores profiles of written mathematical communication in solving an inclusion–exclusion problem, with a focus on four interrelated components: writing, mathematical expression, drawing, and metacognitive verification. Employing a qualitative case study design, data were collected from undergraduate mathematics education students through written problem-solving tasks and task-based semi-structured interviews. Two participants were purposively chosen in order to illustrate the variation in communication profiles. These profiles were analyzed through iterative coding and cros-case comparison to understand the way the participants store, present, and substantiate ideas in the field of mathematics. The results suggest that the profiles observed were the results of participants’ engagement with multiple representational systems. Symbolic-visual communication, the first of the two profiles, includes the use and combination of formal, sequentially bound systems and multiple representational systems while the second, systematic symbolic communication, involves the use of organized, rational thought structured through sequentially bound systems (i.e., without the use of multiple representational systems). Although each communication profile leads to the same correct answer, they diverge in the degree of engagement with representational systems and the verification process. Most importantly, the results suggest that, to an extent, communication problems were the results of the participants’ insufficient integration and verification of multiple representational systems, rather than procedural problems. The results suggest that communication in mathematics involves not only sequence and order, but participants’ engagement with multiple, representational systems. Finally, the results suggest that participants’ integration of multiple representational systems and reflective processes might be the facilitators to communication in mathematics.
Co-Authors Indrani Eka Prastya Zahroh Makbul Muksar Nurma Wahyu Utami Rhoro Qurota A'yun Tjang Daniel Chandra Vita Kusumasari