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All Journal Prima: Jurnal Pendidikan Matematika Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika
Arinil Hidayah
State University of Makassar
Education Mathematics

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Analisis Kemampuan Pemecahan Masalah Matematis Berdasarkan Gaya Kognitif Siswa SMA Sudarsih Sudarsih; Israwali Justan; Ahmad Talib; Arinil Hidayah; Ahmad Zaki; Khawaritzmi Abdallah Ahmad
Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Vol. 9 No. 2 (2026): Volume 9 Nomor 2 Tahun 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/proximal.v9i2.8677

Abstract

Penelitian kualitatif ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematis siswa ditinjau dari gaya kognitif Field Independent (FI) dan Field Dependent (FD) pada materi lingkaran. Penelitian ini penting dilakukan karena kemampuan pemecahan masalah matematis masih menjadi salah satu kompetensi yang relatif rendah pada siswa, khususnya pada materi geometri, sementara setiap siswa memiliki karakteristik kognitif yang berbeda dalam memahami dan menyelesaikan masalah matematika. Pemahaman mengenai perbedaan gaya kognitif FI dan FD diharapkan dapat membantu guru dalam merancang strategi pembelajaran yang lebih tepat dan efektif sesuai karakteristik siswa. Penelitian dilaksanakan pada semester genap tahun ajaran 2025/2026 di SMAN 20 Bone. Subjek penelitian adalah dua orang siswa kelas XI yang dipilih melalui tes kemampuan awal dan tes gaya kognitif GEFT (Group Embedded Figure Test), terdiri dari satu siswa bergaya kognitif FI dan satu siswa bergaya kognitif FD. Pengumpulan data dilakukan melalui tes tertulis pemecahan masalah matematis dan wawancara. Keabsahan data diuji melalui triangulasi teknik, yaitu membandingkan hasil tes dan hasil wawancara. Data dianalisis menggunakan tahapan Miles, Huberman, dan Saldaña (2014), meliputi kondensasi data, penyajian data, dan penarikan kesimpulan, berdasarkan empat indikator pemecahan masalah Polya. Hasil penelitian menunjukkan bahwa Subjek FI mampu memahami masalah secara tepat, menyusun strategi yang sistematis, melaksanakan perhitungan secara akurat, dan melakukan evaluasi terhadap hasil. Sebaliknya, Subjek FD mampu mengidentifikasi informasi dasar, namun belum tepat dalam menginterpretasikan bentuk bangun geometri, cenderung menggunakan pendekatan langsung tanpa analisis mendalam, dan tidak melakukan pemeriksaan kembali terhadap jawaban. Perbedaan utama antara keduanya terletak pada kemampuan analisis geometri, kedalaman strategi, dan kesadaran metakognitif..
THE ROLE OF ART COMPONENTS IN IMPROVING UNDERSTANDING OF GEOMETRY AND ALGEBRA CONCEPTS: A SYSTEMATIC STEAM LEARNING APPROACH Israwali Justan; Nur Amini Tawakkal; Arinil Hidayah
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15322

Abstract

Geometry and algebra learning remains a challenge for many students due to its abstract nature and the need for strong visualization and symbolic representation skills. The integration of art components into the STEAM approach offers a pedagogical solution that can bridge this gap through visual representation, creativity, and the construction of more concrete meaning. This research is a systematic literature review of 20 articles published between 2018 and 2025 that discuss the implementation of art elements in STEAM learning at various levels of education. The results show that art integration has a significant influence on improving the understanding of geometric concepts, including spatial abilities, visualization of shapes, shape recognition, and modern geometric modeling through artistic activities such as batik motif design, model construction, origami exploration, and the use of visual-based software such as GeoGebra and Surfer. In algebra, art helps strengthen the understanding of patterns, algebraic structures, function graphs, and the representation of variable relationships through a creative visual approach. In addition, art-based STEAM learning has been shown to improve students' creativity, motivation, visual literacy, learning outcomes, and problem-solving abilities in various cultural contexts and authentic projects. These findings confirm that the Art component serves not only as an aesthetic element but also as an effective cognitive tool in deepening conceptual understanding of mathematics. Therefore, art integration in STEAM is recommended as an innovative and relevant learning strategy in developing 21st-century competencies, particularly in geometry and algebra.Keywords: STEAM, Art Integration, Geometry, Algebra, Visualization, Creativity
Co-Authors Ahmad Talib Ahmad Zaki Israwali Justan Khawaritzmi Abdallah Ahmad Nur Amini Tawakkal Sudarsih Sudarsih