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All Journal Mandalika Mathematics and Educations Journal ACADEMIA: Jurnal Inovasi Riset Akademik International Journal of Mathematics and Mathematics Education (IJMME) JOURNAL of MATHEMATICS SCIENCE and EDUCATION
Prismadian Amalia Putri
Universitas Bengkulu
Education Mathematics Other

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Penalaran Proporsional dalam Pendidikan Matematika: Tinjauan Literatur Sistematis (SLR) Prismadian Amalia Putri; Agus Susanta; Nurul Astuty Yensy
Mandalika Mathematics and Educations Journal Vol 7 No 4 (2025): Desember
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v7i4.10707

Abstract

This systematic literature review analyzes international evidence on proportional reasoning (PR) in K–12 education and teacher training. We synthesized eight studies and identified four key patterns. Contexts with hands-on activities help students transition from intuitive to formal strategies. Students often succeed with probability ratios, but struggle with visual biases. Example-based practice with self-explanation improves probabilistic reasoning, especially for less prepared students. Finally, diagnostic tools such as construct maps are useful for tracking student progress from "combined unit" to "multiplicative comparison" understanding. Our review recommends designing a clear progression for ratios, rates, and probabilities; teaching anti-bias strategies; embedding routines of example problems; and using construct map-guided assessments. This synthesis provides a clear action lens to improve PR instruction by integrating student cognition, task design, and teacher practices.
Students’ Proportional Reasoning in Solving Geometry Problems: A Qualitative Analysis Based on Van Hiele Levels Prismadian Amalia Putri; Agus Susanta; Nurul Astuty Yensy; Naning Sutrinigsih; Zhi You Yang
International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i2.1987

Abstract

Purpose - Proportional reasoning is a fundamental component of mathematical thinking and plays an important role in students’ understanding of geometry. However, empirical evidence remains limited on how students’ proportional reasoning develops qualitatively across different levels of geometric thinking. This study aims to explore students’ proportional reasoning in solving geometry problems through the lens of Van Hiele’s theory. Methodology - This study employed a qualitative descriptive design with undergraduate students. Data were collected from written responses to geometry tasks involving proportional relationships. The analysis used an integrated framework combining Van Hiele levels of geometric thinking and indicators of proportional reasoning, including multiplicative relationships, coordination of quantities, ratios, and logical justification. Findings - The findings show a progressive development of proportional reasoning across Van Hiele levels, from perceptual and additive reasoning to coordinated multiplicative reasoning and formal proportional justification. However, persistent difficulties, such as additive bias and fixed-number reasoning, were observed across levels, indicating ongoing challenges in developing consistent proportional reasoning. Novelty - This study conceptualises proportional reasoning as a developmental cognitive process shaped by levels of geometric thinking through an integrated analytical framework. Significance - The findings are useful for educators, curriculum developers, and researchers in designing instruction that supports students’ proportional reasoning through level-appropriate, justification-focused activities.
ARTIFICIAL INTELLIGENCE AND DIGITAL INNOVATION IN MATHEMATICS EDUCATION FOR CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW Prismadian Amalia Putri; Naning Sutriningsih; Suminto Suminto
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i2.10656

Abstract

This study presents a systematic literature review on artificial intelligence and digital innovation in mathematics education for critical thinking. The review aimed to identify research trends, forms of implementation, major findings, and research gaps in the literature. The study employed a Systematic Literature Review design guided by the PRISMA framework. Data were collected from the Scopus database. The initial search yielded several hundred records, which were filtered based on publication years 2020–2025, English language, open access status, subject area Mathematics, and source type Journal. After the filtering and screening process, 25 articles were selected for the final synthesis. The findings show that the literature on critical thinking in mathematics education is broader than the literature directly addressing artificial intelligence. Most studies focused on pedagogical approaches such as inquiry-based learning, realistic mathematics education, proof, problem solving, and computational thinking, while only a limited number of studies explicitly examined AI or generative AI in mathematics education. The review indicates that artificial intelligence and digital innovation have strong potential to support critical thinking through interactive learning environments, AI-assisted problem solving, and digitally mediated instruction. However, their contribution depends heavily on pedagogical design, teacher mediation, and the extent to which technology supports genuine mathematical reasoning. The review concludes that the integration of artificial intelligence in mathematics education remains an emerging field and requires stronger empirical evidence, clearer conceptualization, and more context-sensitive implementation to enhance critical thinking effectively.
ANALISIS COMMOGNITIVE MAHASISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA MATERI STATISTIKA Eko Yandi Raharjo; Adelyra Resita; Prismadian Amalia Putri
Journal of Mathematics Science and Education. Vol 8 (2025): Penelitian kependidikan Matematika
Publisher : Universitas PGRI Silampari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62112/journalofmathematicsscienceandeducation..v8i1.439

Abstract

Artikel ini bertujuan guna mengkarakterisasi bagaimana mahasiswa menggunakan kemampuan kognitif mereka untuk memecahkan masalah materi statisitka. Penelitian ini menggunakan desain penelitian deskriptif dan metodologi kualitatif. Pendekatan commognitive yang merupakan stategi pengumpulan data yang dipakai atas penelitian ini, meminta mahasiswa guna mengartikulasikan secara verbal konsep – konsep yang mereka pertimbangkan ketika mengerjakan masalah matematika yang melibatkan metode statisik. Mereduksi, menyajikan, dan membuat kesimpulan adalah langkah-langkah pendekatan analisis data kualitatif yang dipakai dalam penelitian ini. Menurut temuan penelitian, dua peserta menyelesaikan tugas yang dinilai menggunakan komponen commognitive yang berbeda. Penggunaan Kata, mediator visual, narasi, dan rutinitas adalah empat komponen commognitive yang digunakan mahasiswa RL untuk memecahkan masalah; meskipun demikian, mahasiswa RL tidak menuliskan dengan kefasihan prosedural penuh dalam komponen rutin. Mahasiswa NH menggunakan komponen commognitive untuk memcahkan masalah statistik, dan menggunakan kefasihan prosedural dan pengetahuan konseptual untuk menemukan solusi.
How Do Students’ Cognitive Style Influence Their Mathematical Problem-Solving Thinking Procesess: A systematic Literature Review Eko Yandi Raharjo; Prismadian Amalia Putri; Sudarwan Danim; Eko Risdianto
Journal of Mathematics Science and Education. Vol 8 (2025): Penelitian kependidikan Matematika
Publisher : Universitas PGRI Silampari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62112/journalofmathematicsscienceandeducation..v8i1.455

Abstract

This study aims to explore the influence of students' cognitive styles on the thought process in solving mathematical problems through a Systematic Literature Review (SLR) approach with PRISMA guidelines. Cognitive styles such as field-dependent vs. field-independent and reflective vs. impulsive are proven to influence the way students process information, represent mathematical concepts, and apply problem-solving strategies. A review of 10 selected articles showed that active learning models such as Project-Based Learning (PjBL) and Problem-Based Learning (PBL) are more effective when adapted to students' cognitive characteristics. Field-independent and reflective students tend to excel in analytical and logical thinking, while field-dependent and impulsive students perform better in collaboration when given appropriate scaffolding. The findings also suggest a link between cognitive styles and the development of 21st century skills, particularly critical thinking, creativity, communication and collaboration. This study recommends the importance of learning design that is responsive to individual differences to support the achievement of optimal learning outcomes.
Co-Authors Adelyra Resita Agus Susanta Agus Susanta Eko Risdianto Eko Yandi Raharjo Naning Sutrinigsih Naning Sutriningsih Nurul Astuty Yensy Sudarwan Danim Suminto Suminto Zhi You Yang