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All Journal Mandalika Mathematics and Educations Journal
Chusnul Chatimah Azis
Universitas Negeri Makassar
Mathematics

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Analisis Komparatif Kesalahan Kognitif dan Penalaran Matematis Siswa pada Soal PISA Level 6 Chusnul Chatimah Azis; Andi Asrafiani Arafah; Abdul Rahman; Bernard Bernard
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

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Abstract

This research is motivated by the crucial issue of declining Indonesian PISA scores in 2022, whichraises the urgency to evaluate and understand the disparity in mathematical literacy skills acrosseducational levels. The purpose of this study is to comparatively analyze the cognitive error profilesand mathematical reasoning of junior high and senior high school students in Makassar in solvingmathematical literacy problems equivalent to PISA Level 6. This study uses a qualitativedescriptive method through a comparative case study design. The research subjects consisted ofninth-grade students from two public junior high schools and tenth-grade students from one publicsenior high school in Makassar City. Data were collected using a written essay test instrumentthat adapted the PISA 2022 framework for the content of Quantity, Uncertainty and Data, andChange and Relationships. The written data were then analyzed using a modified Newman ErrorAnalysis procedure. The results highlight significant ability disparities and several cognitiveproblems: (1) at the junior high school level, students tend to stall and make literal errors at thecomprehension and transformation stages; (2) At the high school level, although there is progressin average conceptual understanding, students experience stagnation in critical data literacyevaluation competencies. This finding leads to the conclusion that the pattern of students' writtenerrors indicates the fossilization of misconceptions, where errors in mathematical understandingare not corrected and continue to be carried over from elementary to secondary education.
Efektivitas Model Pembelajaran Kooperatif dalam Meningkatkan Kemampuan Interpersonal dan Prestasi Belajar Kalkulus Diferensial Husriani Husain; Chusnul Chatimah Azis; Ahmad Talib
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.11810

Abstract

Differential Calculus courses at the Mathematics Education Study Program of Institut Turatea Indonesia face challenges including low conceptual understanding and limited student interaction due to teacher-centered learning. This study aimed to examine the effectiveness of the STAD-type cooperative learning model in improving students' interpersonal skills and academic achievement in Differential Calculus. A quantitative approach with a One Group Pretest–Posttest design was employed, involving 17 students selected through total sampling. Data were collected using academic achievement tests, an interpersonal skills questionnaire, learning implementation and student activity observation sheets, and a student response questionnaire, then analyzed using the Shapiro–Wilk normality test, Paired Sample t-test, and effect size calculation (Cohen's d). The results showed that learning implementation was accomplished (mean = 3.49) with excellent student activity (mean = 3.80). Cooperative learning had a significant effect on academic achievement (t = −19.439; p < 0.001; d = 4.02) and interpersonal skills (t = −12.286; p < 0.001; d = 2.50), both classified as very large effect. Students demonstrated positive responses with a mean score of 3.41. These findings indicate that the STAD-type cooperative learning model is effective in improving students' interpersonal skills and academic achievement in Differential Calculus.
Co-Authors Abdul Rahman Ahmad Talib Andi Asrafiani Arafah Bernard Bernard Husriani Husain