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All Journal Jurnal Elemen Mosharafa: Jurnal Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Nurma Izzati
UIN Siber Syekh Nurjati Cirebon
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Enhancing Elementary Students’ Mathematical Representation Skills Through Higher Order Thinking Skills (HOTS) Practice Questions Nurma Izzati; Minhatul Maula; Silvana Nurul Auliya; Robi'atun Robi'atun; Dzakiyyah Rosyidah Safinatunnajah; Fithrotusholihah Fithrotusholihah
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.435

Abstract

This study aims to 1) evaluate students' mathematical representation skills before participating in HOTS practice questions, 2) evaluate students' mathematical representation skills after participating in HOTS practice questions, and 3) determine the improvement in students' mathematical representation skills through HOTS practice questions. This research uses a quantitative method with a one-group pretest-posttest design. The research population included 60 fifth-grade students from SD Negeri 1 Pelandakan, Cirebon, with a sample of 30 students selected using purposive sampling. The instrument used was a mathematical representation skills test. Data were analyzed using the N-Gain test and paired sample t-test to compare pretest and posttest results. The study results show that: 1) the average mathematical representation skills of students before participating in HOTS practice questions was 67.83, classified as weak category; 2) the average mathematical representation skills of students after participating in HOTS practice questions was 85.38, clasified as strong category; and 3) there was a significant improvement in students' mathematical representation skills, with an average N-Gain score of 0.5551 and p < 0.000. This improvement falls under the moderate category and is statistically significant. These findings suggest that HOTS-based practice questions effectively enhance mathematical understanding and should inform curriculum and instructional planning.
The effects of e-problem-based learning on students’ geometry problem-solving performance across Polya’s stages Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Sulistiawati Sulistiawati; Dionisio Aquino Alves
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.33540

Abstract

This study addresses persistent difficulties in students’ geometry problem-solving, particularly in coordinating representations and applying structured reasoning. Prior research has shown the potential of problem-based learning (PBL) and digital tools; however, limited evidence exists regarding how technology-enhanced PBL supports students’ engagement across Polya’s problem-solving stages. To examine this issue, a quasi-experimental pretest–posttest control group design was employed involving two intact undergraduate geometry classes. The experimental group was taught using e-Problem-Based Learning (e-PBL), while the control group received conventional instruction. Students’ performance was measured using a Polya-based problem-solving test. Data were analyzed using descriptive statistics, assumption testing, and an independent samples t-test. The results showed that the experimental group outperformed the control group (M = 70.74 vs. 65.07), with a statistically significant difference (p < .001) and a large effect size (d = 1.16). Performance gains were observed across all four stages of Polya’s framework, particularly in the planning and reflection stages. These findings suggest that e-PBL is associated with improved mathematical problem-solving performance by supporting structured reasoning and reflective thinking. The research emphasizes the necessity of integrating digital scaffolding and collaborative inquiry in geometry instruction.
The Influence of Mathematical Representation Ability and Spatial Ability on Students’ Mathematics Learning Outcomes in Terms of Gender Nurma Izzati; Nurkhamdalah; Andini Rohmah; Faizah Firasyan; Nabila Zahrani; Ibnu Hazar Askalani; Pradini Hersafitri
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.436

Abstract

This quantitative experimental study aims to examine the effect of mathematical representation ability and mathematical spatial ability on students’ mathematics learning outcomes, with gender as a moderating factor. The population consisted of 74 third-semester Mathematics Education students at UIN Syekh Nurjati Cirebon during the 2024/2025 academic year. A sample of 30 students was selected using purposive sampling. Validated test instruments were used to measure mathematical representation ability, spatial ability, and learning outcomes. Data were analyzed using simple and multiple linear regression. The results show that for female students, both abilities significantly and positively influenced learning outcomes (p < 0.05). For male students, only mathematical spatial ability showed a significant effect (p < 0.05). These findings suggest that female students may be better at integrating representational and spatial skills in mathematical learning than their male counterparts
From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Sulistiawati Sulistiawati; Aditiya Eka Nugraha
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3613

Abstract

Penelitian ini mengkaji bagaimana mahasiswa mengalami dan memaknai tahapan pemecahan masalah Polya saat mengerjakan tugas geometri dalam lingkungan electronic Problem-Based Learning (e-PBL) yang diimplementasikan melalui sistem manajemen pembelajaran berbasis Moodle yang dikustomisasi. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa artefak pemecahan masalah tertulis, wawancara semi-terstruktur, dan jejak digital selama e-PBL. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan pengodean deduktif berdasarkan empat tahap Polya dan pengodean induktif untuk menangkap pola penalaran yang muncul. Hasil penelitian menunjukkan bahwa pemecahan masalah berlangsung secara dinamis dan rekursif. Tahap memahami dan merencanakan melibatkan penafsiran ulang representasi multimodal, sedangkan tahap pelaksanaan ditandai oleh pergeseran representasi yang memperjelas konsep. Prompt reflektif dalam e-PBL mendukung deteksi kesalahan dan penguatan konsep, serta menegaskan peran tahap evaluasi. This study examines how students experience and interpret Polya’s problem-solving stages while working on geometry tasks in an electronic Problem-Based Learning (e-PBL) environment implemented through a customized Moodle based learning management system. Using a qualitative descriptive design, data were collected from written problem-solving artefacts, semi-structured interviews, and digital traces generated during e-PBL activities. The data were analyzed using thematic analysis following Braun and Clarke, combining deductive coding based on Polya’s four stages with inductive coding to capture emerging reasoning patterns. The findings indicate that problem-solving is enacted as a dynamic and recursive process rather than a linear sequence. Understanding and planning involve repeated reinterpretation of multimodal representations, while execution is characterized by representational shifts that support conceptual clarity. Reflective prompts in e-PBL facilitate error detection and conceptual consolidation, highlighting the importance of the evaluative stage.
Co-Authors Aditiya Eka Nugraha Andini Rohmah Arif Abdul Haqq Dionisio Aquino Alves Dionisio Aquino Alves Dzakiyyah Rosyidah Safinatunnajah Faizah Firasyan Fithrotusholihah Fithrotusholihah Ibnu Hazar Askalani Minhatul Maula Nabila Zahrani Nurkhamdalah Onwardono Rit Riyanto Pradini Hersafitri Robi'atun Robi'atun Silvana Nurul Auliya Sirojudin Wahid Sulistiawati Sulistiawati