Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Mosharafa: Jurnal Pendidikan Matematika
Muhammad Khatami
Nalanda University Near Pilkni Gaon
Education Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring Self-Efficacy Profiles and Their Influence on Undergraduate Students' Geometry Problem-Solving Processes: A Qualitative Case Study Jainuddin Jainuddin; Endang Cahya Mulyaning Asih; Muhammad Khatami
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.v15i1.3566

Abstract

Pemecahan masalah geometri menuntut integrasi antara kemampuan kognitif dan aspek afektif, khususnya efikasi diri. Penelitian ini bertujuan mengidentifikasi profil efikasi diri mahasiswa pendidikan matematika serta menganalisis pengaruhnya terhadap proses pemecahan masalah geometri berdasarkan tahapan Polya. Menggunakan desain studi kasus kualitatif, penelitian ini melibatkan 33 mahasiswa. Data dikumpulkan melalui skala efikasi diri, tes geometri berbasis empat tahap Polya, dan wawancara semi-terstruktur dengan subjek yang merepresentasikan tingkat efikasi diri tinggi, sedang, dan rendah. Hasil penelitian mengungkap tiga profil berbeda: mahasiswa dengan efikasi diri tinggi mampu menunjukkan pemahaman mendalam hingga evaluasi reflektif; mahasiswa dengan efikasi diri sedang mampu melaksanakan prosedur namun tidak stabil pada tahap perencanaan dan evaluasi; sedangkan mahasiswa dengan efikasi diri rendah kesulitan dalam merumuskan strategi dan verifikasi hasil. Temuan ini menegaskan bahwa efikasi diri berpengaruh signifikan terhadap kualitas pemecahan masalah geometri, sehingga perlu diintegrasikan dalam perancangan pembelajaran matematika yang komprehensif. Geometric problem-solving demands the integration of cognitive abilities and affective readiness, notably self-efficacy. This study aims to identify the self-efficacy profiles of mathematics education students and analyze their influence on the geometric problem-solving process based on Polya’s stages. Employing a qualitative case study design, the research involved 33 students. Data were collected through a self-efficacy scale, geometric problem-solving tests structured according to Polya’s four stages, and semi-structured interviews with subjects representing high, moderate, and low self-efficacy levels. The findings reveal three distinct profiles: students with high self-efficacy demonstrate deep understanding followed by reflective evaluation; those with moderate self-efficacy execute procedures correctly but show instability during the planning and evaluation stages; while students with low self-efficacy struggle with strategy formulation and result verification. These findings underscore that self-efficacy significantly influences the quality of geometric problem-solving, highlighting the necessity of integrating affective factors into the design of comprehensive mathematics instruction.
Exploring the Role of ChatGPT in Enhancing Students’ Mathematical Creative Thinking in Geometry Learning: A Qualitative Case Study Rira Jun Fineldi; Al Jupri; Muhammad Khatami
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.v15i1.3567

Abstract

Pikiran kreatif merupakan kompetensi kunci dalam pembelajaran geometri, yang sering melibatkan pemecahan masalah yang tidak rutin dan secara visual kompleks, namun banyak siswa mengalami kesulitan dalam mengembangkan strategi pemecahan masalah. Peningkatan penggunaan kecerdasan buatan generatif seperti ChatGPT menawarkan peluang pedagogis baru, namun perannya dalam mendukung pemikiran kreatif matematis masih belum jelas. Studi ini bertujuan untuk mengkaji bagaimana keterkaitan pembelajaran yang didukung ChatGPT terhadap pemikiran kreatif matematis siswa dalam geometri dan menganalisis karakteristik pemecahan masalah siswa saat didukung oleh AI. Studi kasus kualitatif dilakukan dengan 29 siswa kelas tujuh dari SMP di Kampar. Data dikumpulkan melalui Tes Kemampuan Berpikir Kreatif Matematika dengan empat soal geometri non-rutin, observasi kelas, dan analisis tanggapan tertulis siswa, yang dievaluasi menggunakan indikator berpikir kreatif matematika. Temuan menunjukkan bahwa berpikir kreatif siswa berada pada tingkat sedang, dengan ChatGPT paling efektif dalam mendukung elaborasi, sementara fleksibilitas dan orisinalitas tetap relatif lemah. Kesalahan utama terjadi pada tahap keterampilan transformasi dan proses, terutama dalam tugas visual-spasial. ChatGPT berfungsi sebagai scaffolding prosedural dan elaboratif rather than katalisator untuk pemikiran divergen, menyoroti kebutuhan akan integrasi AI yang terarah dan reflektif dalam pembelajaran geometri. Creative thinking is a key competency in geometry learning, which often involves solving non-routine and visually complex problems, yet many students struggle to develop problem-solving strategies. The increased use of generative artificial intelligence such as ChatGPT offers new pedagogical opportunities, but its role in supporting mathematical creative thinking remains unclear. This study aims to examine how ChatGPT-supported learning relates to students' mathematical creative thinking in geometry and to analyse the characteristics of students' problem solving when supported by AI. A qualitative case study was conducted with 29 seventh-grade students from a secondary school in Kampar. Data were collected through a Mathematical Creative Thinking Ability Test with four non-routine geometry questions, classroom observations, and analysis of students' written responses, which were evaluated using indicators of mathematical creative thinking. Findings indicate that students' creative thinking is at a moderate level, with ChatGPT most effective in supporting elaboration, while flexibility and originality remain relatively weak. The main errors occurred at the transformation and process skill stages, especially in visual-spatial tasks. ChatGPT functioned as procedural and elaborative scaffolding rather than a catalyst for divergent thinking, highlighting the need for targeted and reflective AI integration in geometry learning.
Co-Authors Endang Cahya Mulyaning A. Jainuddin Jainuddin Rira Jun Fineldi