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All Journal Media Pendidikan Matematika AKSIOMA : Jurnal Matematika dan Pendidikan Matematika
Ainu Putri Rahmawati
Universitas Negeri Surabaya
Computer Science & IT Education Environmental Science Mathematics Social Sciences

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Visual Observation and Metacognitive Regulation Errors in Geometry Problem: An Analysis of Secondary Students’ Thinking Ainu Putri Rahmawati; Sri Suryanti; Anugrah Tegar Putra Farabibah
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18278

Abstract

This study analyzes secondary students’ errors in visual observation and metacognitive regulation while solving geometry problems involving triangles and quadrilaterals. Using a descriptive qualitative approach, three students representing high, moderate, and low mathematical ability levels demonstrated distinct error types. Students with high mathematical ability showed accurate visual observation and effective planning and monitoring but frequently neglected the evaluation stage. Students with moderate ability missed several visual cues and made errors in monitoring and evaluating their solutions. Those with low ability struggled across all indicators, showing minimal visual observation and multiple metacognitive regulation errors. Although all students performed basic visual observation, none carried out deep and critical evaluation. This study is limited by the small sample size, which restricts generalizability. Future research should involve larger and more diverse participants and examine instructional interventions designed to strengthen students’ visual observation and metacognitive regulation skills in geometry learning.
Students' analogical reasoning and creative thinking across mathematical ability levels Anugrah Tegar Putra Farabibah; Sri Suryanti; Ainu Putri Rahmawati
AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol. 16 No. 3 (2025): AKSIOMA: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/gakraz76

Abstract

This study examines students' analogical reasoning and creative thinking in solving open-ended mathematical reflection problems across different levels of mathematical ability. Using a qualitative descriptive approach, data were collected from ninth-grade students through written tasks and interviews, with three participants representing high, medium, and low ability levels. The analysis focused on the stages of analogical reasoning: structuring, mapping, applying, and verifying based on Ruppert's model. The findings show apparent differences in students' reasoning processes. High-ability students demonstrated complete and systematic analogical reasoning across all stages and were able to justify their solutions logically. Medium-ability students demonstrated a partial understanding and relied mainly on procedural strategies, whereas low-ability students relied on intuitive visualization with limited mathematical justification. These differences suggest that creative thinking plays a crucial role in enhancing the completeness of analogical reasoning. The novelty of this study lies in its detailed analysis of how students with different mathematical ability levels progress through each stage of analogical reasoning when solving open-ended reflection problems. The results suggest that integrating analogical reasoning tasks into open-ended mathematics instruction can strengthen students' conceptual understanding and support the development of creative thinking.
Co-Authors Anugrah Tegar Putra Farabibah Anugrah Tegar Putra Farabibah Sri Suryanti Sri Suryanti