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MATHEMATICAL THINKING DAN KAITANNYA DENGAN WAYS OF UNDERSTANDING, WAYS OF THINKING: SEBUAH KAJIAN PUSTAKA Wilda Syam Tonra; Talisadika S. Maifa; Willy Abdul Ghany; Siti Fatimah
SIGMA Vol 9, No 1 (2023): SIGMA
Publisher : Prodi Pendidikan Matematika FKIP Universitas Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53712/sigma.v9i1.1970

Abstrak:Awal munculnya istilah “Mathematical Thinking” merujuk kepada istilah dari buku yang sangat terkenal berjudul Thinking Mathematically dengan jumlah sitasi saat ini mencapai 1781. Buku ini ditulis oleh John Mason dengan Leone Burton dan Kaye Stacey tahun 1982. Buku ini menjadi rujukan dari beberapa peneliti lainnya. Di buku ini, Mathematical Thinking proses dibagi menjadi 2 pasang proses yaitu Specialising and Generalising kemudian Conjecturing and Convincing. Namun, istilah “Mathematical Thinking”memiliki beberapa pergeseran makna sesuai dengan perkembangan dari tahun ke tahun. Selain itu, paper ini juga membahas kaitan antara “Mathematical Thinking” atau berpikir matematis dengan ways of understanding dan ways of thinking. Kata Kunci: Mathematical Thinking; ways of understanding; ways of thinking Abstract:Early term of "Mathematical Thinking" refers to the term from a very famous book entitled Thinking Mathematically with the current number of citations reaching 1781. This book was written by John Mason with Leone Burton and Kaye Stacey in 1982. This book became a reference for several other researchers. In this book, the Mathematical Thinking process is divided into 2 pairs of processes, namely Specializing and Generalising then Conjecturing and Convincing. However, the meaning of mathematical thinking has changed according to developments from year to year. In addition, this paper also discusses the relationship between "Mathematical Thinking" with ways of understanding and ways of thinking.conclusions.

PENGEMBANGAN SOAL MATEMATIKA MODEL PISA UNTUK SISWA KELAS 7 Dina Timutang; Talisadika Maifa; Cecilia Novianti Salsinha
JEMST (Jurnal of Education in Mathematics, Science, and Technology) Vol. 4 No. 2 (2021): JEMST Vol 4 No 2 2021
Publisher : Faculty of Education and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jemst.v4i2.56

Penelitian ini bertujuan untuk menghasilkan soal-soal matematika model PISA untuk siswa kelas 7 yang valid dan praktis. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model pengembangan Tessmer dan dilaksanakan di SMPK Putri St Xaverius Kefamenanu. Hasil penelitian menunjukkan prototipe 1 soal matematika model PISA ini valid secara kualitatif berdasarkan hasil lembar validasi oleh validator, kemudian prototipe 1 direvisi berdasarkan komentar dan saran validator. Selanjutnya soal diujicobakan ke siswa pada tahap one to one dan kemudian direvisi lagi berdasarkan hasil jawaban, lembar angket dan wawancara sehingga tersusun prototipe 2. Prototipe 2 diujicobakan lagi ke siswa pada tahap small grup untuk dianalisis validitas butir soal berdasarkan hasil skor jawaban siswa. Soal juga dikatakan praktis berdasarkan lembar validasi ahli pakar, jawaban siswa, lembar angket, dan hasil wawancara. Dengan demikian, penelitian ini menghasilkan 8 butir soal yang valid secara kualitatif dan kuantitatif serta dapat dikatakan praktis.

Eksplorasi penggunaan teknologi dalam pembelajaran limit fungsi: Systematic literature review Wilda Syam Tonra; Nurjanah Nurjanah; Didi Suryadi; Talisadika S. Maifa; Andika Putra R
Delta-Pi: Jurnal Matematika dan Pendidikan Matematika Vol 12, No 2 (2023)
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/dpi.v12i2.7065

Teknologi dapat memfasilitasi siswa dalam mempelajari mata pelajaran yang sulit seperti matematika. Pemahaman limit penting untuk mempelajari materi kalkulus lainnya seperti turunan dan integral. Di perguruan tinggi, mahasiswa mengalami kesulitan dalam mempelajari konsep limit fungsi. Oleh sebab itu, beberapa penelitian mengkaji bagaimana pemanfaatan teknologi untuk membantu mahasiswa dalam mempelajari limit. Penelitian ini diawali dengan penentuan 4 rumusan masalah (RM) yaitu: 1) Alat teknologi apa yang digunakan untuk memfasilitasi pembelajaran limit fungsi? 2) Alat teknologi apa yang paling sering dijadikan acuan? 3) Bagaimana alat teknologi dapat membantu siswa mempelajari konsep limit fungsi? 4) Bagaimana contoh visualisasi alat teknologi dalam mempelajari konsep limit fungsi?. Penelitian ini menggunakan systematic literature review (SLR) yang menggunakan protokol PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) untuk memilih artikel melalui database Google Scholar periode 2013-2023. Protokol PRISMA berisi empat tahapan yaitu identification, screening, eliglibility, dan include. Dari 36 artkel yang tersaring, hanya ada 7 artikel yang dikaji lebih mendalam untuk menjawab ke 4 RM. Hasil penelitian menunjukkan jumlah penelitian tentang limit fungsi dan pemanfaatan teknologi tidak banyak. Hal ini dibuktikan dengan banyaknya artikel yang tersaring hanya 36 artikel. Hanya 7 artikel yang akhirnya terpilih, diantaranya ada 4 artikel yang menggunakan GeoGebra, 1 Maple, 1 video dan audio recorder, dan 1 artikel tidak menyebutkan alat teknologi yang digunakan. Sehingga kesimpulan GeoGebra adalah software yang paling sering dijadikan acuan dalam memvisualisasi konsep limit. Kata Kunci: Limit fungsi; teknologi; systematic literature review (SLR); PRISMA

Praxeological Analysis of the Mathematics Textbook on the Topic of Translation Maifa, Talisadika Serrisanti; Fatimah, Siti; Suryadi, Didi
Proceeding International Conference on Mathematics and Learning Research 2024: Proceeding International Conference on Mathematics and Learning Research
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study analyzes the sequence of tasks in the Mathematics textbook to identify learning obstacles associated with the concept of translation, with a specific focus on the definition of translation. This analysis employs the theory of praxeology, a key concept in the Anthropological Theory of Didactics (ATD). The findings highlight three potential didactical obstacles and one potential epistemological obstacle within the task sequence. Therefore, these findings should be considered by teachers to anticipate and minimize potential obstacles in teaching the concept of translation.

Development of Student Worksheets Using the Context of Local Wisdom on Integers and Fractions Deda, Yohanis Ndapa; Maifa, Talisadika
Mathematics Education Journal Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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The purpose of this research is to develop a valid, practical and effective junior high school mathematics worksheet. Local wisdom referred to in this study is a traditional food, namely Jagung Bose, Jagung Katemak, Ut Kono, and Laku Tobe, which have become a daily diet for the people of the Indonesia-Timor Leste border community on the Pulau Timor. This research is a kind of development research using the Tessmer formative evaluation model, which consists of two stages of development, namely the preliminary analysis stage and the formative evaluation stage. The subject of this research is the 9th-grade students of Taloeb Junior High School in the border area in 2020. The data collection techniques used include tests, learning outcomes, observation, and interviews. Experts have validated the development of student worksheets using the context of local traditional food wisdom with the results of assessments from material experts, media experts and linguists. Validated by Experts, Students Worksheets (SW) of maths included in the very good category and trial results have shown that the SW meets the practical criteria and has a potential effect on improving junior high school students' mathematics skills and learning outcomes. DOI: https://doi.org/10.22342/jpm.v.i.12824.71-82

Profile of Mathematics Communication Ability of Seventh-Grade Students in Solving Set Problems Based on Cognitive Style Kresensia Usolin; Aloisius Loka Son; Talisadika Serrisanti Maifa; Javier García-García
RANGE: Jurnal Pendidikan Matematika Vol. 4 No. 2 (2023): RANGE Januari 2023
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v4i2.3593

This study aims to describe the profile of students' mathematical communication ability in solving set problems in terms of field-dependent and field-independent cognitive styles. This research method includes qualitative descriptive research. In this study, the collected data was in the form of words so that it did not emphasize numbers. Participants in this study consisted of three students with a field-dependent cognitive style and three students with a field-independent cognitive style from class VII at one of the junior high schools in North Central Timor Regency. The instruments used are a mathematical communication ability test, Group Embedded Figure Test, and interviews. The results showed that students with a field-independent cognitive style have high mathematical communication abilities. This can be seen from the test results of the three field-independent students who are able to express mathematical ideas through oral, written, demonstration and describe in visual form, are able to analyze, interpret, and evaluate mathematical ideas through oral, written, and other visual forms, and are able to use terms, mathematical notations, and their structures to present ideas, describe relationships, and situation models when solving problems mathematical sets. Meanwhile, students with a field-dependent cognitive style have low mathematical communication abilities. This can be seen from the results of the mathematics communication ability test of the three field-dependent students who have not been able to meet all the indicators of mathematical communication.

Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors Maifa, Talisadika Serrisanti; Suryadi, Didi; Fatimah, Siti
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p673-694

This study investigates learning obstacles encountered by pre-service mathematics teachers in constructing proofs for geometric transformations, a topic that has not been extensively examined in previous research. In contrast to prior studies, this research identifies specific types of errors, as well as their interconnections, representing the first step in uncovering learning obstacles. The study followed the four steps of phenomenology: bracketing, intuiting, analyzing, and describing, using written tests and interviews to explore students' errors. The findings reveal that errors can be categorized into three types: visualization errors, conceptual errors, and procedural errors. The analysis of their interconnections revealed that conceptual errors were the primary factor contributing to both procedural and visualization errors. Analyzing these errors led to the identification of epistemological obstacles, which manifested when participants struggled to apply fundamental concepts—such as injectivity, surjectivity, and bijectivity—to more complex tasks. Therefore, the study concludes that the primary learning obstacle discovered is an epistemological obstacle.

Identifying learning obstacles in proof construction for geometric transformations: Conceptual, procedural, and visualization errors Maifa, Talisadika Serrisanti; Suryadi, Didi; Fatimah, Siti
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p673-694

This study investigates learning obstacles encountered by pre-service mathematics teachers in constructing proofs for geometric transformations, a topic that has not been extensively examined in previous research. In contrast to prior studies, this research identifies specific types of errors, as well as their interconnections, representing the first step in uncovering learning obstacles. The study followed the four steps of phenomenology: bracketing, intuiting, analyzing, and describing, using written tests and interviews to explore students' errors. The findings reveal that errors can be categorized into three types: visualization errors, conceptual errors, and procedural errors. The analysis of their interconnections revealed that conceptual errors were the primary factor contributing to both procedural and visualization errors. Analyzing these errors led to the identification of epistemological obstacles, which manifested when participants struggled to apply fundamental concepts—such as injectivity, surjectivity, and bijectivity—to more complex tasks. Therefore, the study concludes that the primary learning obstacle discovered is an epistemological obstacle.

Exploring the Thinking Experiences of Preservice Mathematics Teachers in Learning Geometric Transformation Proofs Maifa, Talisadika Serrisanti; Suryadi, Didi; Fatimah, Siti; Suhendra
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9662

This study aimed to explore the thinking experiences of preservice mathematics teachers in learning geometric transformation proofs, focusing on four categories of thinking: personalization, contextualization, depersonalization, and decontextualization. Employing a qualitative approach with a phenomenological design, the study involved 24 preservice mathematics teachers in a mathematics education program who had completed a course on Geometric Transformations. Data were collected through written test tasks and in-depth interviews and analyzed thematically. The data analysis followed a four-stage phenomenological procedure: bracketing, to suspend researcher assumptions; intuiting, to immerse in participants’ experiences; thematizing, to identify recurring patterns; and describing, to construct a comprehensive understanding of the phenomenon. The findings identified seven key themes that reflect the thinking experiences of preservice mathematics teachers. Through an in-depth analysis of these themes, it was revealed that the participants’ reasoning predominantly remained at the stages of personalization and contextualization. Depersonalized and decontextualized thinking was not identified, suggesting that the transition toward formal and abstract mathematical reasoning had not yet occurred. The findings suggest possible cognitive obstacles experienced by preservice teachers in transitioning toward formal reasoning, based on interview responses. However, the exploration of these challenges was limited to data gathered through interviews. Future studies are recommended to conduct deeper investigations through classroom observations and analysis of instructional materials to better understand how these thinking difficulties emerge.

Matrix Concept Understanding Ability: A Quantitative Descriptive Study on Grade XI Vocational High School Students Fallo, Maria Delastrada; Son, Aloisius Loka; Maifa, Talisadika S.
Journal of Instructional Mathematics Vol. 3 No. 2 (2022): Connecting Mathematical Concepts in Learning and Solving Problems
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v3i2.1559

Understanding and completing a basic mathematical concept is often faced by students. This problem is fundamental to mathematical ability. This ability is part of the competency to understand mathematical concepts. Therefore, this study was conducted to describe the students' ability to understand matrix concepts. This study is a quantitative descriptive, be held on grade XI students from Multi Media I of a vocational high school at Kefamenanu. The number of participants in this study was 26 students. The instrument used is a test of the ability to understand the concept of the matrix and interviews. The results of this study indicate that the ability to understand the matrix concept of grade XI Multi Media I students is in the medium category with a percentage of 56.6%, with details of 7 students in the high category, 13 students in the medium category, and 6 students in the low category. There are 96% of students can restate a concept, 46% of students can classify objects according to the concept, 57% of students can give examples and non-examples of concepts, 61% of students can present concepts in various forms of mathematical representation, and 23% of students can use, utilize and select settlement procedures.

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