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All Journal Jurnal Pendidikan Matematika Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika HISTOGRAM: Jurnal Pendidikan Matematika Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat JEMST: Journal of Education in Mathematics, Science, and Technology SIGMA Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Range : Jurnal Pendidikan Matematika Journal of Instructional Mathematics MATH-EDU: Jurnal Ilmu Pendidikan Matematika Fraktal: Jurnal Matematika dan Pendidikan Matematika Smart Society: Community Service and Empowerment Journal Jurnal Pendidikan dan Pengabdian Masyarakat Indonesian Educational Research Journal Jurnal Infinity Proceeding International Conference on Mathematics and Learning Research Mathematics Education Journal
Maifa, Talisadika Serrisanti
Universitas Timor
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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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

Abstract

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

Abstract

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.
Co-Authors Andika Putra R Bete, Hendrika Cecilia Novianti Salsinha Deda, Yohanis Ndapa Desiana Ukat Didi Suryadi Dina Timutang Dominikus, Wara Sabon Fallo, Maria Delastrada Fitriani Fitriani Garak, Siprianus Suban Hendrika Anunut Hijriani, Lailin Javier García-García Kresensia Usolin N. Nurjanah Siahaan, Meiva Marthaulina Lestari Siti Fatimah SITI FATIMAH Suhendra Tas’au, Maria Fransiska Tonra, Wilda Syam Wilda Syam Tonra Willy Abdul Ghany Wua Laja, Yosepha Patricia Zulkaidah Nur Ahzan