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All Journal AlphaMath: Journal of Mathematics Education SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Mosharafa: Jurnal Pendidikan Matematika Indonesian Journal of Mathematics Education Journal of Mathematical Pedagogy (JOMP) Riemann : Research of Mathematics and Mathematics Education Jurnal Medika: Medika
Uripno, Gusti
Universitas PGRI Ronggolawe
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : alphamath journal of mathematics education

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Artificial Intelligence Integration: Error Self-Reflection in Solving Integral Problems Uripno, Gusti; Suprihatiningsih, Siti; Rangkuti, Rizki Kurniawan
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 10, No. 2, November 2024
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v10i2.23133

Abstract

Integrity has had plenty of impact on human civilization development, especially in the development of human technology. The primary role of an integral is not well supported by students’ skill in solving integral problems. Due to this fact, mathematics educators need solutions. Artificial Intelligence (AI) integration is one of the solutions that mathematics educators can choose. This qualitative descriptive research aims to explore students' mistakes in solving integral problems with the help of  Photomath. This research will describe student mistakes and explain how students realize mistakes during rework assisted by Photomath. This research involved ten mathematics students who joined an integral course at a university in Indonesia. The errors were analyzed based on Newman error analysis. Errors found based on research results include (1) Comprehension and transformation, (2) Process skills, and (3) Encoding. This research found that comprehension errors have implications for transformation. Students who make comprehension errors will cause transformation errors. Meanwhile, the subject's errors in the previous stage affect the encoding stage. Apart from the errors already mentioned, errors were also found due to carelessness, which was not a significant part of Newman's error analysis.
Mathematical Critical Thinking Skills of Students in Solving Set Theory Problems Rimawati, Intan; Suprihatiningsih, Siti; Uripno, Gusti; Baldemor, Milagros R.
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30338

Abstract

Mathematical critical thinking is a fundamental competency that students must develop to solve complex problems effectively; however, empirical evidence consistently indicates that this ability remains underdeveloped among junior high school students in Indonesia, particularly in the domain of set theory. This study aims to describe and analyze the mathematical critical thinking skills of seventh-grade students at a public junior high school located in a rural district of West Kalimantan, Indonesia, in solving set theory problems, based on four Facione indicators: interpretation, analysis, evaluation, and inference. A descriptive qualitative design was employed, involving six students selected through purposive sampling from a class of 29 students in the 2025/2026 academic year, categorized into high, medium, and low ability groups. Data were collected through a written essay test and semi-structured interviews, then analyzed using an interactive model comprising data reduction, data display, and conclusion drawing. Results show that high-ability students fulfilled all four critical thinking indicators optimally but demonstrated a consistent limitation in verbal mathematical justification. Medium-ability students performed adequately on interpretation and analysis but encountered difficulties in evaluation and systematic inference. Low-ability students failed to meet most indicators, with the most pronounced deficits in evaluation and inference. This study contributes to the field by investigating the distribution of critical thinking profiles within a unified classroom environment. Crucially, it highlights that verbal mathematical justification represents a fundamental developmental barrier that transcends procedural competence, offering specific implications for the refinement of mathematics instruction.
Co-Authors Abdul Haris Rosyidi Abdul Haris Rosyidi Arief Budi Wicaksono Baldemor, Milagros R. Bonyah, Ebenezer Edy Nurfalah Endah Budi Rahaju Firda Hariyanti Islami, Irma Fauztina Isnawati Lujeng Lestari Kartikasari, Dwi Wahyu Konstansia Hermiati Kumaidi Kumaidi Mardi Widodo Mario Fahmi Syahrial Mayang Sari Puji Rahayu Rimawati, Intan Rita Yuliastuti Rizki Kurniawan Rangkuti Siti Suprihatiningsih Tatag Yuli Eko Siswono Tupulu, Nasri Warli Warli