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All Journal JPMI (Jurnal Pembelajaran Matematika Inovatif) Journal of General Education and Humanities SJME (Supremum Journal of Mathematics Education)
Da Tien Nguyen
Hanoi Metropolitan University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Kemampuan Numerasi Siswa SMP dalam Menyelesaikan Soal Kontekstual Materi Bilangan Hanipa Hanipa; Duano Sapta Nusantara; Fiki Alghadari; Da Tien Nguyen
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13415

Abstract

The numeracy skills of students in Indonesia are expected to be at a level that supports contextual problem-solving and higher-order thinking. However, international assessment results indicate that the numeracy skills of Indonesian students remain in the low category and have not yet met expected standards, as reflected in the 2022 PISA results, in which Indonesia achieved an average score of 366 points in mathematics well below the OECD average of 472 points. This study aims to analyze the numeracy ability of junior high school (SMP) students based on three cognitive domain indicators: Understanding (U), Applying (A), and Reasoning (R). A descriptive quantitative approach was employed with 32 students selected through purposive sampling. Data were collected through a written test consisting of 6 items with a maximum score of 72 points, supplemented by semi-structured interviews. Results indicate that the average numeracy score was 30.34%, classified as Low. No student reached the High or Very High category; 56.25% of students were in the Low category. Per-indicator analysis revealed a consistent decline from Understanding (38.80%), Applying (27.21%), to Reasoning (25.00%). Item 1a had the highest achievement rate (93.75%), while item 2c could not be answered by any student (0.00%). These findings indicate the urgent need for authentic context-based learning that fosters higher-order thinking skills at the junior high school level.
A Book Review of Problem-Based Learning in Elementary School: Strategies for What Helps Students Thrive Imellia Imellia; Duano Sapta Nusantara; Da Tien Nguyen; Rohati Rohati
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1438

Abstract

This book review examines Problem-Based Learning in Elementary School: Strategies for What Helps Students Thrive by Samantha S. Reed, Carol A. Mullen, and Emily T. Boyles. The book discusses the implementation of problem-based learning (PBL) as an instructional approach that supports students’ knowledge and skill development through collaborative engagement in solving authentic, real-world problems. This review adopts a descriptive-critical approach, analyzing the book’s content, theoretical foundation, key themes, and findings from teacher interviews, while also evaluating its relevance to classroom practice in elementary education. The book emphasizes the development of 21st-century skills, known as the 5Cs, namely critical thinking, creativity, communication, collaboration, and citizenship, and demonstrates how PBL can enhance student engagement, motivation, and academic achievement. Its main strength lies in bridging PBL theory with classroom practice through teachers’ lived experiences, making it highly relevant for educators and education stakeholders. However, the book has limitations, particularly in its limited discussion of assessment practices, teacher training, scaffolding strategies, and the challenges of implementing PBL across diverse educational contexts, indicating the need for further elaboration to strengthen its practical applicability.
A sequential error pattern in mathematical creative thinking: From concept to representation B. Widya Melati Patricia; Duano Sapta Nusantara; Syamsir Sainuddin; Da Tien Nguyen
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 5 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i5.32607

Abstract

This study analyzes the types and patterns of mathematical errors made by low-achieving students in solving mathematical creative thinking ability tasks. A qualitative descriptive approach with an error analysis method was employed. From 54 eighth-grade students at two public junior high schools in Jambi, who were randomly sampled for the MCTA test, 44 students were purposively selected as low-achieving. Data were collected through written tests, semi-structured interviews, and documentation. Only three of six error types were observed, namely Conceptual Error, Strategic Error, and Representation Error. CE was the most frequent type on every item, observed in 61.4% to 90.9% of the students, and SE and RE occurred mostly together with CE. Procedural, Symbolic, and Computational Errors were not observed. This pattern suggests that the work of low-achieving students stalled at the conceptual stage before procedural work began. The study offers a frequency-based account of how error types co-occur on creative tasks, which indicates that conceptual understanding is a foundational prerequisite for MCTA.
Co-Authors B. Widya Melati Patricia Duano Sapta Nusantara Duano Sapta Nusantara Duano Sapta Nusantara Fiki Alghadari Hanipa Hanipa Imellia Imellia Rohati Sainuddin, Syamsir