Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Research in Science and Mathematics Education
Siti Mutmainah
Lampung University
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Exploring the Critical Thinking Structures of Low-Achieving Students in Solving Algebra HOTS Tasks Hendra Kartika; Daiki Urayama; Siti Mutmainah; Hodiyanto Hodiyanto
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2143

Abstract

Purpose: Low achievement in mathematics remains a critical concern in supporting students’ meaningful learning and cognitive development. This study explored the critical thinking skills of junior high school students with low mathematics achievement. Specifically, the study aimed to identify the structures of students’ critical thinking based on the FRISCO framework, encompassing Focus, Reasons, Inference, Situation, Clarity, and Overview. Methodology: This study adopted a qualitative case study design to provide an in-depth understanding of students’ critical thinking structures. Ten seventh-grade students with low mathematics achievement were purposively selected as participants. Data were collected through open-ended algebraic Higher-Order Thinking Skills (HOTS) tasks and semi-structured follow-up interviews. The collected data were subsequently analyzed using content analysis to identify patterns and characteristics of students’ critical thinking processes. Findings: The findings indicate that most participants encountered substantial difficulties in identifying core problems, recognizing procedural errors, providing justification, and formulating valid conclusions. Two dominant patterns emerged: (1) absence of focus accompanied by invalid reasoning and false inference; and (2) presence of focus without adequate reasoning, with limited inferential coherence. Significance: These findings indicate that students’ critical thinking remains insufficiently developed and point to the need for more systematic and structured pedagogical support in algebraic HOTS contexts.
Cognitive Barriers in Reconstructing the Concepts of Squares and Triangles Among Adventitiously Blind Students Siti Mutmainah; Mega Suliani
Journal of Research in Science and Mathematics Education Vol. 5 No. 2 (2026): Current Issue - In Progress
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v5i2.2415

Abstract

Purpose: Geometric concept reconstruction requires learners to identify, integrate, and verify defining attributes of shapes within coherent conceptual structures. For adventitiously blind students, this process is particularly complex because prior visual experiences must be coordinated with tactile information obtained after vision loss. Methodology: This exploratory single-case study aimed to analyze the cognitive barriers experienced by an adventitiously blind junior high school student in reconstructing the concepts of squares and triangles through tactile manipulation. Data were collected through concept reconstruction tasks using wooden sticks, observations of tactile exploration, photographic documentation, and semi-structured interviews. The data were analyzed using thematic coding supported by triangulation across observation, interview, and documentation sources. Findings: The findings showed that the participant identified geometric figures primarily based on the number of sides. Although the triangle was reconstructed as a closed figure, the square reconstruction did not fully satisfy formal geometric properties because closure, side relationships, and overall regularity were not consistently coordinated. Three interrelated cognitive barriers emerged: geometric attribute integration, representational translation, and geometric verification. Significance: These barriers appeared to form an interconnected sequence within the participant's tactile concept reconstruction process. The findings suggest that geometry instruction for adventitiously blind learners should provide explicit scaffolding for integrating attributes, translating conceptual knowledge into tactile actions, and verifying geometric structures holistically.
Co-Authors Daiki Urayama Hendra Kartika Hodiyanto Hodiyanto Mega Suliani