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All Journal Jurnal Elemen Mosharafa: Jurnal Pendidikan Matematika
Annisa Nurmaulani
Universitas Islam Nusantara
Education Mathematics Other

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Investigating students’ mathematical creative thinking skills in integral calculus using Google Sites Yayu Sulastri; Deti Ahmatika; Annisa Nurmaulani
Jurnal Elemen Vol 12 No 3 (2026): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i3.34543

Abstract

Students need to develop creative mathematical thinking skills because these skills support academic success and are linked to a creative attitude an affective aspect that fosters the emergence of new ideas. In reality, students struggle to come up with new ideas when solving problems because they remain fixated on the examples provided. Therefore, learning that integrates technological support is necessary. This study aimed to investigate mathematical creative thinking skills in integral calculus using Google Sites. This study employed a qualitative method with a case study strategy. Data were obtained from students enrolled in the integral calculus course through interviews, observation, documentation, and questionnaires. The results showed that students with high and moderate creative attitudes were not yet able to fully meet the four indicators of mathematical creative thinking skills. The errors that emerged were predominantly conceptual errors that developed into procedural and technical errors. Google Sites-assisted learning through PBL was able to support group collaboration, but it had not optimized conceptual understanding and individual mathematical creative thinking skills. These findings imply the need to strengthen conceptual understanding, provide more interactive learning activities, and conduct individual evaluations to optimize the development of mathematical creative thinking skills.
Analysis of Mathematical Concept Understanding and Responsibility in Learning with Padlet Yayu Laila Sulastri; Deti Ahmatika; Siska Kartika Syahrani; Annisa Nurmaulani
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 1 (2025): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i1.2988

Abstract

Pemahaman konsep matematis dan tanggung jawab merupakan aspek penting dalam pembelajaran Kalkulus, namun mahasiswa masih mengalami kesulitan dalam memahami konsep. Penggunaan Padlet sebagai media kolaboratif ditawarkan untuk mendorong partisipasi aktif. Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep matematis dan tanggung jawab pada pembelajaran dengan Padlet. Metode penelitian menggunakan kualitatif dengan strategi studi kasus. Data diperoleh dari mahasiswa mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika, Universitas Islam Nusantara melalui wawancara, observasi, dokumentasi, dan angket. Teknik pengolahan data: pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan mahasiswa belum memenuhi seluruh indikator kemampuan pemahaman konsep matematis; M1 dan M5 hanya memenuhi satu indikator, sementara M2 tidak memenuhi satupun. Sebaliknya, tanggung jawab meningkat, ditunjukkan oleh konsistensi M5 serta peningkatan M1 dan M2. Padlet menumbuhkan tanggung jawab, tetapi perlu dioptimalkan dengan menambahkan fitur diskusi aktif yang lebih terstruktur untuk mendukung ketercapaian kemampuan pemahaman konsep matematis. Mathematical concept understanding and responsibility are crucial in Calculus learning, yet students often struggle with these concepts. The use of Padlet as a collaborative media is offered to encourage active participation. This study aims to analyze the ability to understand mathematical concepts and responsibility in learning with Padlet. The research method used is qualitative with a case study strategy. Data were obtained from students of the Integral Calculus course in the Mathematics Education Study Program, Universitas Islam Nusantara, through interviews, observations, documentation, and questionnaires—data processing techniques: collection, reduction, presentation, and conclusion. The results indicate that students have not met all the mathematical concept understanding ability indicators. Specifically, M1 and M5 meet only one indicator, while M2 does not meet any. In contrast, responsibility increases, indicated by the consistency of M5 and the increase in M1 and M2. Padlet fosters responsibility, but it needs to be optimized by adding more structured active discussion features to support the achievement of understanding mathematical concepts.
Co-Authors Ahmatika, Deti Siska Kartika Syahrani Yayu Laila Sulastri Yayu Sulastri