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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan AKSIOMA: Jurnal Program Studi Pendidikan Matematika JINOP (Jurnal Inovasi Pembelajaran) Jurnal Elemen JTAM (Jurnal Teori dan Aplikasi Matematika) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JURNAL PENGABDIAN KEPADA MASYARAKAT Teorema: Teori dan Riset Matematika JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya JUPE : Jurnal Pendidikan Mandala MEJ (Mathematics Education Journal) CERMIN: Jurnal Penelitian JPMB: Jurnal Pemberdayaan Masyarakat Berkarakter Journal Focus Action of Research Mathematic (Factor M) Mathematics Education Journal Jurnal Didaktik Matematika
Putri, Octavina Rizky Utami
Universitas Muhammadiyah Malang
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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An Analysis of Errors on Mathematical Symbol as a Metaphor in Linear Programming Saniyatul Wardah; Dwi Priyo Utomo; Octavina Rizky Utami Putri
Didaktik Matematika Vol 8, No 1 (2021): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v8i1.18304

Abstract

Symbol sense is crucial in the understanding of mathematical problems comprising various symbols. The misuses of symbols happen due to misinterpretation, which is considered the constraint to learn algebra more comprehensively, including in linear programming. The term metaphor is defined as a means to carry over symbol sense, and is used to improve mathematical understanding. This present research was aimed at analyzing errors on mathematical symbol as a metaphor in linear programming. This research was conducted by means of descriptive qualitative design, with a test and interview as the instruments. The test was made essay, and its results were analyzed qualitatively. The test, further, was administered to five eleventh graders selected according to highest rates of errors committed. This research has shown that the students committed a number of errors in some cases, such as representing symbols as variables, representing numbers, and interpreting symbols as relational operators. In addition, errors which the students committed in constructing mathematical models covered defining the final value, representing numbers, applying inequality system, and interpreting symbols as operation counts. This present research has provided some ways for symbol sense, and thus the errors on mathematical symbol as a metaphor could be lessened. Next, this research can be further followed up by reviewing the effectiveness of remedial instruction according to the committed errors on mathematical symbols.
Mathematical Creative Problem-Solving: Students’ Cognitive Flexibility in Idea Generation and Evaluation Putri, Octavina Rizky Utami; Zukhrufurrohmah, Zukhrufurrohmah; Syaifuddin, Mohammad; Lanya, Harfin
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp145-164

Abstract

Learning experiences that rely on procedural memorization are insufficient to support students’ cognitive development in solving non-routine mathematical problems, as such contexts require cognitive flexibility to generate, evaluate, and adapt multiple solution strategies. This study aims to explore students’ cognitive flexibility activities in the phases of idea generation and idea evaluation through mathematical creative problem-solving. Using a multiple case study design, eight junior high school students from two different school contexts (public and private) participated in individual problem-solving and discussion activities. The research was conducted through three stages, namely: define and design, prepare–collect–analyze, and analyze–conclude. Data collected from written problem-solving tasks, video-recorded sessions, and follow-up discussions. Data were analyzed using NVivo 15 software through data condensation, data display, and cross-case conclusion drawing. The findings show that strategic and representational cognitive flexibility occurred in both idea generation and evaluation, with the latter occurring more frequently. These results highlight the importance of emphasizing idea evaluation in mathematics instruction to enhance students’ adaptive thinking and deepen their understanding when facing non-routine problems.
Co-Authors Adi Slamet Kusumawardana Agung Deddiliawan Ismail Agustin Nilasari Anggiana Putri Aliyanti Anis Farida Jamil Anita Dewi Utami Arini Isma Nabila Ayu Raihanah Baiduri Baiduri Dwi Priyo Utomo Harfin Lanya, Harfin Isnin Cahyo Pratiwi Maulida Luka Yusrina Minatun Nadlifah Moh. Mahfud Effendi Mohammad Syaifuddin Ni’mah, Dewi Nailin Parameswari, Pradina Pratiwi, Isnin Cahyo Raihanah, Ayu Retno Marsitin Saniyatul Wardah Siti Inganah Siti Nur Hasanah Solly Aryza Susiswo Tatik Retno Murniasih Tyas Deviana Ulfa, Juraidatul Yus Mochamad Cholily Yusrina, Maulida Luka Zukhrufurrohmah, Zukhrufurrohmah Zulkifley Bin Mohamed