Articles
<![CDATA[Letters in Algebra as The Transition from Arithmetic Thinking to Algebraic Thinking ]]>
<![CDATA[Wahyuni, Reni]]>;
<![CDATA[Herman, Tatang]]>;
<![CDATA[Fatimah, Siti]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 12 No. 3 (2023): July ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v12i3.818
<![CDATA[Huruf-huruf aljabar biasanya hanya dikenal sebagai variabel oleh siswa, padahal huruf-huruf aljabar ini memiliki ragam makna pada suatu permasalahan matematis. Pada penelitian ini bertujuan untuk menyelidiki interpretasi siswa terhadap makna dari huruf-huruf aljabar dalam menyelesaikan masalah matematis dengan perspektif siswa dalam masa transisi berpikir aritmetik ke berpikir aljabar. Penelitian yang digunakan pada penelitian kualitatif dengan jenis penelitian pada penelitian fenomenologi. Partisipan penelitian ini merupakan 18 siswa SMP yang diambil dari tiga sekolah yang terdapat di Riau. Teknik pengumpul data pada penelitian ini adalah dokumen lembar kerja siswa, wawancara yang direkam secara audio dan video dan catatan lapangan penelitian. Berdasarkan temuan penelitian pada siswa kelas VII tersebut, ditemukan bahwa siswa menginterpretasikan huruf-huruf aljabar hanya sebagai pengganti dari bilangan tertentu. Siswa menjadikan huruf-huruf aljabar sebatas pengganti bilangan asli dibandingkan sebagai bilangan yang diperumum. Huruf-huruf aljabar yang dikaitkan dengan ekspresi aljabar dan operasi aljabar serta persamaan aljabar memberikan kesulitan bagi siswa dalam menyelesaikan masalah tersebut. Hal ini disebabkan siswa belum mampu melihat bahwa huruf-huruf aljabar tersebut merupakan serangkaian konsep dasar aljabar generalized numbers bahkan pada konsep variabel. Algebraic letters are usually only known as variables by students, even though these algebraic letters have a variety of meanings in a mathematical problem. This study aims to investigate students' interpretation of the meaning of algebraic letters in solving mathematical problems from the perspective of students in the transition period from arithmetic to algebraic thinking. The type of research used in qualitative research is phenomenological research. The participants of this study were 18 junior high school students taken from three schools in Riau. Data collection techniques in this study were student worksheet documents, audio- and video-recorded interviews, and research field notes. Based on the research findings on the seventh-grade students, it was found that students interpret algebraic letters only as a substitute for certain numbers. Students make algebraic letters as a substitute for natural numbers rather than as generalized numbers. Algebraic letters associated with algebraic expressions, algebraic operations, and algebraic equations deliver difficulties for students in solving these problems. This is because students have not been able to see that these algebraic letters are a series of basic concepts of generalized numbers in algebra, even on the concept of variables.]]>
<![CDATA[ANALISIS PROSES BERPIKIR MATEMATIS MAHASISWA DALAM MENYELESAIKAN MASALAH STATISTIKA ]]>
<![CDATA[Herlina, Sari]]>;
<![CDATA[Wahyuni, Reni]]>;
<![CDATA[Juandi, Dadang]]>;
<![CDATA[Putri, Finola Marta]]>
<![CDATA[ ALGORITMA: Journal of Mathematics Education Vol. 5 No. 2 (2023): ALGORITMA Journal of Mathematics Education ]]>
Publisher : <![CDATA[Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta ]]>
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DOI: 10.15408/ajme.v5i2.39563
<![CDATA[AbstractEach student has a different mathematical thinking process in solving mathematical problems. This study aims to assess the mathematical thinking process of students in solving statistical problems. The subjects of the study were taken by purposive sampling. The subject of the study was 6 students of Islamic Religious Education student who took the fifth semester with high, medium, and low abilities. The instrument used is a ters sheet on statistical material. Data collection techniques through statistical question tests on research data sampling sub-materials. Data analysis was carried out in a qualitative descriptive manner. The analysis was conducted through answer sheets of each study subject looking at thought processes based on steps in Bransford and Stein's approach. The results showed that high-ability students tend to have conceptual mathematical thinking processes, moderately capable students tend to have mathematical thinking process abilities in semiconceptual groups, while low-ability students tend to have competitive mathematical thinking processes. Abstrak Setiap mahasiswa mempunyai proses berpikir matematis berbeda-beda dalam menyelesaikan permasalahan matematika. Penelitian ini bertujuan untuk menilai proses berpikir matematis mahasiswa dalam memecahkan masalah statistika. Subjek penelitian diambil secara purposive sampling. Subjek penelitian merupakan 6 orang mahasiswa Pendidikan Agama Islam yang menempuh semester lima tahun ajaran 2023-2024 dengan kemampuan tinggi, sedang, dan rendah. Instrumen yang digunakan adalah lembar tes pada materi statistika. Teknik pengumpulan data melalui tes soal statistika pada sub-materi pengambilan sampel data penelitian. Analisis data dilakukan secara deskriptif kualitatif melalui lembar jawaban setiap subjek penelitian dengan melihat proses berpikir berdasarkan langkah-langkah dalam pendekatan Bransford dan Stein. Hasil penelitian menunjukkan bahwa mahasiswa yang berkemampuan tinggi cenderung mempunyai proses berpikir matematis konseptual, mahasiswa yang berkemampuan sedang cenderung mempunyai kemampuan proses berpikir matematis dalam kelompok semikonseptual, dan mahasiswa yang berkemampuan rendah cenderung proses berpikir matematis komputasional]]>
<![CDATA[Numeracy skills students profile of Riau Province: content and construct instrument-based Riau culture and evaluation results ]]>
<![CDATA[Andrian, Dedek]]>;
<![CDATA[Nofriyandi, Nofriyandi]]>;
<![CDATA[Wahyuni, Reni]]>;
<![CDATA[Loska, Febri]]>;
<![CDATA[Nurhalimah, Siti]]>;
<![CDATA[Amir MZ, Zubaidah]]>;
<![CDATA[Risnawati, Risnawati]]>;
<![CDATA[Maisaroh, Siti]]>;
<![CDATA[Dacara, Editha]]>;
<![CDATA[Hidayat, Riyan]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v14i6.33426
<![CDATA[Numeracy is an important ability of students and a foundation for future success. This research aimed to develop instruments, evaluate, and compare students’ numeracy skills of 12 regencies of Riau Province, Indonesia. The research population was every junior high school student in Riau Province with 260,787 students. The research sample is made up of some students who were taken by multiple random sampling of 1,193 students. The data collection technique of this research was the survey approach, with the main instrument being a multiple-choice test. Eight analysis data were used in this research: content validity, Cronbach alpha reliability, confirmatory factor analysis (CFA), reliability construct, descriptive, and one-way ANOVA. The content validity analysis showed that 4 items have to be revised because of the ambiguous sentences. Cronbach alpha reliability was acquired at 0.872 with the accepted category. CFA analysis showed 19 indicators as constructs were valid categories. Overall, the numeracy skills of 12 regency students of Riau Province were not a good category. One-way ANOVA analysis showed there was a significant difference in students’ numeracy skills between 12 districts in Riau Province, with a significant value of 0.000.]]>
<![CDATA[Pengembangan Kompetensi Guru dalam Penerapan Model 5EIM Berbasis Teknologi di Era Digital ]]>
<![CDATA[Angraini, Lilis Marina]]>;
<![CDATA[Wahyuni, Reni]]>;
<![CDATA[Lingga, Leny Julia]]>;
<![CDATA[Wahyuni, Astri]]>
<![CDATA[ INCOME: Indonesian Journal of Community Service and Engagement Vol 4 No 4 (2025) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/income.v4i4.1748
<![CDATA[In the ever-evolving digital era, teachers are required to be able to integrate technology into the learning process to improve the quality of education. This community service activity aims to develop teachers’ competencies in implementing the 5EIM learning model (Engage, Explore, Explain, Elaborate, Evaluate, Integrate, and Meta-Reflect) based on technology. The methods used include training, mentoring, and classroom implementation evaluation. This activity was attended by teachers from various educational levels with diverse backgrounds in technology utilization. The results of the program showed a significant increase in teachers’ understanding and ability to design and implement the 5EIM-based learning model digitally. Furthermore, the teachers also showed a positive attitude toward the use of technology as a tool to enrich students’ learning experiences. This activity is expected to serve as a model for sustainable and adaptive professional development for teachers in response to the demands of the digital age.]]>
<![CDATA[EXPLORING PROBLEM-SOLVING SKILLS PROFILES OF PRE-SERVICE MATHEMATICS TEACHERS THROUGH POLYA’S FOUR STAGES: Riau, Indonesia ]]>
<![CDATA[Wahyuni, Reni]]>;
<![CDATA[Wahyuni, Astri]]>;
<![CDATA[Angraini, Lilis Marina]]>;
<![CDATA[Sthephani, Aulia]]>
<![CDATA[ Jurnal Math-UMB.EDU Vol. 13 No. 1 (2025): NOVEMBER ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Bengkulu ]]>
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DOI: 10.36085/mathumbedu.v13i1.9075
<![CDATA[Mathematical problem-solving skills are an essential competence for pre-service mathematics teachers, as they are expected to cultivate these skills in their future students. This study aims to describe the problem-solving profiles of pre-service mathematics teachers using Polya’s four stages as an analytical lens. A qualitative case study approach was employed to examine the cognitive processes demonstrated by pre-service teachers while solving mathematical problems. The findings reveal diverse problem-solving profiles, including conceptual understanding shaped by prior experience, logical reasoning used to interpret problem conditions, and the ability to represent problems through mathematical models. These profiles underscore the need for dedicated coursework that enhances mathematical problem-solving skills within mathematics education programs. The study provides insights into the variation of problem-solving profiles and offers implications for curriculum development in the mathematics education department. Keywords: Mathematical problem-solving skills, pre-service mathematics teachers, Polya’s profile, qualitative research]]>
<![CDATA[Identifikasi Kesulitan Dalam Keterampilan Menyimak Pada Siswa Kelas V SD Negeri Suka Mulia ]]>
<![CDATA[Wahyuni, Reni]]>;
<![CDATA[Fransyaigu, Ronald]]>;
<![CDATA[Juliati, Juliati]]>
<![CDATA[ JURNAL EDUKASI EL-IBTIDA'I SOPHIA Vol 4, No 2 (2025) ]]>
Publisher : <![CDATA[UNIVERSITAS SERAMBI MEKKAH ]]>
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DOI: 10.32672/jeis.v4i2.10018
<![CDATA[Tujuan penelitian ini untuk mengetahui kesulitan-kesulitan dalam keterampilan menyimak dan untuk mengetahui cara mengatasi kesulitan dalam menyimak pada siswa kelas V SD Negeri Suka Mulia. Metode yang digunakan deskriptif dengan pendekatan kualitatif. Hasil observasi menunjukkan bahwa terdapat beberapa faktor yang menyebabkan kesulitan dalam menyimak yaitu masalah konsentrasi, kesulitan memahami kosakata, gangguan dari lingkungan sekitar dan belum lancar membaca. Dalam mengatasi kesulitan menyimak guru memberikan perhatian khusus terhadap siswa yang kurang memahami pembelajaran.]]>
<![CDATA[Analisis Kemampuan Pemecahan Masalah Matematika Siswa SMP Kelas VII Pada Materi Bilangan Bulat ]]>
<![CDATA[Dewi, Nurvani Yulia]]>;
<![CDATA[Salsabillah, Aminda]]>;
<![CDATA[Wahyuni, Reni]]>
<![CDATA[ Fraktal : Jurnal Matematika dan Pendidikan Matematika Vol 6 No 2 (2025): November 2025 ]]>
Publisher : <![CDATA[Universitas Nusa Cendana ]]>
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DOI: 10.35508/fractal.v6i2.23044
<![CDATA[This study aims to examine the mathematical problem-solving abilities of seventh-grade junior high school students on the topic of integers. A descriptive qualitative approach was employed, involving 36 students from a public junior high school in Kampar Regency. Data were collected through three specially designed written test items and semi-structured interviews to explore students' thinking processes. The results show that students’ abilities can be categorized into three levels: high (13.89%), moderate (69.44%), and low (16.67%). Students in the high category demonstrated systematic steps and critical reflection. Those in the moderate category generally understood the problems but often made mistakes in selecting and applying appropriate strategies and showed a lack of accuracy. Students in the low category struggled at almost every stage of problem-solving. Contributing factors include understanding of basic mathematical concepts, strategy selection, accuracy, and clarity of the problem statements. The study recommends the use of contextual and reflective learning approaches to enhance students' mathematical problem-solving skills. Keywords: Problem-solving, Integritas, Mathematics, Contextual learning.]]>
<![CDATA[Pengaruh Model Pembelajaran Flipped Classroom dengan Media Interaktif Video Canva untuk Meningkatkan Motivasi dan Kemampuan Numerasi Siswa di SMK Negeri 3 Bengkalis ]]>
<![CDATA[Marwaziah, Nirmala]]>;
<![CDATA[Andrian, Dedek]]>;
<![CDATA[Wahyuni, Reni]]>;
<![CDATA[Widiati, Indah]]>
<![CDATA[ Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026) ]]>
Publisher : <![CDATA[Papanda ]]>
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DOI: 10.56916/jp.v5i1.2988
<![CDATA[Low level of students’ learning motivation and numeracy skills in the topic of the System of Linear Equations in Three Variables (SLETV) remains a challenge in mathematics learning at schools. Many students experience difficulties in understanding SLETV concepts because the instructional delivery tends to be abstract and less engaging; therefore, a learning approach that can enhance students’ readiness and interest prior to face-to-face classroom activities is required. This study aimed to examine the effect of the Flipped Classroom model assisted by Canva videos on students’ learning motivation and numeracy skills. This research employed a quasi-experimental method with a Nonequivalent Control Group Design, involving two classes selected through purposive sampling: an experimental class that received Flipped Classroom instruction and a control class that followed conventional learning. Data were collected through a learning motivation questionnaire and a numeracy skills test administered after the treatment. Data analysis was conducted using descriptive statistics and an independent samples t-test to determine differences in learning outcomes between the two groups. The results showed that the average learning motivation score of students in the experimental class reached 69.86, which was higher than that of the control class at 58.97. Meanwhile, the numeracy skills of the experimental class achieved an average score of 88.66, compared to 63.95 in the control class. The t-test results indicated a significance value of 0.000 for both variables, demonstrating a statistically significant difference between the two classes. These findings indicate that the Flipped Classroom model assisted by Canva videos effectively enhances students’ learning readiness, promotes active engagement during the learning process, and facilitates a better understanding of numerical concepts compared to conventional learning. This model can be considered an alternative instructional strategy to support the improvement of students’ learning motivation and numeracy skills.]]>
<![CDATA[Profiling Seventh-Grade Students’ Mathematical Connections in Rational Number Topics: A Study at an Islamic Integrated Junior High School in Pekanbaru ]]>
<![CDATA[Azzahra, Sevilla Tita]]>;
<![CDATA[Siregar, Annisa Fachraini]]>;
<![CDATA[Wahyuni, Reni]]>
<![CDATA[ International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/algebra.v3i1.1942
<![CDATA[Purpose – This study describes seventh-grade students’ mathematical connection ability in rational number topics at an Islamic Integrated Junior High School in Pekanbaru, prompted by recurring difficulties with cross-conceptual and contextual problem solving. Methodology – Using a descriptive qualitative design and purposive sampling, three Grade VII students were selected to represent high (DP), medium (KY), and low (IS) achievement. Data were gathered through a written test (three rational-number tasks) and in-depth interviews guided by NCTM (2000) mathematical connection indicators. Analysis included data reduction, indicator-based coding, test–interview triangulation, and conclusion drawing. Findings – DP satisfied all three indicators consistently. KY met some indicators but showed weaknesses in symbolization and contextual application. IS showed limited connections within mathematics, across disciplines, and to daily-life situations. Connection ability varied with conceptual understanding and independence, suggesting the need for more contextually and integratively focused instruction on rational numbers. Novelty – The study offers detailed qualitative profiles of mathematical connections in rational numbers across three distinct ability levels using NCTM (2000) indicators. Significance – Results support teachers, curriculum developers, and researchers in designing learning tasks and interventions that explicitly cultivate mathematical connections.]]>
<![CDATA[An Indicator-Based Analysis of Students’ Numeracy in Statistics: A Qualitative Descriptive Study ]]>
<![CDATA[Prameslani, Adelia Septina]]>;
<![CDATA[Silvia, Ike]]>;
<![CDATA[Wahyuni, Reni]]>;
<![CDATA[Saputri, Dwika]]>
<![CDATA[ International Journal of Applied Learning and Research in Algebra Vol. 3 No. 1 (2026) ]]>
Publisher : <![CDATA[EDUPEDIA Publisher ]]>
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DOI: 10.56855/algebra.v3i1.1943
<![CDATA[Purpose – This study analyzes Grade VIII junior high school students’ numeracy ability in statistics based on numeracy indicators. Numeracy is essential for everyday life because it enables individuals to understand, use, and evaluate quantitative information in real-world contexts, including making decisions from data. Methodology – Using a phenomenological approach with a qualitative descriptive design, this study involved 35 Grade VIII students. Data were collected through a numeracy test consisting of numerical description tasks aligned with three indicators: (1) using numbers and basic mathematical symbols, (2) analyzing data in visual form (tables/graphs), and (3) interpreting analytical results as a basis for decision-making. Students’ responses were analyzed descriptively by indicator to determine achievement and identify recurring difficulties. Findings – Performance was highest on using numbers and basic mathematical symbols (82.5%), followed by analyzing visually presented data (61.79%). The lowest achievement was found in interpreting results for decision-making (21.07%). These results suggest that while many students can apply basic numerical procedures and read visual data, they struggle to connect statistical results to justified decisions. Instruction should therefore emphasize interpretation and decision-making through authentic, context-based data tasks. Novelty – This study offers an indicator-based profile of statistical numeracy using numerical description tasks within a phenomenological, qualitative-descriptive framework, revealing decision-making as the weakest indicator. Significance – The findings inform teachers, curriculum developers, and assessment designers in developing learning and assessment strategies that strengthen students’ statistical interpretation and data-driven decision-making skills.]]>
