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All Journal Jurnal Pendidikan Indonesia Desimal: Jurnal Matematika Cetta: Jurnal Ilmu Pendidikan Jurnal Cendekia : Jurnal Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Bahasa Indonesia Prima Equals : Jurnal Ilmiah Pendidikan Matematika SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) Ideguru: Jurnal Karya Ilmiah Guru Unnes Journal of Mathematics Education Jurnal Riset Pendidikan Matematika Jakarta Jurnal Pengabdian Pada Masyarakat Euclid JME (Journal of Mathematics Education) Jurnal Pendidikan MIPA Tesseract: International Journal of Geometry and Applied Mathematics
Hakim, Lukman El
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Analysis Of Students’ Errors Through Newman’s Theory In Addressing Critical Thinking Ability Questions As Examined Through Cognitive Style Lupita, Lita; Meiliasari, Meiliasari; Hakim, Lukman El
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 10 No. 1 (2025): Mathline : Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v10i1.840

Abstract

Mistakes frequently occur among students when interpreting mathematical problems or engaging with math exercises. This has contributed to the low PISA results in 2022, particularly reflected in a decline in mathematical proficiency, with Indonesia's average score decreasing by 1-3 points compared to previous assessments. Consequently, there is a pressing need to investigate the errors committed by students. This study aims to identify student errors through the lens of Newman's theory while addressing critical thinking ability questions in relation to cognitive style. The research design is descriptive qualitative, as it elucidates the mistakes made by students. The subjects of this study comprised 27 out of 84 seventh-grade students from SMP Negeri 139 Jakarta, who exhibited errors in responding to critical thinking ability questions involving combined material on flat-sided geometric shapes. The findings and conclusions of this study reveal that students with a Field Dependent (FD) cognitive style and those with a Field Independent (FI) cognitive style encounter reading errors, understanding errors, process skill errors, and coding errors; however, students with an FI cognitive style tend to make fewer mistakes than their FD counterparts.
OVERVIEW OF THE PHILOSOPHY OF MATHEMATICS: DESCRIPTION OF THE DIALOGUE METHOD OF SOCRATES AND PAULO FREIRE AND ITS IMPLICATIONS IN MATHEMATICS LEARNING Maysun, Maysun; Hakim, Lukman El; Aziz, Tian Abdul
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 1 No. 1 (2023): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v1i1.6

Abstract

Mathematics has an important role for improving attitudes and behavior through critical thinking. The learning method that can be applied to improve critical thinking skills is the dialogue method. Dialogue activities will provoke students to be more active in learning and educators can gather information, generate responses, focus students' attention, and test students' understanding. Socrates and Paulo Freire are two important figures who apply the dialogue method in learning. This research aims to describe the philosophical review of Socrates' dialogues and Paulo Freire's dialogues and their implementation in learning mathematics. The research method used is qualitative with library research. The result of this study is that the researcher found that the dialogue method can create an interesting and interactive classroom atmosphere. Through the dialogue process, educators can facilitate students to hone and improve their critical thinking skills
STUDENTS' MATHEMATICAL COMMUNICATION SKILLS REVIEWED FROM SELF-CONFIDENCE THROUGH APPROACH PROBLEM-BASED LEARNING (PBL) Lubis, Risa Nursamsih; Hakim, Lukman El; Aziz, Tian Abdul
Tesseract: International Journal of Geometry and Applied Mathematics Vol. 1 No. 1 (2023): Tesseract: International Journal of Geometry and Applied Mathematics
Publisher : Nindikayla Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57254/tess.v1i1.7

Abstract

One of the abilities that is very important to pay attention to in learning mathematics is students' mathematical communication skills. In addition to mathematical communication abilities, other aspects must be considered and support students' success in mathematics, including self-confidence. Students with high self-confidence can understand and express their ideas or ideas in language and mathematical symbols to convey information or opinions through speech or writing. This study aims to provide an overview of students' Mathematical Communication Ability in terms of Self-confidence through a Problem Based Learning (PBL) Approach. The method used is descriptive, describing the results of a literature review of at least 25 relevant articles. The results of this study are that there is a positive relationship between students' self-confidence and mathematical communication abilities and the Problem Based Learning Approach is effective in improving students' mathematical communication skills and self-confidence
Analysis of Students’ Mathematics Conceptual Understanding Based on Differences in Mathematics Thinking Styles Fauziyah, Nur; Hakim, Lukman El
Jurnal Pendidikan MIPA Vol 26, No 2 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i2.pp941-970

Abstract

This study aims to examine students’ thinking processes in understanding concepts by considering the variations in mathematical thinking styles. This research is motivated by the finding that students demonstrate different thinking styles and intelligence, which is evident in the distinct ways they represent and design their learning approaches. This study employs a qualitative research method, using interviews based on tasks through the think-aloud method for data collection. The research instrument consists of a written test designed to probe students' thinking processes in understanding mathematical concepts according to the indicators of conceptual understanding used in this study. The researchers used time triangulation techniques to ensure the validity of the research data. The data analysis followed a structured process: data classification, reduction, presentation, interpretation, and conclusion drawing. The research subjects comprised three students with different mathematical thinking styles, namely visual, analytical, and integrated, who shared similarly high mathematical ability levels. The findings show that subjects with a visual mathematical thinking style create representations in the form of images, tables, or graphs for each indicator of understanding. Subjects with an analytical mathematical thinking style create representations in the form of verbal sentences or mathematical models that are rich in mathematical symbols and variables. While subjects with an integrated mathematical thinking style create representations in the form of verbal sentences, images, diagrams, mathematical symbols, tables, mathematical models, or graphs. The study concludes that while the type of mathematical thinking style—visual, analytical, or integrated—does not significantly influence the depth of students’ conceptual understanding, it does shape the strategies they employ to construct that understanding. All three students demonstrated the ability to interpret, exemplify, classify, summarize, infer, compare, and explain concepts effectively, a consistency attributed to their shared high level of mathematical proficiency.     Keywords: mathematics, conceptual understanding, mathematical thinking style, cognitive process. 
Development of a two-variable linear inequality system mathematics learning design with a problem-based learning model Simbolon, Rotua; Hakim, Lukman El; Aziz, Tian Abdul; Aurelia, Flavia
Desimal: Jurnal Matematika Vol. 6 No. 1 (2023): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/djm.v6i1.16639

Abstract

Teachers are designers, implementers, and evaluators of learning. The teacher's ability to design learning that favors students will greatly affect the quality of the learning process and the learning outcomes that will then be obtained by students. This study aims to develop a problem-based learning design for the more interesting topic of systems of two-variable linear inequalities. This development research uses the Dick & Carey development model. The Dick & Carey model can be an alternative for teachers in designing pro-student learning because, by design, this model starts with student and context analysis as well as instructional analysis, which will provide sufficient information and evidence about the characteristics and needs of students as well as instructional objectives that are appropriate to the level of their education and stage of development.
Peningkatan Pemahaman Konsep Matematis Melalui Blended Learning Berbantuan Quizizz Ditinjau dari Disposisi Matematis Siswa Albab, Novita Ullil; Hakim, Lukman El; Aziz, Tian Abdul
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 4 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i4.4693

Abstract

The low level of students' conceptual understanding in mathematics, along with the lack of technological integration in learning, remains a major challenge in mathematics education in Indonesia. This study aims to evaluate the effectiveness of the Blended Learning model assisted by the Quizizz application on students’ conceptual understanding in mathematics, considering students’ mathematical disposition as a moderating factor. The study employed a quasi-experimental method with a posttest-only control group design and a 2×2 treatment by level approach. The participants consisted of four eighth-grade classes selected through cluster random sampling at a public junior high school in Jakarta. The research instruments included a mathematical disposition questionnaire and a conceptual understanding test, both validated by experts. Data were analyzed using independent sample t-tests and the General Linear Model (GLM) Univariate, based on the statistical assumptions of each research objective. The results indicated that the Blended Learning model assisted by Quizizz effectively improved students’ conceptual understanding, particularly among those with low mathematical disposition. However, no significant difference was found among students with high disposition, nor was there a statistically significant interaction between the learning model and mathematical disposition. These findings suggest that although the effectiveness of Blended Learning is not significantly dependent on students’ disposition, it remains a promising instructional approach that is inclusive, adaptive, and responsive to the diverse needs of learners in the digital era.
Pengaruh Penggunaan Aplikasi Komik Bermuatan Budaya Lokal Betawi Dengan Pendekatan Contextual Teaching And Learning (CTL) Terhadap Kemampuan Berpikir Kritis Matematis Siswa Gufron, Ahmad; Sampoerno, Pinta Deniyanti; Hakim, Lukman El
Euclid Vol 10 No 1 (2023)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v10i1.8487

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh dan seberapa besar pengaruh penggunaan media komik berbasis aplikasi dengan pendekatan CTL terhadap kemampuan berpikir kritis setelah melakukan proses pembelajaran. Jenis penelitian yang digunakan pada penelitian yaitu pre-eksperimen dengan desain Pretest-Postest One Group Design. Populasi dalam penelitian ini adalah semua siswa kelas VII SMP Negeri 107 Jakarta. Sampel dalam penelitian menggunakan kelas VII.1 dengan menggunakan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini berupa angket sebagai respon kualitas media dan soal tes kemampuan berpikir kritis dengan materi aritmatika sosial sebagai hasil belajar. Pengumpulan data dilakukan sebelum dan sesudah diberi perlakuan diperoleh dari tes, kemudian dianalisis menggunakan uji linear regresi. Berdasarkan hasil analisis maka dapat disimpulkan  bahwa respon penggunaan media aplikasi komik berada pada kategori sangat baik dengan memperoleh rata-rata persentase 84% dan memperoleh besaran pengaruh terhadap kemampuan berpikir kritis matematis siswa sebesar 74,8% dan 25,2% sisanya dipengaruhi oleh aspek lain.
PENGARUH MODEL PEMBELAJARAN PJBL TERHADAP PROFIL PELAJAR PANCASILA PESERTA DIDIK SDK PENABUR KOTA WISATA Nababan, tiurma; Ristanto, Rizhal Hendi; Hakim, Lukman El
Jurnal Bahasa Indonesia Prima (BIP) Vol. 6 No. 1 (2024): Bahasa Indonesia Prima (BIP)
Publisher : Bahasa Indonesia Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/bip.v6i1.5032

Abstract

Research describes the experiences of teachers and students in implementing the influence of the Project-Based Learning (PjBL) model on the Pancasila student profile at SDK PENABUR Kota Wisata. The research employs a qualitative approach with a case study method. Data collection techniques were conducted through interviews. The analysis of student interview results indicates that students have experiences such as: (1) Students are required to be more creative so that the projects they produce can be interesting. (2) Learning with the PjBL model demands that students not only be creative but also innovative in producing a project. (3) Strengthening the values of togetherness with friends, as project work is carried out in groups. Meanwhile, the analysis of teacher interview results provides insights such as: (1) Teachers are greatly helped in exploring students' soft skills. (2) The PjBL model guides teachers to bring students into learning experiences that are relevant to their daily lives, making the learning very meaningful for both students and teachers. (3) Differences in character among students sometimes require students and teachers to work synergistically so that each group can enjoy the learning process. (4) The diverse levels of IQ and EQ among students demand that teachers, students, and parents work together to ensure the learning process runs well.
SYSTEMATIC LITERATURE REVIEW: THE EFFECT OF PROBLEM-BASED LEARNING MODELS ON STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS AND EMOTIONAL INTELLIGENCE Saraswati, Emiliana; Hakim, Lukman El; Aziz, Tian Abdul
JME (Journal of Mathematics Education) Vol 10, No 2 (2025): JME (Jul - Dec)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i2.2559

Abstract

In modern education, two elements are considered crucial: mathematical problem-solving ability and students' emotional intelligence. Both are seen as vital assets for facing the challenges of the 21st century. The Problem Based Learning (PBL) model is often hypothesized as an approach that can sharpen both of these domains simultaneously. However, this hypothesis needs to be proven by synthesizing existing empirical findings. Therefore, this systematic literature review was conducted to answer the question: to what extent does PBL influence these two abilities? Guided by the Systematic Literature Review (SLR) method and the PRISMA framework, we searched and screened various research articles from scientific databases. We focused on experimental and quasi-experimental studies published in the last decade. After a rigorous selection process, a number of eligible articles were identified and analyzed. Our analysis reveals a consistent finding: the implementation of the PBL model has a proven, positive, and significant impact on students' mathematical problem-solving abilities. In a PBL environment, students do not just memorize formulas; they are actively involved in understanding problems, designing solution strategies, and evaluating outcomes. Furthermore, the collaborative and interactive learning process in PBL also turns out to be fertile ground for nurturing emotional intelligence. Students learn to manage their emotions when facing difficulties, build intrinsic motivation, empathize with teammates, and hone their social skills. From this synthesis, we can conclude that the Problem-Based Learning model is more than just a strategy to improve math scores. It is a holistic approach that successfully bridges the development of critical thinking skills with emotional maturity. This finding underscores the urgency of further integrating PBL into the curriculum, aiming to shape a generation that is not only intelligent but also resilient and collaborative.
Profil Kesalahan Siswa dalam Menyelesaikan Soal Cerita Matematika SMP Ditinjau Dari Kemampuan Berpikir Kritis Amelia, Restie; Hakim, Lukman El; Sovia, Anny; Salsabila, Ellis; Aziz, Tian Abdul; Hidajat, Flavia Aurelia
Supermat : Jurnal Pendidikan Matematika Vol 9 No 2 (2025): Supermat : Jurnal Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/sm.v9i2.3959

Abstract

This study was motivated by the low level of critical thinking skills among junior high school students in solving mathematical word probleims, as evident from previous studies and the researcher's initial observations in the field. This study aims to describe the profil of junior high school students' errors in solving mathematical story problems in terms of critical thinking skills. The method used is qualitative descriptive with 32 seventh-grade students as subjects at a public junior high school in South Tambun in the 2024/2025 academic year. The research instrument was an essay test containing five story problems developed based on critical thinking ability indicators, including providing simple explanations, providing further explanations, determining strategies and techniquies, and drawing conclusions. The data were analyzed through the stages of reduction, presentation, and conclusion drawing. The results showed that most students were in the low critical thinking ability category (63%) and the rest were in the moderate category (37%), while no students reached the high category. Students with low critical thinking abilities tended to make mistakes in almost all indicators, while students with moderate abilities were able to meet most of the indicators but were not consistent, especially in determining solution strategieis and drawing conclusions. These findings indicate that the main weakness of students lies in the aspects of strategy planning and drawing conclusions, so mathematics learning that emphasizes the development of critical thinking skills through non- routine story problems and the use of targeted assessment rubrics is needed.
Co-Authors ABDUL MANAF Albab, Novita Ullil Amelia, Restie Anny Sovia Aurelia, Flavia Ellis Salsabila, Ellis Fauziyah, Nur Fitra, Ramal Flavia Aurelia Hidajat, Flavia Aurelia Gufron, Ahmad Inggriyani, Putri Lubis, Risa Nursamsih Lupita, Lita Maysun, Maysun Meiliasari Meilisari, Meilisari Murdiyanto, Tri Nababan, tiurma NOVIANA, WIDYAH Partasiwi, Nurashri Pinta Deniyanti Sampoerno Pratama, Haikal Dito Putri, Nabilah Mustika Rizhal Hendi Ristanto Saraswati, Emiliana Shofa, Gharitza Zahira Simbolon, Rotua Siska Siska Sofiatun, Siti Suardi, Suparli Sukarman Sukarman Suyono Suyono Tian Abdul Aziz Tri Fauji Wahyuningrum, Eka Mediana Wardani Rahayu