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All Journal Benchmarking: Jurnal Manajemen Pendidikan Islam
Lukito, Agung
Universitas Negeri Surabaya
Humanities Education Social Sciences

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CRITICAL THINKING PROCESSES OF VOCATIONAL SCHOOL STUDENTS IN SOLVING TRIGONOMETRY PROBLEMS FROM A GENDER PERSPECTIVE Febriyanti, Ratna; Lukito, Agung; Susanah, Susanah
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 9, No 2 (2025): BENCHMARKING (Author Geographical Coverage: Pakistan, Timor Leste and Indonesia)
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v9i2.27171

Abstract

Critical thinking is an essential competency in 21st-century learning and the implementation of the Merdeka Curriculum, particularly for Vocational High School (SMK) students to face the complexities of the workforce. This study aims to describe the critical thinking processes of female and male vocational students in solving trigonometry problems. This study employed a descriptive qualitative approach. The research subjects consisted of one female student and one male student with high mathematical ability. Data were collected through trigonometry problem-solving tasks and task-based interviews. The data were analyzed in-depth using Facione's six critical thinking indicators: interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results indicated distinct characteristics in the thinking processes between the two subjects. The female student demonstrated a systematic and reflective thinking process; she was able to perform accurate interpretation and analysis, utilized evidence-based inference, and showed strong evaluation and self-regulation skills in verifying the solution against problem constraints. In contrast, the male student tended to exhibit an impulsive and intuitive thinking process; he encountered misconceptions during the analysis stage and demonstrated weak evaluation and self-regulation processes, resulting in an illogical final outcome. This study concludes that there are variations in critical thinking process characteristics between female and male vocational students regarding the depth of evaluation and self-regulation when solving trigonometry problems.
THE STRATEGIC COMPETENCE OF VOCATIONAL SCHOOL STUDENTS IN SOLVING ARITHMETIC ROW AND SERIES PROBLEMS IS REVIEWED FROM COGNITIVE STYLE Muawaliana, Nur; Juniati, Dwi; Lukito, Agung
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27342

Abstract

This study describes the strategic competence of vocational high school students in solving arithmetic sequence and series problems based on their cognitive styles: Field Independent (FI) and Field Dependent (FD). Four indicators of strategic competence were examined formulating, representing, solving, and evaluating problems. Using a qualitative descriptive approach, the study involved four Grade X Software Engineering students from SMKN 4 Bojonegoro, selected purposively through the Group Embedded Figures Test (GEFT). Data were collected through problem-solving tests and in-depth interviews, then analyzed using the Miles and Huberman model with source triangulation. The findings show that FI students exhibit strong strategic competence across all indicators: they can systematically formulate information, construct accurate mathematical representations, apply flexible solution strategies, and evaluate processes reflectively. In contrast, FD students demonstrate limited strategic competence, relying heavily on examples, producing mechanical representations, and showing minimal self-evaluation. These results highlight the significant influence of cognitive style on students' strategic thinking. The study suggests that mathematics teachers should adapt instruction by providing open-ended tasks, conceptual scaffolding, and reflective activities to support strategic competence development, especially for FD learners.
COLLABORATIVE PROBLEM-SOLVING PROCESS IN JUNIOR HIGH SCHOOL STUDENT ASSOCIATION MATERIALS BASED ON HETEROGENEITY OF MATHEMATICAL ABILITY Wati, Erna; Ekawati, Rooselyna; Lukito, Agung
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.27592

Abstract

Students' mathematical problem-solving skills currently demonstrate a low proficiency, thus necessitating a collaborative approach that effectively integrates cognitive and social abilities in problem resolution. This study aims to describe the process of Collaborative Problem Solving (CPS) among students at SMPN 22 Surabaya on the topic of sets, based on the heterogeneity of their mathematical ability, namely the high-medium, high-low, and medium-low groups. The research employed a descriptive qualitative approach, utilizing problem-solving tests, video interaction observations, and semi-structured interviews. The data were analyzed using established CPS indicators and standard problem-solving steps. The findings reveal that the high-medium group successfully executed a complete CPS process characterized by balanced interaction. In contrast, the high-low group exhibited unequal collaboration, marked by the dominance of the high-ability student. Furthermore, the medium-low group experienced significant obstacles in nearly all problem-solving stages and was heavily dependent on researcher assistance. The study concludes that the range of mathematical ability within a group is a determining factor for the success of CPS, as ability gaps impede the necessary exchange of ideas, negotiation of meaning, and joint strategy formulation. The practical implications of this research underscore the importance of mapping student capabilities and reinforcing fundamental concepts prior to implementing CPS in mathematics instruction.
Co-Authors Ekawati, Rooselyna Febriyanti, Ratna Juniati, Dwi Muawaliana, Nur Susanah, Susanah Wati, Erna