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All Journal Jurnal Pendidikan Matematika dan IPA AKSIOMA: Jurnal Program Studi Pendidikan Matematika al-Uqud : Journal of Islamic Economics Indiktika : Jurnal Inovasi Pendidikan Matematika Mimbar Ilmu JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika) Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika Kognitif: Jurnal Riset HOTS Pendidikan Matematika Pedagogy : Jurnal Pendidikan Matematika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal Focus Action of Research Mathematic (Factor M) JME (Journal of Mathematics Education) Jurnal Ilmiah Matematika (JIMAT)
Dewi, Sinta Verawati
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Library & Information Science Mathematics Physics Social Sciences Other

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The concept structure of student in mathematical literacy Sopandi, Hadi; Supratman; Dewi, Sinta Verawati
Journal Focus Action of Research Mathematic (Factor M) Vol. 7 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v7i2.3757

Abstract

Mathematical literacy is crucial for students to apply mathematical concepts in real-world contexts. This study investigated the structure of students' concepts in mathematical literacy, focusing on a case study of a single eighth-grade student (S11) at SMP Negeri 9 Kota Tasikmalaya, Indonesia. Using a qualitative exploratory approach, the research employed a modified PISA mathematical literacy test, followed by a semi-structured interview and analysis of the student's work. Data analysis followed the interactive model proposed by Miles and Huberman which involved three concurrent flows of activity namely data reduction, presentation and conclusion drawing. The results revealed that S11 only met the assumption indicator of mathematical literacy, leading to an incomplete and inaccurate conceptual structure. The study identified multiple instances of concept structure fragmentation, specifically hole construction fragmentation and pseudo-construction fragmentation. These fragmentations were attributed to limited reading comprehension skills, incomplete recording of question information, failures in mathematical concept construction (particularly in division), difficulties in assimilating and accommodating new information, and lack of social interaction with more competent individuals. These results provide valuable insights into students' challenges in applying mathematical concepts to practical scenarios.
Effectiveness of Discovery Learning Assisted by GeoGebra in Enhancing Students’ Mathematical Literacy Sofwatun, Shofa; Nurjamil, Dedi; Dewi, Sinta Verawati
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 3 (2025): July - September 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i3.3491

Abstract

GeoGebra-assisted Discovery Learning offers a promising solution to the challenges of mathematical literacy. This model is not only student oriented but also encourages learners to actively and independently construct mathematical concepts and connect them to real-life experiences. This study aimed to examine the effectiveness of GeoGebra based Discovery Learning in enhancing students’ mathematical literacy and to assess their literacy level after its implementation. An experimental method with a one-group pretest–posttest design was employed. The population consisted of all tenth-grade students at SMA Negeri 1 Singaparna, and the sample was selected through cluster random sampling from class X-3. The instrument was a mathematical literacy essay test, validated by experts and tested for validity and reliability on a separate sample. Data were analyzed using descriptive statistics and N-Gain calculations with IBM SPSS Statistics 24, including the Shapiro–Wilk normality test and a one-sample t-test. The findings revealed a mean N-Gain score of 0.66 (moderate category), indicating the model’s effectiveness in improving students’ mathematical literacy. Moreover, students’ literacy levels after the intervention also fell into the moderate category. Practically, this study provides teachers with learning resources, such as teaching modules, to support instruction and foster collaborative, discovery-based learning that deepens students’ understanding of mathematical concepts.
Gender Differences in the Relationship Between Mathematical Disposition and Problem-Solving Skills Mubarokah, Hevi Haplatul; Dewi, Sinta Verawati; Depi Setialesmana
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 5 No. 4 (2025): October - December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v5i4.3292

Abstract

Mathematical disposition, which encompasses students’ confidence, perseverance, curiosity, and appreciation toward mathematics, plays a significant role in shaping their approaches to problem-solving. This study aims to investigate gender-based differences in students’ mathematical disposition and problem-solving ability, and to analyze the overall relationship between these variables. A quantitative approach employing a comparative–correlational design was used. Following Yount’s sampling guideline, 10% of the population (comprising 39 seventh-grade students) was randomly selected through simple random sampling. Research instruments included a Likert-scale questionnaire to measure mathematical disposition and an essay-based test developed from the IDEAL problem-solving framework. Both instruments were previously validated and tested for reliability to ensure data accuracy. Data were analyzed using an independent-samples t-test and Spearman’s rank correlation. Results revealed no significant difference in mathematical disposition between male (M = 67.26) and female students (M = 65.65), t(37) = 0.553, p > 0.05. In contrast, a significant difference was found in problem-solving ability, with male students (M = 69.42) outperforming females (M = 56.70), t(37) = 2.77, p < 0.05. Moreover, a low positive correlation (ρ = 0.2172) was observed between mathematical disposition and problem-solving ability. These findings suggest that gender factors may influence students’ cognitive and affective engagement in mathematical problem-solving. The study contributes to the growing body of research on mathematics education by emphasizing the importance of integrating affective and cognitive dimensions in designing more personalized and effective teaching practices
Optimalisasi Penyusunan Jadwal Pelajaran Menggunakan Pewarnaan Graf Dengan Algoritma Welch–Powell Zahira, Zaskia Aliyah; Kamariah, Kamariah; Marlissa, Inggrid; Veronica Ruslau, Maria Fransina; Dewi, Sinta Verawati
JIMAT: Jurnal Ilmiah Matematika Vol 6 No 2 (2025): Juli - Desember 2025
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63976/jimat.v6i2.1155

Abstract

Dalam penyusunan jadwal kelas serta pembagian tugas mengajar untuk setiap mata pelajaran, sering muncul permasalahan berupa konflik jadwal. Situasi ini biasanya terjadi ketika seorang guru dijadwalkan mengajar mata pelajaran yang sama pada waktu yang sama di kelas berbeda, atau ketika guru harus mengajar dua mata pelajaran berbeda secara bersamaan. Untuk mengatasi masalah tersebut, Algoritma Welch–Powell sebagai salah satu metode pewarnaan graf dapat diterapkan dalam proses penjadwalan. Pada metode ini, mata pelajaran dan guru direpresentasikan sebagai graf, di mana setiap mata pelajaran menjadi simpul (vertex) dan setiap sisi (edge) menunjukkan keterkaitan antar kelas yang diajar oleh guru yang sama. Proses pewarnaan graf dilakukan dengan memilih simpul berderajat tertinggi sebagai langkah awal. Hasil penerapan algoritma menunjukkan bahwa pewarnaan graf mampu memfasilitasi penyusunan jadwal pelajaran dan penugasan guru secara lebih efektif, sehingga potensi terjadinya konflik jadwal dapat dihilangkan.
Mapping Mathematical Literacy in Combinatorics through Keirsey Temprament Groups and Metacognitive Questions (MQ): A Multiple Case Study of Four Undergraduates Dewi, Sinta Verawati; Wahyu, Rahma; Habsyi, Rusdyi
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.18070

Abstract

In a combinatorics course, several students still struggle to determine when to use the Multiplication Rule or the Addition Rule, indicating a challenge in mathematical literacy within the context of selection. Meanwhile, there are few studies that map this literacy while simultaneously considering Keirsey's metacognitive questions and temperament in real-world problem-solving situations. This multi-embedded case study research aims to map the mathematical and metacognitive literacy profiles of four students taking a Combinatorics course at a university. Data was collected through an adaptation of the Keirsey Temperament Sorter, one UTS question about breakfast menu choices containing four metacognitive questions (understanding, connection, strategy, and reflection), and semi-structured interviews. Student responses were thematically coded and mapped onto the OECD's formulate–employ–interpret components. The results in this study showed that only Guardian-type students approached a complete literacy profile; Artisan, other Guardian, and Rational types generally only met the initial formulate and interpret component, while employ and advanced interpret were still weak. The implication is that incorporating metacognitive questions into assessments can help lecturers diagnose the need for verification and justification scaffolding that is sensitive to differences in temperament.
ETHNOMATHEMATICS IN PALM SUGAR PRODUCTION: EXPLORING MATHEMATICAL ACTIVITIES OF ARTISANS AND STUDENTS THROUGH OUTING USING METACOGNITIVE QUESTIONS Permata, Alfiana Syipa; Yulianto, Eko; Dewi, Sinta Verawati
JME (Journal of Mathematics Education) Vol 11, No 1 (2026): JME (January - June)
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v11i1.2720

Abstract

Palm sugar production represents a cultural practice embedded with mathematical concepts. However, these concepts have not been optimally integrated into formal education, resulting in mathematics often being perceived as abstract and disconnected from real life contexts. This study aims to explore the mathematical activities performed by palm sugar artisans and to describe students’ activities in an outing class learning setting employing the problem posing method through a metacognitive questions approach. This research adopted a multi-method design integrating ethnography and phenomenology. Data were collected through observation, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing procedures. The findings identified artisans’ mathematical activities, including counting, measuring, designing, locating, and explaining, in accordance with Bishop’s framework. Additionally, estimating emerged as a newly identified activity that has the potential to enrich ethnomathematics studies. The implementation of outing class learning through a metacognitive questions approach in the context of palm sugar production demonstrated that students actively engaged in counting, measuring, designing, and explaining activities. These results indicate that this approach has strong potential as a meaningful contextual learning resource for developing students’ mathematical activities.
Effectiveness of Problem-Based Learning with the Teaching at the Right Level Approach on Students' Mathematical Concepts Understanding Ability Juika, Juika; Dewi, Sinta Verawati; Heryani, Yeni
Kognitif: Jurnal Riset HOTS Pendidikan Matematika Vol. 6 No. 1 (2026): January - March 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/kognitif.v6i1.3379

Abstract

Mathematical concept comprehension ability reflects students' proficiency in restating mathematical ideas and applying them in various contexts. This study aims to describe the results of problem-based learning combined with the Teaching at the Right Level (TaRL) approach on the mathematical concept understanding ability of junior high school students. This research uses a quantitative method with a pre-experimental design of the One-Shot Case Study type. The research subjects are students from class VIII-K of SMP Negeri 8 Tasikmalaya, who were selected purposively. Data was collected through essay tests that had been validated for content and reliability. The analysis results show that the data is normally distributed and the obtained t-value is greater than the t-table value (3.534 > 1.697), indicating that problem-based learning with the TaRL approach yields learning outcomes that exceed the learning achievement criteria (KKTP). These findings indicate that an integrative problem-based learning model with TaRL has the potential to improve students' understanding of mathematical concepts across various ability levels.
Co-Authors Abdillah, Vitta Oktavina Amelia, Inaz Nova Asep Saepulloh Depi Setialesmana EKO YULIANTO Hetty Patmawati Inggrid Marlissa Juika, Juika Kamariah Kamariah, Kamariah lina marlina, lina Mansyur, Muhamad Zulfikar Maulina, Julia Mubarokah, Hevi Haplatul Nina Kartika, Nina Nugraha, Depi Ardian Nur Afifah, Raeynisa Nurina Happy Nurjamil, Dedi Nursyahidah, Silmi Permata, Alfiana Syipa Rafiqoh, Sri Rusdyi Habsyi Sapitri, Anis Sofwatun, Shofa Sopandi, Hadi Suherman, Riska Marisa Supratman Supratman Supratman, Supratman Veronica Ruslau, Maria Fransina Wahyu, Rahma Yeni Heryani Zahira, Zaskia Aliyah zakiah, Nina Zuhri