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All Journal Desimal: Jurnal Matematika Guru Tua : Jurnal Pendidikan dan Pembelajaran Koordinat : Jurnal Pembelajaran Matematika dan Sains
Windra
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Education Mathematics Physics Social Sciences

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ANALISIS BERPIKIR KRITIS DALAM PEMECAHAN MASALAH GEOMETRI PADA SISWA VISUAL SPASIAL DITINJAU DARI JENIS KELAMIN Ayulinansyah, Sri; Windra
Guru Tua : Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2024): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31970/gurutua.v7i2.211

Abstract

Pendekatan penelitian yang digunakan adalah deskriptif kualitatif yang bertujuan untuk mendeskripsikan analisis berpikir kritis siswa laki laki dan perempuan dengan kecerdasan visual spasial dalam memecahkan masalah geometri. Jenis Penelitian ini adalah kualitatif. Subjek penelitian terdiri dari 2 siswa kelas VIII yang terdiri dari 1 siswa perempuan dan 1 siswa laki-laki yang memiliki kecerdasan visual spasial. Hasil penelitian Analisis berfikir kritis Siswa Visual Spasial Perempuan Pada kategori klarifikasi (clarification), inferensi (inference), strategi (strategies), klarifikasi (clarification), penilaian (assesment) mampu memecahan masalah melaksanakan semua tahapan pemecahan masalah Polya dengan kategori cukup sedangkan Siswa Visual Spasial Laki-laki mampu memecahkan masalah melaksanakan semua tahapan pemecahan masalah Polya dengan baik.
Development Of Student Worksheets Using Ethnomathematics Approach On Prism Geometry For Middle School H Mailili, Wahyuni; Hajerina; Nursupiamin; Sriayulisyah; Windra
Koordinat Jurnal MIPA Vol. 6 No. 1 (2025)
Publisher : Program Studi Tadris Matematika dan Tadris Ilmu Pengetahuan Alam, Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), Universitas Islam Negeri (UIN) Datokarama Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/koordinat.v6i1.153

Abstract

This research aims to produce the topic of space geometry, specifically Prisms, for eighth-grade on middle school students (SMP/MTs) while meeting the criteria of validity, effectiveness, and practicality. The research method used is the Research and Development (R&D) approach with the Plomp model, which includes several stages, namely preliminary investigation, design, development or construction, as well as testing, evaluation, and revision. Based on expert validation, the developed worksheet obtained an average score of 3.81, which falls into the valid category. The results of the final learning test show a success rate of 81.10%, which falls into the very effective category. Meanwhile, the analysis of the teacher response questionnaire shows a practicality level of 93.05% with a very practical category. The results of the student response questionnaire also showed a practicality level of 91.23% with a very practical category. Thus, it is proven to be valid, effective, and practical, to be used in the learning process
Students’ Cognitive Processes in Solving Group Theory Problems: An Analysis Based on Bloom’s Taxonomy Wahyuni, Dewi Sri; Rochaminah, Sutji; Sartika, Nurhalida; Windra
Desimal: Jurnal Matematika Vol. 9 No. 2 (2026): Desimal
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/desimal.v9i2.30240

Abstract

Abstract algebra requires students to coordinate formal definitions, algebraic properties, and proof structures rather than rely on procedural recall alone. This study describes the cognitive processes demonstrated by fifth-semester mathematics education students when solving introductory group theory problems, using the first four categories of the revised Bloom’s taxonomy as an analytical lens. The study employed a qualitative descriptive approach at the Mathematics Education Study Programme, Alkhairaat University, from 15 September to 6 November 2025. Four students (LF, WS, AR, and N), selected purposively from students enrolled in the algebraic structures course, completed two written tasks and participated in interviews used to clarify their responses. The first task examined students’ definitions of a group, while the second required them to state and prove a theorem about group properties. All four students recalled central elements of the group definition, although the precision of their explanations varied. In the proof task, LF produced a coherent argument for the uniqueness of the identity element, whereas WS, AR, and N attempted to use familiar group properties but showed difficulties in theorem selection, property identification, or the logical ordering of operations. Across the four cases, remembering was consistently supported, whereas evidence of understanding was partial for several participants, and applying and analyzing were most clearly demonstrated in LF’s proof. These findings suggest that assessment of group theory learning should distinguish the recall of definitions and properties from the ability to coordinate them within a valid proof.
Co-Authors Ayulinansyah, Sri Dewi Sri Wahyuni, Dewi Sri H Mailili, Wahyuni Hajerina Hajerina Nursupiamin Nursupiamin, Nursupiamin Sartika, Nurhalida Sriayulisyah Sutji Rochaminah