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All Journal MATEMATIKA E-Dimas: Jurnal Pengabdian kepada Masyarakat JMPM: Jurnal Matematika dan Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Malikussaleh Journal of Mathematics Learning (MJML) Jurnal Cendekia : Jurnal Pendidikan Matematika ANARGYA: Jurnal Ilmiah Pendidikan Matematika ALGORITMA : Journal of Mathematics Education Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) J-ADIMAS (Jurnal Pengabdian kepada Masyarakat) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Sains dan Matematika GANDRUNG: Jurnal Pengabdian Kepada Masyarakat MATHunesa: Jurnal Ilmiah Matematika Edukasia: Jurnal Pendidikan dan Pembelajaran International Journal of Trends in Mathematics Education Research (IJTMER) Journal of Mathematical Pedagogy (JOMP) Mathematics Education Journal
Manuharawati
Jurusan Matematika Fakultas Matematika Dan Ilmu Pengetahuan Alam Universitas Negeri Surabaya
Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Pendampingan Penyelesaian Soal Olimpiade Matematika bagi Siswa SMA Bayt Al Hikmah Pasuruan Manuharawati, Manuharawati; Rahadjeng, Budi; Jakfar, Muhammad; Savitri, Dian; Phibeta, Toni; Faradilla, Anisa'; Hamzah, Ahmad Taufik; Thoriq, Abil Alfath
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 3 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i3.23921

Abstract

Kemampuan pemecahan masalah merupakan salah satu kompetensi utama dalam pembelajaran matematika yang ditekankan dalam Kurikulum 2013. Di luar pembelajaran intrakurikuler, partisipasi dalam kegiatan Olimpiade Matematika dapat menjadi wahana strategis dalam mengembangkan daya nalar, kreativitas, dan kemampuan berpikir kritis siswa. Namun, di SMA Pondok Pesantren Bayt Al-Hikmah Kota Pasuruan, capaian prestasi dalam ajang tersebut masih terbatas, antara lain disebabkan oleh kurangnya intensitas pembinaan, keterbatasan sumber daya guru pembina, serta belum optimalnya strategi pelatihan. Sebagai respons terhadap kondisi tersebut, tim Pengabdian kepada Masyarakat dari Program Studi Matematika FMIPA Unesa melaksanakan kegiatan pendampingan penyelesaian soal olimpiade matematika bagi siswa SMA di pondok pesantren tersebut. Kegiatan dilaksanakan secara luring pada tanggal 13 Juli 2025 dan melibatkan 18 peserta, dengan pendekatan berbasis pemecahan masalah menurut Polya. Rangkaian kegiatan mencakup survei kemampuan awal, pendampingan materi, workshop penyelesaian soal, survei kemampuan akhir, serta evaluasi kepuasan peserta. Hasil evaluasi menunjukkan bahwa 83,33% peserta mengalami peningkatan skor setelah mengikuti pendampingan. Kegiatan ini terbukti efektif dalam meningkatkan pemahaman dan keterampilan siswa dalam menyelesaikan soal-soal olimpiade matematika, khususnya pada topik sistem persamaan linear, pembagian waris, dan kombinatorik.
Building a Conceptual Framework of Mathematics-based Financial Literacy to Enhance Students’ Financial Decision-Making Skills Fachrudin, Achmad Dhany; Manuharawati, Manuharawati; Abadi, Abadi
Mathematics Education Journal Vol. 19 No. 4 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Despite the growing advocacy for integrating financial literacy into mathematics education, existing models rarely align financial concepts explicitly with mathematical competencies. This study introduces Mathematics-based Financial Literacy (MFL) and develops a novel conceptual framework that integrates financial literacy with key mathematical competencies, aiming to enhance students’ critical financial decision-making skills. The framework was constructed using a systematic methodology adapted from Jabareen, comprising four phases: literature review, pattern identification, category synthesis, and framework conceptualization, complemented by expert consultation. The development process involved deconstructing financial literacy concepts, identifying elements influenced by mathematical competencies, and synthesizing these elements into coherent categories to form a unified framework. The resulting MFL framework consists of four core content areas: financial calculations and transactions; risk and benefit analysis of financial products; tax calculations; and mathematics-based financial planning and management. These content areas are supported by six key mathematical competencies, which include reasoning and argumentation, communication, modelling, representation, problem solving, and the use of symbols and formalism, spanning three mathematical domains: quantity, change and relationships, and uncertainty and data. This structured mapping explicitly integrates mathematical competencies with financial literacy domains, providing a comprehensive and practical model for classroom implementation, while enabling teachers to design effective learning tasks and assessments that foster students’ financial comprehension and informed decision-making. Thus, this study offers a novel contribution to mathematics education by presenting a conceptual framework that systematically links financial literacy and mathematical competencies, supporting the implementation of measurable and relevant financial skills-based learning for students.
Kemampuan Pemecahan Masalah Matematika Siswa dengan Gaya Kognitif Field Dependent dan Field Independent Hasdi, Hasdi; Manuharawati, Manuharawati; Sulaiman, Raden
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1040

Abstract

This study is a qualitative descriptive research with the aim of describing students' mathematical problem solving with Field Dependent (FD) and Field Independent (FI) cognitive styles. The subjects of this study consisted of 2 grade VIII junior high school students with Field Dependent (FD) and Field Independent (FI) cognitive styles. The selection of both subjects also considers equal mathematical ability, equal gender, communicative, and willing. The data is analyzed based on the polya problem-solving stages, namely understanding the problem, planning the solution, implementing the solution plan, and rechecking. The results of the study showed that the mathematical problem solving of the two students in solving the problem was relatively the same. At the stage of understanding the problem, both students are able to write down what is known and what is asked in the question, but FD tends to write the same thing about what is in the problem while FI uses his own language. At the stage of planning the settlement of FD fans, FIs are equally able to make strategies or steps to solve the problem. At the stage of implementing the settlement plan, FD and FI are both able to carry out the strategy that has been prepared previously. FI is confident that the answer obtained is correct. However, it is different from FD where he is not sure or doubtful about the answer because in the process of solving the problem there are errors caused by lack of thoroughness. At the stage of re-checking, the FI confidently said that he had re-examined carefully and was confident in the answers obtained. In contrast to FD who said he had double-checked but was not sure whether the answer obtained was correct or not.
Pendampingan Pemecahan Masalah Aljabar dan Geometri bagi Guru SD Kabupaten Magetan Manuharawati, Manuharawati; Jakfar, Muhammad; Romadonia, Riska Wahyu; Phibeta, Toni
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 15, No 1 (2024): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v15i1.17623

Abstract

Tujuan pembelajaran Matematika di SD, antara lain adalah agar peserta didik memiliki kemampuan pemahaman konsep, penalaran, memecahkan masalah, mengkomunikasikan gagasan, dan memiliki sikap menghargai kegunaan matematika dalam kehidupan. Memberikan pengajaran tentang bagaimana menyelesaikan masalah, merupakan tugas seorang guru untuk memberikan tantangan atau motivasi kepada para peserta didik agar mereka mampu memahami masalah tersebut, tertarik untuk memecahkannya, mampu menggunakan semua pengetahuannya untuk merumuskan strategi dalam memecahkan masalah, melaksanakan strategi, dan menilai apakah jawaban tersebut benar. Untuk dapat memotivasi para peserta didik yang demikian, maka setiap guru matematika harus mengetahui dan memahami langkah-langkah dan strategi dalam penyelesaian masalah matematika dan terampil dalam menyelesaikan masalah tersebut. Dari sisi lain, hasil survei pengetahuan awal terhadap 8 Guru SD di Kabupaten Magetan hanya 2 guru yang mendapat nilai 52 dan 1 guru yang mendapat 65 (skala 0-100). Berdasarkan uraian tersebut, tim dari jurusan Matematika Universitas Negeri Surabaya, mengadakan kegiatan “Pendampingan Pemecahan Masalah Aljabar dan Geometri Bagi Guru SD Kabupaten Magetan”. Metode pendampingan yang dilakukan adalah diskusi, tanya jawab, dan penugasan. Pendampingan secara luring dilakukan pada tanggal 22 Juli 2023 yang diawali dengan pembukaan oleh Kepala Sekolah SDN Tambran, Achmad Maarif, S.Pd., M.Pd., dilanjutkan dengan survei kemampuan awal, diskusi terkait langkah-langkah penyelesaian masalah dan strategi pemecahan masalah, diskusi terkait penyelesaian masalah aljabar dan geometri, dan survei kemampuan akhir pemecahan masalah. Kegiatan penugasan dilakukan secara daring sebagai tindak lanjut dari pendampingan secara luring. Dengan demikian dapat disimpulkan ada peningkatan kemampuan pemecahan masalah aljabar dan geometri untuk guru SD di Kabupaten Magetan.
Creative Thinking Process of Prospective Teacher Students Based on Cognitive Style in Solving Contextual Problems Endang Suprapti; Tatag Yuli Eko Siswono; Manuharawati; Armeria Wijaya
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 1: December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n1.p50-59

Abstract

This study aims to explore the creative thinking processes of prospective elementary school teacher students in solving contextual mathematical problems based on their cognitive styles. Using a qualitative descriptive approach, two students were selected through purposive sampling: one with a field independent (FI) cognitive style and high self-efficacy, and the other with a field dependent (FD) cognitive style and low self-efficacy. Data were collected through task-based tests and in-depth interviews, then validated and analyzed based on the stages of creative thinking: synthesizing ideas, building ideas, planning the implementation of ideas, and implementing the ideas. The results revealed notable differences in the creative thinking processes of the two subjects. The FI student exhibited fluency, flexibility, and novelty by generating multiple correct solutions through diverse strategies. In contrast, the FD student faced challenges in synthesizing ideas, relying on a single strategy, and producing only one correct solution. These findings highlight the significant impact of cognitive style on creative mathematical thinking and underscore the importance of tailored instructional approaches to support diverse cognitive profiles.
Research Trends of Critical Thinking in Mathematics Problem Posing: A Bibliometric Study and Descriptive Content Analysis   Indri Rohmatul Fakhri Febriani; Pradnyo Wijayanti; Manuharawati; Endah Budi Rahaju
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p103-119

Abstract

This study aims to systematically review the development of research on critical thinking in problem posing through bibliometric analysis and descriptive content analysis of Scopus-indexed publications from 2015 to 2025. The results indicate that China, Indonesia, and the United States are the most influential countries in this field, with China occupying the leading position in both publications and citations. The most productive affiliation is the National Taiwan University of Science and Technology, and Hwang, G. emerges as the author with the greatest contribution. Publication trends show a sharp increase after 2020, reaching a peak in 2024 with seven published articles. Although critical thinking is strongly connected to problem posing, its relationship with creativity, problem solving, and critical pedagogy remains weak. Content analysis reveals a dominance of quantitative approaches, particularly quasi-experimental designs, with university students as the most frequently studied subjects, purposive sampling as the primary sampling method, and tests as the main measurement instruments. The most commonly used data analysis techniques include descriptive statistics, t-tests, ANOVA, and n-Gain. These findings highlight clear opportunities for further research, particularly in integrating critical pedagogy, creativity, and learning technologies, as well as in more deeply exploring the cognitive processes underlying critical thinking in problem posing.
PEMBELAJARAN MELALUI PENDEKATAN TARL UNTUK MENINGKATAN HASIL BELAJAR MATEMATIKA PESERTA DIDIK KELAS XI Hannania, Erfi; Manuharawati, Manuharawati; Desi, Indah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13671

Abstract

This research was motivated by students' low mathematical abilities, as evidenced by student learning outcomes with a completion percentage of 16.67%. The reason is that teachers have not considered the abilities of each student in the learning process. Learning with the TaRL approach is one solution to improve student learning outcomes. This research was carried out in three cycles with the aim of improving the mathematics learning outcomes of class XI students using the TaRL approach through differentiated learning. This research uses a Classroom Action Research (PTK) approach with the Kemmis-MC Taggart model which consists of four stages, namely the planning, action, observation and reflection stages which are carried out in one cycle. The subjects of this research were students in class XI-11 at SMAN 15 Surabaya. The data collection technique used in this research was a written test. Based on the research results, it shows that there was an increase in the percentage of completion by 5.56% from 33.33% in cycle I to 38.89% in cycle II and an increase of 13.89% from 38.89% in cycle II to 52.78% in cycle III.
PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN PENDEKATAN TARL (TEACHING AT THE RIGHT LEVEL) Mukarramah, Mukarramah; Nisa, Firda Khoirun; Azizah, Izza; Manuharawati, Manuharawati; Utami, Indah Desi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.13992

Abstract

This research aims to improve the mathematics learning outcomes of students in class X-9 SMAN 15 Surabaya semester 2 of the 2023/2024 academic year using the PBL (Problem Based Learning) learning model with the TaRL (Teaching at The Right Level) approach. PTK (Classroom Action Research) was carried out in 2 cycles. The subjects in this research were students in class X-9 at SMAN 15 Surabaya, totaling 35 students. The variables in this research consist of the independent variable, namely the PBL learning model with the TaRL approach, while the dependent variable is the students' mathematics learning outcomes. The data analysis technique uses comparative descriptions in the form of percentages of mathematics learning outcomes in the pre-cycle, cycle I and cycle II. Based on the research results, it can be concluded that learning using the PBL (Problem Based Learning) model with the TaRL (Teaching at The Right Level) approach can improve students' mathematics learning outcomes in statistics material (mean and mode of single data and group data). The results before action was taken were that in the pre-cycle only 14 students or 40% completed, in cycle I this increased to 20 students or 57% who completed and in cycle II it increased again to 28 students or 80% of students who completed. This research was said to be successful because it achieved a student graduation percentage of above 78%. Keywords: Problem Based Learning, Teaching at the Right Level, Mathematics Learning Outcomes
Co-Authors A, Ruslimin ABADI Achmad Hidayatullah AGUNG LUKITO Agung Lukito ALFIRA RAHMAH Armeria Wijaya Armeria Wijaya, Armeria Azizah, Izza BUDI RAHADJENG Budiarto, Mega T. Desi, Indah Dhany Fachrudin, Achmad DIAN SAVITRI Dian Savitri DINA MARIAMI ISTUTI Dini Kinati Fardah DWI YULIANTI, VIKA Endah Budi Rahaju Endang Suprapti Evangelista Lus Windyana Palupi Faradilla, Anisa' Gurit Wulan Jagadianti Hamzah, Ahmad Taufik Hannania, Erfi Hasdi Hasdi Hasdi, Hasdi Hery Tri Sutanto HIDAYATUL LAILIYAH, WIWIN HIKMATUT TARBIYYAH, HUNA HUNA HIKMATUT TARBIYYAH I Ketut Budayasa Indri Rohmatul Fakhri Febriani Jakfar, Muhammad Jayawarsa, A.A. Ketut JESYA SULTON ABDULLOH Kevin Alifviansyah Khoirul Anwar Laikha Sari Lathifah, Ummi MARIAMI ISTUTI, DINA MASRIYAH Masriyah Masriyah Mega T. Budiarto Mega Teguh Budiarto Mia Saskia Muhammad Imam Sukro Aribowo Mukarramah Mukarramah, Mukarramah Nisa, Firda Khoirun Novita Purnamasari Supahmi Phibeta, Toni Pradnyo Wijayanti Rachmaniah Mirza Hariastuti Raden Sulaiman RADEN SULAIMAN RAHMAH, ALFIRA Rini Setianingsih Rini Setianingsih Romadonia, Riska Wahyu Rooselyna Ekawati Ruslimin A Siswono, Tatag Yuli Eko Siswono Siti Aisyah Siti Aisyah Soeparna Darmawijaya SULTON ABDULLOH, JESYA Sutinah Sutinah Sutinah Sutinah Tatag Yuli Eko Siswono Thoriq, Abil Alfath Toni Phibeta Utami, Indah Desi VIKA DWI YULIANTI Wanda Wira Yudiarti Wiwik Handayani WIWIN HIDAYATUL LAILIYAH