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All Journal MATEMATIKA E-Dimas: Jurnal Pengabdian kepada Masyarakat JMPM: Jurnal Matematika dan Pendidikan Matematika 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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Constructing Analogical Arguments in Solving Mathematical Problem: High School Students’ Interactions with ChatGPT Gurit Wulan Jagadianti; Manuharawati; Wijayanti, Pradnyo
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 9 No. 1 (2025): JRPIPM SEPTEMBER 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v9n1.p31-45

Abstract

solving new problems. However, many students struggle to construct well-structured arguments when solving mathematical problems, they have encountered before. The use of artificial intelligence technology, such as ChatGPT, has emerged as a potential solution to support students in building analogical arguments. This study aims to describe high school students' analogical arguments in solving mathematical problems before and after interacting with ChatGPT. This research employed a descriptive qualitative approach. The participants consisted of two 10th-grade high school students who had studied trigonometry and had prior experience using ChatGPT. The participants were selected based on the completeness of the argument components they demonstrated. Data were collected through analogical argument tasks, semi-structured interviews, and interactions with ChatGPT. Data analysis referred to indicators of analogical arguments that integrate Toulmin’s argument components and Bartha’s analogical argument structure. The results showed that students' analogical arguments changed before and after interacting with ChatGPT. The structure of the analogical arguments became more organized after the interaction. ChatGPT helped students to reconstruct the arguments they had previously built. This study implies that the use of ChatGPT can be a potential alternative to assist students in developing analogical arguments when solving mathematical problems.
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)

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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.
Co-Authors A, Ruslimin ABADI Agung Lukito AGUNG LUKITO ALFIRA RAHMAH Armeria Wijaya, Armeria BUDI RAHADJENG Budiarto, Mega T. Dhany Fachrudin, Achmad DIAN SAVITRI Dian Savitri DINA MARIAMI ISTUTI Dini Kinati Fardah DWI YULIANTI, VIKA Endang Suprapti Evangelista Lus Windyana Palupi Faradilla, Anisa' Gurit Wulan Jagadianti Hamzah, Ahmad Taufik Hasdi Hasdi Hasdi, Hasdi Hery Tri Sutanto HIDAYATUL LAILIYAH, WIWIN Hidayatullah, Achmad Hidayatullah HIKMATUT TARBIYYAH, HUNA HUNA HIKMATUT TARBIYYAH I Ketut Budayasa 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 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 Wijaya, Armeria Wijaya Wiwik Handayani WIWIN HIDAYATUL LAILIYAH