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ENHANCING MATHEMATICAL CREATIVE THINKING ABILITY: EXPERIMENTATION WITH REALISTIC MATHEMATICS EDUCATION BY EMBEDDING ICE BREAKING IN JUNIOR HIGH SCHOOL Ramadhanta, Sury Adellia; Simamora, Rustam Effendy; Susanti, Dwi
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18693

The effectiveness of Realistic Mathematics Education (RME) in improving students' mathematical abilities has been examined through various research. Meanwhile, the use of ice-breaking (Ib), considered by experts and educational researchers as a highly beneficial tactic for improving learning effectiveness, had yet to be fully explored in the context of integration with RME. The study aimed to examine the effectiveness of Ib-RME (RME integrating Ib) in enhancing students' mathematical creative thinking abilities (MCTA) at SMPN 14 Tarakan, Indonesia. Involving 64 seventh-grade students in a quasi-experimental design, the experimental group adopted the Ib-RME approach. In contrast, the control group followed the conventional teaching method employed by mathematics teachers in the class, including ice-breaking activities as normally implemented in the classroom setting. Data analysis using t-tests revealed a significant improvement in MCTA in the Ib-RME group, confirming the effectiveness of this approach. The research noted that conventional teaching also enhanced MCTA, although to a lesser extent than Ib-RME. These findings contributed to understanding the potential integration between RME and Ib in improving Mathematics learning outcomes, particularly in developing MCTA. The implications could serve as a basis for the development of innovative and effective teaching approaches in the mathematics education. Keywords: conventional learning, ice-breaking, mathematical creative thinking ability, realistic mathematics education, school mathematics.

Math Remediation: How Repeatedly Failed Students Perceive The Remediation Program and Their Failures Simamora, Rustam Effendy; Darmayasa, Jero Budi
IndoMath: Indonesia Mathematics Education Vol 7, No 1 (2024): February 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v7i1.102

Mathematics remediation (MR) is crucial in higher education, serving as a cornerstone to prepare under-equipped students. However, numerous Mathematics Education students in one of the public universities in Indonesia have repeatedly failed in this program. Failure experiences have an essential role in pre-service mathematics teachers' personal and professional development. While some research has explored the students' failure experiences, a significant gap exists in exploring the perception of repeatedly failed students in MR. Our qualitative narrative case study delves into the perceptions of repeatedly failing students regarding the MR and their failures. Five themes emerged through analysis of reflective writing and interview data: perceptions of mathematics and its learning, perspectives on the MR program, attitudes toward failure, factors contributing to participant failures, and expectations for MR program development. This study provides valuable insights to enhance the effectiveness of MR, shedding light on the intricate dynamics surrounding students' experiences with the program.

EKSPLORASI PROSES PEMECAHAN MASALAH MATEMATIKA SISWA KELAS 8 SEKOLAH MENENGAH PERTAMA DALAM MENYELESAIKAN SOAL CERITA Luthfiyah, Indah; Simamora, Rustam Effendy; Rahayu, Setia Widia
Mathematics Education And Application Journal (META) Vol 6, No 1 (2024)
Publisher : Jurusan Pendidikan Matematika Universitas Borneo Tarakan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35334/meta.v6i1.5427

Mathematics researchers and educators promoted problem-solving as an essential process and skill for every student, as it was closely related to the development of students’ mathematical abilities and necessary for solving problems they encountered, both at that time and in the future. Several studies indicated that Indonesian students’ mathematical problem-solving skills remained low. This study focused on 8th-grade students at a public middle school in Tarakan, North Kalimantan, who were struggling with mathematical problem-solving. The study aimed to describe the mathematical problem-solving process carried out by the students in the 8th-grade class. Using a case study qualitative strategy, the researcher collected data through assignments, observation, document analysis, and interviews. Data analysis followed the model by Miles et al. (2014), which included data condensation, data display, and drawing conclusions and verification. The findings revealed that students’ mathematical problem-solving processes involved three main themes: understanding the problem, problem-solving strategies, and answer verification. Additionally, two supplementary themes were identified: students’ attention while facing problems and their perceptions of the mathematical problem and the provided solution. These findings highlighted the importance of educational practices that strengthened problem-solving through instruction and enhanced their self-regulation when dealing with mathematical problems.Keywords: mathematics, problem-solving, Polya, word problems. AbstrakPeneliti dan pendidik matematika mempromosikan pemecahan masalah sebagai proses dan keterampilan esensial bagi setiap siswa karena berkaitan erat dengan perkembangan kemampuan matematis siswa tersebut, dan dibutuhkan untuk memecahkan masalah matematis yang dihadapi, baik di masa sekarang maupun di masa depan. Sejumlah studi menunjukan bahwa kemampuan pemecahan masalah matematika siswa di Indonesia masih belum memuaskan. Penelitian ini berfokus pada siswa kelas 8 di sebuah sekolah menengah pertama negeri di Kota Tarakan, Kalimantan Utara, yang mengalami kesulitan dalam menyelesaikan masalah matematika. Studi ini bertujuan untuk mendeskripsikan secara mendalam proses pemecahan masalah yang dilakukan siswa di kelas tersebut. Dengan menggunakan pendekatan studi kasus kualitatif, peneliti mengumpulkan data melalui pemberian tugas, observasi, analisis dokumen, dan wawancara. Analisis data dilakukan dengan mengikuti model Miles et al. (2014), yang terdiri dari kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Temuan penelitian menunjukkan bahwa proses pemecahan masalah matematika siswa mencakup tiga tema utama: pemahaman masalah, strategi penyelesaian, dan verifikasi jawaban. Selain itu, ditemukan dua tema tambahan, yaitu perhatian siswa saat menghadapi masalah dan persepsi mereka terhadap masalah serta solusinya. Temuan ini menegaskan pentingnya praktik pendidikan yang memperkuat pemecahan masalah melalui pembelajaran, serta meningkatkan pengaturan diri siswa ketika menghadapi masalah matematis.Kata kunci: matematika, pemecahan masalah, Polya, soal cerita.

EFEKTIVITAS REALISTIC MATHEMATICS EDUCATION TERHADAP BERPIKIR KRITIS MATEMATIS SISWA KELAS VII SEKOLAH MENENGAH PERTAMA Toruan, Heldina Lumban; Simamora, Rustam Effendy; Rahayu, Setia Widia
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i2.19875

Kemampuan berpikir kritis matematis (KBKM), yang mencakup kemampuan mengevaluasi dan mengambil keputusan, merupakan komponen esensial yang berkontribusi dalam meningkatkan kualitas hidup, yang dapat dikembangkan melalui pembelajaran Matematika. Beberapa penelitian kuantitatif telah menunjukkan bahwa Realistic Mathematics Education (RME) efektif dalam meningkatkan KBKM. Untuk memperoleh pemahaman yang lebih komprehensif mengenai efektivitas RME terhadap KBKM siswa, penelitian ini menggunakan pendekatan mixed methods. Penelitian ini bertujuan untuk menyelidiki efektivitas RME terhadap KBKM siswa kelas VII di salah satu SMP negeri di Tarakan dengan mengumpulkan data kuantitatif dan kualitatif. Penelitian dengan desain embedded-experimental mixed methods ini mengumpulkan data kuantitaif melalui tes yang melibatkan 38 siswa kelas VII, yang masing-masing terdiri dari 19 siswa kelompok eksperimen dan kelompok kontrol. Sementara itu, data kualitatif diperoleh melalui wawancara bersama 6 orang siswa kelompok eksperimen yang dipilih menggunakan teknik purposive sampling. Analisis data kuantitatif menggunakan n-gain score dan independent sample t-test menunjukkan terdapat peningkatan KBKM siswa yang signifikan setelah implementasi RME. Sejalan dengan hasil kuantitatif tersebut, analisis data kualitatif mengungkapkan bahwa siswa mengalami peningkatan KBKM dan memberikan respon positif secara umum terhadap implementasi RME. Kata kunci: berpikir kritis matematis, mixed methods, realistic mathematics education. Abstract: Mathematical critical thinking skills (MCTS), which include the ability to evaluate and make decisions, are essential components that contribute to improving the quality of life, and the skills can be developed through mathematics education. Several quantitative studies have shown that Realistic Mathematics Education (RME) is effective in enhancing MCTS. This study employed a mixed-methods approach to gain a more comprehensive understanding of RME's effectiveness on students' MCTS. This research aimed to investigate the effectiveness of RME on the MCTS of seventh-grade students at a public junior high school in Tarakan by collecting both quantitative and qualitative data. Quantitative data were gathered through tests involving 38 seventh-grade students using an embedded-experimental mixed methods design, with 19 in the experimental group and 19 in the control group. Meanwhile, qualitative data were collected through interviews with six students from the experimental group, selected using purposive sampling. Quantitative data analysis using n-gain scores and an independent sample t-test revealed a significant improvement in students' MCTS following the implementation of RME. Consistent with the quantitative findings, qualitative data analysis indicated that students experienced an improvement in MCTS and generally responded positively to the implementation of RME. Keywords: mathematical critical thinking, mixed methods, realistic mathematics education.

Perceptions of failed mathematics education students toward preparatory mathematics course Simamora, Rustam Effendy; Tanjung, Firima Zona; Rizmawati, Lusiana; Lastari, Dini Adhe
Journal of Honai Math Vol. 7 No. 2 (2024): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v7i2.571

Investigating the experiences of mathematics education students who have faced academic challenges is vital for shaping the professional development of future mathematics educators. This study examines the experiences of Indonesian mathematics education students who have encountered difficulties in a Preparatory Mathematics Course (PMC). Employing a qualitative case study narrative approach, we explore these students’ perceptions, emphasizing the crucial role of foundational mathematics skills and the potential of PMC in aiding underprepared learners. Data were collected through questionnaires and interviews. The findings reveal varied perspectives on the course's value. Some students recognized its significance and contribution to their university studies, particularly in mathematics content courses, while others viewed it as less impactful. Factors contributing to student failures included a lack of focus and dedication, carelessness in test assessments, and discrepancies between expected and actual learning experiences. Additionally, participants provided constructive suggestions for improving the course, such as integrating collaborative learning, enhancing assignments and assessments, incorporating instructional videos, offering in-person learning opportunities, adjusting schedules, and facilitating anonymous online discussion forums. These insights offer valuable directions for refining PMC and improving outcomes for mathematics students and educators.

Why is the mathematics educator called inspiring? Simamora, Rustam Effendy; Darmayasa, Jero Budi; Kamara, Jean Gloria
Journal of Honai Math Vol. 5 No. 2 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i2.334

Inspiration plays a significant role in sparking or enhancing the learning motivation of prospective mathematics teachers (PMTs). InspirationÂ will alsoÂ influenceÂ the mathematical identity of PMTsâ€™ when they become professional mathematics teachers. AÂ mathematics teacher educator (MTE) can be a source of inspiration for PMTs; hence, a study must identify and explain why an MTE is considered inspiring. This study attempts to develop the theory of inspiring MTEs profiles based on the experience of PMTs. This study included 21 students and 7 lecturers of the Mathematics Education Department in a public university in Indonesia. This qualitative research was conducted employing a grounded theory constructivist approach. The findings revealed that inspiring MTEs possessed the following characteristics: â€œcreating a sense of comfort, being knowledgeable, being motivating, providing fun and enjoyable learning, imparting new insights and comprehension, and being disciplined and authoritative.â€ According to this theory, an inspiring MTE creates a sense of comfort through their gracious, friendly, humble, and humorous personality. Fun and enjoyable learning in this study is learning that provide a sense of comfort, fun learning, interactive learning, and carrying out evaluations. MTEs give new insight and understanding by explaining in detail, systematically, and easily understood, sharing creative ideas, and providing scaffolding. Implications of this finding are discussed.

Investigating the effects of Realistic Mathematics Education on mathematical creativity through a mixed-methods approach Simamora, Rustam Effendy; Ramadhanta, Sury Adellia
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 2 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i2.21221

This study investigates the effect of Realistic Mathematics Education (RME) on mathematical creativity among 96 seventh-grade students in North Kalimantan. Using an embedded experimental design, students were assigned to an experimental group (RME) and a control group (conventional teaching), each consisting of 32 students. The pretest and posttest showed a significant increase in mathematical creativity in both groups, with a greater increase in the RME group. Interviews indicated that RME positively impacted students' mathematical self-efficacy, proficiency in fractions, and enjoyment of learning. Students also favored teaching on the blackboard and mathematics games, which increased their interest. These findings confirm the effectiveness of RME in enhancing mathematical creativity and suggest further exploration of diverse learning media and icebreakers. This study highlights the potential of RME to foster creativity and recommends its integration into the mathematics curriculum.

Unlocking Mathematical Creativity: How Students Solve Open-Ended Geometry Problems Simamora, Rustam Effendy; Kamara, Jean Gloria
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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

Abstract: Mathematical creativity has become increasingly significant in education, emphasizing originality, innovative solutions, and informed decision-making. However, a notable research gap exists in understanding how junior high school students creatively solve open-ended geometry problems. This study addressed this gap by exploring how students tackle such problems and constructing a mathematical creative process model. The research involved eight 7th-grade students from a public junior high school in North Kalimantan, Indonesia. A qualitative research approach, a case study strategy, was employed, utilizing observations, students’ answer sheets, and interview-based tasks to gather detailed insights into the students’ problem-solving processes. We implemented replicating the finding strategy and considered saturation to enhance the research quality. The findings revealed a six-phase model of the mathematical creativity process: reading, problem selection, and exploration; experiencing perception changes; looking for and generating ideas; undergoing incubation; implementing ideas; and verifying solutions. Self-regulation emerged as a crucial factor influencing student engagement and success in the creative process. Notably, the most creative student in this study demonstrated active actions during problem-solving through all phases, underscoring the importance of self-regulation. The study concludes that self-regulation and also incubation are pivotal in creative problem-solving. These insights provide valuable guidance for educators and researchers aiming to enhance mathematical creativity in the classroom, emphasizing the need for strategies that support self-regulation and innovative problem-solving abilities. Keywords: geometry, mathematical creative process, open-ended problems, case-study.DOI: https://dx.doi.org/10.23960/jpmipa/v25i1.pp66-86

Klinik Matematika: Matrikulasi untuk Optimalisasi Kemampuan Dasar Matematika Mahasiswa R, Nurmala; Widyawati, Eka; Izzatin, Maharani; Rahayu, Setia Widia; Hermansyah, Hermansyah; Simamora, Rustam Effendy; Jusmawati, Jusmawati
Jurnal Masyarakat Madani Indonesia Vol. 5 No. 1 (2026): Februari (In Progress)
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/56py4b05

Kesulitan yang sering dihadapi mahasiswa Program Studi Pendidikan Matematika di Universitas Borneo Tarakan berakar dari pemahaman dasar matematika yang lemah, mencakup konsep prasyarat seperti aljabar, kalkulus dasar, dan logika matematika. Kondisi ini menghambat mereka dalam mempelajari materi perkuliahan yang lebih kompleks, berpotensi memicu ketertinggalan akademis, dan menurunkan motivasi belajar. Untuk mengatasi masalah krusial ini, diusulkan program intervensi sistematis dan terstruktur bernama Klinik Matematika dengan pendekatan matrikulasi intensif. Tujuan utama kegiatan ini adalah memperkuat kemampuan dasar matematika mahasiswa baru serta angkatan sebelumnya, sekaligus memotivasi mereka agar memiliki semangat dan kesiapan optimal untuk mengikuti perkuliahan. Kegiatan ini dilaksanakan di kampus Universitas Borneo Tarakan, menyasar 56 mahasiswa baru Program Studi Pendidikan Matematika Angkatan 2025. Metode yang digunakan adalah pembelajaran interaktif yang berpusat pada mahasiswa, meliputi penyampaian materi ringkas, latihan soal, diskusi, dan pendekatan klinik di mana dosen memberikan bantuan personal untuk mengatasi miskonsepsi spesifik. Evaluasi menggunakan tes kemampuan dasar (pretes dan posttes) menunjukkan kenaikan rata-rata nilai yang signifikan. Kesimpulannya, program Klinik Matematika ini berhasil dan sangat efektif dalam mengoptimalkan kompetensi dasar matematika mahasiswa, menjadikannya solusi yang direkomendasikan untuk menjadi agenda rutin tahunan.

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