Articles
<![CDATA[Argumentasi Analogis Siswa SMA pada Masalah Analogi Tipe Prediktif ]]>
<![CDATA[Gurit Wulan Jagadianti]]>;
<![CDATA[Abdul Haris Rosyidi]]>
<![CDATA[ MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023 ]]>
Publisher : <![CDATA[Program Studi S1 Matematika UNESA ]]>
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DOI: 10.26740/mathedunesa.v12n3.p881-897
<![CDATA[Analogy helps students find solutions to problems that involve new knowledge by referring to previously learned knowledge. Analogical argumentation plays a crucial role in supporting solutions to interconnected problems. Analogical argumentation itself is defined as the process of analyzing information from two similar and interconnected problems to provide logical reasons to justify conclusions. This research aims to describe the analogical argumentation of high school students on predictive analogy problems. This study uses a descriptive qualitative approach. The research subjects are three 10th-grade students from a public high school in Bojonegoro, selected based on the criteria of the source problem 1) claim being supported by grounds and warrant, 2) claim being supported by grounds, warrants focusing on congruence, and backing, 3) claim being supported by grounds, warrants focusing on square rotation, and backing. The data from the analogical argumentaion task and interviews were analyzed using predefined indicators by the researcher. The research findings indicate that students' analogical argumentation begins with identifying information, questions, and identical concepts between the two problems. Then, students make assumptions about the structure of the target problem in relation to the source problem, search for similarities in geometric properties, and discover relationships between the questions in both problems. Students engage in appropriate argumentation based on the source problem to predict conclusions for the target problem. They construct grounds and warrants based on the structure of analogical argumentation. Students tend not to double-check their answers because they are already confident with their stated conclusions.]]>
<![CDATA[Penalaran Analogi Peserta Didik SMP dalam Menyelesaikan Dua Masalah dengan Kesamaan Permukaan Rendah ]]>
<![CDATA[Kevin Anugrawan]]>;
<![CDATA[Abdul Haris Rosyidi]]>
<![CDATA[ MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023 ]]>
Publisher : <![CDATA[Program Studi S1 Matematika UNESA ]]>
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DOI: 10.26740/mathedunesa.v12n3.p834-857
<![CDATA[Analogical reasoning is a process of identifying two problems that aim to produce knowledge by associating relevant concepts and facts and adapting them so that they can solve more complex problems. Low surface similarity does not play a significant role in solving analogical reasoning. This type of research was carried out descriptively with qualitative methods with the aim of describing students' reasoning in solving analogy problems with low surface similarity. The research was conducted at one of the junior high schools in Sidoarjo with three selected students. Research data were analyzed using indicators that had been made by researchers. The data from the research results gave rise to three students who have uniqueness in analogical reasoning. There are two peculiarities found, namely the peculiarities with general cases and the peculiarities with special cases. The low surface similarity in analogy problems has an impact on students in the form of different stages of analogical reasoning that are passed by the three students. Students with general characteristics have stages of linear analogy reasoning. Students with special case characteristics have dynamic analogical reasoning stages. Identifying is done by students by identifying characteristics and concluding the relationship between the two problems. Mapping is done by students by mapping information related to analogy problems. At the time of applying the answers to the source problem to the target problem, there were two students with special characteristics who returned to the previous stage because they found it difficult. Verifying has been done by each student, but students with special cases have beliefs that are contrary to the results of the answers. So, the use of source problems and target problems that have low surface similarities can be used with the condition that the structure of the answers between the two problems must be analogous to each other.]]>
<![CDATA[Improving Students' Critical Thinking Skills in Learning Mathematics Using Problem Posing Approach ]]>
<![CDATA[Solikhah, Pradnya Paramitha]]>;
<![CDATA[Rosyidi, Abdul Haris]]>;
<![CDATA[Widiastuti, Endang Yayuk Sri]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 10 No 2 (2024): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v10i2.21763
<![CDATA[This study aims to improve students' critical thinking skills in mathematics learning using a problem posing approach. This study was classroom action research conducted over two cycles. Researchers use tests of critical thinking skills and observation sheets for data collection techniques. The subjects of this study were 35 grade 8 students of SMPN 2 Candi. Data analysis techniques use a combination of qualitative and quantitative. The results of the study showed that based on the results of the critical thinking skills test, there was a significant increase in the percentage of classical completeness from the pre-action stage to cycle 1, and there was a slight increase from cycle 1 to cycle 2. In the pre-action stage, there were 68.57% of students completed, where students are said to complete if their level of mastery is in the category of sufficient or above. In cycle 1, 80% of students completed, and in cycle 2 there were 82.86% of students completed. Based on the study results, it was concluded that students' critical thinking skills in mathematics learning have increased by applying the problem posing approach.]]>
<![CDATA[Kegagalan Scaffolding Berpikir Kritis Peserta Didik SMP Secara Kolaboratif dalam Menyelesaikan Masalah Geometri: Studi Kasus ]]>
<![CDATA[Rahmah, Aulia]]>;
<![CDATA[Rosyidi, Abdul Haris]]>
<![CDATA[ MATHEdunesa Vol. 13 No. 1 (2024): Jurnal Mathedunesa Volume 13 Nomor 1 Tahun 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/mathedunesa.v13n1.p300-317
<![CDATA[Diagnosing learners' difficulties in solving math problems is one of the steps in finding and overcoming these learners' difficulties. This qualitative research describes the difficulties of junior high school students in critical thinking and the form of scaffolding provided collaboratively. This research is a case study of two junior high school students who experienced failure in scaffolding. The instrument used was task-based interviews. The task in question is a critical thinking ability test. Data analysis was conducted using four indicators of critical thinking according to Facione: interpretation, analysis, evaluation, and inference. Scaffolding used in this study is scaffolding proposed by Anghileri. The results showed that in the interpretation indicator, students had difficulty explaining what was known and asked in the problem and were given scaffolding reviewing. In the analysis indicator, students have difficulty determining the solution method and the relationship between formulas regarding the height of the triangle and are given scaffolding reviewing and restructuring. In the evaluation indicator, students have difficulty performing calculations and are given scaffolding reviewing. In the inference indicator, students have difficulty drawing conclusions and are given scaffolding reviewing and developing conceptual thinking. The results showed that after being given scaffolding, students still made mistakes again which were caused by the lack of student accuracy and the tendency of students to rush so that they chose a faster but less precise way. Therefore, teachers must provide practice problems continuously so that they can train students' accuracy and students are accustomed to varied solutions]]>
<![CDATA[Students' Construction of Conjectures Assisted by GeoGebra for Graphing Linear Equations: Cases of Female Students ]]>
<![CDATA[Rosyidi, Abdul Haris]]>;
<![CDATA[Yanti Nur Rahmadhani]]>
<![CDATA[ JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 9 No 2 (2024): September 2024 - February 2025 ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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DOI: 10.26594/jmpm.v9i2.4858
<![CDATA[This study aims to describe female students' conjecture construction on the topic of linear equation graphs with the assistance of GeoGebra. The study involved two female students who had mastered the necessary prerequisite material. Research instruments included conjecture construction tests and interviews, which were analyzed based on these conjecture construction indicators: 1) problem identification and exploration, 2) formulating conjectures, 3) testing and refining conjectures, and 4) proving conjectures. Results showed that, in the problem identification and exploration stage, students identified what was asked in the question, determined the information needed to answer it, and explored examples using GeoGebra. One student independently identified a pattern, while the other required an explanation. In the conjecture formulation stage, both students needed guidance to construct a general conjecture. Both students tested their conjectures, though only one needed to refine it. Initially, proof was conducted through examples; ultimately, both students succeeded in generalizing their proofs.]]>
<![CDATA[Berpikir Reflektif Siswa dalam Pemecahan Masalah Open Ended Materi Segitiga Berbantuan GeoGebra ]]>
<![CDATA[Maharani, Elyzabeta Marya]]>;
<![CDATA[Rosyidi, Abdul Haris]]>
<![CDATA[ MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/mathedunesa.v13n3.p812-835
<![CDATA[Reflective thinking and Geogebra can facilitate students in developing problem solving. Reflective thinking plays a role in formulating problem-solving strategies, while Geogebra functions as an exploratory tool. One of the materials related to reflective thinking and geogebra is triangles. This research is a qualitative descriptive study that aims to describe students' reflective thinking in solving open ended problems with Geogebra-assisted triangle material. Data collection was carried out using tests, interviews, and documentation. The research subjects were 3 class VII students of Public Middle School in Jombang for the 2022/2023 school year who got solutions in the form of acute triangles, right triangles, and obtuse triangles. Data were analyzed using the stages of reflective thinking in problem solving adapted by Dewey. The results showed that when they first read the problem, students felt confused, depressed, relieved, and normal. Students remember similar problems in terms of both context and form. Students identify information on the problem by reading the problem carefully or considering known and unknown information. Students connect what is known and asked using the flat shape concept they have. Students state that the information provided on the problem is sufficient or insufficient based on the calculation of the height of the triangle. When students remember problems with similar contexts, they will use that knowledge to solve current problems. Students find the concept of triangles and Geogebra exploration that can be used in solving problems. Alternative student strategies in solving problems related to the formula for determining the height of a triangle, problem solving steps, and geogebraic exploration. Students try every alternative strategy they find to determine the most effective strategy. Students reveal that Geogebra helps in drawing triangles. Students express confidence in the solutions given along with the reasons.]]>
<![CDATA[Penalaran Aljabar Siswa SMP dalam Menyelesaikan Soal Pola Bilangan Berbantuan GeoGebra ]]>
<![CDATA[Yuniarti, Salsadila Rahma]]>;
<![CDATA[Rosyidi, Abdul Haris]]>
<![CDATA[ MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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<![CDATA[This study aims to describe the algebraic reasoning students in solving number pattern-assisted GeoGebra. The subjects of this study are students at State Junior High Schools in Nganjuk. Data collection procedures through the assignment of algebraic reasoning and interviews. Data analysis refers to the Herbert and Brown (2000). The results showed that two students had differences in generalizing number patterns in the second method because there are no constan variabel (in this case color) as with the first method, one student was not successful in generalizing because there were many colors and there were no constant colors compared to the first method. However, both students were equally successful in generalizing the first method. Based on the research results, attention is needed regarding the influence of color position or the number of colors used in GeoGebra to help students generalize the pattern and determine an effective solution strategy by considering the many elements and color positions in each pattern.]]>
<![CDATA[Berpikir Kritis Siswa dalam Menyelesaikan Masalah Matematika Kontekstual Terbuka Ditinjau dari Gaya Kognitif Reflektif dan Impulsif ]]>
<![CDATA[Sari, Silvia Novita]]>;
<![CDATA[Rosyidi, Abdul Haris]]>
<![CDATA[ MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/mathedunesa.v14n1.p175-194
<![CDATA[Critical thinking is one of the skills needed to solve problems. Cognitive style has an important role in developing critical thinking skills. This study aims to describe students' critical thinking in solving open contextual math problems based on reflective and impulsive cognitive styles. This research is a qualitative descriptive. The subjects in this study consisted of two students of VIII grade at junior high school in Surabaya who had reflective and impulsive cognitive styles. The instruments in this study were Matching Familiar Figure Test (MFFT), critical thinking test of contextual open-ended problems, and interview guidelines. The data of this study were analyzed based on critical thinking indicators adapted from Jacob & Sam's critical thinking indicators. The results showed that in general students with reflective and impulsive cognitive styles went through four stages of critical thinking namely clarification, assessment, inference, and strategy. Students with reflective cognitive style solve problems with clear and detailed steps and arguments, and the time required tends to be long. At the strategy stage, students are able to determine other different alternative solutions. Meanwhile, students with impulsive cognitive style solve problems with steps and arguments that are short and the time required tends to be fast. At the strategy stage, students tried to determine other different alternative solutions even though in the end they could not find them.]]>
<![CDATA[Kemampuan Pemecahan Masalah Pembuktian Siswa SMP Berbantuan Geogebra ]]>
<![CDATA[Hikmah, Fita Amidanal]]>;
<![CDATA[Rosyidi, Abdul Haris]]>
<![CDATA[ MATHEdunesa Vol. 14 No. 1 (2025): Jurnal Mathedunesa Volume 14 Nomor 1 Tahun 2025 ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/mathedunesa.v14n1.p278-300
<![CDATA[Proof problem solving ability is an important part of the independent curriculum. However in reality, this ability is difficult for students to master because students are still unable to connect known facts with the elements to be proven so the need for the use of tools to improve students' problem solving skills. Geogebra can also facilitate students in every stage of solving proof problems. This research is a qualitative descriptive research that aims to describe the problem solving ability of Geogebra-assisted junior high school students. The subjects of this study were 4 students including 2 students with high ability and 2 students with moderate ability. The results showed that at the stage of understanding the problem, students with high and medium mathematical abilities could identify the information given. Although at first students with moderate ability experienced misunderstandings, these students could realize the misunderstanding with the help of Geogebra. Geogebra is very useful in helping students to understand the meaning of the problem and makes it easy to make visualizations quickly and accurately. At the stage of developing a solution plan, students can make several plans. With the help of Geogebra, students with moderate ability can determine the solution steps that are more precise and easy to understand. In addition, with Geogebra students can help to bring up concept ideas in problem solving. At the stage of implementing the plan, students with moderate ability have difficulty in implementing the plan, but with the help of Geogebra, students with moderate ability can re-examine the visualization results to get a new plan. Students use Geogebra to explore the plans that have been made to find the solution steps. At the stage of re-examining the solution, only students with high ability see the correctness of the results for all situations.]]>
