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Penalaran Analogi Siswa SMA Ditinjau dari Gaya Kognitif Reflektif Impulsif Dalam Menyelesaikan Masalah Open-ended Fitroni, Wildan; Rosyidi, Abdul Haris
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p1009-1027

This study aims to describe the analogical reasoning of senior high school students with reflective and impulsive cognitive styles, particularly those with high mathematical ability, in solving open-ended problems. Analogical reasoning ability is important for students' success in understanding and solving mathematical problems. This study uses a qualitative approach with high school students selected based on their reflective and impulsive cognitive styles and high mathematical ability. Data were collected through the Matching Familiar Figure Test (MFFT) adapted from Warli, an analogy reasoning test using open-ended problems from SPLTV material, and interviews. Data analysis was based on analogy reasoning indicators, including the structuring, mapping, applying, and verifying stages. The results of the study indicate that reflective and impulsive students with high mathematical ability, both of whom are female, are able to perform all four stages of analogical reasoning well, identify problem elements, map similarities, apply strategies, and verify their work accurately.

COLLABORATIVE PROBLEM POSING USING GEOGEBRA: A STUDY ON HIGH MATH ABILITY JUNIOR HIGH SCHOOL STUDENTS Fadilah, Nurul; Rosyidi, Abdul Haris; Sari, Yurizka Melia
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.8928

Problem posing is important in learning mathematics because it improves reasoning, critical thinking, and creative thinking skills. However, many students still find it difficult to pose problems. Through collaborative problem posing, students can exchange their understanding. The use of GeoGebra in problem posing can help students play an active role in generating ideas to construct new problems through its features. This research is a qualitative research that aims to describe the collaborative semi-structured problem posing of junior high school students assisted by GeoGebra in high groups. This research was conducted in one of the junior high schools in Surabaya class IX odd semester of the 2024/2025 school year in the age range of 14-15 years. The research data were collected through Problem Posing Test and Focus Group Discussion. The research subjects were a group with high mathematical ability consisting of two students. The results showed both members in the group contributed to each other for the new problem created. On knowledge base, they identified mathematical facts, concepts, and procedures. On heuristics and schema, they explored GeoGebra to come up with ideas. On group dynamics and interactions, they performed processes of normality, conformity, and innovation. In individual consideration of aptness, both members argued that each individual was skilled in proposing problems and the problems they created were acceptable to group members. Student had no problems during discussion and expressing their opinions due to their equal mathematical ability. Therefore, further research is needed on whether collaborative problem posing using GeoGebra heterogeneous groups also works. ABSTRAK Pengajuan masalah merupakan hal penting dalam belajar matematika karena meningkatkan kemampuan penalaran, berpikir kritis, dan berpikir kreatif. Namun, masih banyak siswa merasa kesulitan dalam pengajuan masalah. Melalui pengajuan masalah kolaboratif siswa dapat saling bertukar pemahaman. Penggunaan GeoGebra dalam pengajuan masalah dapat membantu siswa berperan aktif memunculkan ide-ide untuk mengkonstruksi masalah baru melalui fitur-fiturnya. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan pengajuan masalah semi terstruktur kolaboratif siswa SMP berbantuan GeoGebra pada kelompok tinggi. Penelitian ini dilakukan di salah satu SMP di Surabaya kelas IX semester ganjil tahun ajaran 2024/2025 pada rentang usia 14-15 tahun. Data penelitian dikumpulkan melalui Tes Pengajuan Masalah dan Focus Group Discussion. Subjek penelitian merupakan kelompok dengan kemampuan matematika tinggi yang terdiri atas dua siswa. Hasil penelitian menunjukkan kedua anggota dalam kelompok saling berkontribusi untuk masalah baru yang dibuat. Pada basis pengetahuan, mereka mengidentifikasi fakta, konsep, dan prosedur matematika. Pada heuristik dan skema, mereka mengeksplorasi GeoGebra untuk memunculkan ide-ide. Pada dinamika dan interaksi kelompok, mereka melakukan proses normalitas, konformitas, dan inovasi. Pada pertimbangan individu atas kesesuaian, kedua anggota saling berpendapat bahwa tiap individu terampil dalam mengajukan masalah dan masalah yang mereka buat dapat diterima anggota kelompok. Siswa tidak memiliki masalah selama berdiskusi dan mengungkapkan pendapat dikarenakan kesetaraan kemampuan matematika. Oleh karena itu, perlu penelitian lebih lanjut terkait apakah pengajuan masalah kolaboratif pada kelompok heterogen berbantuan GeoGebra juga berjalan demikian.

From computation to justification: Prospective mathematics teachers’ conceptions of proof in learning limits Purnomo, Heri; Rosyidi, Abdul Haris; Wijayanti, Pradnyo; Abdullah, Abdul Halim
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30888

Purpose: This study investigated the conceptions of proof of prospective mathematics teachers’ learning limits, with a particular focus on how these conceptions were manifested in representational activity. Method: A qualitative teaching-research design was used to collect data from 82 first-year prospective mathematics teachers enrolled in a Calculus I course at a public university in Indonesia. The main data were prospective mathematics teachers’ written responses to an ε–δ limit proof task, classroom discussions, and reflective teaching notes. Data was analysed using iterative, thematic coding and constant comparative analysis, following a representational-epistemic framework. Findings: Four qualitatively different conceptions of proof were identified: proof as computation, proof as algebraic procedure, proof as formal display, and proof as logical argument. Most participants used computational or procedural approaches and a small proportion of participants constructed logically coherent deductive arguments. The results indicate that prospective mathematics teachers’ difficulties are not only related to algebraic manipulation but also to understanding the epistemic function of proof in university mathematics. Specifically, ε–δ notation was often taken as a formality of notation rather than as a relational structure for reasoning. Significance: The study adds to research on the secondary–tertiary transition in mathematics education by demonstrating the relationship between prospective mathematics teachers' representational practices and different conceptions of proof. The findings are also relevant to designing introductory calculus instruction to support prospective mathematics teachers’ transition from verifying procedures to deductive justification.

Socio-Ecological Problem Posing in Waste Context: Socio-Ecological Awareness and Mathematical Thinking of Preservice Mathematics Teachers Tina Rosyana; Tatag Yuli Eko Siswono; Abdul Haris Rosyidi; Sugi Hartono
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.45163

Socio-ecological issues increasingly require mathematics education to connect mathematical learning with sustainability-related problems encountered in everyday life. In this context, problem posing provides opportunities for students to formulate mathematical problems and to interpret socio-ecological phenomena through mathematical reasoning. This study aims to examine socio-ecological problem posing in waste contexts by investigating the mathematical problems posed by preservice mathematics teachers, the manifestation of socio-ecological awareness reflected in their responses, and their mathematical thinking patterns. This study employed an interpretive qualitative approach involving six sixth-semester preservice mathematics teachers enrolled in a socio-ecological mathematics education course at a teacher education institution in Cimahi, Indonesia. Data were collected through a problem-posing worksheet designed around waste-related issues in Cimahi City and analyzed using qualitative content analysis. The findings reveal that participants generated diverse and contextual mathematical problems related to landfill capacity, waste growth, waste reduction, and community-based waste management. Socio-ecological awareness emerged through ecological awareness, social awareness, socio-ecological interconnectedness, and solution orientation. Furthermore, participants demonstrated variations in mathematical thinking, particularly in identifying quantities, establishing relationships between variables, constructing mathematical representations, and engaging in systematic reasoning. The findings suggest that socio-ecological problem posing may help preservice mathematics teachers connect mathematics with sustainability issues and provide insights into how they interpret socio-ecological problems through mathematical thinking. These findings have practical implications for school mathematics teaching by demonstrating how socio-ecological problem posing can be used to connect mathematical concepts with authentic sustainability issues. Such activities may support students in developing mathematical reasoning, systems thinking, and awareness of environmental challenges through meaningful classroom contexts.

STUDENTS' CREATIVE THINKING PROCESS IN SOLVING MATHEMATICS PROBLEMS ASSISTED BY CHATGPT REVIEWED FROM SELF-EFFICACY Astin Anas; Masriyah; Abdul Haris Rosyidi
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 8 (2026): JULY
Publisher : RADJA PUBLIKA

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

Creative thinking is an essential component of mathematical problem solving, yet its development remains underexplored, particularly regarding how students with different self-efficacy levels engage in creative thinking processes during ChatGPT-assisted mathematical problem solving. This study aimed to describe the creative thinking processes of students with high, moderate, and low self-efficacys in solving mathematical problems assisted by ChatGPT. A descriptive qualitative approach was employed, involving three Grade XI students selected through purposive sampling to represent high, moderate, and low self-efficacys categories with equivalent mathematical abilities. Data were collected through self-efficacy questionnaires, mathematical problem-solving tasks, interviews, and then analyzed using interactive qualitative analysis with time triangulation. The results showed that students across all self-efficacy levels completed the stages of preparation, mini-incubation, illumination, and verification. However, differences emerged in their levels of independence, idea development, and depth of verification; student with high self-efficacy demonstrated more independent and reflective thinking processes than those with moderate and low self-efficacy. These findings indicate that self-efficacy influences the quality of students’ creative thinking processes when utilizing ChatGPT for mathematical problem solving.

Penalaran Aljabar Siswa SMP dalam Menyelesaikan Soal Pola Bilangan Berbantuan GeoGebra Salsadila Rahma Yuniarti; Abdul Haris Rosyidi
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p979-999

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.

Literasi Matematis Peserta Didik SMP Tipe AQ Climber dalam Menyelesaikan Soal PISA Konten Bilangan Ditinjau dari Jenis Kelamin Ayu Widya Khusnulkhotimah; Abdul Haris Rosyidi
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p274-291

Mathematical literacy involves the processes of formulating, employing, and interpreting to solve real-life problems. However, students' mathematical literacy skills, particularly in the quantity content of the PISA, remain low, indicating difficulties in understanding information and integrating mathematical concepts into real-life contexts. Furthermore, differences in students' persistence in solving these problems suggest that Adversity Quotient (AQ) plays an important role in understanding students’ mathematical literacy. Climber-type are optimistic, persistent, and strive to solve problems thoroughly. These characteristics are in line with the demands of PISA problems that are complex and contextual, requiring high-level reasoning. This study aims to describe the mathematical literacy of junior high school students in solving PISA problems in the Quantity content based on the AQ category (Climber) and gender (male and female). This study employed a case study approach involving two students. Data were obtained through the Adversity Response Profile questionnaire, mathematical literacy tests, and interviews, then analyzed through condensation, presentation, and drawing conclusions. The results showed that in the formulating stage, male and female students identified mathematical elements and determined a mathematical model. In the employing stage, male students used the strategy of equating the price. Meanwhile, female students used the strategy of dividing the area by the price. In the interpreting stage, male students reinterpreted the calculation results into the context of the problem and explained the results in a reasonable way. Meanwhile, female students did not reinterpret the calculation results into the context of the problem correctly and did not explain the results in a reasonable way. Therefore, it is recommended that teachers provide scaffolding to help students, especially those who experience difficulties at the interpretation stage, and further research is expected to be able to examine in more depth the factors that influence these difficulties.

Improving Students' Critical Thinking Skills in Learning Mathematics Using Problem Posing Approach Pradnya Paramitha Solikhah; Abdul Haris Rosyidi; Endang Yayuk Sri Widiastuti
Jurnal Pendidikan Matematika (JPM) Vol 10 No 2 (2024): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v10i2.21763

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.

COLLABORATIVE PROBLEM POSING USING GEOGEBRA: A STUDY ON HIGH MATH ABILITY JUNIOR HIGH SCHOOL STUDENTS Nurul Fadilah; Abdul Haris Rosyidi; Yurizka Melia Sari
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i1.8928

Problem posing is important in learning mathematics because it improves reasoning, critical thinking, and creative thinking skills. However, many students still find it difficult to pose problems. Through collaborative problem posing, students can exchange their understanding. The use of GeoGebra in problem posing can help students play an active role in generating ideas to construct new problems through its features. This research is a qualitative research that aims to describe the collaborative semi-structured problem posing of junior high school students assisted by GeoGebra in high groups. This research was conducted in one of the junior high schools in Surabaya class IX odd semester of the 2024/2025 school year in the age range of 14-15 years. The research data were collected through Problem Posing Test and Focus Group Discussion. The research subjects were a group with high mathematical ability consisting of two students. The results showed both members in the group contributed to each other for the new problem created. On knowledge base, they identified mathematical facts, concepts, and procedures. On heuristics and schema, they explored GeoGebra to come up with ideas. On group dynamics and interactions, they performed processes of normality, conformity, and innovation. In individual consideration of aptness, both members argued that each individual was skilled in proposing problems and the problems they created were acceptable to group members. Student had no problems during discussion and expressing their opinions due to their equal mathematical ability. Therefore, further research is needed on whether collaborative problem posing using GeoGebra heterogeneous groups also works. ABSTRAK Pengajuan masalah merupakan hal penting dalam belajar matematika karena meningkatkan kemampuan penalaran, berpikir kritis, dan berpikir kreatif. Namun, masih banyak siswa merasa kesulitan dalam pengajuan masalah. Melalui pengajuan masalah kolaboratif siswa dapat saling bertukar pemahaman. Penggunaan GeoGebra dalam pengajuan masalah dapat membantu siswa berperan aktif memunculkan ide-ide untuk mengkonstruksi masalah baru melalui fitur-fiturnya. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan pengajuan masalah semi terstruktur kolaboratif siswa SMP berbantuan GeoGebra pada kelompok tinggi. Penelitian ini dilakukan di salah satu SMP di Surabaya kelas IX semester ganjil tahun ajaran 2024/2025 pada rentang usia 14-15 tahun. Data penelitian dikumpulkan melalui Tes Pengajuan Masalah dan Focus Group Discussion. Subjek penelitian merupakan kelompok dengan kemampuan matematika tinggi yang terdiri atas dua siswa. Hasil penelitian menunjukkan kedua anggota dalam kelompok saling berkontribusi untuk masalah baru yang dibuat. Pada basis pengetahuan, mereka mengidentifikasi fakta, konsep, dan prosedur matematika. Pada heuristik dan skema, mereka mengeksplorasi GeoGebra untuk memunculkan ide-ide. Pada dinamika dan interaksi kelompok, mereka melakukan proses normalitas, konformitas, dan inovasi. Pada pertimbangan individu atas kesesuaian, kedua anggota saling berpendapat bahwa tiap individu terampil dalam mengajukan masalah dan masalah yang mereka buat dapat diterima anggota kelompok. Siswa tidak memiliki masalah selama berdiskusi dan mengungkapkan pendapat dikarenakan kesetaraan kemampuan matematika. Oleh karena itu, perlu penelitian lebih lanjut terkait apakah pengajuan masalah kolaboratif pada kelompok heterogen berbantuan GeoGebra juga berjalan demikian.

Improving Islamic Boarding School Teacher’ Competence in Designing AI-Based Assessment of Critical Thinking Skills Masriyah; Abdul Haris Rosyidi; Nurus Saadah; Abdul Hafidz; Umi Hanifah; Firda Hariyanti; Ayu Silvi Lisvian Sari
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p127-133

This study reports a structured capacity-building program designed to improve Islamic boarding school teachers’ competence in designing AI-based assessments for critical thinking skills. The intervention was carried out with 91 teachers across 14 school subjects at a large pesantren —a traditional Islamic educational institution that integrates religious and national curricula—in East Java, Indonesia. The program integrated three components: (i) foundational understanding of generative AI, (ii) explicit mapping of higher-order thinking indicators (analysis, inference, evaluation), and (iii) co-construction of assessment tasks and analytic rubrics through guided prompt engineering. A one-group pretest–posttest design was used to evaluate teacher learning gains. Results demonstrate a very large improvement in teachers’ assessment design knowledge and skills, with mean scores increasing from 37.75 (pretest) to 90.49 (posttest), and a statistically significant t-value (t = 29.49, p < .01). Survey findings also indicate strong positive perceptions of AI usefulness, relevance, and feasibility. Teachers were able to generate authentic HOTS tasks contextualized to Islamic and local cultural values, accompanied by clear rubrics for evaluating evidence-based reasoning. The study concludes that AI-assisted design can meaningfully accelerate teacher capacity to design higher-order assessments in faith-based educational settings, provided that AI is used as a scaffold for human reasoning, not as an answer generator. Implications for scaling professional development and institutionalizing AI-embedded assessment innovation in pesantren contexts are discussed

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