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Abdul Haris Rosyidi

Jurusan Matematika, Universitas Negeri Surabaya

Author-ID : 217780

Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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BERPIKIR KRITIS SISWA SMP DALAM MENYELESAIKAN MASALAH MATEMATIKA MODEL PISA: LUPA KONTEKS zuraidha, fransisca nur; Rosyidi, Abdul Haris
Jurnal Pendidikan Matematika dan Sains Vol. 11 No. 2 (2023): December 2023
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v11i2.41442

Tujuan penelitian ini adalah mendeskripsikan berpikir kritis siswa SMP dalam menyelesaikan masalah matematika model PISA. Subjek penelitian ini terdiri dari empat siswa SMP di Gresik yang terdiri dari dua laki-laki dan dua perempuan. Pengumpulan data untuk subjek laki-laki dilakukan secara online melalui media WhatsApp sedangkan subjek perempuan dilakukan secara offline di rumah peneliti. Instrumen penelitian ini adalah wawancara berbasis tugas (tes). Data dianalisis berdasarkan indikator berpikir kritis yaitu memfokuskan pertanyaan, menganalisis argumen, serta membuat keputusan dan mempertimbangkan hasil. Hasil penelitian menunjukkan pada indikator memfokuskan pertanyaan, tiga subjek mampu mengidentifikasi pertanyaan. Pada indikator menganalisis argumen, tidak ada subjek yang menentukan penyelesaian masalah dengan tepat. Pada indikator membuat keputusan dan mempertimbangkan hasil, tidak ada subjek yang menyimpulkan permasalahan dengan tepat. Dalam pengerjaan, subjek hanya fokus pada rumus-rumus yang terkait masalah, tapi melupakan konteks yang melekat pada masalah.Kata Kunci: Berpikir kritis, Masalah, PISA, Lupa konteks

From complex to simple: Analyzing prospective teachers' analogy reasoning in creating accessible geometry problems Rosyidi, Abdul Haris; Sa'dijah, Cholis; Purnomo, Heri; Abdullah, Abdul Halim
KALAMATIKA Jurnal Pendidikan Matematika Vol 10 No 2 (2025): KALAMATIKA November 2025
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol10no2.2025pp73-93

Students often struggle to identify relevant analog problems when solving new tasks, highlighting the need for teachers to design simple analog problems that serve as scaffolding. This study aims to analyze prospective teachers’ analogical reasoning processes in simplifying complex geometry problems using the Analogical Reasoning in Mathematics (ARM) framework. This qualitative research involved 34 prospective mathematics teachers from a public university in Surabaya, Indonesia. Participants were selected through purposive sampling based on their academic performance and prior coursework in geometry and problem solving. Data were collected through task-based interviews, written work, and observations during problem-simplification activities. The collected data were analyzed thematically, guided by the components of the ARM framework. The results indicate that prospective teachers with varying ability levels employed different analogical reasoning strategies to simplify complex problems through ARM activities. High-ability prospective teachers identified a broader range of student difficulties and adapted the problems into two-step analog problems featuring variations in visual representations, number of circles, and geometric shapes. Conversely, low-ability prospective teachers focused on difficulties related to verbal representation and the need for concrete numerical information, adapting the problems into single, highly simplified analog problems with specific images and numbers. Overall, prospective teachers actively utilized analogical reasoning to design analog problems that addressed student difficulties. Differences in ability were associated with the complexity of adaptation strategies and the depth of difficulty identification, underscoring the importance of training prospective teachers to integrate both approaches to effectively support student understanding.

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.

Improving the Skills of Junior High School Mathematics Teachers in Developing Deep Learning-Oriented Lesson Plans Using ChatGPT Masriyah; Rosyidi, Abdul Haris; Ismail; Setianingsih, Rini; Hanifah, Umi
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.p106-113

Advances in artificial intelligence (AI) technology offer significant opportunities for education to create more innovative and adaptive learning experiences. Mojokerto Regency, East Java, with over 100 junior high schools, faces challenges in integrating modern technology into learning, particularly in mathematics. These challenges include teachers' limited understanding of AI technologies such as ChatGPT, limited resources, and limited access to technology-based training. This study aims to describe the improvement of junior high school Mathematics teachers' understanding and competency in developing deep learning of lesson plans using the ChatGPT after participating in technology-based training. This study was conducted through training on an introduction to AI (ChatGPT), discussions on the ChatGPT-assisted deep learning of Mathematics lesson plans and mentoring in developing the ChatGPT-assisted deep learning of Mathematics lesson plans. Participants were given a pretest before the activity and a post test after the training. Furthermore, participants were assessed as a group on their performance in developing the ChatGPT-assisted deep learning Mathematics lesson plan. Based on the results of the pretest and posttest analysis, and group performance, it can be concluded that there is an increase in the understanding and competence of Mathematics teachers in using AI (ChatGPT), to develop a deep learning of lesson plan that is interactive, relevant, and supports the implementation of the Merdeka Curriculum

Teacher Collaboration in Designing Context-Based Numeracy Tasks Sari, Yurizka Melia; Rahaju, Endah Budi; Rosyidi, Abdul Haris; Prihartiwi, Nina Rinda; Purnomo, Heri; Putri, Taszkia Aulia
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp71-96

This study investigates the individual and collaborative designs of context-based numeracy tasks developed by mathematics teachers employing three different contexts, namely, Islamic inheritance law, population census, and genetics. The tasks were designed at different levels of knowing, applying, and reasoning. The obtained data were analyzed using PISA’s contextual framework and Indonesia’s cognitive taxonomy to evaluate task solvability, context type, context level, and cognitive demand. The results show significant differences: most individual designs remained at the knowing level (88.23%), had first-order contexts (88.23%), and had 19.05% of tasks that could not be solved due to insufficient information. Collaborative designs eliminated all tasks that could not be solved, increased the number of reasoning-level tasks from 7.84% to 24.39%, and removed all zero-order context levels. Both preferred social settings (52%), but collaborative designs showed more integration. For example, context-based numeracy problems created individually ask students to determine the percentage of Generation Z. In contrast, group-created problems ask them to analyze the impact of demographics on planning. These findings demonstrate the importance of teacher collaboration in increasing the authenticity and complexity of learning activities. Systematic collaboration frameworks should be incorporated into teacher professional development programs.

Improving Islamic Boarding School Teacher’ Competence in Designing AI-Based Assessment of Critical Thinking Skills Masriyah; Rosyidi, Abdul Haris; Saadah, Nurus; Hafidz, Abdul; Hanifah, Umi; Hariyanti, Firda; Sari, Ayu Silvi Lisvian
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

Literasi Matematis Peserta Didik SMP Tipe AQ Climber dalam Menyelesaikan Soal PISA Konten Bilangan Ditinjau dari Jenis Kelamin Khusnulkhotimah, Ayu Widya; Rosyidi, Abdul Haris
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.

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.

Co-Authors Abdul Hafidz Abdullah, Abdul Halim Achirul Abadin Adelia, Dhynda Ahmad Wachidul Kohar Alvita Wulansari Amik Sunarlijah Anggraini, Novita Ani, Suki Isffi Aulia Rahmah Cholis Sa’dijah Dewi Isarotur Rohmahh Dina, Putri Aprilita Dini Kinati Fardah Endah Budi Rahaju Evangelista Lus Windyana Palupi Fadhilah, Laili Faiq Fiangga, Shofan Firda Hariyanti Fitroni, Wildan Fransisca Nur Zuraidha Gurit Wulan Jagadianti Gusti Uripno Hamid, Rizky Maulana Hasan, Nur Windyah Heri Purnomo Hermawan, Shelvi Magreta Hikmah, Fita Amidanal I Made Sulandra Ika Kurniasari Ika Kurniasari Ismail Kevin Anugrawan Khusnah, Khotimatul Khusnulkhotimah, Ayu Widya Kurrotul Hasanah Maharani, Elyzabeta Marya Masriyah MASRIYAH Muhammad Fahreza Aditianata Nabiila, Silvi Miâ€™rojun Nurul Fadilah, Nurul Pradnyo Wijayanti PRAMESTI, PUTRI Prihartiwi, Nina Rinda Putri Pramesti Putri, Taszkia Aulia Rahaju, Endah Budi Rahmadhani, Yanti Nur Rika Faradilla Citra Kharisma Rini Setianingsih Rosyidin, Muhammad Ali Saadah, Nurus Sari, Ayu Silvi Lisvian Sari, Silvia Novita Sa’dijah, Cholish Silvi Mirojun Nabiila Siti Khabibah Solikhah, Pradnya Paramitha Subanji Subanji Sugi Hartono Suki Isffi Ani Tanthowi Jauhari Tatag Yuli Eko Siswono Tina Rosyana Umi Hanifah Widiastuti, Endang Yayuk Sri Yanti Nur Rahmadhani Yuniarti, Salsadila Rahma Yurizka Melia Sari zuraidha, fransisca nur

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