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All Journal Jurnal Elemen JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Wahana Pendidikan Mosharafa: Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Inovasi Matematika (Inomatika) Edumatica: Jurnal Pendidikan Matematika Mathematics Education Journal Journal on Mathematics Education
Sari, Filian Yunita
Universitas Negeri Semarang
Education Mathematics Social Sciences Other

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Analisis Kemampuan Berpikir Kritis Siswa Ditinjau dari Gaya Kognitif pada Materi Penjumlahan dan Pengurangan Pecahan Sari, Devi Kartika; Sari, Filian Yunita
Wahana Pendidikan Vol 13, No 1 (2026)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v13i1.18776

Abstract

Kemampuan berpikir kritis penting dimiliki agar dapat dimanfaatkan ketika melakukan penyelesaian matematika. Penelitian kualitatif deskriptif ini bertujuan menganalisis kemampuan berpikir kritis siswa berdasarkan gaya kognitif pada materi penjumlahan dan pengurangan pecahan. Penelitian dilakukan secara mendalam pada 4 siswa kelas V SDN 01 Srikaton yang dipilih melalui purposive sampling, dengan 2 subjek dari setiap gaya kognitif untuk memungkinkan eksplorasi komprehensif terhadap pola kognitif individual dan triangulasi data lintas subjek. Instrumen penelitian meliputi tes kemampuan berpikir kritis, GEFT, dan wawancara mendalam. Analisis data menggunakan pendekatan Miles dan Huberman. Hasil penelitian menunjukkan disparitas signifikan: siswa Field Independent (FI) memenuhi seluruh indikator berpikir kritis (interpretasi, analisis, evaluasi, inferensi) dengan akurasi sempurna, mendemonstrasikan strategi metakognitif seperti self-verification dan autonomous problem restructuring. Sebaliknya, siswa Field Dependent (FD) hanya memenuhi sebagian indikator dengan akurasi rendah, menunjukkan keterbatasan pada interpretasi (informasi tidak lengkap), analisis (kesulitan menyusun penyelesaian), evaluasi (lemah dalam monitoring prosedural), dan gagal dalam inferensi. Temuan krusial mengungkap siswa FD mengalami illusion of understanding dan cascading errors. Karakteristik analitik gaya kognitif FI terbukti bersinergi dengan tuntutan kognitif berpikir kritis dalam konteks pecahan. Kemampuan berpikir kritis berbeda-beda bergantung pada gaya kognitif yang dimiliki.
Additive vs Multiplikatif Thinking: An Exploration of Middle School Students’ Proportional Reasoning Ability in Rural Indonesian Context Sari, Filian Yunita; Zulkardi, Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3538

Abstract

Kemampuan penalaran proporsional sangat penting untuk memahami berbagai materi matematika dan menjadi tujuan utama di kurikulum sekolah dasar dan menengah. Penelitian ini bertujuan mengetahui kemampuan siswa SMP dalam bernalar proporsional dalam konteks pedesaan Indonesia. Penelitian kualitatif ini dilakukan pada 33 siswa kelas VII SMP Negeri 1 Belitang dengan menggunakan tes uraian rasio dan proporsi yang mencakup seluruh indikator penalaran proporsional. Hasil analisis menunjukkan bahwa kemampuan siswa dalam bernalar proporsional masih rendah, ditandai dengan tingkat kesalahan menjawab soal lebih dari 87%. Sebagian besar kesalahan terjadi karena siswa menggunakan strategi aditif, bukan strategi multiplikatif yang benar. Temuan ini menunjukkan perlunya peningkatan pembelajaran matematika yang mendukung pengembangan penalaran proporsional, misalnya dengan mengintegrasikan konteks nyata dan aktivitas yang mendorong siswa memahami hubungan multiplikatif secara lebih mendalam. Proportional reasoning is essential for understanding various mathematical topics and is a key goal in primary and secondary school curricula. Aims of this research is to identify middle school students' proportional reasoning in rural Indonesia context. This qualitative research was conducted with 33 seventh-grade students at SMP Negeri 1 Belitang using a descriptive test on ratio and proportion that covered all indicators of proportional reasoning. The results show that students’ proportional reasoning abilities are still low, with error rates exceeding 87%. Most errors occurred because students used additive strategies instead of the appropriate multiplicative strategies. These findings indicate the need to strengthen mathematics instruction to support the development of proportional reasoning, such as integrating realistic contexts and learning activities that help students better understand multiplicative relationships.
Supporting proportional reasoning in ratio and proportion through agricultural contexts: A local instructional theory Sari, Filian Yunita; Zulkardi; Putri, Ratu Ilma Indra; Susanti, Ely
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp299-318

Abstract

Proportional reasoning constitutes a foundational competence in learning ratio and proportion. However, numerous junior high school students continue to exhibit reliance on additive reasoning rather than multiplicative reasoning when addressing proportional problems. This study aims to develop a Local Instructional Theory (LIT) that integrates agricultural activities to foster students’ proportional reasoning within the domain of ratio and proportion. Employing a design research methodology of the validation study type, the investigation comprised three interconnected phases: preparation for the experiment, design experiment, and retrospective analysis. The design experiment was conducted in two iterative cycles: a pilot experiment involving eight seventh-grade students and a subsequent teaching experiment involving 31 seventh-grade students from a junior high school in Belitang, Indonesia. Data were collected through student activity sheets, classroom observations, interviews, and assessments, and analyzed qualitatively using retrospective analysis. The findings reveal that agricultural practices—such as rice fertilization, plowing, rice field exploration via Google Earth, and rice planting row marking—serve as meaningful contextual anchors that support students in constructing conceptual understandings of ratio, rate, scale, and proportion. Engagement in these contextually grounded activities enabled students to compare quantities, identify unit rates, and represent proportional relationships through models such as ratio tables and double number lines. These learning trajectories facilitated a gradual shift from additive to multiplicative reasoning. The study underscores the pedagogical potential of authentic agrarian contexts to promote the progressive development of proportional reasoning and to provide a transferable framework for context-based mathematics instruction.
Co-Authors Devi Kartika Sari Duano Sapta Nusantara Ely Susanti Mudrikah, Firdaul Nanang Supriadi Ratu Ilma Indra Putri Rizki Wahyu Yunian Putra Sukestiyarno Sukestiyarno Sukestiyarno Walid Walid Walid Zulkardi Zulkardi Zulkardi