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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Matematika Undiksha Jurnal Pendidikan Matematika dan IPA Jurnal Pendidikan Sains Journal on Mathematics Education (JME) Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika JIPM (Jurnal Ilmiah Pendidikan Matematika) Journal of Research and Advances in Mathematics Education Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AKSIOMA Briliant: Jurnal Riset dan Konseptual Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal Kajian Pembelajaran Matematika AL ISHLAH Jurnal Pendidikan JMPM: Jurnal Matematika dan Pendidikan Matematika PRISMA IndoMath: Indonesia Mathematics Education JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Tadris Matematika Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Journal of Humanities and Social Studies Math Educa Journal Vygotsky: Jurnal Pendidikan Matematika dan Matematika Jurnal Karinov International Journal of Insights for Mathematics Teaching (IJOIMT) Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Research in Social Sciences and Technology Indian Journal of Forensic Medicine & Toxicology International Journal of Humanities and Innovation (IJHI) Journal of Disruptive Learning Innovation (JODLI) Jurnal Keguruan dan Ilmu Pendidikan Jurnal Ilmiah Ilmu Terapan Universitas Jambi Journal Focus Action of Research Mathematic (Factor M) Jurnal MIPA dan Pembelajarannya Nuris Journal of Education and Islamic Studies International Journal of Trends in Mathematics Education Research (IJTMER) Indonesian Journal of Science, Technology, and Humanities PEDAMAS (Pengabdian Kepada Masyarakat) Jurnal Tadris Matematika Journal on Mathematics Education
Susiswo
Universitas Negeri Malang
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Penerapan Model Discovery Learning Berbantuan Video Pembelajaran untuk Meningkatkan Hasil Belajar Matematika Damayanti, Eka; Susiswo, Susiswo; Sa’dijah, Cholis
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 7 No 1 (2022): March - August 2022
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v7i1.2595

Abstract

Penelitian ini bertujuan untuk menggambarkan penerapan discovery learning berbantuan video pembelajaran yang dapat meningkatkan hasil belajar matematika. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang diselesaikan dalam dua siklus dengan tahapan persiapan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini adalah 32 siswa kelas X MM SMK Negeri Puspo. Hasil penelitian menunjukkan bahwa discovery learning berbantuan video pembelajaran yang dapat meningkatkan hasil belajar peserta didik meliputi pemberian stimulus, identifikasi masalah, pengumpulan data, pengolahan data, pembuktian (verifikasi), dan penarikan kesimpulan. Dari penerapan discovery learning berbantuan video pembelajaran diperoleh peningkatan hasil belajar dari siklus I ke siklus II dengan rata-rata hasil belajar dari 73,28 ke 80,16 dan ketuntasan belajar dari 62,5 % ke 87,5%.
PENGUATAN NUMERASI DALAM PEMBELAJARAN GURU SMK NEGERI TUTUR KABUPATEN PASURUAN Darmawan, Puguh; Utami, Anita Dewi; Rofiki, Imam; Susiswo, Susiswo; Aeli, Lita Wulandari; Ikram, Muhammad; Yohanes, Barep
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 3 No. 02 (2025): MARET 2025
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Kemampuan numerasi merupakan salah satu kompetensi esensial dalam pendidikan yang berperan penting dalam penguasaan konsep matematika. Realitas di lapangan menunjukkan bahwa banyak peserta didik mengalami kesulitan dalam memahami dan mengaplikasikan konsep numerasi, terutama di tingkat SMK. Permasalahan ini disebabkan oleh berbagai faktor, termasuk kurangnya pendekatan pembelajaran yang inovatif dan keterbatasan kompetensi pendidik dalam menyampaikan materi berbasis numerasi. Oleh karena itu, penguatan numerasi bagi pendidik melalui program pelatihan atau workshop menjadi suatu kebutuhan mendesak. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi pendidik dalam menerapkan strategi pembelajaran berbasis numerasi melalui workshop yang melibatkan guru SMK Negeri 1 Tutur, kecamatan Tutur, kabupaten Pasuruan, bekerja sama dengan Departemen Matematika, Universitas Negeri Malang. Metode yang digunakan mencakup tahap perencanaan, pelaksanaan, serta evaluasi hasil workshop. Evaluasi dilakukan dengan membandingkan kemampuan awal dan akhir peserta dalam memahami konsep numerasi serta implementasi strategi pembelajaran numerasi yang inovatif. Hasil kegiatan menunjukkan adanya peningkatan pemahaman pendidik terhadap konsep numerasi dan keterampilan dalam merancang pembelajaran berbasis numerasi. Selain itu, observasi menunjukkan bahwa peserta lebih aktif dan antusias dalam berdiskusi serta mengembangkan metode pembelajaran yang lebih interaktif. Kesimpulan dari kegiatan ini adalah bahwa workshop penguatan numerasi bagi pendidik dapat menjadi solusi efektif dalam meningkatkan kompetensi mengajar dan kualitas pembelajaran SMK
Exploring default-interventionist interaction of thinking activity types on probability problem-solving Susiswo; Darmawan, Puguh; Murtafiah, Wasilatul; Osman, Sharifah
Journal on Mathematics Education Vol. 15 No. 1 (2024): 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.v15i1.pp295-316

Abstract

This research aims to determine the thinking activity types dominated by a mental process in producing answers characterized by automatic, unconscious, and subjective-empirical processes (system 1) in solving problems so that the default-interventionist interaction occurs. This research novelty is the formulation of the contents and thinking activity arrangement adapted to students' thinking when solving problems. The problem used in this research is a mathematical problem that triggers students to produce answers quickly with confidence that the answers are correct at a high level. Another problem is about probability because the mode of occurrence of students' learning difficulties at the secondary school level occurs when learning the concept of probability. This is qualitative research with a case study approach. The research subjects were students of Mathematics Education in semester 1. The results showed that thinking activity one could condition the occurrence of type 1 default-interventionist interaction. Thinking activity two could condition the occurrence of type 2 default-interventionist interaction. Thinking activity three could condition the occurrence of type 3 default-interventionist interaction. This research concluded that the default-interventionist interaction occurred because the content and arrangement of the thinking activity conditioned the subjects to pay attention to information gradually and change the subjects’ beliefs. Lecturers were recommended to produce, develop, and research thinking activities on topics other than probability at various levels of education. The default-interventionist interaction was essential to be conditioned when system one dominated students' thinking, causing difficulties.
Curriculum and teacher assessment practices in mathematics learning: Alignment with higher order thinking skills in Indonesian secondary schools Zana, Firdha Mahrifatul; Sa'dijah, Cholis; Susiswo; Anwar, Lathiful; Zulnaidi, Hutkemri
Journal on Mathematics Education Vol. 15 No. 4 (2024): 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.v15i4.pp1311-1334

Abstract

Higher-Order Thinking Skills (HOTS) are an essential element in education that must be integrated into curricula and classroom assessments. In Indonesia, educational initiatives have increasingly emphasized the incorporation of HOTS into both curriculum design and assessment practices. However, prior research has primarily focused on the challenges faced by teachers in developing HOTS-based assessments and aligning their teaching with curriculum demands. This study aims to investigate how the Indonesian mathematics curriculum integrates HOTS and evaluate the alignment between the curriculum objectives and teacher-developed assessments in fostering HOTS. The study employed a descriptive qualitative approach and was conducted in two Indonesian high schools, one located in an urban area and the other in a regional setting. A total of 15 mathematics teachers from grades ten, eleven, and twelve participated in the research. Data collection methods included focus group discussions, document analysis of mathematics assessments, and semi-structured interviews. The analysis employed Anderson and Krathwohl’s Taxonomy to categorize cognitive levels. Findings reveal that the Indonesian Mathematics Curriculum predominantly emphasizes Low-Order Thinking Skills (LOTS), and teacher-developed assessments are largely aligned with these LOTS-focused objectives. Furthermore, even when curriculum indicators aim to target HOTS, teachers often struggle to design assessments that effectively evaluate students’ higher-order cognitive abilities. These findings highlight a significant gap between curriculum goals and the practical implementation of HOTS in assessments. The results provide valuable insights for curriculum developers, suggesting the need for a curriculum redesign that places greater emphasis on HOTS. Additionally, the study underscores the importance of professional development initiatives to equip teachers with the skills necessary to design and implement HOTS-based assessments. This research contributes to advancing educational practices and policies that prioritize the integration of HOTS into teaching and assessment frameworks.
Analysis of students' dual processes in solving number pattern questions and providing scaffolding Firnanda, Ganis Irma; Susiswo
Journal Focus Action of Research Mathematic (Factor M) Vol. 7 No. 2 (2024): Vol. 7 No. 2 (2024)
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v7i2.3499

Abstract

This research aims to describe students' dual-process in solving number pattern questions and scaffolding that support students' dual-process. This research uses a qualitative research approach with a case study type. The subjects of this research were two 10th grade high school students. The subjects' written answers, recorded interviews, and researcher notes were used as the basis to analyze the subjects' dual-process and scaffolding. There are three findings from this research. First, subjects tend to activate mental processes that are automatic, subjective-empirical, and often occur unconsciously in solving number pattern questions. Second, errors occur due to the subject's tendency towards one of the mental processes which are automatic, subjective-empirical, and often occur unconsciously. Third, scaffolding in the form of questions and instructions by the researcher supports the activeness of the subject's mental processes which are empirically accurate and involve deeper consideration more thorough analysis, and greater consciousness in decision-making, thereby helping the subject correct his mistakes when solving number pattern questions. The findings of this research indicate that the tendency to activate mental processes that are automatic, subjective-empirical, and often occur unconsciously can cause disadvantages. Therefore, the learning process needs strategies that support students to optimize both mental processes. Teacher training that focuses on learning strategies that support students to optimize the use of both mental processes needs to be held regularly.
Mathematical Representation of MTs Students in HOTS-based Mathematical Problem Solving Damayanti, Hanifah; Susiswo, Susiswo; Sulandra, I Made
PRISMA Vol 14, No 1 (2025): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v14i1.4495

Abstract

This research is a descriptive qualitative research that aims to describe students’ mathematical representations in solving HOTS-based mathematical problems. This research was conducted at MTs Putri Al-Huda, Malang City. The subjects of this study were 2 grade VIII students selected based on high and medium abilities. Written tests and interview guidelines were the instruments in this study. The data analysis technique in this study used the Miles and Huberman method, namely data reduction, data presentation, and conclusion. The research results show that high-ability subjects produced verbal mathematical representations at the stage of understanding the problem and checking again, generate symbolic representations at the planning stages, implementing the plan, and checking again. Meanwhile, subjects with medium abilities produced verbal representations at the stage of understanding the problem, symbolic representations at the stage of making and implementing plans. Subjects with medium abilities did not produce any representations at the stage of checking again.
Comparing model-building process: A model prospective teachers used in interpreting students’ mathematical thinking Sapti, Mujiyem; Purwanto; Irawan, Edy Bambang; As’ari, Abdur Rahman; Sa’dijah, Cholis; Susiswo; Wijaya, Ariyadi
Journal on Mathematics Education Vol. 10 No. 2 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Mathematical thinking is an important aspect of mathematics education and, therefore, also needs to be understood by prospective teachers. Prospective teachers should have the ability to analyze and interpret students’ mathematical thinking. Comparing model is one of the interpretation models from Wilson, Lee, and Hollebrands. This article will describe the prospective teacher used the model of the building process in interpretation students' mathematical thinking. Subjects selected by considering them in following the students’ strategies in solving the Building Construction Problem. Comparing model is a model of interpretation in which a person interprets student thinking based on student work. There are two types comparing model building process prospective teacher use in interpreting students’ mathematical thinking ie. comparing work and comparing knowledge. In comparing works, prospective teachers use an external representation rubric. This is used to analyze student activities in order to provide an interpretation that is comparing the work of students with their own work. In comparing knowledge, prospective teachers use internal representation rubrics to provide interpretation by comparing the students' work with their knowledge or thought.
PROSPECTIVE MATHEMATICS TEACHERS’ MATHEMATIZATION COMPETENCIES IN SOLVING WORD PROBLEMS Dewi Hamidah; Susiswo Susiswo; Hery Susanto; Sharifah Osman
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 3 (2025): Volume 9, Nomor 3, September 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i3.33211

Abstract

Mathematization competencies among prospective teachers, focusing on their ability to construct and communicate mathematical arguments, are crucial for effective mathematics education. This exploratory study aimed to produce qualitative-descriptive data on prospective teachers' competencies of mathematization in teacher education programs. The study employs word problems based on everyday-life problems that are solved by the mathematization process and assessed based on three indicators of mathematization competencies. The data were collected from three groups of prospective teachers in the first, third, and fifth semesters, respectively, in the mathematics education study program at a public University in Kediri, Indonesia. The findings revealed that while all prospective teachers demonstrated basic skills in identifying assumptions and organizing problems, fifth-year students exhibited better abilities in mathematical argumentation, particularly in generalizing mathematical problems. These advanced abilities included the formulation, analysis, and presentation of proficient mathematical arguments, indicating a deeper understanding and mastery of mathematization that developed progressively throughout their education. The results of this study underscore the importance of sustained and structured learning experiences in mathematics teacher education programs to foster higher-order mathematical competencies. This study enriches the mathematics education literature by illustrating the growth of argumentation skills in mathematization among prospective teachers, highlighting the need for educational curricula that emphasize these advanced skills.
Co-Authors Abdur Rahman As’ari Aburrahman As'ari Adika Setyo Budi Lestari Adityawan, Tofan Agung, Citra Amelia Agus Alamsyah Akbar Sutawidjaja Alfiani Athma Putri Rosyadi Alkans Sofyawati Sutrisno Andika Setyo Budi Lestari Anies Fuady Anita Dewi Utami Arilaksmi, Ni Putu Gita Ariyadi Wijaya Arlina Trie Cahyono Azizah Azizah Azizah Azizah Barep Yohanes Bhakti Setya Budi Budi, Bhakti Setya Cholis Sa’dijah Claudya Zahrani Susilo Dahliatul Hasanah Damayanti, Hanifah Devinta Reza Prasanti Dewi Astutik Dewi Astutik Dewi Hamidah Dian Nastiti Utami Dian Putri Wulandari Diyo Kriswanto Dwi Rahmawati Utami Dyah Tri Wahyuningtyas Edy Bambang Irawan Edy Sutarto Eka Damayanti Eka Damayanti Eko Prasetyo Erika Arum Puspita Erry Hidayanto Ery Febrianto Falahi Nurmaulina Fatma Noordinar Rahma Firdha Mahrifatul Zana Firdha Mahrifatul Zana Firnanda Pradana Putra Firnanda, Ganis Irma Flavia Aurelia Hidajat, Flavia Aurelia Gatot Muhsetyo Harfin Lanya, Harfin Henny Rismawatie Yusmarina Hery Susanto Hijriani, Lailin I Made Sulandra I Nengah Parta Iis Afidah Ikram, Muhammad Imam Rofiki Indrawatiningsih, Nonik Intan Ayu Maharani Intan Faraminda Putri Intan Syafitri Lathiful Anwar Latifah Mustofa Lestyanto Linda Ramadhanty Januar Lita Wulandari Aeli Lorenza, Nella Luluk Wahyu Nengsih Lydia Lia Prayitno Lydia Lia Prayitno, Lydia Lia Makbul Muksar Mamluatus Sa’adah Maulana, Hanief Maulidiyah Tutut Nurjanah Mila Sekar Ayu Muhammad Ainur Rizqi Mujiyem Sapti Mujiyem Sapti Muliana Sari Nadia Nurudini Naela Nur Azizah Najwa, Wulida Arina Ni Putu Gita Arilaksmi Ninik Mutianingsih, Ninik Nursani Indah Pratiwi Nury Yuniasih, Nury Octavina Rizky Putri Utami Octavina Rizky Utami Putri Oktoviana, Lucky Tri Osman, Sharifah Pahrani, Andi Daniah Peni Suhartatik Permadi, Hendra Permadi, Hendro Pradina Parameswari Pradina Parameswari Prasanti, Devinta Reza Pratiwi, Enditiyas Puguh Darmawan Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Puspitasari, Yesy Putri, Reni Albertin Qohar, Abd. Ratna Titi Wulandari Reni Albertin Putri Ria Kurniawati Ria Norfika Yuliandari Rini Nurhakiki Risaldi Risaldi Risma Firda Diana Rizka Abdillah Royyan Faradiba Rustanto Rahardi Samuntya, Fitri Sari, Ulum Rohma Sharifah Osman Sigmamitha Aghni Izzananda Sisworo Sitti Fithriani Saleh Subanji Subanji Sudirman Sudirman Surianastutiningtyas, Angela Maricilia Suwanti, Vivi Suwarman, Ramdhan F Swasono Rahardjo Syafitri, Intan Syaiful Hamzah Nasution Syamsul Hadi Syekha Vivi Alaiya Tatik Retno Murniasih Tatik Retno Murniasih Tjang Daniel Chandra Toto Nusantara Trianingsih Eni Lestari Ulfa Ni'matil Hasanah umi faizah Wangguway, Yustinus Wasilatul Murtafiah Widi Candika Pakaya Wulida Arina Najwa Yesy Puspitasari Yrbayanti Putri Zaekhah Yundari, Yundari Zana, Firdha Mahrifatul Zuliati, Sulis Dwi Zulnaidi, Hutkemri