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Cholis Sa’dijah

Universitas Negeri Malang

Author-ID : 2388532

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Veterinary Other

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Mapping Internal and External Barriers to Elementary Numeracy Policy Implementation: A PRISMA-Based Systematic Review Alfaris, Renaldy; Sa’dijah, Cholis; Nusantara, Toto; Arifin, Slamet
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.648

This study systematically reviews 27 journals addressing autogenic obstacles in numeracy learning among elementary school students. Autogenic obstacles can be analyzed philosophically in terms of internal and external factors, which will inform more effective policy-making. Internal autogenic obstacles encompass math anxiety, cognitive limitations, and language comprehension, all of which significantly impact students' numeracy skills. Additionally, cognitive abilities such as number understanding, arithmetic operations, and symbolic representation are crucial to numeracy learning. External autogenic obstacles include unsupportive learning environments and limited resources, as well as theoretical teaching methods lacking contextualization and insufficient teacher competence in adopting student-centered approaches, which further impede numeracy development. This study also examines policies aimed at overcoming autogenic obstacles through teacher professional development, multisectoral collaboration, enhanced learning resources, and the implementation of periodic evaluations and constructive feedback, all of which are essential for ensuring the consistency and sustainability of numeracy improvement programs in elementary schools. This will enable readers to identify the challenges and their corresponding solutions.

A Dual-Construct Assessment Model of Creative Mathematical Reasoning and Critical Thinking in Primary Education: Development and Psychometric Validation Alfaris, Renaldy; Sa’dijah, Cholis; Nusantara, Toto; Pratiwi, Nike; Arifin, Slamet
Journal of Innovation and Research in Primary Education Vol. 4 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i1.782

Higher-order mathematical thinking encompasses both intuitive and creative cognitive processes, yet existing assessment frameworks collapse these into undifferentiated composites, limiting diagnostic precision and theoretical clarity. This study developed and validated a dual-construct assessment instrument measuring Mathematical Intuition (MI) and Creative Mathematical Reasoning (CMR) within the Number domain. Ten open-ended tasks were administered to 140 Grade 5 students selected through cluster sampling. Instrument validation involved expert review, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). Reliability was assessed using Cronbach's Alpha and Composite Reliability, while construct validity was evaluated through Average Variance Extracted and the Fornell–Larcker criterion. EFA identified two distinct factors explaining 71.2% of cumulative variance (CMR: 39.8%; MI: 31.4%), with factor loadings ranging from 0.68 to 0.86. CFA confirmed the two-factor model's superiority over a unidimensional alternative (ΔCFI = 0.08; ΔRMSEA = 0.03). Both constructs demonstrated strong reliability (α > 0.85; CR > 0.90), convergent validity (AVE > 0.50), and discriminant validity, with a moderate latent correlation (r = 0.62). The findings establish that MI and CMR are structurally separable yet functionally interdependent dimensions of mathematical cognition, consistent with dual-process theory. The validated instrument enables educators to diagnose reasoning difficulties at both the generative and elaborative phases, advancing both measurement precision and instructional targeting in primary mathematics education.

Collaborative problem solving vs problem-based learning and cognitive styles on students' problem-solving skills and mathematical reasoning abilities Agus Setiawan; I Nyoman Sudana Degeng; Cholis Sa'dijah; Henry Praherdhiono
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.965

Background: Indonesia continues to face persistent challenges in students’ mathematical problem-solving and reasoning abilities, as reflected in declining international assessment results. These issues indicate a need for instructional strategies that more effectively cultivate higher-order thinking. CPS and PBL are widely used approaches, yet their combined effects with cognitive styles remain underexplored. Aim: This study aims to compare the effectiveness of Collaborative Problem Solving (CPS) and Problem-Based Learning (PBL) on problem-solving and mathematical reasoning abilities, and to examine the role of Field-Independent (FI) and Field-Dependent (FD) cognitive styles, including their interaction with instructional strategies. Method: A quasi-experimental 2×2 factorial design was implemented with 119 seventh-grade students assigned to CPS or PBL and classified into FI or FD groups using the GEFT instrument. Data on problem-solving and reasoning were collected through validated essay tests. MANOVA was used to analyze main and interaction effects. Results: CPS produced significantly higher gains than PBL in both problem-solving and reasoning. FI students outperformed FD students across both strategies. A significant interaction effect was found, showing that FI learners benefit most from CPS, whereas FD learners perform relatively better under PBL, although still below FI peers. Conclusion: CPS offers a more structured and effective pathway for developing higher-order mathematical thinking. Cognitive style strongly influences learning outcomes, highlighting the need for differentiated support. Instructional designs that integrate structured collaboration and cognitive-style profiling are recommended to optimize students’ mathematical problem-solving and reasoning abilities

The Characteristics of Students Engaged in Spontaneous Problem-Posing Syaiful Hadi; Cholis Saâ€™dijah; Sudirman Sudirman; I Made Sulandra; Sri Rahayuningsih
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.6869

Spontaneous problem posing is a basic concept of spontaneous mathematical thinking and science learning. Students generate problems without systematic encouragement and pose problems based on the student's desire to develop their skills. As a result, they can serve as important markers of constructive mathematical and science engagement, particularly affective engagement, for problem solvers and their classroom communities. We used a qualitative approach to analyze student characteristics, especially in the affective domain, when presenting random problems. We used an observational approach and experience sampling in each class to observe students' engagement in spontaneous problem posing both individually and in groups. The findings revealed that each student showed different characteristics when presenting problems suddenly (spontaneous problem posing). The submission of the first subject problem was categorized as problem-as-exercise, satisfying the characteristics of spontaneous originality, where constructive emotional experiences impressed more on the teacher, while negative emotional experiences impressed more on oneself (self), classmates, and mathematical activities. The submission of the second subject problem is classified as a problematic problem, fulfilling the characteristics of spontaneous originality. Negative emotional experiences are more visible in me (myself), while constructive emotional experiences are more visible in teachers, classmates, and math activities

Students' Thinking Literacy Process in Mathematical Problem-Solving Mukhlis Mukhlis; Cholis Sa’dijah; Sudirman Sudirman; Santi Irawati
Jurnal Penelitian Pendidikan IPA Vol 10 No 5 (2024): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i5.7676

This study explores and investigates the process of students’ mathematical thinking literacy in solving mathematical problems. This qualitative descriptive research used a test sheet consisting of one item adapted from the PISA mathematical problem model and interview guidelines, as the instrument. One male and two female participants were selected based on problem-solving characteristics. After that, task-based interviews were carried out to investigate the process of students’ mathematical thinking literacy. Data analysis was initiated by reviewing, reducing, and concluding all collected data to describe students’ mathematical thinking literacy in solving mathematical problems. The findings suggest that mathematical thinking literacy is initiated by understanding the problem (understanding), presenting the problem in a simpler form (specializing) to represent ideas, and creating patterns or relationships (generalizing). Based on the relationship between the problem, the subject predicts a solution (conjecturing) or determines the solution to the problem, re-checks (justifying) the problem-solving process to find a logical final result, and communicates the reasons (convincing) to convince the truth of the results obtained. The results of this study help teachers understand the process of students’ mathematical thinking literacy in solving mathematical problems so that it can be used to determine the appropriate strategy in the learning process to improve students' mathematical problem-solving abilities

‘Matcha-Act’ Website as Learning Media for Linear Equation in Junior High School Mei Dwi Jayanti; Rustanto Rahardi; Cholis Sa'dijah
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6186

One of mathematic topic that often considered difficult is linear equation. This research aims to develop “Matcha-Act” website as learning media for linear equation that is both valid and practical for mathematic learning. Adopting a Research and Development (R&D) framework, the study employed ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of this research were 8th grade junior high school students. The data gathered via media validation instruments and response questionnaires. The result indicated that the “Matcha-Act” website were valid and achieving a score of 3.2 or 80%. Furthermore, practicality test yielded a score of 3.1 or 77.5%. It means that “Matcha-Act” website-media were practical to use. The advantages of “Matcha-Act” website media include its accessibility and convenience, an engaging and interactive interface, and its ability to assist students in discovering concepts independently under teacher guidance. Consequently, the Matcha-Act” website is verified as a valid and practical learning media, making it suitable for mathematics learning, particularly on the topic of linear equations.

Standardized Assessment of TKA Equivalent for Junior High School Students Nur Roudlotul Jannah; Cholis Sa'dijah; Tjang Daniel Chandra
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6189

This research aims to develop a mathematical assessment instrument equivalent to the Academic Ability Test (TKA) for junior high school students who have good measurement quality. This research uses a Research and Development (R&D) approach by adapting the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The instrument developed consists of three question items that are arranged based on the TKA preparation grid with emphasis on mathematical reasoning skills, problem solving, and critical thinking. The research subjects consisted of expert validators including experts in mathematics and educational evaluation experts, as well as 80 junior high school students as respondents to the instrument trial. The data collection technique is carried out through expert validation sheets and tests of student work. Data analysis was carried out descriptively to assess the feasibility of the instrument's contents, while empirical validity was analyzed using corrected item-total correlation and reliability was analyzed using Cronbach's Alpha coefficient with the help of IBM SPSS Statistics software. The results showed that all question items had a corrected item-total correlation value that was greater than the r-value of the table (0.220) so that it was declared valid. In addition, the results of the reliability test showed a Cronbach's Alpha value of 0.953 which was in the very high category. These findings show that the assessment instruments developed have a very good level of validity and reliability so that they are suitable for use as an alternative assessment to measure the academic ability of junior high school students that are in line with TKA standards.

ASESMEN PEMECAHAN MASALAH OPEN-ENDED UNTUK MENGUKUR PROFIL BERPIKIR KREATIF MATEMATIS SISWA BERDASAR GENDER Cholis Sa’dijah; Hajjah Rafiah; Muhana Gipayana; Abdul Qohar; Lathiful Anwar
Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Vol. 25 No. 2 (2016)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um009v25i22016p147-159

Abstract: The purpose of this qualitative research is describing open-ended problem solving assessments for measuring the profile of student’s mathematical creative thinking, and describing student’s mathematical gender-based creative thinking profile. The assessments forms were open-ended problem solving sheet and interview guide. The research subjects were 3 female and 3 male sixth graders at one of elementary school in Malang, whose mathematical creative thinking capability regarded as high, fair, low level for each gender group. The students whose mathematical creative thinking high have all the three aspects of creative thinking: fluency, flexibility, and originality aspects of creativity. The students who have fair level of mathematical creative thinking fulfill only two aspects that are fluency and flexibility aspects. The students whose mathematical creative thinking low have only fluency aspect. Female students solve mathematical problems more fluently than boys. The male student who has high level of mathematical creative thinking has visual spatial ability better than the same level female student. Also the high mathematical profeciency female student has better mathematical reasoning ability than the male student of the same level. Abstrak: Tujuan penelitian ini mengkaji asesmen pemecahan masalah open-ended untuk mengukur profil berpikir kreatif matematis siswa dan mengkaji profil berpikir kreatif matematis siswa berdasar gender. Asesmen pemecahan masalah open-ended berupa lembar-lembar pemecahan masalah open-ended dan pedoman wawancara untuk mengukur profil berpikir kreatif matematis siswa. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian terdiri dari tiga laki-laki dan tiga perempuan siswa kelas VI di satu sekolah dasar di kota Malang yang masing-masing berkategori berpikir kreatif matematis tinggi, sedang, dan rendah. Siswa laki-laki dan siswa perempuan yang berkategori berpikir kreatif matematis tinggi memenuhi aspek kelancaran, keluwesan, dan keaslian, yang berkategori sedang memenuhi aspek kelancaran dan keluwesan, sedangkan yang berkategori rendah hanya memenuhi aspek kelancaran. Perbedaan yang terjadi muncul pada aspek kelancaran, yaitu siswa perempuan lebih lancar daripada siswa laki-laki. Siswa laki-laki yang berkategori berpikir kreatif matematis tinggi memiliki kemampuan visual spasial yang tinggi, sementara siswa perempuan yang berkategori berpikir matematis tinggi memiliki penalaran matematis yang tinggi.

Integrating augmented reality in mathematics: A mixed-methods systematic review of spatial and geometric learning Aulia Al Tsani Izzati; Cholis Sa'dijah; Slamet Arifin; Radeni Sukma Indra Dewi; Ratna Ekawati
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.85197

This mixed-methods systematic review examined the effectiveness of Augmented Reality (AR) in enhancing spatial skills and geometric understanding among primary school students, while identifying key factors for successful implementation in mathematics education. A comprehensive search of Scopus up to 21 March 2021 identified 817 records, of which 26 peer-reviewed articles met the inclusion criteria following PRISMA guidelines. Quantitative data from experimental and quasi-experimental studies were synthesised using meta-analytic methods, while qualitative findings were coded and thematically analysed. Results showed that AR interventions produced moderate to very large positive effects on spatial visualisation, mental rotation, and spatial reasoning, with an average effect size of 0.65 SD in geometry test scores compared with traditional methods. However, limited infrastructure, inadequate teacher preparedness, curriculum misalignment, and unequal student access hinder AR adoption, particularly in resource-constrained contexts. The synthesis highlights structured teacher professional development, curriculum integration, affordable AR tools, and supportive institutional policies as essential strategies for addressing these challenges. Overall, AR can substantially improve primary students’ spatial and geometric learning outcomes when implemented with appropriate pedagogical and systemic support. Future studies should prioritise longitudinal research, comparative evaluations, and policy design to sustain and scale AR’s benefits across diverse educational contexts and settings.

21st Century Learning Transformation: Systematic Review Literacy-Numeracy Enhancement Strategies Senior High School Students Anita Dewi Utami; Cholis Sa'dijah; Intan Sari Rufiana; Muhammad Kharis; Novi Rahmadhani Putri; Mohamad Aminudin
JURNAL PENDIDIKAN MATEMATIKA Vol. 9, No. 2: November 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.9.2.%p

Abstract. In the context of 21st-century education challenges, literacy and numeracy remain foundational competencies for high school students, yet global assessments consistently reveal significant gaps in these skills. This systematic review aims to identify and analyze evidence-based strategies for improving literacy and numeracy among senior high school students. The review synthesizes findings from 15 empirical studies published between 2019-2024 sourced from Scopus, ERIC, and Google Scholar using keywords such as 'literacy numeracy improvement,' 'senior school students,' and 'educational strategies.' Data were analyzed using a thematic analysis approach of qualitative and quantitative studies. The findings highlight four effective approaches: (1) technology-enhanced learning (adaptive platforms), (2) contextualized pedagogy (such as project-based learning), (3) targeted teacher training, and (4) cross-curricular integration. These four strategies were shown to provide measurable improvements to student learning outcomes. The study concludes that a multifaceted, evidence-driven approach, combining these strategies with multidisciplinary collaboration is essential for meaningful and sustainable progress in addressing literacy-numeracy deficits, particularly when adapted to local educational contexts.Keywords: Literacy, numeracy, senior high school students

Co-Authors Abdul Halim Abdullah Abdul Haris Rosyidi Abdul Jamil Abdul Jamil Abdullah, Abdul Halim Abdur Rahman As’ari Abdur Rohim, Abdur Agus Hidayat Agus Setiawan Agus Setiawan Ahmad Farid Haebah Ahyansyah, Ahyansyah Ainun Naziya Rohmah Akhmad Riandy Agusta Akmalia, Yuyun ALFARIS, RENALDY Alfiani Athma Putri Rosyadi Alifiana Mareta Anggara Dwinata Anita Dewi Utami Aprilia Dwi Mayangsari Aribowo, Bayu Exsanty Arif Yunet Priyo Tatagno Arik Murwanto Ariyadi Wijaya Arnellis, Arnellis Asih Kurnia Asih Aulia Al Tsani Izzati Aynin Mashfufah Azizah Nur Laily Rahmawati Bagus Cahyanto Chusnul Ma'rifah Chusnul Ma'rifah Dedi Kuswandi Deni Hamdani Desyandri Desyandri Dewi Astutik Dewi Astutik Dewi, Aulia Rahma Dian Wardhani Dyah Triwahyuningtyas Dyah Triwahyuningtyas Dyaswardani, Hapsari Eddy Sutadji Edy Bambang Irawan Eka Damayanti Eka Damayanti Eko Waluyo Emy Yunita Rahma Pratiwi, Emy Yunita Rahma Erry Hidayanto Ery Tri Djatmika RWW Ety Tejo Dwi Cahyowati Fatikh Inayahtur Rahma Fimmatur Rizka Ardina Fimmatur Rizka Ardina, Fimmatur Rizka Firdaus Dyah Utami Firdha Mahrifatul Zana Firdha Mahrifatul Zana Firman Tsabbit Abqari Fithriyah, Inayatul Fitri Kumalasari Flavia Aurelia Hidajat, Flavia Aurelia Galuh Putri, Yuniar Heksaria Hajjah Rafiah Hajjah Rafiah Handayani, Ucik Fitri Hanurawan, Fattah Heni Pujiastuti Henry Praherdhiono Herawati Susilo Heri Purnomo Heri Setiawan Heri Susanto Herti Prastitasari Hery Susanto Hery Susanto Hidayah, Irma Rachmah Himmatul Ulya Huljannah, Miftha Husniyah, Hana Kholifatul I Ketut Suada I Made Arnawa I Made Sulandra I Nengah Parta I Nyoman Sudana Degeng I Wayan Dasna Ika Ratih Sulistiani Imam Rofiki Imelda Dastania Pradani Imro'atul Mubarokah Imro'atul Mubarokah Indriati Nurul Hidayah Intan Sari Rufiana Istiqomah, Roshydatul Itsnaniya Fatwa Nurani Khafidhoh Nurul Aini Khalimatus Syuhriyah Khusnil Khatimah Khusnul Khotimah Kristayulita Kristayulita Kumala, Shifni Afida Kusumaningtyas, Nopem Labuem, Susana Lathiful Anwar Latifah, Eka Ratna Anjanuarti Laurentcia Noviafta Widya Lenita Puspitasari Luluk Faridatuz Zuhroh Luluk Wahyu Nengsih M. Misbachul Huda Maimunah Maimunah Maimunah Makbul Muksar Mandala, Arif Sapta Martini Dwi Purnama Maulidiyah Tutut Nurjanah Mega Fatimah Rosana Mei Dwi Jayanti Miftha Huljannah Mila Sekar Ayu Mohamad Aminudin Mohammad Akbar Mubarokah, Imro'atul Muhammad Ainur Rizqi Muhammad Kharis Muhammad Noor Kholid Muhana Gipayana Muhana Gipayana Muhana Gipayana Mujiyem Sapti Mukhlis Mukhlis Mulia, Abigail Christina Murpratiwi, Gendis Murwanto, Arik Nafi Isbadrianingtyas Nazila Naf’atu Fina Nita Retno Wahyuningati Novi Rahmadhani Putri Novitasari, Herawati Nugraheni, Dinda Dwi Nur Inayah Ahlan Nur Kharisma Widya Agustin Nur Roudlotul Jannah Nurrahmawati Nurrahmawati Nurrahmawati Nurul Audhifa Utami Oktaviana, Lucky Tri P Purwanto Permadi, Hendro Pity Asriani Pratiwi, Nike Punaji Setyosari Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwosetiyono, Fransiskus Xaverius Didik Puspitasari, Septi Putri, Novi Rahmadani Qohar, Abd. Radeni Sukma Indra Dewi Rahmawati, Azizah Nur Laily Ramdhan Fazrianto Suwarman Ratna Ekawati Ratri Rahayu Renika Arisinta Resyarusyda Parandrengi Ria Norfika Yuliandari Rini Nurhakiki Risa Utaminingsih Rizka Riana Rizka Zulvana Wardhani Rizky Nova Damayanti Rizqi, Muhammad Ainur Rustanto Rahardi Sa'dun Akbar Saad, Muhamad Ikhwan Mat Saiful Anwar Saputri, Risma Rintias Sari, Feti Eka Ratna Sari, Marinda Rosita Satrio Agung Prabowo Sepharyanto Sepharyanto Sisworo Sisworo, S Siti Chusnia Siti Lailiyah Siti Salina Mustakim Slamet Arifin Slamet Arifin Sri Rahayuningsih Sri Subarinah Styo Mahendra Wasita Aji Subanji Subanji Subanji Suci Zuhriati Sudirman Sudirman Sudirman Sudirman Sudirman Suherman, Suherman Sukoriyanto Sumarmi Susiswo Suwanti, Vivi Suwito, Ruth Widyati Swasono Rahardjo Syadidah, Pratama Fitri Syaiful Hadi Syamsul Hadi Syifa’ul Amamah Tatik Retno Murniasih Titik Harsiati Tjang Daniel Chandra Tomi Listiawan Toto Nusantara Vinarahmah, Aula Rizqi Vita Kusumasari Wahyu Nurlaili Wasilatul Murtafiah Widi Ardianto Widya, Laurentcia Noviafta Wikan Budi Utami Yerizon Yerizon Yudhi Hanggara Zana, Firdha Mahrifatul Zukhrufurrohmah, Zukhrufurrohmah Zulnaidi, Hutkemri

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