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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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Adversity quotient of Indonesian prospective mathematics teachers in solving geometry higher-order thinking skills problems Anwar, Lathiful; Sa'dijah, Cholis; Murtafiah, Wasilatul; Huljannah, Miftha
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.pp79-98

Comprehending and formulating strategies for geometry problems that require higher-order thinking skills (HOTS) is crucial in enhancing mathematics education. This study implements a qualitative case study approach to comprehend how prospective mathematics teachers with varying Adversity Quotients (AQ) solve geometry Higher-Order Thinking Skill (HOTS) problems. We selected 3 participants from 167 Indonesian prospective mathematics teachers to solve the three- and two-dimensional HOTS problems and were invited to an interview session. The three participants represent three types of participants: a climber student (high AQ), a camper student (medium AQ), and a quitter student (low AQ). Our findings show that each student had different responses to deal with the obstacles they faced while solving the problem. The climber student is more adept at solving problems than the camper and quitter students. In addition to identifying specific implications, this study offers a comprehensive understanding of AQ's significant role in solving mathematical problems. This knowledge serves as a concrete foundation for guiding the future advancement of curricula, assessment methods, and instructional approaches in mathematics education, particularly in the field of geometry. This research contributes to enhancing educational practices and policies on a broader scale.

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

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.

Developing adaptive digital book (ADB) in enhancing students’ numeracy literacy ability Yerizon, Yerizon; Arnellis, Arnellis; Suherman, Suherman; Arnawa, I Made; Sa'dijah, Cholis; Anwar, Lathiful
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p571-586

Numeracy literacy is essential for students to solve interrelated problems across various subjects. However, students' numeracy literacy skills remain low, necessitating innovative learning resources. This research focuses on designing an Adaptive Digital Book (ADB) that is claimed to be valid, practical, and effective in improving students' numeracy literacy. This study adopted a design research approach in the context of development studies, which included two main phases: the preliminary phase and the formative evaluation phase, which included self-evaluation, expert evaluation, and iterative evaluation (one-to-one, small group, and field test). Quantitative and qualitative data were gathered through assessment of numeracy literacy, interviews, and distributing questionnaires. Results showed that ADB is practical and effective in its validity as well as in meeting the requirements of students with different learning needs. The combination of multimedia elements like videos caters to visual and auditory learners, which helps improve their numeracy literacy skills.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p571-586

Teaching higher-order thinking skills in mathematics classrooms: Gender differences Sa’dijah, Cholis; Murtafiah, Wasilatul; Anwar, Lathiful; Nurhakiki, Rini; Cahyowati, Ety Tejo Dwi
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.

Characteristics of students’ abductive reasoning in solving algebra problems Hidayah, Indriati Nurul; Sa’dijah, Cholis; Subanji; Sudirman
Journal on Mathematics Education Vol. 11 No. 3 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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When students solve an algebra problem, students try to deduce the facts in the problem. This step is imperative, students can draw conclusions from the facts and devise a plan to solve the problem. Drawing conclusions from facts is called reasoning. Some kinds of reasoning are deductive, inductive, and abductive. This article explores the characteristics of some types of abductive reasoning used by mathematics education students in problem-solving related to using facts on the problems. Fifty-eight students were asked to solve an algebra problem. It was found that the student’s solutions could be grouped into four types of abductive reasoning. From each group, one student was interviewed to have more details on the types. First, the creative conjectures type, the students can solve the problems and develop new ideas related to the problems; second, fact optimization type, the students make conjecture of the answer, then confirm it by deductive reasoning; third, factual error type, students use facts outside of the problems to solve it, but the facts are wrong; and fourth, mistaken fact type, the students assume the questionable thing as a given fact. Therefore, teachers should encourage the students to use creative conjectures and fact optimization when learning mathematics.

Kemampuan Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Open-Ended Ditinjau dari Gaya Belajar Husniyah, Hana Kholifatul; Sa'dijah, Cholis
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18887

Kemampuan berpikir kreatif bagian dari kemampuan yang dibutuhkan di abad 21. Berdasarkan dari beberapa penelitian, gaya belajar dapat mempengaruhi kemampuan berpikir kreatif seseorang. Sementara itu, kemampuan berpikir kreatif dapat dibelajarkan kepada siswa melalui pembelajaran penyelesaian masalah open-ended. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif siswa dalam menyelesaikan masalah open-ended ditinjau dari gaya belajar. Pendekatan penelitian ini adalah kualitatif di mana pengumpulan data dilakukan melalui tes kemampuan berpikir kreatif, tes gaya belajar, dan wawancara. Instrumen yang digunakan dalam penelitian ini adalah valid melalui proses validasi ahli. Subjek penelitian adalah 33 siswa kelas X yang berasal dari salah satu sekolah menengah atas di Kota Malang. Wawancara penelitian ini dilakukan pada subjek di setiap gaya belajar dengan memperhatikan proporsional banyak masing-masing gaya belajar visual, auditorial, dan kinestetik serta kemampuan komunikasi siswa. Berdasarkan hasil penelitian diperoleh bahwa siswa bergaya belajar visual memenuhi fleksibilitas dan kebaruan, siswa auditorial memenuhi kefasihan dan fleksibiltas, dan siswa kinestetik tidak memenuhi kefasihan, fleksibilitas, dan kebaruan. Creative thinking abilities are part of the skill set required in the 21st century. Based on several studies, creative thinking ability can be influenced by learning styles. Meanwhile, creative thinking abilities can be taught to students through open-ended problem solving learning. This research aims to describe students' creative thinking abilities in solving open-ended problems viewed from learning styles. The approach to this study is qualitative. Data collection was carried out through creative thinking ability tests, learning style tests, and interviews. The instruments used in this study were valid through an expert validation process. The research subjects were 33 grade X students from one of the senior high schools in Malang City. The research interviews were conducted on subjects in each learning style by considering the proportional amount of each visual, auditory, and kinesthetic learning style and students' communication skills. Based on the research results, it was found that students with a visual learning style meet flexibility and novelty, auditory students meet fluency and flexibility, and kinesthetic students do not meet fluency, flexibility, and novelty.

Kemampuan Komunikasi Matematis Siswa SMA dalam Memecahkan Masalah Matematika Ditinjau dari Tipe Kepribadian MBTI Thinking (T) dan Feeling (F) Galuh Putri, Yuniar Heksaria; Sa'dijah, Cholis
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.19104

Kemampuan komunikasi matematis penting dimiliki siswa untuk memahami konsep matematika secara mendalam. Namun, hasil PISA 2022 menunjukkan hasil literasi matematika siswa Indonesia masih perlu ditingkatkan, terutama kemampuan siswa dalam menyampaikan ide dan solusi secara jelas dan terstruktur. Temuan awal peneliti menunjukkan adanya perbedaan pola komunikasi matematis tertulis antar siswa, yang diduga dipengaruhi oleh tipe kepribadian. Tipe thinking dan feeling dalam MBTI dinilai relevan karena berpengaruh terhadap cara siswa berpikir, memproses informasi, dan mengomunikasikan pemahaman dalam pemecahan masalah matematika. Penelitian ini bertujuan untuk mendeskripsikan kemampuan komunikasi matematis tertulis siswa SMA dalam menyelesaikan masalah matematika ditinjau dari tipe kepribadian MBTI thinking (T) dan feeling (F). Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian ini adalah 36 siswa kelas XI di salah satu sekolah menengah atas di Kota Malang. Dari subjek tersebut dipilih 4 siswa sebagai subjek wawancara, dengan dua siswa mewakili tipe kepribadian MBTI thinking dan dua siswa mewakili tipe kepribadian MBTI feeling. Teknik pengumpulan data yang digunakan berupa angket MBTI, tes soal kemampuan komunikasi matematis, dan wawancara. Hasil penelitian menunjukkan bahwa siswa dengan tipe kepribadian MBTI thinking cenderung menunjukkan kemampuan komunikasi matematis yang sistematis, logis, dan analitis, baik dalam penggunaan simbol, representasi visual, maupun penulisan solusi. Sementara itu, siswa dengan tipe kepribadian MBTI feeling lebih menonjolkan kepraktisan dan aspek emosional dalam penyampaian ide matematika, serta menunjukkan sensitivitas terhadap tampilan estetis. Mathematical communication skills are important for students to understand mathematical concepts in depth. However, the 2022 PISA results show that Indonesian students' mathematical literacy still needs to be improved, especially their ability to convey ideas and solutions clearly and structurally. Initial findings by researchers indicate differences in written mathematical communication patterns among students, which are thought to be influenced by personality type. The thinking and feeling types in the MBTI are considered relevant because they influence how students think, process information, and communicate their understanding in solving mathematical problems. This study aims to describe the written mathematical communication skills of high school students in solving mathematical problems from the perspective of MBTI personality types thinking (T) and feeling (F). This study uses a descriptive qualitative approach. The research subjects were 36 eleventh-grade students at a high school in Malang City. From these subjects, four students were selected for interviews, with two students representing the MBTI thinking personality type and two students representing the MBTI feeling personality type. The data collection techniques used were the MBTI questionnaire, a mathematical communication ability test, and interviews. The results of the study indicate that students with MBTI thinking personality types tend to demonstrate systematic, logical, and analytical mathematical communication skills, both in the use of symbols, visual representations, and writing solutions. Meanwhile, students with MBTI feeling personality types emphasize practicality and emotional aspects in conveying mathematical ideas and demonstrate sensitivity to aesthetic presentation.

21st Century Learning Transformation: Systematic Review Literacy-Numeracy Enhancement Strategies Senior High School Students Utami, Anita Dewi; Sa'dijah, Cholis; Rufiana, Intan Sari; Kharis, Muhammad; Putri, Novi Rahmadhani; Aminudin, Mohamad
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

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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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.

Co-Authors Abdul Halim Abdullah Abdul Haris Rosyidi 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 Alfiani Athma Putri Rosyadi Alifiana Mareta Anggara Dwinata Anita Dewi Utami Aribowo, Bayu Exsanty Arif Yunet Priyo Tatagno Arik Murwanto Ariyadi Wijaya Arnellis, Arnellis Asih Kurnia Asih Aura Sya’banningrum Aynin Mashfufah Azizah Nur Laily Rahmawati Bagus Cahyanto Chusnul Ma'rifah Chusnul Ma'rifah Dedi Kuswandi Deni Hamdani Desi Rahmadani 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 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 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, Maimunah Makbul Muksar Mandala, Arif Sapta Martini Dwi Purnama Maulidiyah Tutut Nurjanah Mayangsari, Aprilia Dwi Miftha Huljannah Mila Sekar Ayu Mohamad Aminudin Mohammad Akbar Mubarokah, Imro'atul Muhammad Ainur Rizqi Muhammad Kharis Muhammad Noor Kholid Muhana Gipayana Muhana Gipayana Mujiyem Sapti Mujiyem Sapti Mukhlis Mukhlis Mulia, Abigail Christina Murpratiwi, Gendis Murwanto, Arik Nafi Isbadrianingtyas Nazila Naf’atu Fina Nita Retno Wahyuningati Novitasari, Herawati Nugraheni, Dinda Dwi Nur Inayah Ahlan Nur Kharisma Widya Agustin Nurrahmawati Nurrahmawati Nurrahmawati Nurul Audhifa Utami Oktaviana, Lucky Tri P Purwanto Permadi, Hendro Pity Asriani Pranata, Syalshabil Shafa Punaji Setyosari Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwosetiyono, Fransiskus Xaverius Didik Puspitasari, Septi Putri, Novi Rahmadani Putri, Novi Rahmadhani Qohar, Abd. Rahmawati, Azizah Nur Laily Ramdhan Fazrianto Suwarman 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 Sri Subarinah Styo Mahendra Wasita Aji Subanji Subanji Subanji Suci Zuhriati Sudirman Sudirman Sudirman Suherman, Suherman Sukoriyanto Sumarmi Susiswo Suwanti, Vivi Suwito, Ruth Widyati Swasono Rahardjo Syadidah, Pratama Fitri 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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